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AN UNDERGRADUATE THESIS
THE USE SYNONYM AND ANTONYM CONTEXT CLUE TO IMPROVE
READING COMPREHENSION ABILITY AT THE TENTH GRADE OF
SMA PURNAMA TRIMURJO CENTRAL LAMPUNG
By :
HENI NURUL FADILAH
Student Number: 1501070175
Tarbiyah and Teacher Training Faculty
English Education Department
THE STATE INSTITUTE FOR ISLAMIC STUDIES OF METRO
1441 H/ 2019 M
THE USE SYNONYM AND ANTONYM CONTEXT CLUE TO IMPROVE
READING COMPREHENSION ABILITY AT THE TENTH GRADE OF
SMA PURNAMA TRIMURJO CENTRAL LAMPUNG
Presented as a partial Fulfillment of the Requirements
for the degree of Sarjana Pendidikan (S.Pd)
in English Education Department
By :
HENI NURUL FADILAH
Student Number: 1501070175
Tarbiyah and Teacher Training Faculty
English Education Department
Sponsor : Dr. Mahrus As’ad, M.Ag
Co-Sponsor : Ahmad Subhan Roza, M.Pd
THE STATE INSTITUTE FOR ISLAMIC STUDIES OF
METRO
1441 H / 2019 M
ii
THE USE OF SYNONYM AND ANTONYM CONTEXT CLUE TO
IMPROVE READING COMPREHENSION ABILITY AT THE TENTH
GRADE OF SMA PURNAMA TRIMURJO CENTRAL LAMPUNG
ABSTRACT
BY:
HENI NURUL FADILAH
The purpose of this research was to know the improving student‟s reading
comprehnsion ability by using synonym and antonym context clue. The focused
on this research is student‟s reading comprehnsion ability. It is related to the
problem identification that the students have difficulties in understanding the
meaning of the words. Using synonym and antonym context clue strategy can be
alternative in order to build the student‟s active can also improve student‟s
reading comprehnsion ability.
The kind of this research was classroom action research (CAR) which was
conducted in two cycles. Each cycle consists of planning, acting, observing and
reflecting. In this research the students were given pre test before treatment and
post test after treatment. The object of this research was 29 students in IPA and
IPS class at the tenth grade of SMA Purnama Trimurjo Central Lampung. In
collecting the data the researcher used test (pre test, post test 1 cycle 1 and post
test 2 cycle 2), observation, field note, and documentation.
The result of this research showed that synonym and antonym context clue
strategy had positive role in improving the reading comprehension ability at the
tenth grade of SMA Purnama Trimurjo. It can be proved by the students‟average
score from pre test to post test. The average score in pre test was 49,93 and in post
test was 65,37 became 77,10 in post test 2. It means that the using of synonym
and antonym context clue strategy in reading especially descriptive text can
improve the students‟ reading comprehension ability at the tenth grade of SMA
Purnama Trimurjo Central Lampung.
(Keyword: reading comprehension ability, synonym and antonym context clue
strategy, Classroom action research)
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PENGGUNAAN SINONIM DAN ANTONIM PETUNJUK CONTEKS
UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN MEMBACA
PADA KELAS SEPULUH SMA PURNAMA TRIMURJO LAMPUNG
TENGAH
ABSTRAK
OLEH
HENI NURUL FADILAH
Tujuan dari penelitian ini adalah untuk mengetahui kemampuan
pemahaman membacaan siswa dengan menggunakan sinonim dan antonim
petunjuk konteks. Pada penelitian ini untuk mengetahui kemampuan pemahaman
membacaan siswa, Hal ini terkait dengan identifikasi masalah bahwa siswa
mengalami kesulitan dalam memahami arti dari kata. Dengan menggunakan
strategi sinonim dan antonim petunjuk konteks dapat menjadi strategi alternatif
untuk membangun keaktifan siswa juga dapat meningkatkan kemampuan
pemahaman membaca siswa.
Jenis penelitian ini adalah tindakan kelas penelitian yang dilakukan dalam
dua siklus. Setiap siklus terdiri dari perencanaan, bertindak, pengamatan dan
refleksi. Dalam penelitian ini siswa diberikan test awal sebelum pelaksanaan
penelitian dan tes akhir. Objek dalam penelitian ini terdiri dari 29 siswa kelas
sepuluh kelas IPA dan IPS SMA Purnama Trimurjo Lampung Tengah. Dalam
mengumpulkan data peneliti menggunakan tes (pre test siklus 1, post test siklus 1
dan post test siklus), pengamatan, catatan lapangan, dan dokumentasi.
Hasil penelitian ini menunjukkan bahwa strategi sinonim dan antonim
petunjuk konteks memiliki peran positif dalam meningkatkan kemampuan
pemahaman membaca siswa kelas kesepuluh SMA Purnama Trimurjo. Hal ini
dapat dibuktikan berdasarkan nilai rata-rata mereka mulai dari pre-test menuju
post-test. Nilai rata-rata siswa pada saat pre test adalah 49, 93 dan Post 65, 37
menuju 77, 10 di post test 2. Ini berarti bahwa penggunaan strategi sinonim dan
antonim petunjuk konteks dalam membaca teks descriptif dapat meningkatkan
kemampuan pemahaman membaca siswa kelas sepuluh SMA Purnama Trimurjo
Lampung Tengah.
(Keyword: kemampuan pemahaman membaca, sinonim dan antonim Petunjuk
konteks, dan Penelitian tindakan kelas (PTK) )
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MOTTO
و يرفع الله هو لذ ييآ هل ه ذ ه درجات ذ ي يآ ن
Allah will increase the people who believe between you and the people who are
given knowledge.
(Al-Mujadalah:11)
Opportunities don’t happen,, You create them.
(Chris Grosser)
xi
DEDICATION PAGE
I highly dedicate this undergraduate thesis to:
My beloved parents, Mr. Marsiman and Mrs. Sunariyah who
always support me in their endless love.
My lovely best friends and boy friend who have given me support
and always beside me everyting.
My Lovely Family in My Booarding House and My lovely
Classmates in TBI C Class.
My beloved almamater The State Institute for Islamic Studies of
Metro.
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xiii
TABLE OF CONTENTS
COVER ........................................................................................................... i
TITLE ............................................................................................................. ii
ABSTRACT .................................................................................................... iii
ABSTRAK ...................................................................................................... iv
RETIFICATION PAGE ................................................................................ v
APPROVAL PAGE ....................................................................................... vi
NOTIFICATION PAGE ............................................................................... vii
NOTA DINAS ................................................................................................. viii
STATEMENT OF RESEARCH ORIGINALITY ...................................... ix
ORISINILITAS PENELITIAN .................................................................... x
MOTTO .......................................................................................................... xi
DEDICATION PAGE .................................................................................... xii
ACKNOWLEDGEMENT ............................................................................. xiii
TABLE OF CONTENS ................................................................................. xiv
LIST OF TABLES ......................................................................................... xvii
LIST OF FIGURES ....................................................................................... xviii
LIST OF APPENDICES ............................................................................... xix
CHAPTER I INTRODUCTION
A. Background of the Study ...................................................................... 1
B. Problem Identification .......................................................................... 6
C. Problem Limitation .............................................................................. 7
D. Problem Formulation ........................................................................... 7
E. Objective and Benefit of the Study ...................................................... 7
F. Prior Research ..................................................................................... 8
CHAPTER II THE REVIEW OF RELATED THEORIES
A. The Conceptof Reading Comprehension Ability ................................. 11
1. Concept of Reading ........................................................................ 11
a. Types of reading ...................................................................... 12
b. Types of Teaching Reading .................................................... 13
2. The Concept of Reading Comprehension ability ............................ 14
a. The Definition of Reading Comprehension Ability ............... 14
b. Kinds of Reading Comprehension Ability .............................. 15
c. Indicators of Reading Comprehension Ability ....................... 16
d. Strategy of Teaching Reading Comprehension Ability .......... 17
e. Measurement of Reading Comprehension Ability ................. 19
xiv
f. Scoring Rubric Of Reading Comprehension .......................... 20
3. The Concept of Synonym and Antonym Context Clues Strategy ... 20
a. The Definition of Synonym and Antonym Context Clues
Strategy. ................................................................................... 20
1) Definition of Synonym ........................................................ 20
2) Definition of antonym .......................................................... 21
3) Definition of Context Clues Strategy................................... 21
4) Benefits of Context Clues Strategy ..................................... 22
5) Types of context clue strategy........................................... .. 23
6) The Procedure of Context Clues Strategy.......................... 24
7) Indicator of Using Context Clues Strategy........................ 25
B. Action Hypotheses ............................................................................... 26
CHAPTER III RESEARCH METHOD
A. Variable and The Operational Definition of Variable ......................... 27
B. Setting of the Study .............................................................................. 29
C. Subject of the Study ............................................................................. 29
D. Subject of the study ............................................................................. 29
E. Action Plan ........................................................................................... 30
F. Data Collection Technique ................................................................... 34
G. Research Instrument ............................................................................ 36
H. Data Analysis Technique .................................................................... 36
I. Indicator of Success ............................................................................. 37
CHAPTER IV RESULT OF THE RESEARCH AND INTERPRETATION
A. Result of the Research .......................................................................... 38
1. Description of Research Location .................................................. 38
a. History of SMA Purnama Trimurjo ......................................... 38
b. Vision and Mission of SMA Purnama Trimurjo ...................... 39
c. Quantity Students of SMA Purnama Trimurjo ........................ 40
d. The Condition of Teacher and Official Employers at SMA
Purnama Trimurjo .................................................................... 41
xv
e. The Condition Building of SMA Purnama Trimurjo .............. 42
f. Organization Structure of SMA Purnama Trimurjo................. 43
g. Location Sketch of SMA Purnama Trimurjo ........................... 44
2. The Description of Research Data ................................................. 45
B. INTERPRETATION................................................................... 66
C. DISCUSSION ...................................................................................... 73
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ........................................................................................... 74
B. Suggestion ............................................................................................ 75
BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE
xvi
LIST OF TABLES
Table 1 Data Pre-Survey ....................................................................................... 3
Table 2 The result of Data pre survey...................................................................4
Table 3 Scoring Rubric Reading Comprehension ................................................. 21
Table 4 Data of the Subject of the Research ......................................................... 30
Table 5 Total Students of SMA Purnama Trimurjo .............................................. 42
Table 6 Condition of the Teacher and Official at SMA Purnama Trimurjo......... 43
Table 7 Building of SMA Purnama Trimurjo....................................................... 44
Table 8 Students‟ Pre-test score........................................................................... 48
Table 9 Frequency of students‟ score in Pre-test.................................................. 48
Table 10 Frequency of students‟ score in Pre-test................................................ 52
Table 11 the Frequency of Students‟ Score in Post-test 1................................... 53
Table 12 the Students‟ Activities Observation in Cycle I.................................... 54
Table 13 the Frequency Students‟ Activities in Cycle I...................................... 55
Table 14 the Comparison Between Pre-test and Post-test I Score in Cycle I...... 56
Table 15 the Comparison of Students‟ Pre-Test and Post-Test I in Cycle I........ 57
Table 16 the Students‟ Post Test II score............................................................. 59
Table 17 the Frequency of Students‟ Score in Post-test 1I.................................. 60
Table 18 the Students‟ Activities Result in Cycle II............................................ 61
Table 19 the Frequency Students‟ Activity in Cycle II........................................ 62
Table 20 the Comparison Between Post-Test I Score and Post-Test II Score...... 63
Table 21 the Comparison of Students‟ Score in Post-test I and Post-Test II....... 64
Table 22 the Comparison of Pre-Test, Post-Test I in Cycle I and Post-Test II in
Cycle II................................................................................................................. 67
Table 23 the Comparison of Students‟ Pre-Test, Post-Test I Score in Cycle I and
Post-Test II Score in Cycle II............................................................................... 68
Table 24 the Precentage of Students Activities in Cycle I and Cycle II................69
xvii
LIST OF FIGURES
Fgure 1 Action Research Design........................................................................... 31
Figure 2 Organization of SMA Purnama Trimurjo ............................................... 43
Figure 3 the Sketch of SMA Purnama Trimurjo ................................................... 44
Graph 4 The graph of students‟ score at pre test................................................... 47
Graph 5 The graph of students‟ score at post test 1...............................................52
Graph 6 The graph of students‟ activity in cycle 1................................................55
Graph 7 The Graph of Students‟ Pre test and Post test 1.......................................57
Graph 8 The Graph of Students‟ Score at Post test 2.............................................61
Graph 9 The Graph of Students‟ Activity in Cycle 2.............................................63
Graph 10 The Graph of Students‟ Post-Test I and Post-Test II.............................65
Graph 11 The Graph of Students‟ Pre Test, Post-Test I and Post-Test I..............70
Graph 12 The Graph of Students‟ Learning Activity in Cycle I and Cycle II.......71
xviii
LIST OF APPENDICES
1. Syllabus
2. Lesson Plan
3. Instrument Pre Test
4. Instruments Post Test Cycle 1
5. Instrument Post Test Cycle 2
6. Key Answer
7. Attendence list
8. Observation Sheet of Teacher Activities
9. Field Note
10. Students Score
11. Documentation of Research
12. Research Letter
13. CurriculumVitae
xix
CHAPTER 1
INTRODUCTION
A. Background of the Study
Language is the system of sounds and word used by humans to express
their thoughts and feelings. A language functions as a means of
communication. It is the representative of ideas that human beings have in
mind, therefore, human beings can share and grasp ideas one another in the
way of communication. Language is considered as a tool of communiation and
language cannot be separated from community, but we can communicate with
others by using language. Actually, we cannot understand what the other
people say if we do not know the language and we need language not only for
getting science and technology, but also to make our communication was
getting better. Therefore, the researcher thinks how important the language and
human life.
English was not only used as a means of communication but also as a
subject learned at schools in Indonesia. In learning English, students have to
learn and practice the four skills; listening, speaking, reading, and writing.
Listening and reading skills are regarded as receptive skills because they
involve receiving messages while speaking and writing skills were considered
to be productive skills because they involve language production. All of those
skills were essential in learning English language. But in this paper, the
researcher focuses in reading skill.
1
2
In relation study reading, reading is one of the language skills that it
should be mastered by students. As one of the language skills, reading has
important role used to understand the texts. Reading is not a passive skill
because it needs the active interaction among the reader‟s prior knowledges.
The good prior knowledge influences the comprehension of the reader. It needs
more understanding to get the message or information from the texts.
Next, reading is one important skills in learning English mainly in the
school. For the beginner, reading is considered mainly with learning recognize
the printed symbols that represent language and to respond their intellectual
and emotional when the teacher asked about content of the text that they have
read. Because, some students still find difficulties to improve their reading skill
because the material for reading was not interesting for them.
However, reading is not an easy skill because it requires highly
concentrate of the reader. There are many problems faced by the reader to
achieve the purpose of reading, such as reading habit, learning style,
vocabulary mastery and motivation. It is hard to the readers to comprehend the
text without having good reading habit, learning style, vocabulary mastery and
motivation.
In addition reading requires skills. Students in EFL (English as Foreign
Language) class should have reading skills in order to be able to comprehend
the materials or sentence they read. One of reading skills is men-decode skill.
When someone reads and answers a question, he or she men-decode the words
to get their meanings. Students as the readers should know the meaning of each
3
sentence to attain comprehension. However, there is a problem when students
do not know the meaning of certain words that are not familiar to them. As a
result, it is difficult for them to comprehend the sentence.
In this case, the problems of reading comprehension ability were found by
the researcher as the result of pre-survey conducted on April 29, 2019 at the
tenth grade of SMA Purnama Trimurjo Central Lampung. In the pre-survey the
researcher distributed the reading comprehension ability question in form of
multiple choice test which consist 10 items students of the tenth graders.
Moreover, the researcher got the data from the students‟ score on pre
survey of reading comprehension ability at SMA Purnama Trimurjo. The pre
survey has been done on April 29, 2019. The table below was the data:
Table 1
The data of Pre-survey students Reading Comprehension Ability at the
Tenth Grade of SMA Purnama Trimurjo Central Lampung
No Name Score grade Category
1 BA 40 Incomplete
2 DAK 50 Incomplete
3 EF 50 Incomplete
4 EH 50 Incomplete
5 FA 40 Incomplete
6 FS 60 Incomplete
7 HC 60 Incomplete
8 JFD 70 Complete
9 JK 50 Incomplete
10 KW 50 Incomplete
11 LS 30 Incomplete
12 MEI 30 Incomplete
13 MS 30 Incomplete
14 NFS 60 Incomplete
15 OJI 50 Incomplete
16 PA 30 Incomplete
17 PS 60 Incomplete
18 RA 70 Complete
19 RD 30 Incomplete
4
20 RDS 50 Incomplete
21 ROH 70 Complete
22 RRU 30 Incomplete
23 SA 30 Incomplete
24 SBA 30 Incomplete
25 SBW 60 Incomplete
26 SMR 60 Incomplete
27 THP 40 Incomplete
28 TRI 70 Complete
29 YDS 70 Complete
Source: The result of pre survey which was conducted on April 29, 2019 at the
tenth grade of SMA Purnama Trimurjo Central Lampung.
The researcher got the data from the result of students; score on pre survey
of reading comprehension ability task at SMA Purnama Trimurjo. The pre
survey has done on April 29, 2019.
Table 2.
The result of Data pre survey of Students’ Reading Comprehension at
the Tenth Grade of SMA Purnama Trimurjo.
No Score Category Frequency Percentage
1 < 70 Incomplete 24 83%
2 >70 Complete 5 17%
3 Total 29 100%
Source: pre survey that the researcher conducted
Based on the table above it can be inferred that the students for the level of
English reading comprehension ability at the tenth grade of SMA Purnama
Trimurjo Central Lampung. There are 5 students who were get the result
between > 70 included the passed category (17%). Then, students which < 70
there are 24 students who are included the lowest catogory (83%).
Furthermore, with the Minimum Mastery Criteria (MMC) for English lesson is
70, so the students have score appropriate with MMC were 5 students.
Based on the pre survey, the researcher found that one of the problem
faced by students was they often find difficulty in comprehending the text,
5
because the students do not know the meaning of unfamiliar words on the text.
The explained some problems of the students in learning English. The students
are often difficult to guess or know the new vocabulary and unfamiliar.
Moreover, if students find this kind of matter in the form of context clues then
students tend to answer that question without thinking. Then in terms of
context clues, this learning method is classified as a teaching method that is
relatively seldom used. The researcher were less aware of the importance
strategy of context clues to understand a sentence or text English reading
requires a good understanding.
There are some strategies in teaching reading comprehension ability. They
are activating background knowledge, questioning, searching for information,
summarizing, and etc. The researcher must able to make variations and choose
the suitable strategy in order to attact student‟s interest in reading for this
purpose. The researcher proposes a strategy named synonym and antonym
context clue strategy to prove long-term support for students development in
reading comprehension ability.
The context clues are clues that the writers gives intentionally or
incidentally in the text to help the learners understand a difficult or an
unfamiliar word. Four types of context clues that are quite common that then
will be studied in this research, namely: synonym, antonym, explanation and
example. The researcher by using context clues synonym and antonym
strategy because can make students to understand the meaning of a context in
6
reading text. The use of context clues could be on of the best ways to improve
student‟s reading comprehension.
Based on the explanation, the researcher wants to present the study
entitled:
“THE USE OF SYNONYM AND ANTONYM CONTEXT CLUE
STRATEGY TO IMPROVE READING COMPREHENSION ABILITY AT
THE TENTH GRADE OF SMA PURNAMA CENTRAL LAMPUNG”.
B. Problem Identification
Inferring to the background of the study above, the researcher identified
some problems as follows:
1. The students have not more motivation to read a English text.
2. The students lacked of mastering the vocabularies.
3. The students had low in reading comprehension.
4. The students were difficult to comprehend in finding detail information of
the text.
C. Problem Limitation
Based on the problem identification above, the researcher will be solving
the problem that was focused on “The students lacked of mastering the
7
vocabularies”. The researcher used synonym and antonym context clue strategy
in this research.
D. Prablem Formulation
Concerning with the background of the study above, the researcher
formulated the problem as follows:
“Can the use of Synonym and Antonym Context Clues Strategy Improve
Reading Comprehension Ability at The tenth grade of SMA Purnama Trimurjo
Central Lampung”?
E. Objectives andBenefits of the Study
1. Objectives of the research
Based on the problem formulation above, the researcher aims to show
that synonym and antonym context clue strategy can improve reading
comprehension ability at the tenth grade of SMA Purnama Trimurjo
Central Lampung.
2. Benefits of the Study
a. For the Students
1) To improve the student‟s English synonym and antonym.
2) As a contribution for the students to improve their reading
comprehension.
3) As information to know the roles of English learning.
4) To enable the students to comprehend the passage.
b. For the school
8
1) To give information to English teacher that context clues strategy
can be effective strategy to improve students‟ reading
comprehension.
2) The researcher can be used as information to improve quality of
English learning in the future.
3) To help the English teacher find out an appropriate strategy to handle
students‟ reading comprehension.
c. For the teachers
1) As confirming the previous theory about reading subject.
2) As a recommendation for the teacher in solving problem that
possibly appears in teaching reading subject effeciently.
d. For the writer
As a suggestion for other writers to add their knowlegde about how
teaching reading well.
F. Prior Research
The researcher entitle the use of using synonym and antonym context clue
toimprove reading comprehension ability at the tenth grade of SMA Purnama
Trimurjo Central Lampung doesn‟t conduct yet by the researcher. The
research found some similar research entitle context clues:
The previous research under title is Increasing the Students’ Reading
Comprehension Through Contextual Clues Strategy at the eleventh graders of
9
SMA N I Seputih Agung in the academic year 2012/2013.1The research was
written by Elva Dwi Hari Suyanto from State Islamic Institute of Metro.2The
result is the are research action classroom of reading comprehension that
output by contextual clues that is increasing for students, different test, which
used contextual clues for example: synonym, antonym, example and
explanation. The result of this study showed that there are several common
problems or difficulties faced by students such as: analyzing the reading text,
allocating their time to study English outside the school because, they prefer
doing other activities and understanding the meaning of sentences and words
caused lack of vocabulary mastery and some words.
Moreover, the corelation between this title and the second title is about
classroom action research and classroom action research, there is use cycle
one and cycle two, the second title use context clue, while title one by using
synonym and antonym context clue.
Furthemore, entitle The Effect of Context Clues in Reading
Comprehension of the Eleventh Grade Students at SMA Negeri 3
Palangkaraya.3 The research defined the effect which is commonly in context
clues toward reading comprehension result at the eleventh grade students SMA
Negery 3 Palangkarya. This title, there are bab I consist of background of the
1Elva dwi Hari Suyanto, “Increasing The Students’ Reading Comprehension Through
Contextual Clues Strategyat the eleventh graders of SMA N I Seputih Agung in the academic year
2012/2013”, STAIN Jurai Siwo Metro. 2Loyola Innaci, and D. Praveen Sam, Journal Of English Language And Literature
(JOELL), “Using Context Clues As A Vocabulary Learning Strategy: An Experimental Study”,
Vol.4 Issue 3 2017 3Ahmad Suri, “The Effect of Context Clues in Reading Comprehension of the Eleventh
Grade Students at SMA Negeri 3 Palangkaraya”, 2015, IAIN Palangkarya.
10
study, problem of the study, objectives of the study, significance of the study,
variable of the study, assumption, hypothesis, scope and limitation, definition
of key term, and framework of discussion. So, this title many structure and
detail for paragraph.
Next, which title Improving the Students Reading Comprehension By
Using Circ Strategy at the Eight Grade of Smpn 10 Metro in Academic Year
of2016/2017.4According to Karen Tankersley reading is complex process made
up of several interlocking skills and processes. Many definition about reading
but reading is one of basic skills that have a positive effect, because in reading
the students not only get the information of the text but also increasing their
vocabulary knowledge on their spelling and on their writing though reading.
This title by using classroom action research and circ strategy, many time and
calculation, so this title different research, students is junior high school and
used circ strategy. But also having similarity that is skill reading
comprehension.
4Indartiana, “Improving the Students Reading Comprehension By Using Circ Strategy at
the Eight Grade of Smpn 10 Metro in Academic Year of2016/2017”, State Islamic Institute of
Metro.
CHAPTER II
REVIEW OF THE LITERATURE
A. The Concept of Reading Comprehension
1. The Concept of Reading
Terminologically, there were so many experts that have different
definitions for reading, but there the researcher will take several definition
according to the experts as follows:
According to Anthony, reading is the process of composing meaning
through dynamic interaction between the existing knowlegde of the reader,
the information recommended by the printed language, and the context of
reading situation.5 In order word, in the process of composing meaning,
there are many interaction which are involved namely the reader prior
knowledge, information of the text, and how the context when the reader
are reading.
Anderson explains that reading as making meaning from written
texts.6 Is means that to get the meaning, the reader should think and
comprehend about the content of the text.
Alfassi states that reading is a complex cognitive activity is required
to get notice in society.7 It can be said that reading was much needed
because it can help someone to find a lot of information in the social life.
5Thomas S.C. Farrell, Planning Lesson For a Reading Class, (Singapore: SEAMEO
Regional Language Center, 2002), p.1. 6Abbas Pourhosein Gilakjani,”How Can Students Improve Their Reading
Comprehension Skill?”, journal of studies in education, ISSN 2162-6952, 2016,Vol. 6, No. 2
11
12
Furthemore, Caroline T Linse states that reading is a set of skills that
involves making sense and driving meaning from the printed word.8 It can
be concluded that reading is a complex activity process which very
important involving the language and thought in order to get meaningful
message, science or information sent by the writer through printed
langauge such as graphic symbols, written verbal symbols.
a. Types of Reading
1) Modals of Reading
There are three modals or reading as follows:
a) Top-down model
The top-down modal is the smaller units of a text like
letters, words, phrases and sentences. Is means that the reader
reads all of the words in a phrase, or a sentence before
understanding.
b) Bottom-up modal
Bottom-up modal is a reading modal which suggests that a
reader reads the words, and sentences and looks at the
organization of the text without relating it to experience or prior
knowledge in order contruct meaning from what was written in
the text, meaning depends both on vocabulary and syntex.9
7 Mahdieh Naseri, “The Relationship Between Reading Self-efficacy Beliefs, Reading
Strategy Use and Reading Comprehension Level Of Iranian EFL Learner” in World Journal OF
Education, (Iran: Sistan and Balouchestan University), Vol. 2 /April 2012, p. 64. 8 Caroline T Linse, Pracitical English Language Teaching: Young Learners (Amerika:
McGrawHill. 2005). P. 69 9Thomas S.C. Farrell, Op. Cit, p.3
13
c) Interactive modal
Interactive modal is reading modal which argues that bot
top-down ang bottom-up down reading processes occur when
person reads a text. It means combination between top-down and
bottom-up process.10
b. Types of Teaching Reading
In teaching reading can be distinguished as follows:
1) Reading aloud
In reading aloud students read a text correct spell, it use look
and ways technigues students spell words, phrase, sentence,
intonation correctly.
2) Silent reading
It means student read a text voicless and train the students to
focus on the text, so the students can understand the text.
3) Reading comprehension
The reading comprehension is th process eliciting and making
meaning through interaction and involvement with written
language. The purpose is to get an understanding of the text rather
than to acquire meaning from individual words or sentences.11
4) Independent Reading
Independent reading can be taught it the students have
understood the reading aloud, silent reading and reading
10
Abbas Pourhosein Gilakjani,”How Can Students Improve, p. 232 11
ibid
14
comprehension. In this level students guess the meaning of the text
suitable with the context.12
The researcher chooses to teach reading comprehension. Reading
comprehension offers a tool for judging the level of passege or
understanding while reads. The students not only read the text but also
understand the intent meaning of the text. Skill of reading
comprehension distinguishes an activite reader from a passive reader
who just raed the text without getting is meaning.
2. The Concept of Reading Comprehension Ability
a. Definition of Reading Comprehension Ability
According to Carroline T.Linse reading copmprehension refer to
reading for meaning, understanding an entertaiment.13
Moreover,
According to Jane Oakhiil defined reading comprehension is
necessarily dependent on at least adequate word reading. It means that
the readers cannot understand a whole text if they cannot identify the
word in the text. as the process of creating meaning from text.14
Douglas Brown states that reading comprehension is primarily a
matter of developing appropriate, efficient comprehension strategies. 15
it means that reading comprehension purpose is to efficiency of reading,
12
Kasihani K.E. Suyanto. English For Young Learners, (Jakarta: Bumi Aksara. 2007). P
64-66 13
Caroline. T. Linse, Op.Cit., p. 71 14
Jane Oakhiil, “Understanding and Teaching Reading Comprehension “(new york:
Routledge. 2015). P. 1 15
H. Douglas Brown, teaching By Principles An Interactive Approach To Language
Pedagogy Second Edition (San Francisco State University 2001), p. 306
15
furthemore, in reading activities, students should have good reading
comprehension to get information from the reading text.
Then, according to Snow reading comprehension is a processs of
simultaneously extracting and constructing the meaning through
interaction and involvement with the text.16
Next, according to Gary Woolley Reading comprehension is the
process of making meaning from text.17
Is mean that the purpose of
reading comprehension was to get an understanding of the text rather
than to acquire meaning from individual words or sentences.
Based on explanation above, it can be inference that reading
comprehension is the activities that require the reader meticulously in
order to understand the total meaning of a reading selection. In reading
comprehension the learners were trained to obtain the information from
the text so learners understand what they read.
b. Kinds of Reading Comprehension Ability
According to NB, Smith in Albert Josiah Harris reading
comprehension were classified in four main heading, they are:
a. Literal comprehension
The skil of this level is getting pimary, it means that literal meaning.
b. Interpretation
Interpretation comprehension is probe for greater depths of meaning.
16
Catherine Snow, Reading for understanding toward an R&D Program in
Comprehension , (RAND EDUCATION, 2002), p. 11. 17
Gary Woolley, Reading Comprehension Assisting Children with Learning Difficulties,
(Australia: Springer, 2011), p. 15.
16
c. Critical reading
In this level evaluate and pass personal jugment.
d. Creative reading
In creative reading starts with an inquiry and goes beyond
implications derived from the text.18
In this research the researcher attention literal comprehension.
This level makes at least cognitive demand on the reader. Literal
comprehension question need bo be asked because factual information
in the main focus on reading material. Literal comprehension examines
how well the students can identify and understand information that is
directly stated in a text. So the more we read the more we get
information that contributes a great advantage in our life, such as
gaining success in school for student.
c. Indicators of Reading Comprehension Ability
There are some indicators of literal reading comprehension that
should be followed, they are:
1) The students are able to find out the factors from the text.
2) The students are able to find out the details from the text.
3) The students are able to find out the role learning.
4) The students are able to memorize the meaning of the text.
5) The students are able to find out the main idea from the text, for
example “what is the main idea of the text?”.
18
Albert josiah harris, How To Increase Reading Ability, (United States Of America: The
Alpine Press, 1984), p. 477-478
17
6) The students must have surface understanding in reading text.19
d. Strategy of Teaching Reading Comprehension Ability
There are some strategies in reading comprehension that can be
used to help the readers comprehend the text. Those strategies can be
explained as follows:20
1) Identifying the purpose in reading
Efficient reading consists of clearly identifying the purpose in
reading something. By doing so, the readers know what they are
looking for and can weed out what information would be taken of
the text, the reader should determine their purpose in reading.
2) Predicting
The strategy gives students opportunities to activate prior
knowledge as they consider what they know about the subject (prior
knowledge), what they would like to learn (goal), and later, what
they comprehend and learned.21
3) Skimimng
Skimming is moving our eyes quickly through the whole page or
text to get a general sense of what it is all about. It is a very rapid
reading used in identifying the main ideas of a text.22
19
Harris j Albert and Edward rsipay, How To Increase Reading Ability, (Longman: New
York dan London, 1985), p. 44 20
Douglas Brown,Op. Cit, P. 306 21
Judy Willis, Teaching the Brain to READ, (Virginia USA: Association for Supervision
and Curriculum Development, 2008), p. 133. 22
Bahir Dar, “The Art Of Preview In Appropriate Teaching/Learning Material
Selection”, An International Journal Of Arts And Humanities, (University of Port Harcourt, Port
Harcourt, Rivers State, Nigeria), Vol. 3 (3), S/No 11, ISSN: 2225-8590 , 2014. P. 213-220
18
4) Scanning
Scanning is a device used to locate details-specific information
that may be asked at the end of the assignment.23
It means that
scanning is reading the text quickly to find specific information
without reading every word in the text.
5) Guessing meaning of unknown words using contextual clues
Sometimes students may need to guess the meaning of a word
they do not know while reading a text because they have no
dictionary or they are in an examination type situation.
6) Identifying topic and main ideas
Farrel reomended to identfying topics and main ideas, there are
some developmental order that should be done by the reader, as
follow:
a) Finding the topic from a list of words
b) Recognizing the topic of a paragraph
c) Identifying the main idea or a passage.
7) Analyzing vocabulary
One way for learners to make guessing pay off when they don‟t
immediately recognize word is to analyze it in terms of what they
know about it.
a) Look for prefixes (co-inter-etc)
b) Look for suffixes (tion-ally, etc)
23
Iwan fauzi, “The Effectivenes Of Skimming And Scanning Strategies In Improving
Comprehension And Reading Speed Rates For The Students Of English Study Program”,
REGISTER journal, ISSN: 1979-8903; 2503-040X, Vol. 11, No 1, 2018, p. 101-120
19
c) Look for roots that are familiar.
d) Look for grammatical contexts that may signal information.
e) Look at the topic for clues. In order word, to understanding
unknown words, the reader or the learner can use alternative way
such as: analyze prefixes, suffixes, root words, grammatical
context, and the topic of the text.
e. The Measurement of Reading Comprehension Ability
To know the achievement of reading comprehension ability
should be measured use the assessment of reading. There are some
viarieties of questions forms which can be used namely:
a) Pronominal Questions Imperatives
The questions equire learners to make a written answer which
can range length from a single word to several paragraph. Ussualy
for comprehension, short are required and these forms of questions
are called short answer question.
b) True/false, Yes/No, Alternative Question, Multiple choice
In these question the answer is contained within the questions
or intructions. Multiple choice question focus on detail and more
general aspect on the text. The correct answer is not always shorter
or longer than the distractor.
20
c) Transfer Information
To measure the students comprehension the teacher can use
Incomplete information diagram in reading assessment. The
learners read the text and fill in the diagram with short notes.24
f. The Scoring of Reading Comprehension Ability
To know achievement of reading comprehension should be
measured by using assessment of reading. There are the measurements
of reading comprehension related to Grenall and Swan, as follows;25
Table 3
The Measurement of Reading Comprehension
No Criteria Score
1 Students can identify the meaning of the
ideas in the text
0-25
2 Students can identify the commucatie
purpose of the text
0-15
3 Students can identify main ideas of the
text
0-25
4 Sudents can identify information
contained in the text
0-35
Total 100
3. The Concept of Synonym and Antonym Context Clues Strategy
a. Definition of Synonym and Antonym Context Clues Strategy
1) Definition of Synonym
24
I.S.P Nation, Teaching ESL/EFL Reading and Writing, /9New York : Routledge,
2009), p.77-79 25
Simon Grenall and Michael Swan, Effective Reading Skill For Advenced Students:
Teacher’s Book, (USA; Combridge University Press, 1994), p. 34
21
According to Saeed, synonym can be defined as a kind of
sense relationship between words, in which such words exhibit
similiar basic senses.26
Is means that synonym is not only familiar
words for students, but also can help students understand the
reading text and have some information. According to Hancock “a
synonym is one of two or more words that have the same or similar
meaning.27
2) Definition of Antonym
According to Deese, antonym is defined as the oppositeness
between words.28
Is means that antonym is a semantic relationship
between two fruits unit speech whose meaning states the opposite,
or contrash between one and other.
3) Definition of Context Clues Strategy
Context Clues are hints which are found around unfamiliar
words or phrases in form of words or phrases in sentence or
paragraph. Schmitt and McCarthy say that it is more efficient to
spend class time on the strategy of guessing from context.29
Using
Context clues will help students in understanding of difficult or
unfamiliar words. It means the students will easy in comprehend
the various English text.
26
Majed Alanazi, On The Production of Synonyms By Arabic-Speaking EFL Learners,
International Journal Of English; vol, 7, no, 3; 2017, ISSN1923-869, P,17-23 27
Fariska Wulandari,”The Use Of Context Clues In Improving Students’ Reading Ability
“,Jurnal Pendidikan Bahasa, Vol. 6, No. 2, Desember 2017 28
Ibid 29
Nurul Fitriyah Almunawaroh, “Teaching Vocabulary Through Context Clues Strategy”,
English Empower November 2016
22
Moreover, context clues are clues that the author gives
intentionally or incidentally in the text to help the learners
understand a difficult or an unfamiliar word.30
Most importantly,
the learners not only understand the meaning of the words but they
also understand the contextual use of the words. Then, the meaning
of an unfamiliar word often can be guessed by analyzing the
sentences around it. The authors often provide clues in text that
enable reader to understand the meaning of an unfamiliar word
without having looked up the dictionary.
Next, according to Cooper said that when readers use the
familiar words around and an unknown word in a sentence,
paragraph, or longer text to figure out either the pronunciation or
meaning of the unknown word, they are using context clues.31
So, synonym and antonym context clues strategy can be
defined as a learning strategy that is applied by learners as a
attempt to achieve learning objective in reading comprehension
ability. The learner activities his background before reading a
passage to make easy his comprehending the contenx of the
passage.
30
D. Loyola Innaci , D. Praveen Sam, “Using Context Clues As A Vocabulary Learning
Strategy: An Experimental Study”, Journal Of English Language And Literature (JOELL) An
International Peer Reviewed Journal, issn: 2349-9753, Vol.4 Issue 3 2017 31
Cooper, J. D. Improving Reading Comprehension. Boston: Houghton Miffin Company,
1986, P. 166.
23
4) Benefits of Context Clues Strategy
There were many benefits by using contextul clues strategy in
reading as follows:
1. Context clues can help the reader build on the new vocabulary
they have in order to learn the meaning of words they do not
know.
2. Context clues help readers decide how to pronounce word.
3. Context clues help the students need good vocabulary
knowledge to be able to successfully derive word meanings
from context.”
It can be understood that by using context clues, the readers
can find the meaning of diffcult words easily and understand the
author‟s idea accurately.
5) Types of Context Clues Strategy
In discussing the contextual clues, Joffe gives four types of
contextual clues that are quite common that then will be studied in
this research, namely:
a) Synonym : The sentence uses a similar word to help explain the
meaning of the vocabulary word.32
synonym is used in the
sentence. My opponent‟s argumentis fallacious, misleading,
plain wrong.
32
D. Loyola Innaci and D. Praveen Sam, “using context clues”, p. 4
24
b) Antonym : a word or group of word that has the opposite
meaning reveals the meaning of an unknown word. Although
some men are loquacious, others hardly talk at all.
c) Explanation : the unknown word is explained within the
sentence or in a sentence immidiately preceding.
d) Example : specific examples are used to define the word.
The four types of contextual clues above; synonym, antonym,
explanation, and example are can be clues the students in
determining of the meaning of difficult words in the text.
6) The Procedure of Context Clues Strategy
The are some procedure of context clues based on Gebhard and
Thornbury, followed:
a) The writer gave a text based on the topic in the book.
b) The writer asked the students to read through the text once and
circled the unfamiliar words without looking the meaning in the
dictionary.
c) The writer asked the students to decide the part of speech of the
unfamiliar words and looked for further clues word's immediate
collocates, if it was a noun, did it have an article and if it was a
verb did it have an object?
d) The writer asked students to look at the wider context clues,
such as synonym, antonym, example, and punctuation which
25
were usually preceded or followed by signposting words, such
as, but, and, or, for example.
e) The writer asked students to make a guess to the meaning of the
unfamiliar words.
f) The students were given vocabulary exercise related to the
context clues test.
g) The writer confirmed and discussed the correct answer together
with the students.33
7) Indicator of Using Synoym and Antonym Context Clues
Strategy
There are some indicator of context clues strategy that should
be followed, they are:
1. Students are able to answer some sorts or reading
comprehensionin multiple choice, such as determining main
idea, inference, and finding the detail information.
2. Students are able build on the new vocabulary
3. Students are able decide how to pronounce word.
At last, the conducting of context clues strategy at SMA
Purnama Trimurjo is based upon the consideration that the students
has a diffculty in comprehending the text, because of unfamiliar
words on the text. The students need a good strategy to improve
the student‟s reading comprehension ability. So, here the researcher
33
Nurul Fitriyah Almunawaroh,Teaching Vocabulary
26
tried to use context clues strategy to help the students to improve
the student‟s reading comprehension ability.
B. Action Hypothesis
Based on the frame of theories and assumption above, the researcher
formulates the hypothesis is as follow “using synonym and antonym context
clues strategy can improve reading comprehension ability of the tenth grade
students of SMA Purnama Trimurjo Central Lampung.”
CHAPTER III
RESEARCH METHODOLOGY
A. Variable And The Operational Definitions of Variables
Operational definition is the definition which based on characteristic of
things that will be defined, observed, and measured. Furthermore, Creswell
stated that “A variable refers to a characteristic or attribute of an individual or
an organization that can be measured or observed and that varies among the
people or organization being studied”. 34
Based on the quotations above, it can be inferred that the operational
definition of variable is the indication of how to measure the variable.
Furthermore, the following of the operational definitions of variable as follows:
1. Independent Variable
The independent variable is the variable that causes, influences, or
influences the outcome. It is also called a treatment, manipulation, or
predictor variable. It can be said that the independent variable where the
measuring process affects student outcomes. The researcher used the class
room action research, which pre-test and post-test design. In this design, the
pre-test and post-test intended to investigate whether using synonym and
antonym context clue.
The independent variable (X) of this study is a synonym and antonym
context clue one effective strategy to motivate students' reading
34
Creswell, W John, Research Design Qualitative, Quantitative, and Mixed Methods
Approaches. (Sage Publications, London, 2002), p.93
27
28
comprehension ability. There are several indicators of context clues,
namely:
a. Students are able build on the new vocabulary
b. Students are able decide how to pronounce word.
Which used of using the context hints of synonym and antonym
students will be more excited and interest in the learning process, but there
were interactions between students and teacher, so students will be more
active in communication..
2. Dependent variable
Dependent variable was variable that dependent on the independent
variable. It was the results of the influence of the independent variable. In
this case dependent variable (Y) is English reading comprehension ability.
The indicator of this variable are:
a. Be able to understand the text.
b. Be able known detail and specific information of the text.
c. Be able understand structure of th text and answering the questions well.
In this research the students can identify and analyze the reading
material. This variable can be measured by using test especially the type of
multiple choice test. The test consists of 25 questions that have four options;
A, B, C , and D. The students will get one score if they answer the question
correctly and they get zero for wrong answer. The tst will be given two
times, that are before the treatment or called as pre-test and after treatment
or called post-test.
29
B. Setting of the Study
This research conducted at the tenth grade of SMA Purnama Trimurjo
Central Lampung. Total of the students from the tenth up to twelfth graders
are 106 students and total of the teachers were 29. This research is about
improving the students‟ reading comprehension by using synonym and
antonym context clues strategy at the tenth grade of SMA Purnama Trimurjo.
Actually, there are sixs classes for the tenth graders of IPA and IPS.
However, the researcher will choose the tenth grader of IPA and IPS. The
total students were 29 students because their reading comprehension is low.
This is based on the result of pre-survey at the tenth grade of SMA Purnama
Trimurjo Central Lampung.
C. Subject of the Study
Subject of the study in this research is the students of tenth grade IPA
and IPS SMA Purnama Trimurjo. The data can be seen below:
Tabel 4
Data of the Subject of the Research
No Class
Sex Total
Male Female
1 X IPA 4 9 13 Students
2 X IPS 12 4 16 Students
D. Object of Study
The object of the study is the use of synonym and antonym context clue
to improve reading comprehension ability at the tenth grade of SMA Purnama
30
Trimurjo Central Lampung. The classroom action research was conducted in
class X IPA and IPS which consists of 29 students. The researcher chose X
class, because the students have the lowest English reading comprehension
ability than other class, especially in vocabulary mastery.
E. Action Plan (Classroom Action Research)
In this chapter, the researcher told a brief history of classroom action
research. As the focus on my research is how the researcher synonym and
antonym context clues strategy to improve students‟ reading comprehension
ability.
Action research is a term which refers to a practical way of looking at
your own work to check that it is as you would like it to be.35
Furthermore,
Elliott states action research is about improving practice rather than
producing knowledge.36
It can be inferred that classroom action research is
the inquiry toward the problems faced in learning activity by conducting an
action to improve the quality of process and the result of learning process.
Furthermore, McNiff suggests that action research was conducted with
critical partner.37
It means the researcher would conduct the research together
with friend.
In this research, the researcher will conduct in 2 cycles. If the first cycle
is failed, it will be continued in the second cycle. It will conduct until there is
35
Jean McNiff, Action Research for Professional Development: Concise advice for new and
experienced action researchers. (UK, Dorset: September Books, 2010), p. 8. 36
Jean, McNiff, et.al.You and Your Action Research Project, (USA and Canada: Taylor &
Francis e-Library, 2002). p. 10. 37
Jean McNiff and Jack Whitehead, Action Research: Principles and Practice, (London and
New York: Routledge Falmer, 2002), p. 15
31
an improving on the students‟ reading comprehension ability. There are four
steps in each cycle which have relationship one another, they are: planning,
acting, observing, and reflecting. Those steps can be illustrated as follow:
Figure 1
Spiral Classroom Action Research
From the illustrated above, the explanations about four steps of action
research procedure were conducted in each cycle:
1. Cycle 1
a. Planning
Planning is the first of classroom action research. It is prepared
before do the action. In this step, the writer explains about what, why,
The Preparation of
Study
CYCLE I REFLECTING ACTING
OBSERVING
REVISED PLAN
PLANNING
REFLECTIN
G ACTING
OBSERVING
REVISE PLAN
32
when, where, who, and how the action is conducted. In this research,
the writer conducted some plans, namely:
1) The researcher identifies the problems and finds the problem
solving.
2) The researcher preparing English subject lesson plan.
3) The researcher preparing materials and media of learning.
4) The researcher making observation sheets and list of students‟ name.
5) Making work sheets and answer sheets which will be learned by the
student.
6) Making test which used in pre-test and post-test.
b. Acting
Acting is the second step of this classroom action research. After
fininshing the planning, the learning process will be done at the tenth
grade oof SMA purnama Trimurjo Central Lampung. In this action, the
researcher did pre-test, treatment and post-test to the students. This
action conducted in some meetings. . In this step the written act as
follows:
1. The researcher applies the lesson plan.
2. The researcher explains teaching of reading comprehension by using
synonym and antonym context clue.
33
3. The researcher did treatment by using synonym and antonym context
clue strategy to explain the material about explanation text.
4. The researcher explains the advantages of using synonym and
antonym context clue strategy to improve reading comprehension.
5. The researcher teach using and antonymsynonym context clue.
c. Observing
In this step, the researcher observes the process of teaching
learning by using synonym and antonym context clue format
observation. The impotant things in process of teaching learning are
noted by researcher.
d. Reflecting
Reflecting is the last step in this research. The researcher analyzes
and discusses the result of observation during teaching learning process,
such as the weakness and the strength of the action in this step. The
researcher uses the data from evaluation to make improvement for the
second cycle, the researcher decides that the cycle focus on the
weakness in this cycle.
2. Cycle 2
In this cycle, what the researcher does is as same as with the first
cycle if the aim is to repeat the success in this cycle before or to make the
result of the cycle first stronger but, generally what the researcher does in
the second cycle has some addition to improve the result of this first cycle
34
and make it better. Here, the researcher would compare the score of pre-
test and post-test in reflecting. The researcher reviews and reflects on the
activities of students and teacher performance whether it is positive or
negative, the second cycle is enough or need the next cycle to get the best
result.
F. Data Collection Technique
In this research, the researcher would collect the data by using test,
documentation, and observationas follows:
1. Test
Test is a way which is used to measure a person‟s ability or
knowledge in a given domain. 38
in this research the researcher will use the
test to know the students‟ English ability especially reading
comprehension.There two kinds of test was given to students. They are pre
test and post test.
a) Pre-test
The researcher was given pre test to students before the students get
more explanation about synonym and antonym cotext clue to improve
reading comprehension ability. Pre test is the first activity before the
researcher given treatment and post test. The purpose of pre test is to
know how far students comprehend about reading comprehension. The
result of students‟ in pre test will be reference for researcher conducted
her research.
38
H, Brown, Doughlas, Op. Cit., p.384
35
b) Post-test
Post test give to the students after researcher conducted the
treatment. It was to know improve reading comprehension ability by
using synonym and antonym context clue after they were given
treatment. The researcher gave a post test to the students to proper
reading comprehension ability by using synonym and antonym context
clue. It is to know the result of students‟ achievement.
2. Observation
Observation is particular events in a class (or category) and on the
basis of the observed event, made inference about the whole class. The
researcher observed three objects in the school. There are place, people,
and activity. This research was conducted at the tenth grade of SMA
Purnama trimurjo as the place of observation. Students in x class in
SMAPurnama trimurjo who consist 29 students in the tenth grade as the
participant. The activity in this research is to know result of students‟
achievement that has been save in school documentation.
3. Documentation
Documentation is the method which is used to get information from
the written source or document. The researcher was known information
and data of school such as history of school, total students and teachers
and condition of the school.
36
4. Fieldnote
In order to record the student‟s activity in teaching and and learning
process using synonym context clue strategy the writer will use fieldnote.
In this case the researcher take a note the students‟ activity and
participation in teaching and learning process.
G. Research Instrument
An instrument is a tool used to collect data. It means that instrument is a
tool that used by reseacher to collect data completely and systematically.
The instrumentswere used to measure the students reading
comprehension was test. The researcher used some type pre-test and post-test
instrument in this research. Pre-test instrument as different with post-test
instruments, but have the same difficulty level. The researcher used
individual test. In this research, the researcher asks students to match question
and answer.
H. Data Analysis Technique
Data analysis was conducted by taking the average score of the pre test
and post test. It is to know comparison score between pre test and post test.
So, to analyze the result of the research, the researcher would apply the
formula as the follows:
1. Average score
MX =∑X
n
Note :
Mx = Average score
∑X = Total score of follow the test
37
n = Number of cases.39
2. The percentage of the students who pass the minimum standard criteria
The formulas are:
P = F x 100%
N
Note :
P = Class Percentage
F = Frequency
N =Number of students.40
Furthermore, the researcher will compare between pre test and post
test. Then, the result is matched by Minimum Standard Criteria at the
school at least 70. If the from cycle 1, there are some students are not
sucessful so the researcher will conducted cycle 2. The minimum cycle in
clasroom action research was two cycle. So, if in cycle two all of students
are sucessful. It is not continue to other cycle.
I. Indicator of Success
The indicator of the success was taken from the process and the result of
the action research. This research would be called success if 70% of students
got score 70. In addition, there was improvement both of in the learning
process and in the learning result.
39
Donald Ary, Introduction to Research in Education,(USA:Wadsworth,2010),p.108. 40
Yogesh Kumar Singh, Fundamental of Research Methodology and Statistics, (New Delhi,
New Age International, 2006),p.278.
CHAPTER IV
RESULT OF THE RESEARCH AND INTERPRETATION
A. RESULT OF THE RESEARCH
In this chapter the researcher would like to present the result of the
research it involves the result of the research and interpretation which had
been carried out by the researcher at SMA Purnana Trimurjo particularly at
the tenth grade students of SMA Purnama Trimurjo Central Lampung.
1. Description of Research Location
a. History of SMA Purnama Trimurjo
SMA Purnama Trimurjo was founded on November 14, 1986 by
Purnama Education Foundation (YPP) Trimurjo District Central
Lampung. Purnama Education Foundation is a foundation which is
engaged specifically in education. Institution establishedby YPP is
Purnama Kindergarten, Middle School First, High School.
The establishment of Trimurjo Purnama High School is the result
board of directors of full education foundation consultations. YPP
Management at that time were:
- Mentor : Suyadi
- Chairman I : R. Atmo Suwignyo
- Chairman II : N. Budi Utoyo
- Treasurer : Karan
- Member : Suwondo and Misadi
As for the consideration being the establishment of SMA
Purnama Trimurjo Central Lampung are:
37
39
1. SMA Purnama Trimurjo at that time only existed in city areas,
whereas Notoharjo village and its surroundings are quite far from
urban areas.
2. There are still many junior high school graduates who have not
been able to continue tohigher schools in the city, while residents
of the society has realized the importance of education for the
futurenation.
In addition, SMAPurnama Trimurjo have guided by follows:
1. Drs. Heri Suncoyo ( in the period of 1986-1997)
2. Bapak Djumingan ( in the period of 1998-2004)
3. Drs. Suparman ( in the period of 2005-2011)
4. Drs. Widodo (in the period of 2012- Now)
b. Vision and Mission of SMA Purnama Trimurjo
1. Vision of School
Achievers in competing based on Faith andpiety. there are
Indicator of vision such as:
a. Achievement in increasing the value of UN
b. Achievement in order to continue more educational levelshigh.
c. Achievement in extracurricular activities.
d. Achievement in religious activities and social activities.
40
2. Mission of School
a. Increasing community participation so that it is able support
the school program.
b. Complementing the supporting facilities for learning activities
insufficient.
c. Promoting the spirit of achievement through out the
community school.
d. Increasing the professionalism of teachers so they are able
support the school program.
c. Quantity Students of SMA Purnama Trimurjo
The quantities of sudents at SMA Purnama Trimurjo that can be
identified as follows:
Table 5
Total of students at SMA Purnama Trimurjo Central Lampung
No Class Sex Amount
Male Female
1. IPA X 4 9 13
2. IPS X 12 4 16
3. IPA XI 7 6 13
4. IPS XI 9 4 13
5. IPA XII 20 8 28
6. IPS XII 12 11 23
Total 64 42 106
41
d. The Condition of Teacher and Official Employers at SMA
Purnama Trimurjo
Condition of the teacher and official at SMA Purnama Trimurjo,
the numbers of teacher and official employers in SMA Purnama
Trimurjo Central Lampung are that can be identified as follows:
Table 6
Condition of the Teacher and Official at SMA Purnama Trimurjo
No Name Sex Occupation
1 Drs. Widodo Male Principal
2 Drs. Iswadi Male English teacher
3 Drs. Suparman Male Curiculum
4 Drs. Jarot Puruhito Male Public relation teacher
5 Drs. Juheryanto Male Teacher
6 Suradi, S.Pd Male Mathematics Teacher
7 Sri Winarni, S.T Female Physics Teacher
8 Dewi Eliyani, S.E Female Economic teacher
9 V. Lulus Adi Paromo Male Administration
10 Wiwik Widyawati, S.Pd.I Female IPA teacher
11 Zuli kurnia Fitriani, S.Pd Female Culture Teacher
12 Luci Ariyani, S.Pd Female Culture Teacher
42
13 Heri Handoko, S.IP Male Teacher/ committe
14 Ricci Feriyana, A.Md Female Power of administration
15 Anang Mustofa, S.Pd Male Teacher fysyk
16 Agus Suseno, S.T Male Physics teacher
17 Lismawati, S.Pd.I Female PAI Teacher
18 Sukarni, A.Md Female Indonesian teacher
19 Purwaningsih, S.Pd Female Teacher
20 Ikin sodikin, S. Pd Male English teacher
21 Kiki rohani, A.Md Male Teacher
22 Evi yuliani, S. Pd Female Teacher
23 Wilis nurati, S. Pd Female Arabic teacher
24 y. fajar, S. Pd Male Mathematics Teacher
25 Tri teguh gunawan Male IPA Teacher
26 Agus hartono,A. Md Male Information system
27 Pandu Pinuju widodo,S.Pd Male History teacher
28 M chairul anam Male IPA Teacher
29 Rio nhaldo Japutra Male Teacher
Sources : Documentation in SMA Purnama Trimurjo Central Lampung
e. The ConditionBuilding of SMA Purnama Trimurjo
The condition of facilities in SMA Purnama Trimurjo Central
Lampung that can be seen on the table below:
43
Table7
Building of SMA Purnama Trimurjo Central Lampung that can be
seen on the table below:
No Names of Building Total
1 Headmaster Room 1
2 Teacher room 3
3 Canteen 2
4 Laboratory 1
5 Computer room 1
6 Classroom 5
7 Library 1
8 Toilet 3
9 Mosque 1
44
f. Organization Structure of SMA Purnama Trimurjo
The organization structure SMA Purnama Trimurjo Central
Lampung can be shown in the figure as follows:
Figure 2
Organization Structure SMA Purnama Trimurjo
Headmaster
KTU
V. Lulus Adi P
Status students
Drs. Suparman
Curriculum time
Drs. Iswadi
Publicist
Drs. Jarot Puruhito
The teachers Homeroom teacher
Students
45
g. Location Sketch of SMA Purnama Trimurjo
The Location Sketch of SMA Purnama Trimurjo Central Lampung
that can be seen on the figure below:
Figure 3
Location Sketch of SMA Purnama Trimurjo Central Lampung
Classroom
Classroom
laboratory Lab. com
Classroom
Classroom
Room
headmaster
Room TU
Toilet
Mushola
Library Classroom Classroom Classroom
Teacher
Room
Classroom Classroom Classroom Uks
room
Bk room
46
2. The Description of Research Data
This research used classroom action research. The purpose of this
research to improve student‟s reading comrprehension by using synonym
and antonym context clue at the tenth grade of SMA Purnama Trimurjo
Central Lampung. It conducted two cycle. Each sycle I and cycle two.
Every cycle consists of 3 meeting. Its mean that action in cycle one was
conducted about 3 meeting, and action in cycle two was conducted also 3
meeting. In each meeting these cycle took 2x40 minutes. There four steps
in each cycle such as planning, action, observation, and reflection.
Previously, the researcher done the pre test first.
a. Pre-test activity
The learning, the researcher conducted on Wednesday, October
23rd
, 2019. All the students had already prepared when the teaching
time came. The researcher greeted the students. The researcher told the
students that the researcher would conduct the research in their class in
order to know their ability of reading comprehension ability before
doing the action of the classroom action research. The pre-test was
administrated to the students to be finished individually. The kind of the
test was multiple-choice consisted of 25 items. Then, the students‟ pre-
test result can be seen on the table below:
47
Table 8
The Data of Students‟ Pre-test score
No Students’ Name Score Category
1 BA 36 Incomplete
2 DAK 28 Incomplete
3 EF 56 Incomplete
4 EH 20 Incomplete
5 FA 40 Incomplete
6 FS 40 Incomplete
7 HC 40 Incomplete
8 JFD 20 Incomplete
9 JK 72 Complete
10 KW 72 Complete
11 LS 60 Incomplete
12 MS 60 Incomplete
13 MS 52 Incomplete
14 NFS 60 Incomplete
15 OJ 52 Incomplete
16 PA 64 Incomplete
17 PS 40 Incomplete
18 RA 48 Incomplete
19 RD 36 Incomplete
20 RDS 72 Complete
21 ROH 44 Incomplete
22 RRU 52 Incomplete
48
23 SA 52 Incomplete
24 SBF 56 Incomplete
25 SBW 72 Complete
26 SMR 72 Complete
27 THD 40 Incomplete
28 TRI 52 Incomplete
29 YDS 40 Incomplete
TOTAL 1448
AVERAGE 49,93
Table 9
Frequency of students‟ score in Pre-test
No Grade Frequencies Percentage Explanation
1 >70 5 17% COMPLETE
2 < 70 24 83% INCOMPLETE
Total 29 100%
Source: The result score of reading pre-test at the tenth grade of SMA
Purnama Trimurjo October 23rd
2019.
Graph 4
The graph of students’ score at pre test
0%
20%
40%
60%
80%
100%
≥ 70 < 7017%
83%
pre-test
pre-test
49
Based on the data above, it could be inferred that 24 students
(82%) were not successful and 5other students (17%) were successful.
The successful students were those who got the minimum mastery
criteria at SMA Purnama Trimurjo at least 70. The successful students
were fewer than those unsuccessful students. From the pre-test result,
the researcher got the average of 49,93, so the result was unsatisfied.
Therefore, theresearcher used synonym and antonym context clue to
improve the students‟ reading comprehension ability.
b. Cycle I
1) Planning
In this stage the researcher and the collaborator prepared several
things related to teaching and learning process such as: preparing the
lesson plan, preparing the material, making the items that will be
examined as the pre test and post test 1 in the cycle 1.
2) Acting
a) The first meeting
The first meeting was conducted on Sunday, 28th
October
2019 at 12.30 until 14.00 and followed by 29 students. Based on
the result pretest score, the researcher has identified and found the
problems after taking student‟s pretest score. The first meeting
was treatment. The researcher as an English teacher in the
classroom. The meeting was started by praying, greeting,
checking student‟s attendance list and asking student‟s condition.
50
The researcher explained about descriptive text that identified
about person, place and thing.
For the beginning, the researcher started to introduce the
procedure of method that was used in the learning process, then
started to deliver the material. The researcher gave a text book
about „The Giraffe‟ and asked the students to read it. Then, the
researcher asked the students to read through the text once and
circled the unfamiliar words without looking the meaning in the
dictionary.
Moreover, the researcher asked the students to decide the part
of speech of the unfamiliar words. Now I want to ask you. What
is the type of the text? Some students answered “descriptive text”,
some students kept silent, and two students answered “narrative
text”. The researcher said “Good! The type is descriptive text.
Today we will discuss together about synonym and antonym.
Next, the researcher asked students to look at the wider
context clues, such as synonym and antonym. Moreover, the
researcher also explained about synonym and antonym. The
researcher told students “today, we are going to learn more about
synonym and antonym”. The teacher asked students “do you
know about synonym and antonym” could you give an example
about synonym in the classroom. The researcher asked students to
make a guess to the meaning of the unfamiliar words. One of
51
students answers the question. He said that an example of
synonym in people the classroom such high, big, small, beautiful
and angry. But, he didn‟t understand the unfamiliar meaning and
classified of synonym. Then, the researcher gave explanation
about the meaning of synonym and antonym. Synonym was
similar meaning, and antonym was the opposite meaning in word.
Then, the researcher gave new vocabulary for examples:
fallacious, misleading and somnolent. Next, the researcher gave
the students descriptive text and asked the students to read the
text. Futhemore, the researcher asked the students to underline
keyword in the text. After that, the researcher asked the students
to make notes and conclusion about the keyword that they
underline.
When the time was up, the researcher called the name one of
students than were standing up. The researcher gave the same
question for all students who had the name and they answered it.
Then, the researcher had written the words that difficult for
students to memorize. In the end of meeting, the teacher gave
motivation to the students and stimulating the student to conclude
the material. Finally, the researcher Closing the meeting.
b) The second meeting
The second meeting was conducted on Tuesday, October 29st
2019 at 12.30 until 14.00. For 2x45 minutes after the students
52
given the action. The researcher began the lesson by praying,
greeting, checking attendance list and asking the students‟
condition. The activity continue by giving some explanation more
about descriptive text how to a play synonym and antonym
context clue to understanding. Then, the end this meeting the
researcher gave post test cycle I with similar task on pre test
before. Kinds of the test were multiple choices which consisted of
25 items. The result of the students‟ test in post test 1 was better
than test in pre-test before.
Table 10 The Data of Students‟ Post-test 1 score
No Students’ Name Score Category
1 BA 60 Incomplete
2 DAK 44 Incomplete
3 EF 72 Complete
4 EH 40 Incomplete
5 FA 72 Complete
6 FS 52 Incomplete
7 HC 72 Complete
8 JFD 76 Complete
9 JK 72 Complete
10 KW 76 Complete
11 LS 72 Complete
12 MEI 72 Complete
53
13 MS 68 Incomplete
14 NFS 72 Complete
15 OJ 60 Incomplete
16 PA 64 Incomplete
17 PS 72 Complete
18 RA 72 Complete
19 RD 60 Incomplete
20 RDS 72 Complete
21 ROH 60 Incomplete
22 RRU 52 Incomplete
23 SA 60 Incomplete
24 SBF 72 Complete
25 SBW 80 Complete
26 SMR 80 Complete
27 THD 60 Incomplete
28 TRI 68 Incomplete
29 YDS 44 Incomplete
TOTAL 1896
AVERAGE 65,37
54
Table 11
The Frequency of Students‟ Score in Post-test 1
NO Grade Frequencies Percentage Explanation
1 >70 15 51,72 Complete
2 < 70 14 48,27 Incomplete
TOTAL 29 100%
Source: The result score of reading post test 1 at the tenth grade of
SMA Purnama Trimurjo on November 5st 2019.
Graph 5
The graph of students’ score at post test 1
Based on the result above, it could be seen that 14 students
(48,27%) got score up to the standard and 15 students (51,72%) got
score less than the standard. It was higher than the result of pre-
test. The criterion of students who were successful in mastering the
material should get minimum mastery criteria, at least 70. Learning
process was said success when 75% students got score ≥70. The
fact showed that the result was unsatisfying.
46%
47%
48%
49%
50%
51%
52%
≥ 70 < 70
52%
48%
post-test 1
Post- test 1
55
3) Observing
In observation of researcher action, the collaborator observed
the students‟ activities. The re searcheras a teacher gave material
about reading text especially descriptive text by using synonym and
antonym context clue strategy.
While the treatment was being executed, the student activities
during the learning process were also being observed by the
observer. The students who were active in discussion would get the
point by ticking it on the observation sheet for meeting 1 and
meeting 2. The indicators of the students‟ activities were:
a) Some students were not active in the learning process.
b) Some of the students still had difficulties in identify the meaning
of words and information of the text.
The result of the students‟ learning activities could be seen as follow:
Table 12 The Students‟ Activities Observation in Cycle I
No Student‟s
Name
The students
pay attention
of teacher‟s
explanation
The
students ask
& answer
quastion
The students
are active in
class
The students
are able to do
the task
1 BA √
2 DAK √ √ √
3 EF √ √ √
4 EH √
5 FA √ √ √
6 HC √ √
7 JFD √ √ √
8 JK √ √
9 KW √ √ √ √
10 LS √ √
56
11 MEI √ √ √
12 MS √
13 NFS √
14 OJ √ √
15 PA √ √
16 PS √
17 RA √ √ √ √
18 RD √ √ √
19 RDS √ √
20 ROH √ √
21 RRU √
22 SA √ √
23 SBF
24 SBW √ √ √ √
25 FS √ √ √
26 SMR √ √ √
27 THD √ √
28 TRI √ √ √
29 YDS √ √ √ √
Total 21 19 12 15
Table 13
The Frequency Students‟ Activities in Cycle I
No Students Activities Frequency Percentage
1 Pay attention of the teacher
explanation
20 68.96%
2 The students‟ ask/answer
question
19 65.51%
3 The students active in the
class
12
41.37 %
4 The students able do the task 15 51.72%
Total Students 29
Source: The activityof post test 1 at the tenth grade of SMA Purnama
Trimurjo on November 5st 2019.
57
Graph 6
The graph of students’ activity in cycle 1
The table showed that not all the students‟ active in learning
process. There were 20 students (68,96%) who gave attention to the
teacher explanation. 19 students (65,51%) who understood the
materials, 12 students (41,37%) were able to do the task and 15
students (51,72%) who active in the class.
4) Reflecting
The learning process by using synonym and antonym context
clue in cycle 1 has finished. The total score of students reading
comprehension ability at pre test is 14.48 and the average is 49.93
and post test cycle 1 is 1896 and the average score is 65.37. From the
0,00%
10,00%
20,00%
30,00%
40,00%
50,00%
60,00%
70,00%
Activity 1 Activity 2 Activity 3 Activity 4
68,96% 65,51%
41,37%
51,72%
The Student's activity in cycle 1
thestudent'sactivity incycle 1
58
result cycle 1, it showed that there was improved of the result pre
test and post test 1. The students were interested enough in learning
process. But, the result was unsuccessful. the students who passed
the minimum passing grade was 5 students in pre-test and 15
students in the post-test. Therefore, the research will be continue in
cycle 2. The comparison between post-test score and post-test I score
was as follow:
Table 14
The Comparison Between Pre-test and Post-test I Score in Cycle I
No Students’
Name
Pre
Test
Post
Test
Improving Explanation
1 BA 36 60 24 Improved
2 DAK 28 44 16 Improved
3 EF 56 72 16 Improved
4 EH 20 40 20 Improved
5 FA 40 72 32 Improved
6 FS 40 52 12 Improved
7 HC 40 72 32 Improved
8 JFD 20 76 56 Improved
9 JK 72 72 0 Constant
10 KW 72 76 4 Improved
11 LS 60 72 12 Improved
12 MEI 60 72 12 Improved
13 MS 52 68 16 Improved
14 NFS 60 72 12 Improved
59
15 OJ 52 60 8 Improved
16 PA 64 64 0 Constant
17 PS 40 72 32 Improved
18 RA 48 72 24 Constant
19 RD 36 60 36 Improved
20 RDS 72 72 0 Constant
21 ROH 44 60 I6 Improved
22 RRU 52 52 0 Constant
23 SA 52 60 8 Improved
24 SBF 56 72 16 Improved
25 SBW 72 80 8 Improved
26 SMR 72 80 8 Improved
27 THD 40 60 20 Improved
28 TRI 52 68 16 Improved
29 YDS 40 44 4 Improved
TOTAL 1448 1896 460
AVERAGE 49,93 65,37
High Score 72 80
Low Score 20 44
Table 15
The Comparison of Students‟ Pre-Test and Post-Test I in Cycle I
Interval Pre-Test Post-Test I Explanation
>70 17% 52% Complete
< 70 83% 48% Incomplete
Total 29 29
60
Graph 7
The Graph of Students’ Pre test and Post test 1
c. Cycle II
1) Planning
Based on the result in cycle 1, the result showed failure. So, the
reseacher try to evaluate and and arrange the planning for cycle 2. In
this cycle, the researcher would give explanatiom more about
context clue. The researcher prepared lesson plan, material,
observation sheet for students, and post test2.
2) Acting
a) The first meeting
The first meeting was conducted on Tuesday, November 12st
2019 at 12.30 until 14.00 followed by 29 students. The researcher
began the lesson greeting, praying, checking attendance list and
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
>70 <70
17%
83%
52% 48%
pre test
post test
61
asking the students‟ condition. The researcher continued the
material in the last meeting, explained the generic structure and
tenses in the text.
Next, the researcher gave the students descriptive text and
asked the students to read the text. Then, the researcher asked the
students to underline keyword in the text. After that, the
researcher asked the students to make notes and conclusion about
the keyword that they underline. When the time was up, the
researcher called the name one of students than were standing up.
The researcher gave the same question for all students who had
the name and they answered it. In this stage, the students were
very active in following the lesson. It might be caused they could
adapt the condition of the class. The students looked getting more
spirit and enthusiasm in following learning process. It looked
from their activeness in the class. The good condition of the
environment of the class was very helpful in teaching learning
process.
Then, the researcher gave the explanation to all of the
students about the problem of reading comprehension ability that
often faced by the students through the effective strategy; by
using synonym and antonym context clue.
62
b) The second meeting
The second meeting in cycle 2 was conducted on Tuesday,
November 19st 2019. The researcher began the lesson by praying,
greeting students, checking attendance list and asking student‟s
condition. The researcher reviewed material in the last meeting
about noun and adjective in the descriptive text. The researcher
gave written test for students. There were 10 multiple choice and
10 match question and answer.
c) The third meeting
The third meeting was conducted on Tuesday, November 26th
2019. The researcher began the lesson by praying together,
greeting students, checking student‟s attendance list and asked
student‟s condition. Then, the researcher gave time 30 minutes
to students to finish their test. In this section, the researcher got
the result of student‟s post test cycle 2. The result can be seen on
the table below:
63
Table 16
The Data of Students‟ Post Test II score
No Students’ Name Score Category
1 BA 68 Incomplete
2 DAK 72 Complete
3 EF 88 Complete
4 EH 76 Complete
5 FA 76 Complete
6 FS 72 Complete
7 HC 84 Complete
8 JFD 76 Complete
9 JK 80 Complete
10 KW 92 Complete
11 LS 80 Complete
12 MEI 76 Complete
13 MS 72 Complete
14 NFS 76 Complete
15 OJ 72 Complete
16 PA 72 Complete
17 PS 84 Complete
18 RA 72 Complete
19 RD 68 Incomplete
20 RDS 76 Complete
21 ROH 72 Complete
64
22 RRU 68 Incomplete
23 SA 76 Complete
24 SBF 76 Complete
25 SBW 92 Complete
26 SMR 84 Complete
27 THD 80 Complete
28 TRI 84 Complete
29 YDS 72 Complete
TOTAL 2236
AVERAGE 77,10
Table 17
The Frequency of Students‟ Score in Post-test 1I
NO Grade Frequencies Percentage Explanation
1 >70 26 89 % Complete
2 < 70 3 11% Incomplete
TOTAL 29 100%
Source: The result score of reading post test II at the tenth grade of
SMA Purnama Trimurjo on November26th
2019.
65
Graph 8
The Graph of Students’ Score at Post test 2
Based on the figure 8 above, it could be inferred that 26
students (89%) were successful and 3 other students (11%) were
not successful. From the post test 2 results, the researcher got the
average of 77%. It was higher than post test 1 in cycle I.
3) Observing
In this step, the researcher presented the material by using
synonym and antonym strategy. In learning process, there were also
four indicators used to know the students‟ activities like in learning
process previously. Based on the result of the observation sheet in
cycle II, the researcher indicated that learning process in cycle II was
successful. The result score of students‟ learning activities
observation, as follow:
0%
20%
40%
60%
80%
100%
<70 >70
11%
89%
Post-test 2
Post-test 2
66
Table 18
The Students‟ Activities Result in Cycle II
No Student
‟s
Name
The students
pay attention of
teacher‟s
explanation
The
students ask
& answer
quastion
The students
are active in
class
The students
are able to do
the task
1 BA √ √
2 DAK √ √ √
3 EF √ √ √
4 EH √
5 FA √ √ √ √
6 HC √ √ √ √
7 JFD √ √ √
8 JK √ √ √
9 KW √ √ √ √
10 LS √ √
11 MEI √ √ √
12 MS √ √ √ √
13 NFS √ √ √
14 OJ √ √ √
15 PA √ √ √ √
16 PS √ √
17 RA √ √ √ √
18 RD √ √ √
19 RDS √ √
20 ROH √ √
21 RRU √
22 SA √ √ √ √
23 SBF √
24 SBW √ √ √ √
25 FS √ √ √ √
26 SMR √ √ √ √
27 THD √ √ √ √
28 TRI √ √ √ √
29 YDS √ √ √ √
Total 24 23 21 24
67
Table 19
The Frequency Students‟ Activity in Cycle II
No Students Activities Frequency Percentage
1 Pay attention of the teacher
explanation 24 83%
2 The students‟ ask/answer
question 23 79 %
3 The students active in the class 21 72 %
4 The students able do the task 24 83 %
Total Students 29
Source: The students’ activity at the tenth grade of SMA Purnama Trimurjo
on November19th
2019.
Graph 9
The Graph of Students’ Activity in Cycle 2
The table above showed that the students‟ activity in cycle II
was increase. The students‟ activity that had high percentage were
the students pay attention of the teacher explanation 83%, then, the
students ask/answer the question from the teacher 79% and the
students active in the class 72%, and the last the students able do the
66,00%68,00%70,00%72,00%74,00%76,00%78,00%80,00%82,00%84,00%
Activity 1 Activity 2 Activity 3 Activity 4
82,75%
79,31%
72,41%
82,75%
The Student's activity in cycle 2
thestudent'sactivity incycle 2
68
task 83%. Based on the result above, the researcher indicated that
learning process in cycle II was successful because the students‟
activity got percentages >70%.
4) Reflecting
From the result of learning process in cycle II the researcher
analyzed that generally by using synonym and antonym context clue
strategy, the reading comprehension ability would improve. At the
end of this cycle, the researcher and the collaborator analyzed and
calculated all the processes like student‟s post-test II score and
observation of student‟s learning activities. The comparison between
students post test I score and post-test II score could be compared on
the following table.
Table 20
` The Comparison Between Post-Test I Score and Post-Test II Score
No Students’
Name
Post-
Test I
Post-
Test II
Improvin
g
Explanation
1 BA 60 68 8 Improved
2 DAK 44 72 28 Improved
3 EF 72 88 16 Improved
4 EH 40 76 36 Improved
5 FA 72 76 4 Improved
6 FS 52 72 20 Improved
7 HC 72 84 12 Improved
8 JFD 76 76 0 Constant
69
9 JK 72 80 8 Improved
10 KW 76 92 16 Improved
11 LS 72 80 8 Improved
12 MEI 72 76 4 Improved
13 MS 68 72 4 Improved
14 NFS 72 76 4 Improved
15 OJ 60 72 12 Improved
16 PA 64 72 8 Improved
17 PS 72 84 12 Improved
18 RA 48 72 24 Improved
19 RD 60 68 8 Improved
20 RDS 72 76 4 Improved
21 ROH 60 72 12 Improved
22 RRU 52 68 16 Improved
23 SA 60 76 16 Improved
24 SBF 72 76 4 Improved
25 SBW 80 92 12 Improved
26 SMR 80 84 4 Improved
27 THD 60 80 20 Improved
28 TRI 68 84 16 Improved
29 YDS 44 72 28 Improved
TOTAL 1896 2236 364
AVERAGE 65,37 77,10
Highest Score 80 92
Lowest Score 40 68
70
Table 21
The Comparison of Students‟ Score in Post-test I and Post-Test II
Interval Post-Test I Post-Test
II
Explanation
>70 15 26 Complete
< 70 14 3 Incomplete
Total 29 29
Graph 10
The Graph of Students’ Post-Test I and Post-Test II
From the table above, it could be seen that the score of the
students in post-test II was various. The highest score was 92 and the
lowest score is 68. The average score of post-test II was 77%. Besides,
the percentages of students‟ successfulness of post-test II score was
89% or 26 students of the total students passed the minimum standard
criteria and 11% or 3 students did not passed the minimum standard
criteria at least 70. It means that the indicator of success of this
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
>70 <70
52% 48%
89%
11%
post-test 1
post-test 2
71
research had been achieved that was >75% students was gotten score
70. It indicated that the students‟ reading was improved.
Regarding to the result above, it could be inferred that this
Classroom Action Research (CAR). It was successful and it would not
be continue in the next cycle because of the learning process and the
product of learning entirely passed the indicators of success. It means
that by using synonym and antonym context clue strategy improve
students‟ ability in reading comprehension.
B. INTERPRETATION
Reading would be easier to understanding when it supported by the right
strategy or technique, because the lesson will take more concrete for students
and the students have to complete understanding. During the research, the
researcher observed that the students were enthusiastic to attention from
teacher explanation in learning process.
The researcher assumes that teaching reading by using synonym and
antonymcontext clue strategy can improve students‟ reading comprehension
ability. Context clue wes clues that the author gives intentionally or
incidentally in the text to help the learners understand a difficult or an
unfamiliar word.
1. Result of Students Learning
a. Result of students Pre- Test Score
In this phase, the researcher presented the pre- test to measure the
students‟ ability before implementing the treatment. The writer obtained
72
the data through test in the from of multiple choice which completed for
60 minutes. It was done on Tuesday, October 23th
, 2019. From the result
of pre-test showed that most of the students got difficult for doing the
test. Based on the table 7the students‟ average were 50, it showed that
most of the students have not passed yet in achieving the Minimum
Mastery Criteria at least 70. In this phase, only 5 students out of 29
students passed of the MMC.
b. Result of Students Post- Test 1 Score
In this research, to know the students reading comprehension
ability after implementing the treatment the researcher conducted the
post- test I. It was done on Tuesday, November 5st, 2019. Based on the
table 9 the students average was 65, it shown that most of the students
have not passed yet in achieved the MMC at least 70. In this stage there
are 15 students (52%) out of 29 students passed of the minimum mastery
criteria. It can be conclude that most of the students failed in achieving
the material.
c. Result of Students Post- Test II Score
To see the students read English after implementing the treatment,
the researcher conducted the post test 2. It was done on Tuesday,
November 26th
2019. Based on the table 15, it can be seen that the
students‟ average was 77, it shown that most of the students passed in
achieving the minimum mastery criteria (70). It can be seen that most of
the students passed in achieving material. In this stage, 26 students (90%)
73
of 29 students passed of the minimum mastery criteria. It can be seen that
most of the students passed in achieving material.
2. Comparison of Score in Pre-Test, Post-Test I in cycle I, and Post-Test II
in Cycle II.
English learning process was successfully in cycle I but the students‟
average score was low. While, the score of the students in post-test I was
higher than pre-test. Moreover, in cycle II, the students‟ average score was
higher than cycle I. the following was the table of illustration score in cycle
I and cycle II.
Table 22
The Comparison of Reading Comprehension Ability of Pre-Test, Post-Test I
in Cycle I and Post-Test II in Cycle II
No Students
’ Name
Pre-Test Post-Test I Post-Test II
1 BA 36 60 68
2 DAK 28 44 72
3 EF 56 72 88
4 EH 20 40 76
5 FA 40 72 76
6 FS 40 52 72
7 HC 40 72 84
8 JFD 20 76 76
9 JK 72 72 80
10 KW 72 76 92
11 LS 60 72 80
12 MEI 60 72 76
74
13 MS 52 68 72
14 NFS 60 72 76
15 OJ 52 60 72
16 PA 64 64 72
17 PS 40 72 84
18 RA 48 48 72
19 RD 36 60 68
20 RDS 72 72 76
21 ROH 44 60 72
22 RRU 52 52 68
23 SA 52 60 76
24 SBF 56 72 76
25 SBW 72 80 92
26 SMR 72 80 84
27 THD 40 60 80
28 TRI 52 68 84
29 YDS 40 44 72
TOTAL 1448 1788 2212
AVERAGE 49,93 61,65 76,27
COMPLETE 5 15 26
75
Table 23
The Comparison of Students‟ Pre-Test, Post-Test I Score in Cycle I and
Post-Test II Score in Cycle II
Interval Pre-Test Post-Test
I
Post-Test
II
Explanation
>70 5 15 26 Complete
< 70 24 14 3 Incomplete
Total 29 29 29
Graph 11
The Graph of Students’ Pre Test, Post-Test I and Post-Test I
Based on the result of the pre-test, post-test I and post-test II, it was
know that there was a positive significant improve of the students‟ score. It
could be seen from the students get score 70 from 5 to 15 became 26.
Therefore, the researcher concluded that the research was successful
because the indicator of success in this research had been achieved.
Based on the graph above, it could be inferred that synonym and
antonym context clue strategy could improving the students‟ ability in
0
5
10
15
20
25
30
>70 <70
5
24
15 14
26
3
pre test
post test 1
post test 2
76
reading comprehension. It is supported by improving score of the students
from pre-test to post-test I and from post-test I to post-test II.
3. The Result of Students’ Learning Activities in Cycle I and Cycle II
The students‟ learning activities data was gotten from the whole
students‟ learning activities on observation sheet. The table improvement of
it as follow:
Table 24
The Precentage of Students Activities in Cycle I and Cycle II
No Students’
Activities
Cycle I Cycle II Improvin
g F Percentage F Percentage
1
Pay attention
of teacher
explanation
20 69% 24 83% Improved
2
The students‟
ask/answer
question
19 66% 23 79% Improved
3
The students
active in the
class
12 41% 21 72% Improved
4
The students
able do the
task
15 52% 24 83% Improved
Graph 12
The Graph of Students’ Learning Activity in Cycle I and Cycle II
Based on the data had gotten, it can be explained as follow:
0,00%
10,00%
20,00%
30,00%
40,00%
50,00%
60,00%
70,00%
80,00%
90,00%
Activity 1 Activity 2 Activity 3 Activity 4
69% 66%
41 %
52%
83% 79% 72 %
83%
cycle 1
cycle 2
77
a) The Students pay attention to the teacher’s explanation
The students‟ attention to the teacher explanation from the first
meeting to the next meeting was increased. In cycle I was only 69% and
in cycle II 83%, it improved 14%.
b) The students ask/answer question from the teacher
The students who ask/answered question from the teacher was
increased from the first meeting to next meeting. It showed when the
teacher gave the question to the students, they were brave to answer
although not all the question could be answered well. For this activity
was improved 13%, from cycle I 66% and cycle II 79%.
c) The students active in the class
The active students in class were improved. It could be seen on the
cycle I 41% and cycle II also 72%, it improved 31%. Based on the data
above, it could be concluded that the students felt comfort and active
with the learning process because most of the students shown good
improving in learning activities when synonym and antonym context clue
was applied in learning process from cycle I up to cycle II.
d) The students able do the task
The students who had done the task were improved. It could be seen
on the cycle I 52% and cycle II 83%, it improved 31%. Then, based on
the explanation of cycle I and cycle II, it could be inferred that the use of
synonym and antonym context clue strategy improve the students‟ ability
78
in reading comprehension. There was progress average score from 43 to
62 and to 74.
Based on the explanation above, it can be inferred that the students
learning activity was happened increasing from the cycle I to the cycle II.
Therefore, this research in the students activities side to reach the target. It
was caused on the learning in the cycle II the students have begun to
responsible to themselves, so that it can bring the good effect to the activity
in the learning process.
C. DISCUSSION
In teaching reading to the SMA Purnama Trimurjo is especially in students
of class tenth, based on the pre survey there are some problems like some
students difficulties to determine the ideas from the passage and low reading
comprehension ability.
The researcher used this strategy to organize idea students and made
students more active in reading comprehension ability in learning English.
Reading English needed for teaching English as a foreign language. It means
that teaching reading plays important role in acquisition foreign language. For
this reason, teacher should pay more attention to the teaching and learning
reading English to the students as the learners. The researcher should choose
and apply some teaching strategy need based on the curriculum to achieve the
goal of teaching reading is required creativity of teachers to organize learning
reading in accordance with the context that will be taught.
79
During the research, the researcher observed that the students were
interested in teaching reading English. They were enthusiastic the learning
process. The researcher assumes that teaching by synonym and antonym
context cluestrategy can improve the students reading English. By synonym
and antonym context clue strategy the students learn a new vocabulary
unfamiliar and a new think word. So, it has proved that synonym and
antonym context clue strategy be one the interesting strategy in learning
reading English.
Based on the explanation of cycle I and cycle II, it can be show that the
use ofsynonym and antonym context clue strategy could improve the
students‟ ability in reading. There is progress from the students gets score
>70 from pre-test 17% or 5 students, post-test I 53% or 15 students and post-
test II become 89% or 26 students. We can be see that is an improving on the
students complete score and total of score of the students who passed the least
from pre-test, post-test I to post-test II.
Moreover, the minimum mastery criteria was 70 in this research, in the
post-test I there is 15 students or 52% passed the test with the average 62%
and the post-test II is 26 students or 69% who passed the test with average
76%. From the explanation, the researcher concludes that the research is
successful and it can be stopped in the cycle II because the indicator of
success 75% of students got score >70 are reached.
The result of the student‟s activities in cycle I and cycle II are improve.
Pay‟ attention of the teacher‟ explanation from 69% become 83%, the
80
students‟ ask/answer question from 66% become 79%, the students‟
activeness in the class from 41% become 72%, the students‟ able do the task
from 52% become 83%,. The result of students‟ activities in cycle I and cycle
II, there are improving about students‟ learning activities.
CHAPTER V
CONCLUSION AND SUGGESTION
A. CONCLUSION
Based on the result of the research, the use synonym and antonym
context clue can improve the reading comprehension ability of the tenth grade
students of SMA Purnama Trimurjo. The application of synonym and
antonym context clue can also be used as alternative strategy in teaching
reading comprehension because the strategy is easy implemented and
interesting for the students‟ to learn to read. The students involved actively in
teaching learning process. It made the students easier to understand the
material so it could be improving the students reading comprehension ability.
This conclusion can be seen average from the scores of pre test 49,93 to
post test I 65,37 became post test II 77,10. The result of the post test in cycle I
there were 15 students passed the test. Moreover, in cycle II, there were 26
students who passed the test. The result of cycle II has already reached the
indicator of success that was 80% students fulfill the standard criteria with the
score minimum was 70. Therefore, the research could be stopped in the cycle
II. It was clear that by synonym and antonym context clue could be used to
improve the students‟ reading comprehension ability.
81
82
B. SUGGESTION
Based on the result of the research, the researcher would like to give some
suggestion as follows:
1. For the students
a. The students are suggested to be more active in learning English so
they can comprehend the material that teacher given and improve their
knowledge especially in reading comprehension ability.
2. For the teacher
a. It is suggested for the English teacher to use synonym and antonym
context clue strategy to improve students reading comprehension
ability. Synonym and antonym context clue strategy is effective to
improve the students reading comprehension ability in the teaching and
learning process.
b. The teacher is expected to give motivation to the students in order to be
excited in English learning since many students regard that English is
difficult subject to learn. Based on the observation of the class, the
students will more active after the teacher gives motivation to the
students.
3. For the headmaster
a. It is suggested for headmaster to support the English learning process
by preparing facilitation completely.
83
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APPENDICES
88
89
90
91
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : SMA PURNAMA TRIMURJO
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : X / Ganjil
Materi Pokok : Teks deskriptif ( describing people, animal, and thing)
Tahun pelajaran : 2019/2020
Alokasi Waktu : 2 X pertemuan
A. Kompetensi Inti
KI I : 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 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 : Mencoba, mengolah, menalar, dan menyaji dalam ranah konkret
dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di
sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah
keilmuan.
92
B. Kompetensi Dasar dan Indikator
No Kompetensi Dasar Indikator
1 3.7 Menganalisis fungsi sosial,
Menerapkan struktur teks dan unsur
kebahasaan unrtuk melaksanakan
fungsi sosial teks deskriptif dengan
menyatakan dan menanyakan
tentang deskripsi orang,
binatang,dan benda, pendek dan
sederhana, sesuai dengan konteks
penggunaan nya.
3.1 Mengidentifikasi fungsi sosial atau
tujuan penulisan teks deskriptif.
3.2 Menganalisa unsur kebahasaan
dalam teks deskriptif.
3.3 Mengidentifikasi makna dalam teks
deskriptif lisan dan tulis tentang orang,
benda, atau binatang.
3.4 Memahami teks tentang orang,
tempat wisata, dan bangunan bersejarah
terkenal sesuai dengan konteks
penggunaanya.
C. Tujuan Pembelajaran
1. Menangkap makna pemaparan teks tentang orang, tempat wisata, dan
bangunan bersejarah terkenal sesuai dengan konteks penggunaanya.
2. Mengidentifikasi fungsi social, struktur teks, dan unsure kebahasaan pada
teks deskriptif sederhana tentang tempat wisata.
3. Merespon makna dalam teks deskriptif, lisan dan guru, sederhana, tentang
tempat wisata.
4. Menyebutkan kata-kata sifat dalam teks deskriptif.
5. Menjawab Pertanyaan dari teks deskriptif.
D. Materi Pembelajaran
Deskriptif teks merupakan teks yang digunakan untuk mendeskripsikan atau
menggambarkan sesuatu kejadian, peristiwa tempat, atau objek tertentu.
1. Fungsi sosial
mendeskripsikan sesuatu kejadian, peristiwa tempat, atau objek tertentu yang ada
disekitar siswa.
93
2. Struktur text
a. Memberikan pendahuluan atau mengidentifikasi dengan menyebutkan
gambaran umum tentang objek yang dideskripsikan.
b. Memberikan Penjelasan dengan memberi ciri-ciri khusus tentang suatu
benda atau kejadian yang akan dideskripsikan
c. Penyebutan nama orang, tempat wisata, dan bangunan bersejarah
terkenal dan nama bagian-bagiannya yang dipilih untuk dideskripsikan
d. Penyebutan sifat orang, tempat wisata, dan bangunan bersejarah
terkenal dan bagiannya.
3. Unsur kebahasaan
a. Kata benda yang terkait dengan orang, tempat wisata, dan bangunan
bersejarah terkenal
b. Kata sifat yang terkait dengan orang, tempat wisata, dan bangunan
bersejarah terkenal
c. Ejaan dan tulisan tangan dan c etak yang jelas dan rapi
d. Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan.
4. Topik
Giraffe is the highest animal in the world. Its height can reach 4.8 to 5.5 meters
and its weight about 1360 pounds. Giraffe has a unique characteristic. They have
a very long neck and two small horns on its head. Giraffes have big brown eyes
and protected by thick and long eyebrows. Her body is covered with a unique
pattern that is attached by brown spots all over their body.
Just like camels, giraffes can survive without drinking for long time because
giraffes can rely on the water contained in leaves they eat. Giraffes are very
selective in choosing food. They always eat young leaves that grow in the tree
tops. Their tongue shaped like a knife help them to cut branches which are very
hard. Female giraffes can start pregnant at the age of five years, with a gestation
period of 15 months. Commonly female giraffe bear one baby, but sometimes two
babies at once. Giraffes bear its baby
with a standing position. When the baby is about to be born, they just drop it to
94
the ground from a 1.5 meter of height. Baby giraffe can stand with about 20
minutes since being born, and begin breast feeding within an hour of birth.
E. Media, Alat dan Sumber Belajar
- Buku LKS
- Work sheet
- Sumber dan bahan :Buku and Internet
F. LANGKAH-LANGKAH PEMBELAJARAN
PERTEMUAN 1 KEGIATAN PEMBELAJARAN WAKTU
AWAL 1. Mengawali pembelajaran dengan salam dan do‟a bersama
dilanjutkan dengan melakukan presensi
2. Melakukan apersepsi terhadap materi yang akan di ajarkan.
3. Memotivasi siswa agar aktif dalam pembahasan karena selalu
diamati.
10 menit
INTI MENGAMATI
1. Guru menunjukkan contoh deskriptif teks dan gambar.
2. Siswa mengamati fungsi social, struktur dan unsur
kebahasaannnya.
3. Siswa belajar menentukan gagasan pokok, informasi rinci dan
informasi tertentu dari teks deskriptif.
MEMPERTANYAKAN
1. Guru melakukan tanya jawab tentang teks deskriptif tersebut.
2. Siswa mempertanyakan gagasan pokok, informasi rinci dan
informasi tertentu dari teks deskriptif.
MENGEKSPLORASI
1. Siswa berpasangan menemukan gagasan pokok, informasi rinci
dan informasi tertentu serta fungsi sosial dari teks deskripsi
yang dibaca/didengar.
2. Berkelompok, siswa menggambarkan tempat wisata lain dalam
konteks penyampaian informasi yang wajar terkait dengan
70 menit
95
tujuan yang hendak dicapai dari model yang dipelajari.
MENGASOSIASI
1. Siswa berdiskusi secara berpasangan menganalisis teks
deskriptif tulis dengan focus pada fungsi social, struktur, dan
unsure kebahasaan.
2. Siswa mendiskusikan gagasan pokok, informasi rinci dan
informasi tertentu dari teks.
3. Siswa memperoleh balikan (feedback) dari guru dan teman
tentang hasil analisis yang disampaikan dalam kelompok kerja.
MENGKOMUNIKASIKAN
1. Siswa membuat teks deskriptif sederhana tentang keteladanan
dengan memperhatikan fungsi social, struktur, dan unsure
kebahasaannya.
2. Guru meminta siswa untuk membaca teks deskriptif.
3. Guru meminta siswa menentukan gagasan pokok dari teks yang
telah dibaca.
PENUTUP 1. Guru dan siswa melakukan refleksi materi yang dibahas.
2. Memberikan kesempatan peserta didik untuk bertanya.
3. Siswa dengan bimbingan guru, membuat kesimpulan tentang
pemaparan teks deskripsi
4. Salam penutup
10 menit
PERTEMUAN 2 KEGIATAN PEMBELAJARAN WAKTU
AWAL 1. Mengawali pembelajaran dengan salam dan do‟a bersama
dilanjutkan dengan melakukan presensi
2. Melakukan apersepsi terhadap materi yang akan di ajarkan
3. Memotivasi siswa agar aktif dalam pembahasan karena selalu
diamati
10 menit
INTI MENGAMATI
1. Guru menunjukkan contoh deskriptif teks dan gambar.
2. Siswa mengamati fungsi social, struktur dan unsur
kebahasaannnya
3. Siswa belajar menentukan gagasan pokok, informasi rinci dan
informasi tertentu dari teks deskriptif.
MEMPERTANYAKAN
1. Guru melakukan tanya jawab tentang teks deskriptif tersebut.
2. Siswa mempertanyakan gagasan pokok, informasi rinci dan
70 menit
96
informasi tertentu dari teks deskriptif.
MENGEKSPLORASI
1. Siswa berpasangan menemukan gagasan pokok, informasi rinci
dan informasi tertentu serta fungsi sosial dari teks deskripsi
yang dibaca/didengar.
2. Berkelompok, siswa menggambarkan tempat wisata lain dalam
konteks penyampaian informasi yang wajar terkait dengan
tujuan yang hendak dicapai dari model yang dipelajari.
MENGASOSIASI
1. Siswa berdiskusi secara berpasangan menganalisis teks
deskriptif tulis dengan focus pada fungsi social, struktur, dan
unsure kebahasaan.
2. Siswa mendiskusikan gagasan pokok, informasi rinci dan
informasi tertentu dari teks.
3. Siswa memperoleh balikan (feedback) dari guru dan teman
tentang hasil analisis yang disampaikan dalam kelompok kerja.
MENGKOMUNIKASIKAN
1. Siswa membuat teks deskriptif sederhana tentang keteladanan
dengan memperhatikan fungsi social, struktur, dan unsure
kebahasaannya.
2. Guru meminta siswa untuk membaca teks deskriptif
3. Guru meminta siswa menentukan gagasan pokok dari teks yang
telah dibaca.
PENUTUP 1. Guru dan siswa melakukan refleksi materi yang dibahas
2. Memberikan kesempatan peserta didik untuk bertanya
3. Siswa dengan bimbingan guru, membuat kesimpulan tentang
pemaparan teks deskripsi
4. Salam penutup
10 menit
G. PENILAIAN HASIL BELAJAR
a. Jenis/teknik penilaian
a. Tes tulis dan tes kinerja
97
Penilaian proses berlangsung selama pembelajaran berlangsung yang dimulai
sejak aktivitas mengamati, menanya, mengeksplorasi, mengasosiasi hingga
mengkomunikasikan.
b. Sikap
Guru mengobservasi dan mencacatat perilaku siswa yang mencakupi
sikap dan keterampilannya.
c. Pengetahuan
Pengetahuan siswa tentang struktur teks, unsur kebahasaan dievaluasi dengan
menggunakan testulis/lisan.
H. LEMBAR PENGAMATAN SIKAP
Pengamatan (observations)
- Bukan penilaian formal seperti tes, tetapi untuk tujuan memberi balikan.
Sasaran penilaian:
a. Berperilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam
melakukan Komunikasi.
b. Kesungguhan siswa dalam proses pembelajaran di setiap tahapan
Keterangan Skor :
Masing-masing kolom diisi dengan kriteria
4 = Baik Sekali
3 = Baik
2 = Cukup
1 = Kurang
98
99
PRE-TEST OF STUDENTS‟ READING COMPREHENSION
Direction:
1. Write your name and class on your answer sheet!
2. Read the text then answer the quastion by crossing, a, b, c, d !
3. Check your answer before submitting!
Read the text and answer the quastion 1-15
Giraffe is the highest animal in the world. Its height can reach 4.8 to 5.5 meters
and its weight about 1360 pounds. Giraffe has a unique characteristic. They have a
very long neck and two small horns on its head. Giraffes have big brown eyes and
protected by thick and long eyebrows. Her body is covered with a unique pattern
that is attached by brown spots all over their body.
Just like camels, giraffes can survive without drinking for long time because
giraffes can rely on the water contained in leaves they eat. Giraffes are very
selective in choosing food. They always eat young leaves that grow in the tree
tops. Their tongue shaped like a knife help them to cut branches which are very
hard. Female giraffes can start pregnant at the age of five years, with a gestation
period of 15 months. Commonly female giraffe bear one baby, but sometimes
two babies at once. Giraffes bear its baby
with a standing position. When the baby is about to be born, they just drop it to
the ground from a 1.5 meter of height. Baby giraffe can stand with about 20
minutes since being born, and begin breast feeding within an hour of birth.
What is the synonym of the underlined word in the text above?
1. Giraffe is the highest animal in the world.
a. Lowness c. badness
b. Tallness d. Happiness
2. Its height can reach 4.8 to 5.5 meters and its weight about 1360 pounds.
a. Light c. Heavy
b. Small d. Little
3. Giraffe has a unique characteristic.
a. Ugly c. Distinctive
b. Prevalent d. Cute
4. They have a very long neck and two small horns on its head.
a. little c. Big
b. large d. Short
5. Giraffes have big brown eyes and protected by thick and long eyebrows.
a. Little c. Great
100
b. Sweet d. Large
6. giraffes can survive without drinking for long time because giraffes can
rely on the water contained in leaves they eat.
a. Endure c. Break
b. Weak d. Low
7. They always eat young leaves that grow in the tree tops.
a. Never c. Consistent
b. Ever d. Imitation
8. They always eat young leaves that grow in the tree tops.
a. Wilted c. High
b. Boasful d. Arise
9. Their tongue shaped like a knife help them to cut branches which are very
hard.
a. Soft c. Tender
b. Rigid d. Tough
10. they just drop it to the ground from a 1.5 meter of height.
a. Wake up c. Increase
b. Down d. Raise
What is the antonym of the underlined word in the text above?
11. Commonly female giraffe bear one baby, but sometimes two babies at
once.
a. Male c. Man
b. Girl d. Uncle
12. Giraffes can survive without drinking for long time because giraffes can
rely on the water contained in leaves they eat.
a. Wide c. Short
b. Extensive d. Chaep
13. Baby giraffe can stand with about 20 minutes since being born.
a. Rangking c. Situation
b. Sit d. Road
Read the text and answer the quastion 14-18
Choose the correct answers to complete the following short passage.
Last summer, we decided to spended our vocation at the beach because the
weather was very hot in the mountains. The trevel agent said that trevelling by
bus was the chepest way, but we went by plane because it was faster.we wanted
to have more time to spend at the beach. The weather was beautiful and we had a
great time.
What is the antonym of the underlined word in the text above?
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14. a. Heat c. Cool
b. Warm d. Fierce
15. a. Expensive c. Easy
b. Generous d. Tall
16. a. Slow c. Quick
b. Speedy d. Rapid
17. a. Cute c. Ugly
b. Sweet d. Pretty
18. a. Small c. Big
b. Huge d. large
Read the text and answer the quastion 19-25
A kangaroo is an animal found only in Australia, although it has a smaller
relative, called wallaby, which lives on the Australian island of Tasmania and also
in New Guinea.
Kangaroos eat grass and plants. They have short front legs, but very long
and very strong back legs and a tail. These they use for sitting up on and for
jumping. Kangaroos have been known to make forward jumps of over eight
meters, and leap across fences more than three meters high. They can also run at
speeds of over 45 kilometers per hour. The largest kangaroos are the Great Grey
Kangaroo and the Red Kangaroo. Adults grow to a length of 1.60 meters and
weigh over 90 kilos.
Kangaroos are marsupials. This means that the female kangaroo has an
external pouch on the front of her body. A baby kangaroo is very tiny when it is
born, and it crawls at once into this pouch where it spends its first five months of
life.
19. They have short front legs, but very long. What is the antonym of the
underlined word?
a. Momentary c. Pithy
b. laconic d. long
20. The largest kangaroos are the Great Grey Kangaroo and the Red Kangaroo.
What is the antonym of the underlined word?
a. Smallest c. Greatest
b. Biggest d. Huge
21. Kangaroos eat grass and plants. They have short front legs, but very long and
very strong back legs and a tail. What is the antonym of the underlined word?
a. Mikghty c. Weak
b. Powerful d. Firm
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22. A baby kangaroo is very tiny when it is born, and it crawls at once into this
pouch where it spends its first five months of life. What is the synonym of the
underlined word?
a. Big c. Miniature
b. Great d. Giant
23. They can also run at speeds of over 45 kilometers per hour. What is the
antonym of the underlined word?
a. Spurt c. Rise
b. Continuty d. walk
24. Adults grow to a length of 1.60 meters and weight over 90 kilos. What is the
antonym of the underlined word?
a. heft c. Light
b. Measure d. Average
25. Kangaroos have been known to make forward jumps of over eight meters, and
leap across fences more than three meters high. What is the antonym of the
underlined word?
a. short c. Long
b. little d. Huge
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POST-TEST 1
OF STUDENTS‟ READING COMPREHENSION
1. Write your name and class on your answer sheet!
2. Read the text then answer the quastion by crossing, a, b, c, d !
3. Check your answer before submitting!
Read the text and answer the quastion 1-10
My Best Friend, Ernesto
My best friend is Ernesto and he is my classmate. We go to school together.
Ernesto comes from an educated family. His father is a school principal and his
mother is also a teacher. He is punctual, well-educated, and has good manners. He
is really hard working. He always does his homework. He is also well-dressed and
well-behaved. All teachers have a high opinion of him. Ernesto has a well-built
body. He is gentle but fearless. He takes part in all sports, scout, trekking and
mountaineering activities. He has a good heart. He is truthful, honest and
obedient.
He also plays the guitar, and he makes his parents very proud of him. He secures
good marks and is usually top of his class in examinations. He inspires me to
work harder. He keeps me away from bad company. I am happy to have such a
friend.
1. What is the text about...
a. Report text c. Narrative text
b. Recountx text d. Descriptive text
2. My best friend is Ernesto and he is my classmate. What is the synonym of
the underlined word?
a.Worst c. Incorrect
b. Better d. Bad
3. His father is a school principal and his mother is also a teacher. what is the
antonym of the underlined word?
a. Children c. Mother
b. Uncle d. Dady
4. His father is a school principal and his mother is also a teacher. What is the
synonym of the underlined word?
a. Father c. Mom
b. Descandant d. Grandmother
5. He is punctual, well-educated, and has good manners. What is the synonym of
the underlined word?
104
a. Bad c. Evil
b. Humble d. Best
6. He is really hard working. what is the antonym of the underlined word?
a. Rigid c. Soft
b. Tough d. Strong
7. He is gentle but fearless. what is the synonym of the underlined word?
a. Affable c. Patient
b. Arrogant d. Hungry
8. He is truthful, honest and obedient. what is the antonym of the underlined
word?
a. Decent c. Truthful
b. False d. Sincere
9. He also plays the guitar, and he makes his parents very proud of him. what is
the synonym of the underlined word?
a. lowly c. Meek
b. Glad d. Modest
10. I am happy to have such a friend. what is the antonym of the underlined
word?
a. Sad c. Cheerful
b. Chirpy d. Joyful
Read the text and answer the quastion 11-17
Justin Bieber is my favorite singer. I love (11) his music. He make me happy
when I hear him singing. When I am really down (12) and sad. I will hear one of
Justin‟s songs.
He is also cute. I like the way he sings and when I first heard him sing „Baby‟ and
saw him do the video of the song and that‟s how I started liking him. He can also
play any kind of instruments that I like, for example: guitar, and piano. I became a
belieber since I listen to his music from the first time.
His music gave me a awesome feeling, like he was there for me to comfort and
help (13) me. The most important (14) thing is that Justin taught me to never
(15) say never. He teach me that dreams do come true,(16) if you really want it.
He made me smile,(17) I can talk hours about what I love about Justin, his hair,
his voice, his dougie, his eyes, his humour… but this is what I tell people first.
This is the reason why I really love him.
What is the synonym of the underlined word in the text above?
105
11. a. Dislike c. Affection
b. Hate d. Ill will
12. a. Happy c. Sad
b. Drop d. Confused
13. a. Aid c. Hurt
b. Injury d. Borrow
14. a. trivial c. Small
b. Exigent d. Little
What is the antonym of the underlined word in the text above?
15. a. Ever c. Always
b. Forever d. Nix
16. a. Fault c. Accurate
b. Correct d. Actual
17. a. Frown c. Smirk
b. Sad d. Beam
Read the text and answer the quastion 18-21
My Lovely Cat
I have a stray cat as my pet. He is really playful, He loved to play with me and
the new things he found. He has orange and white fur, his fur is so soft and I like
to rubs it for him. He has a long tail. He likes to play with it. He is also always try
to catch his tail sometimes. I also like to hold him in my hand, when i hold him
like that he will fall asleep.
18. has orange and white fur, his fur is so soft . what is the antonym of the
underlined word?
a. meek c. Crude
b. Tender d. Gentle
19. He loved to play with me and the new things he found. what is the antonym of
the underlined word?
a. Recent c. Fresh
106
b. late d. Old
20. He likes to play with it. He is also always try to catch his tail sometimes. what
is the antonym of the underlined word?
a. Never c. Ever
b. Regularly d. Evermore
21. I also like to hold him in my hand, when i hold him like that he will fall
asleep. what is the synonym of the underlined word?
a. increase c. Down
b. Drop d. Rise
Read the text and answer the quastion 22-25
My garden
This is my garden. I can find many flowers (22) such as rose, jasmine, camellia,
sunflowers, water lily, etc. My garden is clean (23) and fresh. The fence is white.
Many butterflies fly around the flowers. In the evening, my father and I sit there
and enjoy (24) tea. I like my garden so much. My garden is the most beautiful
(25) garden because my mother and I always clean our garden.
What is the synonym of the underlined word in the text above?
22. a. Cream c. Bloom
b. Gem d. Finest
23. a. Dirty c. Dark
b.Untidy d. Pure
24. a. Lack c. Relish
b. Dislike d. Need
25. a. Pretty c. Nice
b. Bad d. Sweet
107
CYCLE II
Post-Test 2 of Descriptive Text On Reading Comprehension Ability
4. Write your name and class on your answer sheet!
5. Read the text then answer the quastion by crossing, a, b, c, d !
6. Check your answer before submitting!
Read the text and answer the quastion 1-13
Giraffe is the highest animal in the world. Its height can reach 4.8 to 5.5 meters
and its weight about 1360 pounds. Giraffe has a unique characteristic. They have a
very long neck and two small horns on its head. Giraffes have big brown eyes and
protected by thick and long eyebrows. Her body is covered with a unique pattern
that is attached by brown spots all over their body.
Just like camels, giraffes can survive without drinking for long time because
giraffes can rely on the water contained in leaves they eat. Giraffes are very
selective in choosing food. They always eat young leaves that grow in the tree
tops. Their tongue shaped like a knife help them to cut branches which are very
hard. Female giraffes can start pregnant at the age of five years, with a gestation
period of 15 months. Commonly female giraffe bear one baby, but sometimes
two babies at once. Giraffes bear its baby
with a standing position. When the baby is about to be born, they just drop it to
the ground from a 1.5 meter of height. Baby giraffe can stand with about 20
minutes since being born, and begin breast feeding within an hour of birth.
What is the synonym of the underlined word in the text above?
1. Giraffe is the highest animal in the world.
c. Lowness c. badness
d. Tallness d. Happiness
2. Its height can reach 4.8 to 5.5 meters and its weight about 1360 pounds.
c. Light c. Heavy
d. Small d. Little
3. Giraffe has a unique characteristic.
c. Ugly c. Distinctive
d. Prevalent d. Cute
4. They have a very long neck and two small horns on its head.
c. little c. Big
d. large d. Short
5. Giraffes have big brown eyes and protected by thick and long eyebrows.
c. Little c. Great
d. Sweet d. Large
108
6. giraffes can survive without drinking for long time because giraffes can
rely on the water contained in leaves they eat.
c. Endure c. Break
d. Weak d. Low
7. They always eat young leaves that grow in the tree tops.
c. Never c. Consistent
d. Ever d. Imitation
8. They always eat young leaves that grow in the tree tops.
c. Wilted c. High
d. Boasful d. Arise
9. Their tongue shaped like a knife help them to cut branches which are very
hard.
c. Soft c. Tender
d. Rigid d. Tough
10. they just drop it to the ground from a 1.5 meter of height.
c. Wake up c. Increase
d. Down d. Raise
What is the antonym of the underlined word in the text above?
11. Commonly female giraffe bear one baby, but sometimes two babies at
once.
c. Male c. Man
d. Girl d. Uncle
12. Giraffes can survive without drinking for long time because giraffes can
rely on the water contained in leaves they eat.
c. Wide c. Short
d. Extensive d. Chaep
13. Baby giraffe can stand with about 20 minutes since being born.
c. Rangking c. Situation
d. Sit d. Road
Read the text and answer the quastion 14-20
An elephant is the largest (15) and strongest (16) animals. It is a strange looking
animal with its thick legs, huge sides and backs, large hanging ears, a small (17)
tail, little eyes, long white tusks and above all it has a trunk.
The trunk is elephant‟s peculiar feature, and it has various uses. The elephant
draws up water by its trunk and can squirt it all over its body like a shower bath. It
can also lift leaves and puts them into its mouth. In fact, the trunk serves the
elephant as a long arm and hand. An elephant looks very clumsy and heavy and
yet it can move very quickly (18).
The elephant is a very intelligent (19) animal. Its intelligence combined with its
great strength make it a very useful (20) servant to man and it can be trained to
serve in many ways such as carry heavy loads, hunt for tigers and even fight.
109
14. What is the main idea of the third paragraph?
a. Elephants are strong
b. Elephants are very useful
c. Elephants can lift logs
d. Elephants must be trained
What is the antonym of the underlined word in the text above?
15. a. Smallest c. Grand
b. Biggest d. huge
16. a. Brawny c. Stout
b. Forceful d. Feeble
17. a. Big c. Bad
b. little d. Minor
18. a. Hastily c. Slowly
b. Briskly d. fast
19. a. Brilliant c. Imaginative
b. Smart d. Stupid
20. a. Advantages c. Effective
b. Good d. Disadvantageous
Read the text and answer the quastion 21-25
My best friend is Ernesto and he is my classmate. We go to school together.
Ernesto comes from an educated family. His father is a school principal and his
mother is also a teacher. He is punctual, well-educated, and has good manners. He
is really hard working. He always does his homework. He is also well-dressed and
well-behaved. All teachers have a high opinion of him. Ernesto has a well-built
body. He is gentle but fearless. He takes part in all sports, scout, trekking and
mountaineering activities. He has a good heart. He is truthful, honest and
obedient.
He also plays the guitar, and he makes his parents very proud of him. He secures
good marks and is usually top of his class in examinations. He inspires me to
work harder. He keeps me away from bad company. I am happy to have such a
friend.
110
21. My best friend is Ernesto and he is my classmate. What is the synonym of the
underlined word?
a.Worst c. Incorrect
b. Better d. Bad
22. His father is a school principal and his mother is also a teacher. What is the
synonym of the underlined word?
a. Father c. Mom
b. Descandant d. Grandmother
23. He is punctual, well-educated, and has good manners. What is the synonym of
the underlined word?
a. Bad c. Evil
b. Humble d. Best
24. He is gentle but fearless. what is the synonym of the underlined word?
a. Affable c. Patient
b. Arrogant d. Hungry
25. He also plays the guitar, and he makes his parents very proud of him. what is
the synonym of the underlined word?
a. lowly c. Meek
b. Glad d. Modest
111
ANSWER SHEET
PRE-TEST
Name :
Time :
Date :
PART 1 PART 2 PART 3
1. B 11. A 21. C
2. C 12. C 22. C
3. C 13. B 23. D
4. A 14. C 24. C
5. D 15. A 25. A
6. A 16. A
7. C 17. C
8. D 18. A
9. B 19. D
10. B 20. A
ANSWER SHEET POST-TEST 1
112
1. D 11. C 21. C
2. B 12. B 22. C
3. C 13. A 23. D
4. C 14. B 24. C
5. D 15. A 25. A
6. C 16. A
7. A 17. A
8. B 18. C
9. B 19. D
10. A 20. A
ANSWER SHEET
113
POST-TEST 2
1. B 11. A 21. B
2. C 12. C 22. C
3. C 13. B 23. D
4. A 14. B 24. C
5. D 15. A 25. B
6. A 16. D
7. C 17. A
8. D 18. C
9. B 19. D
10. B 20. D
114
THE FIELD NOTE
Cycle I
First Meeting The teacher gave explained the
material about descriptive text
and synonym and antonym.
Second Meeting Some students little bit annoyed
when the teacher explained the
material but the other students
felt enjoyed in learning process.
Third Meeting The students did post test I and
after finished they paid more
attention when the teacher
corrected their assigment.
Cycle II
First Meeting The students rather feel bored in
learning process but they still
paid attention to the teacher.
Second Meeting The students had understood the
way and the rule to follow the
teacher‟s instruction and feel
easier to do the task together
with their friends.
Third Meeting The students were very glad to
did pots test II because they had
learn from their mistakes before.
115
Table
Students‟ Pre-test score
No Students’ Name Score Category
1 BA 36 UNCOMPLETE
2 DAK 28 UNCOMPLETE
3 EF 56 UNCOMPLETE
4 EH 20 UNCOMPLETE
5 FA 40 UNCOMPLETE
6 FS 40 UNCOMPLETE
7 HC 40 UNCOMPLETE
8 JFD 20 UNCOMPLETE
9 JK 72 COMPLETE
10 KW 72 COMPLETE
11 LS 60 UNCOMPLETE
12 MS 60 UNCOMPLETE
13 MS 52 UNCOMPLETE
14 NFS 60 UNCOMPLETE
15 OJ 52 UNCOMPLETE
16 PA 64 UNCOMPLETE
17 PS 40 UNCOMPLETE
18 RA 48 UNCOMPLETE
19 RD 36 UNCOMPLETE
20 RDS 72 COMPLETE
21 ROH 44 UNCOMPLETE
22 RRU 52 UNCOMPLETE
23 SA 52 UNCOMPLETE
24 SBF 56 UNCOMPLETE
25 SBW 72 COMPLETE
26 SMR 72 COMPLETE
27 THD 40 UNCOMPLETE
28 TRI 52 UNCOMPLETE
29 YDS 40 UNCOMPLETE
TOTAL 1448
AVERAGE 49,93
116
Table
The Students‟ Post-test 1 score
No Students’ Name Score Category
1 BA 60 UNCOMPLETE
2 DAK 44 UNCOMPLETE
3 EF 72 COMPLETE
4 EH 40 UNCOMPLETE
5 FA 72 COMPLETE
6 FS 52 UNCOMPLETE
7 HC 72 COMPLETE
8 JFD 76 COMPLETE
9 JK 72 COMPLETE
10 KW 76 COMPLETE
11 LS 72 COMPLETE
12 MEI 72 COMPLETE
13 MS 68 UNCOMPLETE
14 NFS 72 COMPLETE
15 OJ 60 UNCOMPLETE
16 PA 64 UNCOMPLETE
17 PS 72 COMPLETE
18 RA 72 COMPLETE
19 RD 60 UNCOMPLETE
20 RDS 72 COMPLETE
21 ROH 60 UNCOMPLETE
22 RRU 52 UNCOMPLETE
23 SA 60 UNCOMPLETE
24 SBF 72 COMPLETE
25 SBW 80 COMPLETE
26 SMR 80 COMPLETE
27 THD 60 UNCOMPLETE
28 TRI 68 UNCOMPLETE
29 YDS 44 UNCOMPLETE
TOTAL 1896
AVERAGE 65,37
117
Table
The Students‟ Post Test II score
No Students’ Name Score Category
1 BA 68 UNCOMPLETE
2 DAK 72 COMPLETE
3 EF 88 COMPLETE
4 EH 76 COMPLETE
5 FA 76 COMPLETE
6 FS 72 COMPLETE
7 HC 84 COMPLETE
8 JFD 76 COMPLETE
9 JK 80 COMPLETE
10 KW 92 COMPLETE
11 LS 80 COMPLETE
12 MEI 76 COMPLETE
13 MS 72 COMPLETE
14 NFS 76 COMPLETE
15 OJ 72 COMPLETE
16 PA 72 COMPLETE
17 PS 84 COMPLETE
18 RA 72 COMPLETE
19 RD 68 UNCOMPLETE
20 RDS 76 COMPLETE
21 ROH 72 COMPLETE
22 RRU 68 UNCOMPLETE
23 SA 76 COMPLETE
24 SBF 76 COMPLETE
25 SBW 92 COMPLETE
26 SMR 84 COMPLETE
27 THD 80 COMPLETE
28 TRI 84 COMPLETE
29 YDS 72 COMPLETE
TOTAL 2236
AVERAGE 77,10
118
THE DOCUMENTATION OF RESEARCH
The researcher gave pre test to the students
The researcher use synonym and antonym context clue
119
The researcher gave post test I to the students
The students read about story telling
The teacher explain descriptive text about synonym and antonym
The researcher gave post test II to the students
120
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131
132
133
134
CURRICULUM VITAE
The name of the writer is Heni Nurul Fadilah.
She was born in Labuhan Jaya, on April, 09th
1997. She
is the second childrenof Mr. Marsiman and Mrs.
Sunariyah.
She was enrolled her study in SDN I Labuhan Jaya on
2003-2009. Then, she continued her study at MTS Roudlotul Huda Purwosari
on 2009-2012. She continued her study at MA Roudlotul Huda Purwosari,
Central Lampung on 2012 -2015. It was long journey for her to find out her
dream. Finally, at the same year, she was registered as a S1 student of English
Education Department of State Institute for Islamic Studies of Metro.She
hope that one day she can continue her study to master of degree.
