ENHANCING STUDENTS’ READING COMPREHENSION USING …e-repository.perpus.iainsalatiga.ac.id/4489/1/skripsi.pdf · 2018-10-29 · ENHANCING STUDENTS’ READING COMPREHENSION USING

ENHANCING STUDENTS’ READING COMPREHENSION

USING QUESTION ANSWER RELATIONSHIP (QAR)

STRATEGY IN NARRATIVE TEXT

(A Classroom Action Research at the Eleventh Grade of SMA

Muhammadiyah 4 Andong in the Academic Year of 2017/2018)

A GRADUATING PAPER

Submitted to the Board of Examiners as a partial fulfillment of the requirements

for degree of Sarjana Pendidikan (S.Pd.) English Education Department of

Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN)

Salatiga

BY:

AMIRA MUFLICHA DARAINI

113 14 036

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2018

i

ENHANCING STUDENTS’ READING COMPREHENSION

USING QUESTION ANSWER RELATIONSHIP (QAR)

STRATEGY IN NARRATIVE TEXT


Muhammadiyah 4 Andong in the Academic Year of 2017/2018)

A GRADUATING PAPER

Submitted to the Board of Examiners as a partial fulfillment of the requirements

for degree of Sarjana Pendidikan (S.Pd.) English Education Department of

Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN)

Salatiga

BY:


113 14 036

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2018

ii

Salatiga, May 8th

2018

Hanung Triyoko, S.S., M.Hum., M.Ed.

The Attentive Counselor‟s note

Amira Muflicha Daraini

To the Dean of Teacher Training and

Education Faculty

Assalamualaikum Wr. Wb

After reading and correcting Amira Muflicha Daraini‟s graduating paper entitled

“ENHANCING STUDENTS’ READING COMPREHENSION USING

QUESTION ANSWER RELATIONSHIP (QAR) STRATEGY IN

NARRATIVE TEXT”, I have decided and would like to propose that this paper

can be accepted by the Teacher Training and Education Faculty. I hope this paper

will be examined as soon as possible.

Wassalamualaikum Wr. Wb

Counselor

Hanung Triyoko, S.S., M.Hum., M.Ed.

NIP. 19730815 199903 1 003

iii

DECLARATION

In the name of Allah,

Hereby the researcher declares that this graduating paper is written by the

researcher herself. This paper does not contain any materials which have been

publised by other people, and it does not cite any other people‟s ideas except the

information from the references.

The researcher is capable to accounts her graduating paper if in the future it can be

proved of containing others‟ idea or in fact that the researcher imitates the others‟

graduating paper. Likewise, this declaration is written by the researcher, and she

hopes that this declaration can be understood. The researcher will also agree if the

library of IAIN Salatiga publishes this graduating paper.

This declaration is written with the full concern of the writer.

Salatiga, April 2018

The Researcher

Amira Muflicha D.

NIM 113 14 036

iv

A GRADUATING PAPER

ENHANCING STUDENTS’ READING COMPREHENSION USING

QUESTION ANSWER RELATIONSHIP STRATEGY IN NARRATIVE

TEXT (A CLASSROOM ACTION RESEARCH AT THE ELEVENTH

GRADE OF SMA MUHAMMADIYAH 4 ANDONG IN THE ACADEMIC

YEAR OF 2017/2018)

WRITTEN BY:


NIM. 11314036

has been brought to the board of examiners of English Education Department of

Teacher Training and Education Faculty at the State Institute for Islamic Studies

(IAIN) Salatiga on Tuesday, July 10th

2018, and hereby considered to have

completed the requirements for the degree of Sarjana Pendidikan (S.Pd) in

English Education.

Board of examiner

Head : Noor Malihah, Ph.D. :

Secretary : Hanung Triyoko, M.Ed. :

First examiner : Mashlihatul Umami, M.A. :

Second examiner : Dr. Ruwandi, M.A. :

Salatiga,

Dean

Suwardi, M.Pd.

NIP. 19670121 199903 1 002

v

MOTTO

“Everything will come to those who keep trying with determination and

patience”

-Edison-

“Do not really care about others‟ sayings, sometimes they have a mouth but not

definitely have a brain”

-Albert Einsten-

vi

DEDICATION

This graduating paper is sincerely dedicated to:

1. My beloved parents Chalim Fathul Muin, S.Ag., S.H.I. and Dra. Suratin,

S.Pd.I. who always pray, love, guide, and support me. You are my

inspiration and my everything.

2. My beloved sister Kafidah Yurisda Nice Riche, S.ST. and my beloved

brothers; Afiq Aghna Abdillah and Kholis Abdilmatin Nihaya, who

complete my life.

3. My brother-in-law Briptu Susilo and my nephew Sakha Argani Susilo.

4. My big family Bani Asmuni and Jamhari who always support my

education.

5. My almamater, IAIN Salatiga.

6. All the seekers of knowledge in the world.

vii

ACKNOWLEDGEMENT

Bismillahirrahmanirrahim,

Assalamu‟alaikum Wr. Wb.

Alhamdulillahirabbil‟alamin, all praises be to Allah SWT, The Most

Gracious and The Most Merciful, The Lord of Universe. Because of Him, the

researcher could finish this graduating paper as one of the requirement for the

Degree of Sajana Pendidikan (S.Pd) in English Education Department of Teacher

Training and Education Faculty of State Institute for Islamic Studies (IAIN)

Salatiga. Peace and salutation always be given to our prophet Muhammad SAW

who has guided us from the darkness to the lightness.

However, this success would not be achieved without support, guidance,

advices, helps, and encouragements from individual and institution. The

researcher somehow realizes that an appropriate moment for her to deepest

gratitude for:

1. Mr. Dr. Rahmat Hariyadi, M. Pd. as the Rector of State Institute for Islamic

Studies (IAIN) Salatiga.

2. Mr. Suwardi, M. Pd. as the Dean of Teacher Training and Education Faculty.

3. Mrs. Noor Malihah, Ph. D. as the Head of English Education Department.

4. Mr. Hanung Triyoko, S.S., M. Hum., M. Ed. as the counselor who has

educated, supported, directed, and given the researcher advices, suggestions,

viii

and recommendations for this graduating paper from beginning until the end.

Thanks for your patience and care.

5. All lecturers in English Education Department of Teacher Training and

Education Faculty of State Institute of Islamic Studies (IAIN) Salatiga.

Thanks for all guidance, knowledge, support, etc.

6. Mr. Suprapto, S.Pd. the Principal of SMA Muhammadiyah 4 Andong.

7. All the teachers and staffs of SMA Muhammadiyah 4 Andong, especially

Mrs. Suciati, S.Pd. and all students of XI-Science class.

8. My fabulous friends in International Class Program (ICP) batch 2014 who

always give the unforgettable moments.

9. Someone special who always supports and prays me in every single part of

my life.

10. My family in Islamic boarding house of Darussalam Kacangan, Andong,

Boyolali and API Al-Riyadloh Kesongo, Tuntang, Semarang. Thanks for

your praying and support.

Salatiga, April 2018

The Researcher

Amira Muflicha D.

113 14 036

ix

ABSTRACT

Daraini, Amira Muflicha. 2018. Enhancing Students‟ Reading Comprehension

Using Question Answer Relationship (QAR) Strategy in Narrative Text


Muhammadiyah 4 Andong in the Academic Year of 2017/2018). A

Graduating Paper. English Education Department. Teacher Training

and Education Faculty. State Institue for Islamic Studies Salatiga.

Counselor: Hanung Triyoko, S.S, M. Hum, M. Ed.

This research was aimed to enhance the students‟ reading comprehension

using QAR strategy. Thus research answered two questions (1) How is the

implementation of using Question Answer Relationship (QAR) to enhance the

students‟ reading comprehension in the narrative text at the eleventh grade of

SMA MUHAMMADIYAH 4 ANDONG in the academic year of 2017/2018? (2)

How is the result of the use of Question-Answer Relationship (QAR) strategy in

the narrative text at the eleventh grade of SMA MUHAMMADIYAH 4 Andong

in the academic year of 2017/2018?

The research design of this research was Classroom Action Research. It

was conducted in two cycles. Each cycle consisted of planning, action,

observation, and reflection. From the study, the researcher could conclude that the

implementation of the study improved from cycle 1 and cycle 2.

From the research, the researcher could conclude that the implementation

of the study improved from cycle 1 and cycle 2. The enhancement of the study

was showed when the researcher conducted cycle 2. The result of the t-test of

cycle 2 was 2.99. The passing grade was 75 and the target of the passing grade

was 85%. The outcome of the post of cycle 2 was 91.30% from the students. The

target of cycle 2 was achieved, so the researcher stopped the study. It means that

the classroom action research by using QAR strategy is able to enhance the

students‟ reading comprehension.

Keywords: Reading Comprehension, Question Answer Relationshp (QAR)

Strategy, Narrative text.

x

TABLE OF CONTENTS

TITLE ...................................................................................................................... i

ATTENTIVE COUNSELOR‟S NOTE .................................................................. ii

DECLARATION ................................................................................................... iii

CERTIFICATION PAGE ...................................................................................... iv

MOTTO .................................................................................................................. v

DEDICATION ....................................................................................................... vi

ACKNOWLEDGEMENT .................................................................................... vii

ABSTRACT ........................................................................................................... ix

TABLE OF CONTENTS ........................................................................................ x

LIST OF TABLES AND FIGURES .................................................................... xiii

CHAPTER I INTRODUCTION

Background of the Research ................................................................................ 1

A. Problem Formulations ................................................................................. 5

B. Objectives of the Research .......................................................................... 5

C. The Significance of the Research ................................................................ 6

D. Hypothesis and Success Indicator ............................................................... 7

E. Research Methodology ................................................................................ 7

1. Research Design 7

2. Research Subject 9

3. Research Steps 9

4. Technique of Collecting Data and Research Instrument 10

5. Data Analysis 14

xi

F. Graduating Paper Organization ................................................................... 17

CHAPTER II THEORETICAL FRAMEWORK

A. Review of Previous Researchs ................................................................... 19

B. The Concept of Reading Comprehension .................................................. 22

1. Definition of Reading Comprehension 23

2. Aspects of Reading Comprehension 26

3. The Indicators of Students' Successful in Reading

Comprehension 29

C. The Teaching of Reading ........................................................................... 32

1. The Principles of Teaching Reading 32

2. The Activities in Teaching Reading 35

D. Concept of Question Answer Relation Strategy ........................................ 37

1. Definition of Question Answer Relation Strategy 37

2. The Types of Question Answer Relation Strategy 39

E. Procedures for Teaching Reading Using QAR Strategy ............................ 43

1. Pre-Reading Activities 44

2. While Reading Activities 44

3. Post Reading Activities 46

F. Concept of Narrative Text .......................................................................... 46

1. Definition of Narrative Text 46

2. The Characteristics of Narratives Text 47

3. The Purpose of Narrative Text 47

4. Kinds of Narrative Text 48

5. Generic Structure of Narrative Text 50

xii

CHAPTER III RESEARCH IMPLEMENTATION

A. Description of Teaching and Learning Process in Cycle I ......................... 52

B. Description of Teaching and Learning Process in Cycle II ....................... 54

CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS

A. Research Finding 56

B. Discussions 88

CHAPTER V CLOSURE

A. Conclusions ................................................................................................ 92

B. Suggestions ................................................................................................ 93

REFERENCES

APPENDIXES

.

xiii

LIST OF TABLES AND FIGURES

Figure 1.1 The Scheme Based on Kemmis and McTaggart in (McNiff, 2002: 58) .... 7

Table 1.1 Research Schedule ....................................................................................... 9

Table 1.2 Student‟s Observation Sheet ...................................................................... 11

Table 1.3 Teacher‟s Observation Sheet .................................................................... 11

Table 2.1 QAR Framework to Frame Question-Asking during Reading Cycle ....... 42

Table 4.1 Teacher‟s Observational Sheet of Cycle 1 ............................................... 62

Table 4.2 Students‟ Observational Checklist of Cycle 1 ........................................... 64

Table 4.3 The Result of Pre-Test and Post-Test of Cycle 1 ...................................... 67

Table 4.4 Count of Passing Grade of the Pre-test and Post-test in the Cycle 1 ......... 69

Table 4.5 Teacher‟s Observational Sheet of Cycle 2 ................................................ 77

Table 4.6 Students‟ Observational Checklist of Cycle 2 ........................................... 80

Table 4.7 The Result of Pre-test and Post-test of Cycle 2 ......................................... 82

Table 4.8 Count of Passing Grade of The Pre-Test and Post-Test in The Cycle 2 ... 84

Table 4.9 Data Analysis............................................................................................. 90

1

CHAPTER I

INTRODUCTION

A. Background of the Research

Teaching and learning are the activities that can be complex and

need to be noticed. Teaching can be said as a work art activity because

teaching needs good preparation. Learning involves the activities of

students which encourage using their prior or background knowledge.

Students must discover great value about what is being learnt and have the

motivation to solve the problem (Slavin, 2000: 218). Students at different

level have some significant problems because there is no instruction to

stimulate the students to create a question so that they can comprehend the

text.

In English teaching and learning, there are four skills which are

very important for English learners. The for skills are reading, speaking,

listening, and writing. Reading and listening are called receptive skill

while speaking and writing are a productive one. As one of the four

language skills, reading is the most important skill in mastering English. It

is important to enhance students‟ reading ability to access much

information when they face written English or when they want to learn

about English literature in written form. We have to master reading skill in

order to understand what is said in the book so that it will facilitate

students to comprehend texts and then be able to answer comprehension

2

questions properly in many kinds of reading tests. Dallman (1982) also

says that reading is more than knowing what each letter of alphabet stands

for, reading involves more than word recognition; that comprehension is

an essential of reading that without comprehension no reading takes place.

It means that comprehension is the soul of reading.

To enhance students‟ reading comprehension, there are several

ways that can be used. A teacher can apply some methods, techniques, or

strategies to make students‟ reading comprehension better than before. The

teacher can also choose an appropriate method, technique, or strategy that

should be applied to teach reading to the students which is suitable for the

reading test used. Producing and preparing a question can be very difficult

especially if the students do not have a strategy which assists to modify it.

In contrary, answering the question itself needs little or much effort to be

solved. Based on the types, there are explicit and implicit questions.

Students must have a strategy to recover the problem while reading and

answer the questions based on the text given. One of the reading

comprehension strategies that the writer discusses is Question-Answer

Relationship (QAR) which deal with the question. Students can use the

following QAR question types to analyze and answer questions.

Question-Answer Relationship (QAR) strategy is a method which

is designed for a deliberate and common way of thinking and talking about

effective sources of information when answering questions in which QAR

is a during reading strategy that improves comprehension. This strategy

3

teaches students that all questions are not alike and that knowing how to

identify the types of questions will help them answer the questions in

which this strategy presents a three-way relationship between questions,

text content, and reader knowledge (Raphael, 1986).

One of the texts which the researcher would concentrate on is

narrative text. The text is taught by the teacher in eleventh grade. The

narrative text is a text which tells a story and, in doing so, amuses or

informs the reader or listener (Mark, 1997:8). The narrative text‟s structure

consists of orientation, complication, the sequence of events, resolution,

and coda/moral value. Raphael (1986) said that QAR strategy is to help

students and teachers start to share the information through creating the

relationship between question and answer so that they know how questions

are designed. QAR (Raphael, 1986) also provides a basis for teaching

three comprehension strategies: locating information; showing text

structures and how the information is organized; and determining when an

inference or reading between the lines is required.

The success indicator of reading comprehension according to

Wolley (2011: 15) is to gain an overall understanding of what is described

in the text rather than to obtain meaning from isolated words or sentences,

reading comprehension may be appear to be both simple and obvious.

Snow (2002: 11) are informed by a vision of proficient readers who are

capable of acquiring new knowledge and understanding new concepts, are

4

capable to apply textual information appropriately, and are capable of

being engaged in the reading process and reflecting on what is being read.

According to the obtained information from English teacher Mrs.

Suciati, S.Pd. at the eleventh grade of SMA Muhammadiyah 4 Andong,

the students experience the difficulty in identifying both explicit and

implicit information. They are also hard to get the main idea of the text

instead of moral value. Besides that, some teachers still use a conventional

way to teach English especially reading that the students did not really

understand, and then, got bored easily when they faced reading texts. The

students had lacked of mastering English skills, especially in reading.

They did not have interest in reading English texts which could make them

difficult to understand the meaning of texts they read, then they faced

some difficulties in answering comprehension questions of the reading

test. They put assumption in their mind that English was a difficult subject

to study and the language would make them confused.

The researcher would like to conduct research in SMA

Muhammadiyah 4 Andong which has not been implemented Question-

Answer Relationship (QAR) strategy yet to solve these problems.

However, while learning narrative text in SMA Muhammadiyah 4

Andong, the students often feel that it is difficult to answer the questions

based on the text and by using Question-Answer Relationship (QAR)

strategy the students will be able to answer the questions well.

5

By the considerations stated above, the writer would like to

conduct action research entitled “ENHANCING STUDENTS’

READING COMPREHENSION USING QUESTION ANSWER

RELATIONSHIP (QAR) STRATEGY IN NARRATIVE TEXT (A

CLASSROOM ACTION RESEARCH AT THE ELEVENTH

GRADE OF SMA MUHAMMADIYAH 4 ANDONG IN THE

ACADEMIC YEAR OF 2017/2018)”.

B. Problem Formulations

The problem of this research can be stated as follows:

1. How is the implementation of using Question Answer Relationship

(QAR) to enhance the students‟ reading comprehension in the

narrative text at the eleventh grade of SMA MUHAMMADIYAH 4

ANDONG in the academic year of 2017/2018?

2. How is the result of the use of Question-Answer Relationship (QAR)

strategy in the narrative text at the eleventh grade of SMA

MUHAMMADIYAH 4 Andong in the academic year of 2017/2018?

C. Objectives of the Research

In line with the formulation of the problem of research above, the

objectives of the research are:

1. To find out the implementation of using QAR strategy to enhance the

students‟ reading comprehension in the narrative text at the eleventh

grade of SMA MUHAMMADIYAH 4 ANDONG in the academic

year of 2017/2018.

6

2. To know the result of the use of Question-Answer Relationship

(QAR) strategy in the narrative text at the eleventh grade of SMA

MUHAMMADIYAH 4 Andong in the academic year of 2017/2018.

D. The Significance of the Research

The use of the research are as follows:

1. Theoretically, it is expected that the finding of this research can

support and complete the previous theories related to improving

students‟ reading comprehension through Question-Answer

Relationship strategy.

2. In practice, the researcher expects that the finding of this research can

be useful for:

a. Teacher

QAR strategy can be used as a new strategy and information in

learning and teach English to enhance students‟ reading

comprehension, especially in answering the comprehension

questions concerning five aspects of reading comprehension.

b. Student

It can be used as a new way to give more opportunities in

enhancing students‟ reading comprehension in which the students

can find the answer related to the text without wasting too much

time because they know the good way to find the answers in the

text and they become more active in the class.

7

E. Hypothesis and Success Indicator

By conducting this research, the researcher proposes a hypothesis:

Using QAR Strategy in English subject can enhance the students‟ reading

comprehension in the narrative text at the eleventh grade of SMA

Muhammadiyah 4 Andong in the academic year of 2017/2018.

The success indicator of this research is taken from the passing grade

(KKM) of English lesson in SMA Muhammadiyah 4 Andong. The passing

grade is 75 and the target for the passing grade is 85%.

F. Research Methodology

1. Research Design

This Research is Classroom Action Research. Wiriaatmadja (2005:

13) explains that Classroom Action Research is a method how a group

of teachers can organize their teaching-learning condition and learn

from their own experience. They can try an idea as reparation in their

teaching-learning process, and look the real effect of those efforts.

Figure 1.1 The Scheme Based on Kemmis and McTaggart (in McNiff, 2002: 58)

8

The researcher used the scheme based on Kemmis and Taggart

1988 (in McNiff, 2002: 58). There are some steps in Classroom Action

Research (CAR), and those are Planning, Action, Observation, and

Reflection. These steps will happen for each cycle, they are useful to

make the research systematic. The steps in every cycle are as follows:

a. Planning

The activities in the planning are as follow:

1) Preparing the English syllabus, making a lesson plan, materials,

and designing the steps in doing the action.

2) Preparing teaching aids (e.g students‟ worksheets and video

about narrative and Question-Answer Relationship).

3) Preparing observation sheet.

4) Preparing two tests; pre-rest and post-test.

b. Acting

1) Giving narrative text pre-test.

2) Delivering the material.

3) Giving opportunity to the students by asking the difficulties or

problems.

4) Giving feedback.

5) Giving post-test.

c. Observation

1) Observing the students‟ attention and all the activities on the

learning process.

9

2) Observing the teacher‟s activities.

d. Reflection

1) Analyzing the data of the cycle.

2) The teacher and the researcher will discuss the result of the

cycle.

3) Make a conclusion of the cycle 1.

4) The next cycle can be decided or designed.

2. Research Subject

This research was conducted at the eleventh grade of SMA

Muhammdiyah 4 Andong, in the academic year 2017/2018. The

eleventh grades consisted of two class groups, but the writer took one

class group, XI IPA. The number of the participants were 23 students.

They were 18 girls and 5 boys. It can be seen on the appendix.

3. Research Steps

In conducting the research, the researcher carried out the steps

which summarized in the following research schedule. The research

schedule is shown below:

Table 1.1 Research Schedule

No Activities Time Allocation

1 Preparing the research proposal December

2 Doing cycle March

3 Doing observation March

4 Analysis data April

10

5 Writing research result April

6 Continuing writing the graduating paper April

4. Technique of Collecting Data and Research Instrument

Arikunto (2014: 265) explains that there are some methods of

collecting data. There are a questionnaire, test, observation, interview,

and documentation. In order to collect data, the researcher uses three of

them by using documentation, observation, and test as an instrument.

a. Observation

According to Kothari (2004: 96), observation is the most

commonly used to observe the students‟ activities in teaching and

learning process. This way is used to monitor and record the

students‟ enhancement during the lesson. In the students‟

observation sheet, there are four aspects as the focuses of the

observation. Those are paying attention, activeness in asking the

question, activeness in responding question, and enthusiasm in

doing the test. In this way, the researcher gives point in each aspect

based on the situation of students. The table below show the table

of observation sheet as follows:

11

Table 1.2 Students’ Observation Sheet

No

Nam

e of

Stu

den

t

Payin

g a

tten

tion

Act

iven

ess

in

ask

ing q

ues

tion

Act

iven

ess

in

resp

on

din

g

qu

esti

on

enth

usi

asm

in

doin

g t

est

Note

Moreover, the teacher‟s observation sheet was also used by

the researcher to know the teacher‟s activities during the teaching

and learning process. It could be seen in the table below:

Table 1.3 Teacher’s Observation Sheet

No Activities Yes No Note

1 Greeting students before the lesson

begin

2 Praying before the lesson begins

3 Checking the student‟s attendance

list

4 Asking the students‟ condition and

their readiness

5 Giving icebreaker

12

6 Telling the purposes of learning

7 Asking the related material to the

student

8 Reminding previous material

9 Helping students to remind their

experiences that related to the

material

10 Giving an explanation of the

material

11 Giving opportunity for asking

questions and suggestions

12 Clarifying and explaining the

students‟ questions

13 Guiding the student‟s activity

14 Giving feedbacks after the lesson

15 Helping students to conclude the

lesson

16 Informing next materials for next

meeting

17 Giving motivations for students

18 Praying and closing the lesson

13

b. Test

In this research, the researcher used a written test. There

would be two tests. They were pre-test and post-test.

A pre-test was required to find out student‟s basic ability in

reading comprehension of narrative text. The test would be a

selected-response test in form of multiple choices with five

alternatives in which the students should select the correct answer

between five alternatives by putting a cross mark (X). The number

of the test would be 25 items of multiple choices and the time

given for the students to do this test would be 35 minutes. The aim

of this test was to know the competence of the student reading

ability before the strategy was conducted.

Post-test would be given after the students have received

the treatments. The number of the test would be 25 items of

multiple choices with five alternatives A, B, C, D, and E. The time

given for the students to do this test was 35 minutes. The aim of

this test was to find out whether there would be a significant

difference in students‟ reading comprehension before the students

were taught by QAR strategy and after the students received the

treatments.

c. Documentation

“Students work is one of the richest sources of qualitative

data. Any assignment or activity that involves a student creating a

14

document becomes a potential data source. We use the term

document here is a very general sense; a document is any work

product” (Pelton, 2010: 30).

The documentation will also use a camera to take a photo

during teaching and learning process.

5. Data Analysis

After collecting the data, the next step of this research was analyzing

the data. Analysis means categorizing, ordering, manipulating, and

summarizing the data obtained to answer the research questions

(Kerlinger, 1978). There are two ways to analyze the data, as follows:

1. Qualitative Data

According to Kothari (2004: 3), qualitative research is used

to know the students‟ behavior and students‟ activities while

teaching-learning process. For example, the researcher is able to

use observation and documentation.

2. Quantitative Data

Kothari (2004: 3) states that quantitative research is used to

summarize data using numbers, it is based on the measurement of

quantity or amount. The formula is as follow:

a. Mean

The data which was gotten need to be calculated or

processed, it usually used a central tendency. A central

tendency is a single measurement which tries to describe a data

15

of set the data itself. The measures of central tendency that

commonly used are the mean, median, and mode. But in this

research which is used the mean as a measurement. The mean

is often called the average, it is the sum of all the respondent‟s

score with the total number of the respondents‟ score (Shafer

and Zhang, 2012: 38).

XM

N

Notes:

M : Mean of the students‟ score

∑X : the sum of students‟ score

N : Total number of the students

b. Calculation Mean of Difference

DMD

N

Notes:

M D : Mean of Difference

∑ D : Total Difference between pre-test and post-test

c. SD (Standard Deviation)

Standard deviation is a statistic that tells you how tightly all

the various examples are clustered around the mean in a set of

data Standard deviation is usually used to know the

16

enhancement score between pre-test and post-test (Shafer and

Zhang, 2012: 59).

22

D

D DSD

N N

Notes:

SD : Deviation Standard for one sample t-test

D : Different between pre-test post-test

N : Number of observation in the sample

d. T-test

After calculating the Standard Deviation (SD), the

researcher used a t-test to be able to know is there any

significant enhancement or not between pre-test and post-test.

Before calculating the t-test, the researcher calculated the

Standard Error. The formula is:

1

DMD

SDSE

N

Notes:

S E MD : Standard error of mean ef difference

S DD : The difference of standard deviation

N : The total number of the students

Then the researcher calculated the t-test by using this

following formula:

17

MD

MDo

SE

T

Notes:

TO : T-test for the differences of pre-test and post-test

MD : Mean of difference

S E MD : Standard error of mean ef difference

d.b. : N – 1

G. Graduating Paper Organization

In this section, the researcher would like to discuss some terms in

chapter I into chapter V as follows:

The first chapter is Introduction, which consists of the background

of the research, the problem formulations, the objectives of the research,

the uses of research, the hypothesis, the research methodology, and

organization of graduating paper. The second chapter presents a review of

previous studies and related theory. The related theory exists the concept

of reading comprehension, the teaching of reading, the concept of QAR

Strategy, the procedures of QAR strategy, and the concept of narrative

text. The third chapter discusses research implementation which consists

of a description of teaching and learning in each cycle. The fourth chapter

is about findings and discussions. In this chapter, the researcher described

the result of each cycle and its analysis. In the fifth chapter, the researcher

states the summary of a research which includes of conclusion and

18

suggestion. For the last part of this graduating paper, the researcher gives

bibliography and appendixes.

19

CHAPTER II

THEORETICAL FRAMEWORK

This chapter deals with several concepts of this research as for how

the research is conducted and how the researcher will formulate the

assumption from her own research at the end. This chapter will explain

review of previous studies related to QAR strategy, the concept of reading

comprehension, an aspect in reading comprehension, the teaching of

reading, concept of QAR strategy, procedures of teaching reading using

QAR strategy, and the last is the concept of narrative text.

A. Review of Previous Researchs

The Question-Answer Relationships (QAR) strategy was

developed by Taffy Raphael (Raphael et al, 2006: 8). It was used to help

reading students learn how to decipher what types of questions they were

being asked, and where to look for answers. It is believed that this strategy

can improve students‟ reading achievement especially in answering

comprehension questions related to the text. There have been several

studies of using QAR strategy in improving students‟ reading achievement

that has been conducted in various areas.

Peng et al. (2007) conducted a research in a Singapore which was

carried out to Primary 6 pupils with 23 boys and 21 girls that focused on

finding whether the explicit teaching of QAR could improve students‟

performance in the open-ended comprehension questions and in the

20

higher-order open-ended comprehension questions. From the research, the

findings showed that students taught by the QAR strategy showed some

improvement in their reading comprehension test scores after intervention

compared to the control group. It was proved by the mean of experimental

group and control group. At the first research, the mean of the

experimental group was 12.76 while the control group was 11.48. After

the treatment given, the experimental group demonstrated better

comprehension in all types of questions than the control group in which

the greatest improvement was on the “Think and Search” questions. In

addition, the qualitative data analysis also showed that more than half

students taught by QAR strategy felt more confident about answering

comprehension questions after learning the strategy.

In spite of Peng et al.‟s research, Agustina (2012) conducted a

classroom action research about QAR strategy for the first grade of senior

high school, that is, in SMA Negeri 8 Bandar Lampung. This research

proved that QAR strategy can be used to improve the students‟ reading

comprehension. It could be seen from the reading test scores earned by

students after being taught by QAR strategy through three cycles

conducted in this research. At the first cycle, only 29% of students

exceeded the passing grade, then in the second cycle, it increased to

64.51% of students who achieved the passing grade and in the last cycle,

83.87% of students passed the passing grade. In teaching learning process,

Agustina also found that students gave positive response through the

21

implementation of QAR strategy in which their response changed to be

better and they became more active and started to enjoy learning using

QAR from the cycle 1 to cycle 3. Moreover, she also found that the

students mostly had a problem in finding the main idea, specific

information, and vocabulary in learning reading.

Then, the other research is conducted by the previous student of

State Institue of Islamic Studies (STAIN) Salatiga, Laelasari (2013). The

title was THE USE OF STUDENTS TEAM ACHIEVEMENT DIVISION

(STAD) TO IMPROVE READING COMPREHENSION. It was written

by Any Laelasari. She analyzed there are three problems with her research.

The first concerns about the implementation of STAD, the second is

finding whether STAD improves the students‟ reading comprehension or

not, and the last concerns with the result of student reading comprehension

after using STAD method. Then, she got three conclusions. The first is

STAD strategy can enhance students‟ interest in learning English

especially reading, the second is the students‟ reading comprehension of

the second year students of MA AL Manar Tengaran in the academic year

of 2012/2013 can improve through STAD strategy, and the last is there is

significant influences of using STAD strategy to improve students‟

reading comprehension.

Last but not least, there was a graduating paper entitled THE

EFFECTIVENESS OF CIRC AND PQ4R METHODS TO IMPROVE

STUDENTS‟ READING COMPREHENSION IN THE 10TH GRADE

22

OF SMK N 3 SALATIGA IN THE ACADEMIC YEAR OF 2014/2015 by

Fitri Ariyani (2015). She did a classroom action research. The difference

between the students‟ pre-test and post-test means taught by CIRC method

was 18.66 and the difference between the students‟ pre-test and post-test

means taught by PQ4R method was 11.6. Therefore, in this thesis, she

knew that CIRC and PQ4R methods are different because the mean of

CIRC method is higher than the mean of the PQ4R method. Moreover, she

also found that CIRC method is very significant than PQ4R method

because the significant difference between t-test and t-table of CIRC

method is higher than PQ4R method.

In short, compared to the previous studies above, this research has

the difference from the previous ones such as the subject of the research in

which researcher examines QAR strategy for Muhammadiyah public

school students since there is no research that has been conducted for

Muhammadiyah public school dealing with the implementation of QAR

strategy.

B. The Concept of Reading Comprehension

Some experts think in many ways concerning the concept of reading

comprehension. Therefore, to understand fully about it, the detail

explanation of the concept of reading comprehension which contains

definition and aspects of reading comprehension is shown below.

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1. Definition of Reading Comprehension

Reading is one of the essential skills which should be mastered

by students who want to achieve their proficiency in English.

Actually, reading is a cognitive process where a reader involves in the

mental process of knowing, learning, and understanding things.

Furthermore, Nuttall (in Zulya, 2017) defines reading as the

meaningful interpretation of printed or written word verbal symbol. It

means that reading is a result of the interpretation of the perception of

graphic symbols which represents language and the readers‟ language

skills, cognitive skills, and knowledge of the world. In this process,

the reader tries to create the meanings intended by the writer.

It is widely accepted that reading is started from receiving

meaning from written symbols. The reader imagines transferring

sounds into letters to get the meaning out. This view is strongly

influenced by an audio-lingual method which claims that reading the

second language was viewed primarily as an adjunct to oral language

skills (Sutarsyah, 2015). From this point of view, decoding sound

symbol-relationship was considered to be the primary steps in the

development of reading proficiency (Sutarsyah, 2015).

These concepts basically characterize the theory bottom-up

processing. This bottom-up model was proposed by structural

linguists and behavioral psychologists. According to his theory

reading entailed the application of automatic habit, induced response

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to the written text. Reading is considered essentially a mechanical

decoding process.

Similarly, according to Carrel and Eisterhold, there is a process

of interaction between the author with his or her language media and

the reader with his language knowledge and knowledge of the world

in reading (Sutarsyah, 2010 in Zulya, 2017). The reader is going to

catch what the author has expressed in the written text. Simply, our

understanding of reading is best considered as the interaction that

happens between the reader and the text, an interpretive process.

Reading is not the only process to read a text, but the important

thing is the ability to understand and interpret the meaning of the text.

As Dallman (1982) says, reading is more than knowing what each

letter of alphabet stands for, but reading involves more than word

recognition and comprehension is essential in reading. Reading is not

simply making the sound of the text, but it is about comprehending the

idea of the text itself. It means that reading will not take place without

comprehension.

Reading and comprehension are supposed to be one activity

which involved each other. Teale and Yokota in Westwood (2001: 18)

state that “comprehension must be the central focus of teaching

students to read and not something to emphasized only after having

learnt how to interpret and identify the words”. Comprehension is a

progressive skill in attaching meaning at the same level and

25

proceeding to attach meaning into the entire reading selection. All of

the comprehensions revolve around the readers‟ ability in getting main

idea and topic sentence form the text (Doyle, 2004).

According to Rubin in Westwood (2001: 19), “reading

comprehension has been described as a complex intellectual process

involving a number of abilities”. Readers have to use information

already acquired to filter, interpret, organize, reflect upon and

establish relationships with the new incoming information on the

page. To get a better understanding of the text, a reader has to be able

to identify words rapidly, know the meaning of all the words and be

able to combine units of meaning become a coherent message. Lyon

and Scarborough cited in Westwood (2001: 19) contend that

“understanding of test results from an interaction between word

identification, prior knowledge and the effective use of cognitive

strategies”. Therefore, according to Torgesen (2010), comprehension

of reading is a cognitive, motivational, and effective activity.

Then, “Pressley says that good comprehenders are effective

users of comprehension strategies when they have work with the text”

(Westwood, 2001: 19). Effective comprehension demands the reader

to keep the meaning throughout the reading of the text. If meaning is

lost, the reader should be careful of this fact quickly and take

necessary compensatory action.

26

It is necessary that reading comprehension is seen as

something that begins as early as the beginning of reading and not

something that students move on to after they have learnt the decoded

print. Nuttall (1982) contend that reading comprehension is indeed a

very elaborate procedure which involves a balance of many elements

in a passage and their organization in the proper relation to each other

comprehension in reading depending on knowing the literal meaning

of words in various contexts. It can be said that the reader has to be

able to perceive the relation of each part to the other and each of the

whole of the text.

In addition, Smith in Westwood (2001: 30) states that reading

comprehension is considered to happen at four levels of complexity.

These levels are often referred to as literal level,

inferential level, critical level, and creative level. The

first level is literal level. At the literal level, the basic

facts are understood. For example, knowing the name,

place, time. This information is contained explicitly

within the text. The second level is inferential level. At

the inferential level, the reader is able to go beyond what

is written on the page and add meaning or draw

conclusions. It covers inferring, drawing conclusion, and

deriving meaning from figurative language. The third

level is critical level. At the critical level, the reader

assesses the good sense of what he or she is reading, its

clarity, accuracy and any apparent exaggeration or bias.

Then the last level is creative level. At the creative level,

the reader can take information or ideas from what has

been read and develop new ideas from them. The

creative level stimulates the reader to new and original

thinking.

2. Aspects of Reading Comprehension

There are several aspects of teaching reading which should be

measured in order to know if the students can achieve the goal of

27

reading or not. Brown (2001) said that there are four aspects of

reading comprehension needed when we want to assess students‟

reading comprehension. These four aspects mainly focus with the

main idea, specific information, vocabulary, and the ability to infer

implicit meaning in the context of the text. In the same way,

Suparman (2012 ) also states that there are several aspects of reading

comprehension skills that should be mastered by the reader to

comprehend the text deeply. They are the main idea, supporting detail,

inference, reference, and vocabulary. Those aspects will be explained

as follows:

a. Main idea

The main idea is the most important piece of information for the

reader to know the concept of the paragraph which usually exists in

each paragraph. According to Brown (2001), the main idea is a

sentence or generalization that tells what the paragraph is about

which is usually found at the beginning of the paragraph, or at the

end of the paragraph. In line with Whorter and Kathleen (1986), the

sentence stating this main idea is called as a topic sentence. In

some paragraphs, the main idea is not explicitly stated in one

sentence. Determining the main idea of a paragraph is a skill to

grasp and find the main point of the passage in each paragraph

where the keyword will be repeated in the supporting details

(Suparman, 2012).

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b. Supporting detail

Whorter and Kathleen (1986) contend that specific information or

supporting detail develops the topic sentence by giving definition,

examples, facts, incidents, comparison, analogy, cause and effect

statistic, quotations, and evidence. Identifying supporting detail

means that we should look for the information that relevant to the

goal in mind and ignore the irrelevant one (Suparman, 2012).

c. Vocabulary

Wallace (1982) says that vocabulary is the stock of word used by

people. It means that vocabulary is a fundamental thing for

everyone who wants to speak or produce utterances. In reading

comprehension, the readers should understand vocabulary. It means

that the readers have to comprehend the word mean in order to

understand the text deeper.

d. Reference

Reference is the intentional use of one thing to show something

else in which one provides the information necessary to interpret

the other. Finding reference means that the reader should interpret

and determine one linguistic expression to another (Suparman,

2012). Moreover, Latulippe (Zulya, 2017) contends that reference

is words or phrases used either before or after the reference in

reading materials. Reference is used to prevent unnecessary

29

repetition of words or phrases that is usually used a type of

pronoun.

e. Inference

The inference is a good guess or conclusion drawn based on the

logic of passage (Suparman, 2012). Drawing inference means that

the readers imply the sentences‟ meaning, then, conclude it

logically. Furthermore, Whorter and Kathleen (1986) state that

inference is an educational guess or prediction about something

unknown based on available facts and information. It is the logical

connection the reader draws between what he knows and what he

does not know.

From the explanation above, we know that there are several

aspects of reading comprehension students should master. To achieve

the goal of reading, they should be able to master those aspects such

as: identifying the main idea and supporting detail of the text in each

paragraph; understanding vocabulary or words mean; confirming

reference existing in the text, and making an inference by

comprehending the implicit meaning of the sentences.

3. The Indicators of Students’ Successful in Reading Comprehension

According to Dechant (1982: 314), the good comprehender

possesses the ability to:

a. Connect experiences and meaning with the graphic symbol

(have an adequate meaning vocabulary).

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b. Understand words in context and choose the meaning that fits

the context.

c. Give meaning to units of increasing size: the phrase, clause,

sentence, paragraph, and whole selection.

d. Develop literal and denotative meaning (be able to answer

literal question about a passage):

1) Detect and understand the main idea.

2) Recognize and recall significant facts or detail.

3) Follow directions given in the material.

4) Recognize the sequence of a passage.

5) Indentify explicitly stated expressions of relationships, such

as cause-effect, contrast-comparison.

e. Develop an understanding of the organization (be able to

answer questions calling for an analysis, synthesis, or

organization of ideas and information explicitly stated):

1) Identify the basis of paragraph organization: for example,

comparison-contrast, cause-effect, classification or

categorization, enumerative sequence, time sequence, size,

distance, position or degree, general to specific, thesis-

proof pattern, opinion-reason pattern, problem-solution

pattern, narrative- description pattern, definition pattern.

2) Conclude, outline, underline, and take notes on the material

read.

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f. Develop inferential, interpretative, or connotative meaning of

the material read (be able to get implied meaning of what is

read):

1) Make inferences, draw conclusions, generalize, speculate,

or predict.

2) Interpret figurative expressions.

3) Prepare implied details.

4) Anticipate outcomes.

g. Make judgments or critical evaluation about the material:

1) Evaluate the quality, accuracy, truthfulness, and

appropriateness of what is read.

2) Determine if the text affirms, denies, or fails to express an

opinion about a supposed fact or condition.

3) Detect propaganda, one-sided presentations, prejudices,

biases, and faulty inferences.

4) Evaluate the writers reputation, biases, purposes, and

motives.

5) Detect errors reasoning, analogy, over generalization, over

simplification, and distortion.

h. Read for learning:

1) Retain ideas.

2) Apply ideas and integrate them with past experiences.

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3) Locate information in encyclopedias, card catalog,

almanacs, and use table of contents, index, or appendix of a

book.

4) Read maps, graphs, and charts.

5) Use dictionary.

i. Read for appreciation:

1) Recognize literacy and semantic devices.

2) Identify the tone, theme, mood, and intent or purpose of

writer.

C. The Teaching of Reading

In learning English in the school, the students try to be able to read English

text in which it is an important skill to achieve the goal of their study of

English. Reading is useful for other purposes in which any exposure to

English is a good thing for language students. Reading texts provide good

models for English writing. They also provide opportunities to study a

language such as vocabulary, grammar, punctuation, and the way they

construct sentences, paragraph, and texts. In the end, good reading texts

can introduce interesting topics, stimulate discussion, excite imaginative

responses and be the springboard for well-rounded, fascinating lessons.

1. The Principles of Teaching Reading

There some principles behind the teaching of reading which teacher

should know before teaching reading in the class (Harmer, 1998). They

are:

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a. Reading is not a passive skill

Reading is an incredibly active occupation. For doing it

successfully, we have to understand what the words are about, see

the picture the words are painting, understand the arguments, and

work out if we agree with them. If we do not do these things,

especially students, then we only just scratch the surface of the text

and we quickly forget it.

b. Students need to be engaged with what they are reading

As with everything else in lessons, students who are not engaged

with the reading texts or not actively interested in what they are

doing are less likely to benefit from it. When they are really fired up

by the topic or the task, they get much more from what is in front of

them.

c. Students should be encouraged to respond to the content of a

reading text, not just to the language

Surely, it is important to study reading texts for the way they use

language, the number of the paragraphs they contain and how many

times they use relative clauses. But the meaning, the message of the

text, is just as important and we must give students a chance to

respond to that message in some way. It is especially important that

they should be allowed to express their feelings about the topic, thus

provoking personal engagement with it and the language.

34

d. Prediction is a major factor in reading

When we read the texts in our own language, we frequently have a

good idea of the content before we actually read. Book covers give

us a hint of what is in the book, photographs and headlines hint at

what articles are about and reports look like reports before we read

a single word.

The moment we get those hints such as the book cover, the

headline, and the word processed page, our brain starts predicting

what we are going to read. Expectations are set up and the active

process of reading is ready to begin. Teachers should give students

„hints‟ so that they can predict what is coming too. It will make

them better and more engaged readers.

e. Match the task to the topic

Once a decision has been taken about what reading text the students

are going to read, we need to choose goo reading tasks such as the

right kind of questions, engaging and useful puzzles, etc. The most

interesting text can be undermined by asking boring and

inappropriate questions. The most commonplace passage can be

made really exciting with imaginative and challenging tasks.

f. Good teachers exploit reading texts to the full

Any reading text is full of sentences, words, ideas, descriptions, etc.

It does not make sense just to get students to read it and then drop it

to move on to something else. Good teachers integrate the reading

35

text into interesting class sequences, using the topic for discussion

and further tasks, using the language for study and later activation.

In short, there are many aspects in teaching reading that must be

focused in order to make make the teaching-learning process running

well and the process can lead the students to achieve the goal of

learning reading.

The purpose of teaching reading is to develop the students‟ skills so that

they can read English text effectively. Effective and efficient reading is

always purposeful and tends to focus on the purposes of the activity. It

is important for the teacher to build up the students‟ ability to adapt the

reading strategy according to the reading purpose as a goal in teaching

reading. It is also important for the teacher to apply the principles of

teaching reading in class to make the teaching-learning activity run

well.

2. The Activities in Teaching Reading

Besides the principles, the teacher should know the nature of the tasks

in teaching reading that should plan to set in order to make students do

some kinds of task inappropriate reading activity such as before, during,

or after reading the text. Woods (2005) classifies the activities in

reading class into three as follows:

a. Pre-Reading Activity

This activity is the activity or task given to the students before read

the text. This task can be in form of vocabulary games, word

36

searches, and matching synonyms. This activity does not need the

students to read the text because this task only needs the students to

find the vocabulary or words used in the text. This activity can help

the students to approach the text in the more confident way. The

other pre-reading activities are active top-down skills or schematic

knowledge that can help the students in relating to the full meaning

of the text. All of them enable students to familiarize themselves

with the content of the text in which these activities can be

systematic or schematic (Woods, 2005).

b. While Reading Activity

This task is given while the students are reading the text. As Woods

(2005) states, reading is an interactive process, it encourages them

to be active as they read. In this activity, students can be given some

tasks while they are reading such as: making note, following the

order of the idea in the text, reacting to the opinion expressed,

understanding the information it contains, asking some questions

related to the text, confirming the expectations of prior knowledge

or predicting the next part of a text from various clues.

c. Post Reading Activity

This task is given after the students finished reading the text. This

activity can be undertaken on individual or group basis. Reading is

frequently thought as being solo and a silent activity, while group

pre and post-reading activities can motivate the crucial while-

37

reading activities. The kinds of task in this activity are to go beyond

the course book and introduce the students a challenging element of

the target language which can add a new dimension to their learning

and which can give them some autonomy (Woods, 2005).

D. Concept of Question Answer Relation Strategy

To understand totally about this strategy, the detail explanation of concept

of Question-Answer Relationship (QAR) strategy which contains of

definition and types of QAR strategy is presented below.

1. Definition of Question Answer Relation Strategy

Question Answer Relationship (QAR) strategy is one kind of many

strategies that can be used for teaching reading. According to Raphael

(1986), the QAR strategy is designed as a way for students to

understand that the answer to a question is directly related to the type of

question asked. He states that QAR strategy is a reading comprehension

strategy developed to clarify how students approach the task of reading

texts and answering questions. Furthermore, Raphael and Au (in Chien,

2013) say that a QAR framework gives a straightforward approach for

reading comprehension instruction with the potential of closing the

literacy achievement gap. Besides that, John and Leahy (in Chien,

2013) also affirm that QAR strategy can engage the students in the

questioning process actively.

Gavelek and Raphael (in Zulya, 2017) contend that by using QAR

strategy, students become familiar with the various functional

38

relationships that exist between questions and their responses. It means

that students will realize the connection between question and answer

which will help them to find out the answer to the question more easily.

The Question-Answer Relationship (QAR) strategy presents a three-

way relationship between questions, text content, and reader

knowledge. Simply put, the QAR strategy shows that students who

understand how questions are written are better prepared to answer

questions. These activities help students "demystify" the question-

building process as a step toward better reading comprehension

(Raphael, 1982).

Essentially, QAR teaches the students three comprehension

strategies: (a) locating information, (b) determining text structures and

how they convey information, and (c) determining when an inference is

required. Using QAR, students will be able to recognize possible

answer locations by classifying questions by type as well as monitor

their comprehension of the text.

Moreover, QAR strategy categorizes different types of questions

which help the students to analyze, comprehend, and respond to the text

concepts. As cited in Kinniburgh and Prew (2010),

Caldwell and Leslie (2005) contend that QARs assist students

in differentiating among questions based on where the answer

can be found: either In the Book or In My Head. If the answers

are In the Book, the questions will be of a literal type because

the answers are “right there” in the text. If the questions are In

My Head, inferential questions have been posted, and the

readers must use their own background knowledge to compose

39

answers that require information not found in the text

(Tompkins, G.E., 2004).

This strategy refuses the common misconception that all

answers can be found in the text.

In conclusion, QAR strategy is a reading comprehension strategy

that helps students realize the need to consider both information in the

text and information from their own background knowledge which does

not state explicitly in the text.

2. The Types of Question Answer Relation Strategy

Raphael (1986) identifies two categories of questions: those whose

answers are supplied by the author (In the Book QARs) and those that

have answers that need to be developed based on the reader's ideas and

experiences (In My Head QARs). These two categories of questions

also have two different types of questions. In the Book questions are

classified as either Right There questions or Think and Search

questions. And then, In My Head questions are classified as either

Author and You questions or On My Own questions. The further

explanation will be presented as follows:

a. Right There Questions

These questions are factual and on the line of question. The answer

to Right There questions can be found easily in the text. Right

There questions just have one right answer which can be found at

one place in the reading text in which the question and answer

usually have the same wording. The answers are usually one word

or short-phrase responses. Some examples of phrases used for

40

Right There questions are Who is....?, Where is....?, What is....?,

When is....?, How many....?, When did....?.

b. Think and Search Questions

The answers to Think and Search questions can be found in several

parts of the text which are pieced together using information from

different parts of the text. Think and Search questions demand the

readers to put different parts of a story in order to answer the

questions because there may be more than one correct answer.

These questions require the readers to think about how the

information or ideas in the text are related to each other, and then,

search through the entire passage to find the information that

applies. The question and answer of this type have different

wording and the answers are usually short answers. Some

examples of phrases used for Think and Search questions are For

what reason....?, How did....?, Why was....?, What caused....?.

c. Author and You Questions

These types ask the readers to combine their own background

knowledge, experiences, and values, and in combination with the

text provided to respond a particular question. The answer to

Author and You questions are not found in the text. Instead, they

require students to think inferentially. The answer of the question

comes from both clues in the text and students‟ prior knowledge.

Students must think about what they already know, what the author

41

is telling them, and how both pieces of information fit together.

Then, students must synthesize the text to fully understand the

question. Facing this kind of questions, students should find and

make connections between new knowledge from the text and their

prior personal knowledge to create a new level of understanding.

Some examples of phrases used for Author and You questions are

Would you....?, which character....?, Did you agree with....?, What

did you think of....?.

d. On My Own Questions

On My Own questions ask the reader to go fully beyond the

text. These questions can be answered without reading the text

because the answer comes entirely from readers‟ prior knowledge.

The answers to these questions rely solely on students‟ experiences.

These questions need inferential and evaluative thinking so that the

answers of these questions do not require information from the text

but they do require that readers make some types of judgment

about or relate to the topic of the text. Some examples of phrases

used for On My Own questions are: Do you know....?, Have you

ever....? Would you ever....?

Here is the QAR framework that was used to frame the

teaching modeling of question-asking practices during the reading

cycle (Peng et al., 2007: 3).

42

Table 2.1 QAR Framework to Frame Question-Asking during Reading

Cycle.

QAR provides a framework where students can use it to

connect strategies at appropriate points in the reading cycle

(Raphael et al., 2006: 27). Furthermore, this framework guides

teacher‟s modeling of question-asking practices before, during, and

after reading as we can see in table 1. using QAR strategy to plan

reading comprehension instruction helps to ensure that there will

not be an over-emphasis of lower-level skills and questions that

only require the students to locate and recall information.

Understanding and control of strategies learnt to help the students

to engage in the high level of literacy for which they are

accountable in their day-to-day classroom activities.

Extending the use of QAR to frame comprehension strategy

instruction can help pupils see the „relationships among the

43

strategies they are learning and the task demands represented by

different questions‟. It is believed that providing pupils a

systematic way of analyzing task demands of different question

probes can improve reading comprehension (Peng et al., 2007).

Based on the explanation above, we can take the conclusion

that QAR strategy has two categories of questions which have two

different types more under each category. They are: In the Book

questions that are classified into Right There questions or Think

and Search questions where the answers of these types are right

there in the text and the types of questions are literal; and In My

Head questions are classified into Author and You questions or On

My Own questions in which to answer these types of questions, the

readers must use their prior knowledge because the answers do not

apply explicitly in the text. It is important to note that the answers

to In the Book questions can be found in the text or book, while

answers to In My Head questions are based on what the learner

knows. Those kinds of questions are framed and used in all

activities within reading cycle.

E. Procedures for Teaching Reading Using QAR Strategy

In teaching reading by using QAR strategy, there are the procedures which

are used in teaching learning activities. Those procedures are divided into

three sections as explained below (Raphael and Au in Peng et al., 2007):

44

1. Pre-Reading Activities

a. Students are divided into groups consisting of 6 students. The group

will be divided into a pair of sub-group which consists of 3

members of each. The first sub-group is called an expert group and

the second is student group.

b. Teacher gives a text to the expert groups and the student groups will

get some clues related to the text. Then, they have to discuss the

text along with members.

c. In pre-reading activities, the students are asked to use QAR strategy

of On My Own Questions and Author and You Questions.

d. The student group asks some questions of On My Own Questions to

activate prior knowledge of the expert group. For examples: From

the title, what do you know about the text? Have you ever read the

same kind of the text given? How is the story like?. Then, the expert

group will answer the question based on their prior knowledge.

e. The student group asks some questions of Author and You Question

to the expert group to predict and visualize the content of the text

before reading it. For example: From the title of the text, what

might the text be about?. Then the expert group will answer the

question about what they know of the text from the title.

2. While Reading Activities

a. The expert group is asked to start reading the text given.

45

b. In while-reading activities, the students are asked to use QAR

strategy of Right There Questions, Think and Search Questions, and

Author and You Questions.

c. While the expert group is reading the text, the student group asks

some questions of Right There Questions to know or locate some

information. For examples: Who is the main character of the story?

Where does the story take place?. Then, the expert group will

answer the questions based on the text they are reading.

d. The student‟s group asks some questions of Think and Search

Questions to the expert group to summarize, clarify, and make

simple inferences from the text. For examples: What is the problem

with the story and how is it resolved? What are the important events

of the story?. Then, the expert group will answer the questions

based on the information they get in the text.

e. The student group asks some questions of Author and You

Questions to the expert group to make simple and complex

inferences of the text. For examples: After he found what he

wanted, what do you think will happen next? Do you agree if the

main character has to do such kind of thing to have a happy life?

Why?. Then, the expert group will answer the questions based on

what they are reading and their prior knowledge.

46

3. Post Reading Activities

a. In post-reading activities, the students are asked to use QAR

strategy of Author and You Questions and Think and Search

Questions.

b. After the expert group finishes reading the text, the student group

asks some questions of Author and You Questions to know what

kind of the impression the readers get after reading the story. For

examples: What is the author‟s message? How well does the author

tell the story? Then, the expert group will answer the questions.

c. The student group asks some questions of Think and Search

Questions to the expert group to identify important information. For

example: What is the evidence that supports that argument in the

text?. Then, the expert group will answer the questions.

d. After each group finishes the discussion, the teacher gives a

worksheet of reading test in the form of multiple choice and the

students have to work individually and submit it in the time given.

F. Concept of Narrative Text

1. Definition of Narrative Text

The narrative is to tell a story or tale that orderly account of events

in speech or writing (Hornby, 1974). A narrative text is a piece of the

text which tells a story and, in doing so, entertains or informs the reader

or listener.

47

2. The Characteristics of Narratives Text

According to Keraf (2000: 136) the characteristics of narrative

texts are:

a. Highlighting elements of the act or acts.

b. Arranged in chronological order.

c. Trying to answer the question "what happened?"

d. There is a conflict.

The narrative is built on a storyline. This groove will not be

interesting if there is no conflict. In addition to the storyline, conflict

and chronological arrangement, the characteristic of complete narrative

revealed by Atar (2003: 31) as follows:

a. The form of a story about the event or the author's experience.

b. Events or events presented in the form of events that actually.

c. occurred, can be either pure imagination or a combination of both.

d. Based on the conflict, because without conflict usually

uninteresting narrative.

e. Have an aesthetic value.

f. Emphasized a chronological arrangement.

3. The Purpose of Narrative Text

The basic purpose of the narrative is to entertain, to gain and hold a

readers' interest. However, narratives can also be written to teach or

inform, to change attitudes / social opinions e.g. soap operas and

television dramas that are used to raise topical issues. Narratives

48

sequence people/characters in time and place but differ from recounts in

that through the sequencing, the stories set up one or more problems,

which must eventually find a way to be resolved (Wikipedia, 2017).

There are many types of narrative. They can be imaginary, factual

or a combination of both. They may include fairy stories, mysteries,

science fiction, romances, horror stories, adventure stories, fables,

myths and legends, historical narratives, ballads, slice of life, personal

experience.

4. Kinds of Narrative Text

a. Myth

A myth is not quite the same as a legend. Sometimes a myth is

loosely based on a real event but, more often than not, it is a story

that has been created to teach people about something very

important and meaningful. Myths are often used to explain the

world and major events, which, at the time, people were not able to

understand - earthquakes, floods, volcanic eruptions, the rising and

setting of the sun, illness, and death. Many of the myths relating to

such events have survived for a very long time, sometimes for

thousands of years, as it is only in recent times that we have begun

to understand why some of these things happen. It is considered a

true sacred story in the remote past

(http://myths.e2bn.org/about/info272-whatare-myths-legends-and-

http://myths.e2bn.org/about/info272-whatare-myths-legends-and-folktales.html

49

folktales.html, accessed on December, 11th

2017). For example

Oedipus, Malin Kundang, and Nyi Roro Kidul.

b. Legend

A legend is usually based on a true event in the past. However, the

story may have changed over time to take on some special

'mythical'-features. Legends usually have a real hero at the center of

the story and they are often set in fantastic places. The story will

have been passed on from person to person, sometimes over a very

long period of time. The fact that so many people have taken the

trouble to keep the story alive, usually tells you that it has some

very important meaning for the culture or region in which the story

was first told. (http://myths.e2bn.org/about/info272-what-are-

myths-legendsand-folktales.html, accessed on December, 11th

2017). Example: The Legend of Toba Lake, Sangkuriang and

Timun Mas.

c. Folktale

Folktales are usually stories that have been passed down from

generation to generation in spoken form. Often we do not know

who the original author was and it is possible that some stories

might have been concocted around a campfire by a whole group of

people.


http://myths.e2bn.org/about/info272-what-are-myths-legendsand-folktales.html

http://myths.e2bn.org/about/info272-what-are-myths-legendsand-folktales.html

50

It is quite normal to discover that there are many versions of the

tale, some very similar but others may have only one or two

characters in common and take place in totally different settings.

Many of the stories we call 'fairy tales' are really folktales -

Sleeping Beauty, Hansel, and Gretel, The Three Little Pigs. These

stories were probably inspired by events which happened so long

ago that we no longer have a record of what those events were

(http://myths.e2bn.org/about/info272-what-aremyths-legends-and-

folktales.html, accessed on December, 11th

2017).

d. Folklore

Folklore is a collection of fictional tales about the people and

animals, such as myth and tales. Example: Banta Barenyah.

5. Generic Structure of Narrative Text

a. Orientation

An orientation can be a paragraph, pictures or opening chapter, in

which the narrators tell the audience about who is in the story, when

the story is taking place and where the action is happening. On the

other hand, orientation can also have a meaning the scene and

introduces the participants/characters (Mark, 1997: 8).

In that Malin Kundang story, the first paragraph is set to be the

story introduction. Reading the orientation, the reader will know

that the story is characterized by Malin Kundang and his mother.

West Sumatra is set a place.

http://myths.e2bn.org/about/info272-what-aremyths-legends-and-folktales.html

http://myths.e2bn.org/about/info272-what-aremyths-legends-and-folktales.html

51

b. Complication

A complication that sets off a chain of events that influences what

will happen in the story. This is the part of the story where the

narrator tells about something that will begin a chain of events.

These events will affect one or more of the characters. The

complication is the trigger (Mark, 1997: 12).

From the Malin Kundang myth, readers will know that there is more

than one complication. Many stories are composed of multi

complications. They are a minor complication and major

complication. When Malin Kundang and her mother did life hard, it

can be the minor complication. This hard life in the first time was

solved by his successful trading as a new merchant. However, this

narrative story is more interesting when the readers see the major

complication among the participants. Malin Kundang denied his

mother after being a successful merchant. In every story must be

ended, happy ending or a sad one.

c. Resolution

In this part of the narrative where the complication is sorted out or

the problem is solved. It must be our note that “solved” means

accomplished whether succeed or fail (Mark, 1997: 12).

For example: the last paragraph of Malin Kundang story is the end

of the story, the sad ending one. Malin Kundang faces his curse of

turning into a stone.

52

CHAPTER III

RESEARCH IMPLEMENTATION

A. Description of Teaching and Learning Process in Cycle I

The researcher use Question Answer Relationship (QAR) strategy to

teaching narrative text, which it can improve students‟ reading

comprehension. The procedure as below:

1. Planning

The activities in the planning are as follows:

a. Preparing the English syllabus, making a lesson plan for the cycle

I, materials, and designing the steps in doing the action.

b. Preparing teaching aids (e.g students‟ worksheets and video about

narrative and Question-Answer Relationship Strategy).

c. Preparing sheets for class observation (to know the situations of

teaching-learning process when the strategy is applied).

d. Preparing two tests; pre-rest and post-test (to know whether

students‟ comprehension enhances or not).

2. Action

In this section, the learning process is led by the teacher.

a. Giving narrative text pre-test.

b. Explaining narrative by using students‟ book.

c. Giving opportunity to the students by asking the difficulties or

problems.

53

d. Asking the students to answer questions related to the narrative

text.

e. Giving feedback.

f. Giving video about narrative text.

g. Asking the students to answer the questions about narrative video

in a pair.

h. Discussing the answer together.

i. Teaching reading narrative by using Question Answer Relationship

(QAR) Strategy.

j. Giving opportunity to the students by asking the difficulties or

problems.

k. Giving feedback.

l. Giving post-test.

3. Observation

a. Observing the learning process concentrate on the students‟

capability which shows their understanding of the lesson.

b. Observing the students‟ attention and all the activities in the

learning process.

c. Observing the teacher‟s activities.

4. Reflection

a. Analyzing the data of this cycle.

b. The teacher and the researcher will discuss the result of the cycle.

c. Make a conclusion of the cycle I.

54

d. The standardized score KKM (Kriteria Ketuntasan Minimum) in

SMA Muhammadiyah 04 Andong is 75. Based on this rule, the

mean score post-test must pass the KKM.

B. Description of Teaching and Learning Process in Cycle II

The second cycle will be done based on the result of reflection from the

first cycle. If the result from observation shows that the quality of the

students was still low, it is needed another action in order to make

enhancement of the quality for the next cycle. The topic is same with cycle

I. The procedures are as follow:

1. Planning

a. Making lesson plan for cycle II as teaching guidance in the

learning process.

b. Preparing material.

c. Preparing the sheet for classroom observation.

d. Preparing two tests; pre-test and post-test (to know whether

students‟ reading comprehension enhanced or not).

2. Action

a. Giving narrative pre-test.

b. The teacher asked the students about their problems on the

previous lesson.

c. Giving feedback.

d. The teacher re-explained about the material using QAR Strategy.

55

e. The teacher divided class to be five groups to answer the questions

about QAR strategy by using a game.

f. Giving post-test.

g. Giving motivation for students.

3. Observation

a. Observing the learning process concentrate on the students‟

capability which shows their understanding of the lesson.

b. Observing the students‟ attention and all the activities in the

learning process.

c. Observing the teacher‟s activities.

4. Reflection

a. Analyzing the data of this cycle.

b. The teacher and the researcher will discuss the result of the cycle.

c. The researcher and the teacher make a conclusion after comparing

the students‟ score between cycle I and cycle II to find out how far

the enhancement of students‟ comprehension in reading.

d. The standardized score KKM (Kriteria Ketuntasan Minimum) in

SMA Muhammadiyah 04 Andong is 75. Based on this rule, the

mean score post-test must pass the KKM.

56

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSIONS

In this chapter, the researcher shows the findings of the research by

discussing the enhancement of students‟ reading comprehension by using

Question Answer Relationship (QAR) Strategy.

A. Research Findings

The research consists of two cycles, each cycle consists of planning,

implementation of action, observation, and reflection. The whole steps of this

research would be explained in the description below:

1. Cycle I

a. Planning

Before conducting the research, the researcher prepared the

instruments of the research as follows :

1) English syllabus of Senior High School

English syllabus is so important thing as guidance to

arrange the lesson plan. The researcher used English syllabus of

Senior High School from English teacher of SMA Muhammadiyah

4 Andong. It can be seen in the appendix.

2) Lesson plan

Making lesson plan and designing the steps in doing action.

In order to control the teaching-learning process, the researcher

57

used the lesson plan as guidance for the teacher‟s activities in the

class. It can be seen in the appendix.

3) Material

The teacher used book of Lembar Kerja Siswa (LKS) and

internet as resources of the materials. In the cycle 1, students

should answer the questions based on what they had watched from

the video.

4) Teaching aid

The researcher prepared some instruments, such as: students‟

worksheet, a video about the narrative text, picture, board marker.

5) Observational checklist for cycle 1

The researcher used the observational checklist in order to

know the condition of teaching-learning process in the classroom.

6) Prepared test instrument

There are two kinds of test. The first test is pre-test. The pre-test

was a test that was given to the students before the teaching-

learning process. The second test is post-test. The post-test was a

test that was that was given to the students after the teaching-

learning process was conducted. It can be seen in the appendix.

b. Implementation of action

The cycle 1 was held on 13 and 16 March 2018. This cycle divided

into three parts. The first part, the researcher wanted to conduct cycle 1 in

58

2 days; where pre-test & treatment were conducted on day 1 and post-test

on day 2.

The first part of cycle 1 held at 07.45 a.m. on Tuesday, March 13th

,

2018. The teacher and the researcher entered the class, and the teacher

greeted the students in the class by saying “Assalamualaikum wr wb”. All

the students answered the greeting of the teacher. The teacher asked one of

the students (Shofi) to lead the pray by saying “Bismillahirohmanirrohim”

then followed by all students. Then, the researcher introduced herself to

the students. After that, the teacher opened the meeting and checked the

students‟ attendance list. It was followed by 23 students in the class.

Before the lesson, the teacher gave pre-test to the students for about 30 to

35 minutes. She also asked the students to do the test by themselves and

not to open the dictionary.

When the students were doing the pre-test, the teacher walked

around the class to check the students along doing the test. They looked so

confused to start their reading. Three boys did not focus, they still talked

to their friend to ask the answer. There was one boy, Shofi, who was

sleepy. Only one boy, Taufi, that focused on doing the test. On the other

hand, almost girl students focused on doing the test by themselves. In the

pre-test, some students got difficulties. There were Shofi, Agil, Edi, Dwi,

Ika, Riyanti, and Taufi who were difficult to comprehend the narrative

text, especially in understanding both explicit and implicit information.

59

Most of the students asked their friends about the answer and asked

permission to the teacher to open a dictionary.

The second part of this cycle, the teacher gave the treatment for

students at 08.20 a.m. on March, 13th

2018. In the class, the researcher

observed the students‟ and the teacher‟s activities during the teaching-

learning process. The researcher had a partner which helped the researcher

to take photos for documentation.

At the beginning of a lesson, the teacher gave icebreaker called

concentration‟s game. asked the students whether they have learnt about a

narrative text or not. The students said, “Yes, we have learnt about a

narrative text, Miss”. Then the teacher asked the class what narrative text

is about. Mey Shinta said, “maybe the narrative text is text which tells the

past event”. “Thanks for your bravery to answer Mey, but it is still wrong.

Maybe any others answer?” asked the teacher. No one can answer

completely. They forgot about a definition of narrative text because it was

learnt several weeks ago.“Narrative text is a story which is aimed to

amuse or entertain the readers or listeners” said the teacher. The teacher

asked students to repeat the definition of narrative text, and the students

did it. “Is it fiction or nonfiction?” asked the teacher. The students said,

“it is nonfiction, Mom”. “Are you sure that it is nonfiction? What is

actually the meaning of nonfiction?” asked the teacher. “Nonfiction is

tidak nyata buk” answered Siti. “No, the meaning of nonfiction is cerita

nyata. Do you ever read from the film in television, there is sentence

60

„cerita ini hanyalah fiktif belaka‟. Film on the TV is not a true story. So,

the meaning of fiction is cerita tidak nyata” explained the teacher. “So,

narrative text is fiction,” said the students then. The teacher asked the

students to open and read their book on page 10. The students read on

page 10, except Shofi because he did not bring the book. After they read,

the teacher asked about the generic structure and language features in

narrative text and the students could answer by saying it together. They

got understanding of the narrative text. Then, the teacher played a video of

narrative text in order to refresh their brain. Before the teacher played it,

she gave some questions related to the video and asked the students to

work in a pair.

The teacher played video, all the students focused on watching the

video and they also took some notes. They smiled when they watched

funny conversation and happy story in the video. After they watch the

video, the students discussed the answer in a pair. The teacher asked three

students to present their answer. They were Agil, Afika, and April.

The next activity in the class learnt about QAR strategy at 12.40

p.m. on March, 13th

2018 to make easier when they comprehended

narrative text. Before applying this strategy in reading the narrative, the

teacher explained the QAR strategy by using video again. The teacher

explained to the students that there were four types of questions were

examined in the QAR. The teacher applied this strategy directly in the

students‟ book on page 17 to made students got a better understanding of

61

QAR strategy. One of the students, Ifah, confused about the type of

question number 5. Then the teacher said ”it is not important that there be

a single correct category for every question. What is most important is

that you guys can support your choice of the category”. “Yes Mom, I think

number 5 can be categorized as on my own and author and you question.

But whatever the type of this question, my answer is E Mom” said Ifah.

“Good analysis Ifah, you are right. That‟s what I mean” answered the

teacher. Finally, some students got understanding of using this strategy

when they were reading the narrative text.

The teacher gave an opportunity to the students to ask the question

about the material that day. Tri Pipin said that her friends and she wanted

to have this material about QAR strategy because they wanted to learn this

in their home. Then the teacher answered she would send the material to

WhatsApp group. Before the teacher closed the lesson, she gave

conclusion and homework related to QAR strategy to the students.

The third part of this cycle the teacher gave a post-test at 08.45

a.m. on Friday, March 16th

, 2018. The teacher entered the class and

greeted the students in the class by saying “Assalamualaikum wr wb”. All

the students answered the greeting of the teacher. The teacher and students

were praying together. Before she gave post-test, she asked the students to

submit their previous homework. After that, the teacher divided post-test

to students to know their reading comprehension about narrative text. The

62

teacher gave 35 minutes to finish it. The students submitted the answer,

then the teacher closed the meeting.

c. Observation

In the cycle 1, the researcher made two observational checklists for

the teacher and the students. The explanation of the result of the teacher‟s

observational checklist is as follows:

Table 4.1 Teacher’s Observational Sheet of Cycle 1



begin

√ Using English

greeting to create

English environment

2 Praying before the lesson begins √ Asked Shofi to lead

the pray


list

√ There was no student

who was absent


their readiness

√ The students were

fine

5 Giving icebreaker √ Concentration‟s

game

6 Telling the purposes of learning √


student

√

63

8 Reminding previous material √



material

√


material

√ Explaining narrative

text and QAR

strategy



√



√

13 Guiding the student‟s activity √

14 Giving feedbacks after the lesson √


lesson

√ There were 4 types

of QAR questions


meeting

√

17 Giving motivations for students √ The teacher gave

motivation about

being a diligent

student

18 Praying and closing the lesson √ Because it was not

the last subject at

64

that day

Based on the observation checklist above, the teacher gave

icebreaker like “konsentrasi, ayo konsentrasi. Konsentrasi dimulai. Miss

Amira, pipin. Pipin, Ade, and etc”. She also gave motivation like “Keep

study hard please, don‟t be a lazy student because your parent works hard

every day. You guys must remember your parents‟ effort. They just want to

see their children become a successful person”. Then the teacher delivered

the learning goal like “I hope that you all can comprehend narrative text

by using QAR strategy”. The teacher explained the materials detail, first,

she reviewed the definition of narrative text until the students understood.

Secondly, the teacher explained about the 4 types of QAR questions.

Third, the teacher applied QAR strategy using students‟ book on page 17.

The curriculum used KTSP which the learning steps consist of

Exploration, Elaboration, and Confirmation. Later on, the resulted of the

students‟ observation checklist was explained below:

Table 4.2 Students’ Observational Checklist of Cycle 1

No

Nam

e of

Stu

den

t

Payin

g A

tten

tion

Act

iven

ess

in A

skin

g

Qu

esti

on

Act

iven

ess

in

Res

po

nd

ing

Qu

esti

on

En

thu

siasm

in

Doin

g

Tes

t Note

1 AAP

A

√ √ √

65

2 AS √ √ √

3 AR √ √ √

4 DAS √ √

5 DN √ √ √

6 ET √ √ √ √

7 EAZ √ √

8 EF √ √ √

9 ISR √ √ √

10 MSU √ √ √ √

11 MS √ √ He did not really focus on

the teaching-learning

process

12 MTH √ √ √ √

13 NK √ √ √ √

14 PAP √ √ √

15 R √ √ √ √

16 RA √ √ √

66

17 SNC √ √ √

18 SN √ √

19 SN √ √

20 TPN √ √ √ √

21 WPR √ √ √ √

22 NAA

U

√ √ √ She was confident in

responding to the teacher‟s

instruction

23 AAP √ √ √

Based on the students‟ observational checklist above, the

researcher observing and monitoring all the students‟ attitude, response,

and attention on the learning activity. In the class, almost the students felt

enthusiastic using QAR strategy in the teaching-learning process. The

students who did not really focus was Shofi.

But the result of this learning was needed enhancement. There

were some students showed that they were difficult in comprehending

narrative text. Most of them were lack of vocabularies. However, there

were some other students had a good comprehension in reading.

Furthermore, to know a significant enhancement in reading

comprehension, the researcher analyzed the result using t-test calculation

from the result of the pre-test and post-test. The calculation as follow:

67

Table 4.3 The Result of Pre-test and Post-test of Cycle 1

No Student Name

Pre-test

(X)

Post-test

(Y)

D D2

1 AAPA 92 88 -4 16

2 AS 76 76 0 0

3 AR 76 80 4 16

4 DAS 60 56 -4 16

5 DN 56 72 16 256

6 ET 60 68 8 64

7 EAZ 84 60 -24 576

8 EF 60 84 24 576

9 ISR 56 72 16 256

10 MSU 76 76 0 0

11 MS 60 56 -4 16

12 MTH 44 76 32 1024

13 NK 80 76 -4 16

14 PAP 64 84 20 400

68

15 R 52 64 12 144

16 RA 44 64 20 400

17 SNC 60 72 12 144

18 SN 80 92 12 144

19 SN 60 68 8 64

20 TPN 76 80 4 16

21 WPR 80 92 12 144

22 NAAU 56 64 8 64

23 AAP 76 84 8 64

∑= 1528 1704 176 4416

From the students‟ score in the pre-test and post-test of the cycle 1

above, the researcher can calculate the number of students who passed the

passing grade.

69

Table 4.4 Count of passing Grade of the Pre-test and Post-test in the cycle 1

Criteria Grade of

Pre-test

Presentation of

Pre-test

Grade of

Post-test

Presentation of

Post-test

>75 10 43,47% 12 52,17%

75 0 0% 0 0%

<75 13 56,53% 11 47,83%

Total 23 100% 23 100%

1) The calculation of the mean and standard deviation

a) Mean of Pre-test 1

1528

23

66, 43

XM

N

b) Mean of Post-test 1

1704

23

74,08

YM

N

i. Mean of pre-test 1 = 66.43

ii. Mean of post-test 1 = 74.08

iii. Mean of post-test 1 ≥ pre-test 1

70

iv. There is an enhancement of reading comprehension between

pre-test 1 and post-test 1

c) Calculation of the Mean of Difference

176

23

7,65

DMD

N

d) Calculation of Standard Deviation

22

D

D DSD

N N

24416 176

23 23

2192 (7,65)

133,48 = 11.55

e) Standard Error for the Mean Difference

1

DMD

SDSE

N

11,55

23 1MDSE

11,55

22

11,55

4,69

71

= 2.46 f

f) Calculation of T-test

o

MD

MDT

SE

7,65

2, 46

= 3.1

i. T-test is 3.1

ii. T-table is 2.07

iii. T-test > t-table = 3.1 > 2.07

Based on the result above, it shows that the mean of pre-test

and post-test are raising. It seems from a comparison of the mean

score of pre-test and post-test in cycle 1. The mean of pre-test is

66.43 while the mean of post-test is 74.08. The researcher also

finds that the T-test is 3.1 and the T-table with N-1 is 2.07. The

significant level is 5%. The value of the T-test is bigger than the

value of the T-table. So, the alternative hypothesis (Ha) was

accepted and the null hypothesis (Ho) was rejected.

d. Reflection

Based on analyzing of the cycle 1, the researcher as an observer

reflected that the using QAR as a strategy in Science class was not

effective yet. The students still adapted to this strategy and tried to

apply in some narrative texts. Shofi did not really focus because of

losing motivation in learning English. Then, the teacher gave the

72

motivation to become a diligent student. In the other hand, Afika was

confident in responding to the teacher‟s instruction. The instruction

was to read the result of her group discussion; retell the narrative text

using their own words. The teacher gave information that Afika was

not only active in English subject, but also in other subjects.

In cycle 1, the researcher thought that there were 3 causes that

made the students difficult to understand the lesson. The first cause

was the students had difficulties in the synonym of vocabularies. It

was shown by their worksheets‟ result. Some of them still answered

wrongly in question about vocabularies. The second cause was the

students did not really know how to answer the question about

references. It was also shown by their worksheets‟ result. Some of

them still answered wrongly in question about references. The last

cause was from the teacher herself. The teacher almost always taught

using English language, so the students were difficult to understand

the material. Therefore, the researcher as the observer and the teacher

decided to deepen synonym of vocabularies and question of

references. The teacher would also mix the language between English

and Indonesia.

The KKM of English lesson was 75 but the student‟s scores of the

pre-test show that there are only 43.47% of the students who get score

higher than KKM. In the post-test, the student‟s scores show that there

are 52.17% of the students who get score higher than KKM. It means

73

that although there is an improvement, the researcher and the teacher

have to conduct the next cycle because there must be at least 85% of

the students who get score higher than KKM.

2. Cycle 2

Based on the result of the cycle I, it is necessary for the researcher

to continue to the next cycle:

a. Planning

1) English syllabus of Senior High School

English syllabus is so important thing as guidance to arrange

the lesson plan. The researcher used English syllabus of Senior

High School from English teacher of SMA Muhammadiyah 04

Andong. It can be seen in the appendix.

2) Lesson plan

Making a revision of lesson plan and designing the steps in

doing action. In order to control the teaching-learning process, the

researcher used the lesson plan as guidance for the teacher‟s

activities in the class. It can be seen in the appendix.

3) Material

The teacher used book of Lembar Kerja Siswa (LKS,) and

internet as resources of the materials. In the cycle 2, students

should work in a group to answer the questions based on what they

had read from the text.

4) Teaching aid

74

The researcher prepared some instruments, such as students‟

worksheet, powerpoint about vocabularies and references, and

board marker.

5) Observational checklist for cycle 1

The researcher used the observational checklist in order to

know the condition of teaching-learning process in the classroom.

6) Prepared test instrument

There are two kinds of test. The first test is pre-test. The pre-

test was a test that was given to the students before the teaching-

learning process. The second test is post-test. The post-test was a

test that was that was given to the students after the teaching-

learning process was conducted. It can be seen in the appendix.

b. Implementation of action

The cycle 2 was held on March, 29th

and April, 4th

2018. There

were 3 parts of this cycle. The first part, the researcher wanted to

conduct cycle 2 in 2 days; where pre-test & treatment were conducted

on day 1 and treatment & post-test on day 2.

In the first part in cycle 2 held on Thursday, at 10.20 a.m.

March, 29th

2018. The teacher and the researcher entered the class, the

teacher opened the lesson and asked Shofi to lead the pray by saying

“Bismillahirrohaminorrim”. Then the teacher checked the students‟

attendance list. It was followed by 23 students in the class. The teacher

gave the pre-test for students in 35 minutes about the narrative text

75

before using QAR strategy. She divided the test and walked around the

class in order to check the students along doing the test.

The second part of this cycle, the teacher gave the treatment for

students at 11.05 a.m. on March, 29th

2018. In the class, the researcher

observed the students‟ and the teacher‟s activities during the lesson.

The researcher had a partner which helped the researcher to take

photos for documentation.

The using of QAR in cycle 2 was similar to the cycle 1. At the

first, the teacher explained their general mistakes by using their

worksheets. The teacher emphasized learning material about synonym

and references. Moreover, the teacher explained about t and skimming

technique in reading. Almost all the students focused, they listened to

the teacher and took notes for something important. But there were

students did not focus, they were Shofi and Taufi. So, the teacher

always asked both of them in order to make them focused on their

worksheets. Once, Dimas was also not focused and the teacher gave a

question to him about QAR strategy. “When you do the test about the

narrative text, please read the question first, and then go to the text. If

the answers are in the text, you need to look the keyword, but if the

answers are in your head, do not go to the text. By knowing this QAR,

you will not spend your time muchly. Do you get it?” asked the teacher.

“Yes, mom” said the students. Ade said, “So, we will know whether we

must look the answer in the text or think by using our knowledge,

76

Miss?”. “That‟s right Ade” answered the teacher. After the students

got understanding better, the teacher asked the students to repeat what

they understood and also applied it to their worksheets. The teacher

gave conclusion a material.

The next meeting was also treatment at 10.20 a.m. on April, 4th

2018. The teacher and the researcher entered the class, the teacher

opened the lesson and checked the students‟ attendance list. It was

followed by 21 students in the class. Wisa and Siti Nurwahidah were

not in the class. The activity was using QAR strategy and was begun

by emphasizing synonym of vocabularies and references again by

using powerpoint. The teacher also added some vocabularies to the

students.

The next activity was a discussion, the teacher divided into

several groups which consisted 6 members. The group divided into a

pair of sub-group which consisted of 3 members of each. The first sub-

group was called an expert group and the second was student group.

The teacher gave a text to the expert groups and the student groups got

some clues related to the text. Then, they discussed the text along with

members. By grouping, the students used QAR strategy in Snow White

text. The student group asked some types of QAR to the expert group.

Then, the expert group answered the questions based on the

information they got in the text and their knowledge or background.

77

After they finished their task, the teacher asked the students to present

it.

The third part of this cycle is giving a post-test. The students

shocked because they did a test again. Then, the teacher divided post-

test to students to know their reading comprehension about narrative

text. The teacher gave 35 minutes to finish it. All the 23 students

submitted the answer.

c. Observation

In the cycle 2, the researcher made two observational checklist

for the teacher and the students. The explanation of the result of the

teacher‟s observational checklist is as follows:

Table 4.5 Teacher’s Observational Sheet of Cycle 2



begin

√ Using English

greeting to create

English

environment.

2 Praying before the lesson begins √ The teacher and

the students were

praying together


list

√ The students rose

their hands and

78

said “present”


their readiness

√ The students

were fine

5 Giving icebreaker √ Game of Simon

Says

6 Telling the purposes of learning √ The purpose was

to deepen

students‟

knowledge on

QAR strategy in

reading the

narrative


student

√

8 Reminding previous material √ Asking about the

type of QAR

questions



material

√ Giving clues


material

√ Explaining about

vocabularies and

references

79



√



√

13 Guiding the student‟s activity √ Helped the

students in a

group working

14 Giving feedbacks after the lesson √


lesson

√ There were 4

types of QAR

questions


meeting

√ It was the last

meeting of the

research

17 Giving motivations for students √

18 Praying and closing the lesson √ Because it was

not the last

subject at that

day

Based on the observation checklist above, the teacher gave

icebreaker like “Simon says stand up, simon says sit down, raise your

hand”. Then the teacher delivered the learning goal like “Today, we

will review about synonym and reference and after it we will have

80

group discussion”. The teacher explained the materials detail, first,

she reviewed about vocabularies and reference until the students

understood. She also added some vocabularies. Secondly, the teacher

explained about the 4 types of QAR questions. Third, the teacher

asked the students to use QAR strategy in the group. Later on, the

result of the students‟ observation checklist was explained below:

Table 4.6 Students’ Observational Checklist of cycle 2

No

Nam

e of

Stu

den

t

Payin

g A

tten

tion

Act

iven

ess

in A

skin

g

Qu

esti

on

Act

iven

ess

in

Res

pon

din

g Q

ues

tion

En

thu

siasm

in

Doin

g

Tes

t Note

1 AAPA √ √

2 AS √ √ √

3 AR √ √

4 DAS √ √

5 DN √ √ √

6 ET √ √

7 EAZ √ √

8 EF √ √ √ √

81

9 ISR √ √

10 MSU √ √

11 MS √ √

12 MTH √ √ √ √

13 NK √ √ √

14 PAP √ √

15 R √ √

16 RA √ √

17 SNC √ √ √ √

18 SN √ √ √

19 SN √ √ √

20 TPN √ √ √

21 WPR √ √ √ She did not join the class

fully

22 NAA

U

√ √ √ √

23 AAP √ √ √ She did not join the class

82

fully

Based on the sheet above, the researcher concluded that the

students had participated the class well. The students who lead to pray

was Shofi. The students followed all of the teacher‟s instruction

during the lesson. The students more active than cycle 1 and students

were serious in learning.

Comparing with cycle 1, the results of post-test and pre-test

also improve in cycle 2. The researcher will calculate the results of

pre-test and post-test in cycle 2 are as follows:

Table 4.7 The Result of Pre-test and Post-test of Cycle 2

No Student Name

Pre-test

(X)

Post-test

(Y)

D D2

1 AAPA 92 100 8 64

2 AS 88 84 -4 16

3 AR 84 88 4 16

4 DAS 76 72 -4 16

5 DN 80 92 12 144

6 ET 76 76 0 0

7 EAZ 80 92 12 144

83

8 EF 88 96 8 64

9 ISR 76 84 8 64

10 MSU 88 96 8 64

11 MS 52 68 16 256

12 MTH 84 76 -8 64

13 NK 72 92 20 400

14 PAP 76 80 4 16

15 R 76 76 0 0

16 RA 72 80 8 64

17 SNC 72 84 12 144

18 SN 84 96 12 144

19 SN 88 76 -12 144

20 TPN 84 80 -4 16

21 WPR 84 80 -4 16

22 NAAU 68 88 20 400

23 AAP 80 88 8 64

84

∑= 1820 1944 124 2320

From the students‟ score in the pre-test and post-test of the

cycle 2 above, the researcher can calculate the number of students

who passed the passing grade.

Table 4.8 Count of passing Grade of the Pre-test and Post-test in the cycle 2

Criteria Grade of

Pre-test

Presentation of

Pre-test

Grade of

Post-test

Presentation of

Post-test

>75 18 78,26% 21 91,30%

75 0 0% 0 0%

<75 5 21,74% 2 8,70%

Total 23 100% 23 100%

1) The calculation of the mean and standard deviation

a) Mean of Pre-test 2

1820

23

79,13

XM

N

85

b) Mean of Post-test 2

1944

23

84,52

YM

N

i. Mean of pre-test 2 = 79.13

ii. Mean of post-test 2 = 84.52

iii. Mean of post-test 2 ≥ pre-test 2

iv. There is an enhancement of reading comprehension

between pre-test 2 and post-test 2

c) Calculation of the Mean of Difference

124

23

5,39

DMD

N

d) Calculation of Standard Deviation

22

D

D DSD

N N

22320 124

23 23

2100,86 (5,39)

100,86 29,05

71,81

86

= 8.47

e) Standard Error for the Mean Difference

1

DMD

SDSE

N

8,47

23 1MDSE

8,47

22

8, 47

4,69

= 1.80 f

f) Calculation of T-test

o

MD

MDT

SE

5,39

1,80

= 2.99

i. T-test is 2.99

ii. T-table is 2.07

iii. T-test > t-table = 2.99 > 2.07

From the data of the cycle 2 above, the researcher finds that

the t-test is 2.99 and the t-table with N-1 is 2.07. The significant

level is 5%. The value of t-test is bigger than the value of the t-

table. So, the alternative hypothesis (Ha) was accepted and the null

hypothesis (Ho) was rejected. Therefore, the researcher and the

87

teacher conclude that the result of the cycle 2 is really significant.

Finally, the teacher and the researcher successfully conduct this

research. It also means that QAR strategy could improve the

students‟ reading comprehension in the narrative text at the

eleventh grade of SMA Muhammadiyah 4 Andong in the academic

year of 2017/2018.

d. Reflection

The teacher along with the researcher reflected the revised

lesson plan and the action of the cycle 2. The students‟ score of cycle

1 and the observations‟ checklist were used to make a proper

reflection. In cycle 2, the teacher emphasized learning material about

synonym and references. She also explained how to answer questions

effectively; by skimming and scanning technique. In the teaching-

learning process, there were two students who did not join the class

fully. They were Wisa and Atiksyah. They asked permission to the

teacher to print out their task. The teacher gave permission to them

because both of them had improved their reading comprehension in

narrative text. It could be seen in their score of cycle 1. According to

her, it would not be a big problem if both of them just leave the class

for a while. Finally, this revised teaching-learning process could

improve the students‟ score in pre-test and post-test.

The passing grade (KKM) for English subject is 75. The

students‟ scores in the post-test of the cycle 2 show that there are

88

91.30% of the students who get the score higher than KKM. The

students‟ answers in the post-test of the cycle 2 were better. Some

students can answer the questions correctly. In the pre-test of the cycle

2, there are 78.26% of the students who get the score higher than

KKM. It means that after reflection from the cycle 1 was applied in

the action of the cycle 2, there was an enhancement of using QAR

strategy in the narrative text at the eleventh grade of SMA

Muhammadiyah 4 Andong. Finally, the teacher and the researcher

stop the cycle because 91.30% of the students have already passed the

passing grade.

B. Discussions

1. Implementation of Question Answer Relationship (QAR) Strategy to

Enhance the Students’ Reading Comprehension in Narrative Text at

The Eleventh Grade of SMA Muhammadiyah 4 Andong in The

Academic Year of 2017/2018

From this research, the researcher could conclude that the

implementation of QAR strategy to improve students‟ reading

comprehension at the eleventh-grade students of SMA Muhammadiyah 4

Andong was successful. The researcher got the information from cycle 1

and cycle 2.

The implementation of this research was divided into three parts.

The first part, the teacher conducted pre-test, the teacher gave pre-test to

the students for about 35 minutes. In cycle 1, the students shocked and

89

looked so confused to start their reading test. In the pre-test, some students

got difficulties. They were difficult to catch the meaning of the text. Some

students held their hand to ask the meaning of some words. They were also

confused to refer what they read. However, in cycle 2 the students got easy

to read the narrative text. The second part, the teacher conducted treatment

by using QAR strategy. The teacher gave students task by working in a

pair. The third part was post-test. The teacher gave post-test to the

students. The post-test was done for about 35 minutes.

The researcher analyzed the reading comprehension of the

students, and they increased their comprehension from cycle 1 until cycle

2. The implementation of QAR strategy could improve the students‟

reading comprehension in the narrative text by implementing QAR

strategy in the class.

2. The Result of Students’ Reading Comprehension in Narrative Text

Before QAR Strategy was Implemented in SMA Muhammadiyah 4

Andong in The Academic Year of 2017/2018

After analyzing the students‟ score in the cycle 2 and the cycle 2,

the researcher concludes that there is a significant enhancement of the

students‟ understanding in the narrative text being taught by using QAR

strategy. The enhancement can be seen as follows:

Table 4. 9 Data Analysis

No. Analysis Cycle 1 Cycle 2

1 Mean of pre-test 66.43 79.13

90

Mean of post-test 74.08 84.52

2 Total of the students who pass

the passing grade (≥75)

Pre-test

Post-test

Enhancement

43.47%

52.17%

8.7%

78.26%

91.30%

13.04%

T-Table with N-1(N=23) 2.07 2.07

3 T-test 3.1 2.99

From the table above, it can be seen that the t-test is bigger than t-

table. It means that there is a significant enhancement of the students‟

reading comprehension in the narrative text after being taught by using

QAR strategy. The improvement can also be seen from the total of the

students who pass the passing grade (KKM). In the cycle 1, the

improvement is as many as 8.7%, and in the cycle 2, the improvement is

as many as 13.04%. On the result of t-test of cycle 1 and cycle 2, the

implementation of QAR strategy was successful to improve students„

reading comprehension in narrative text. It could be seen from the table,

that showed that t-test of cycle 1 was 3.1 and cycle was 2.99 was higher

than t-table with N-1 (2.07).

Based on the result above, the researcher concludes that QAR

strategy can enhance the students‟ understanding of narrative text.

91

CHAPTER V

CLOSURE

A. Conclusions

After the research was conducted, the researcher drew conclusion

of the use of QAR strategy to enhance students‟ reading comprehension

in narrative text (a classroom action research of the eleventh grade

students at SMA Muhammadiyah 4 Andong in the academic year of

2017/2018), the researcher can conclude based on the findings

discussed in the previous chapter that:

1. Implementation of Question Answer Relationship (QAR) Strategy to

enhance the students‟ reading comprehension in Narrative Text at

the eleventh grade of SMA Muhammadiyah 4 Andong was

successful. The researcher got the information from cycle 1 until

cycle 2. The implementation of each cycle was divided into three

parts. The first part, the teacher conducted pre-test, the teacher gave

pre-test to the students for about 35 minutes. The second part, the

teacher conducted treatment by using QAR strategy. The third part

was post-test. The post-test was done for about 35 minutes. The

researcher analyzed the reading comprehension of the students, and

they increased their reading comprehension from cycle 1 until cycle

2. Finally, the implementation of QAR strategy was successful to

enhance students„ reading comprehension in narrative text.

92

2. The results of the use of QAR strategy in the narrative text at the

eleventh grade of SMA Muhammadiyah 4 Andong in the academic

year of 2017/2018 show that the students who reached standardized

score in cycle 1 were only 43.47% and 52.17%. The mean score of

pre-test was 66.43 and post test was 74.08. On the result of cycle 2,

there were 78.26% and 91.30% of students who reached

standardized score. The mean of pre-test and post-test in cycle 2

were 79.13 and 84.52. Moreover, the t-table was 2.07 and the T-test

of cycle 1 was 3.1 and the T-test of cycle 2 was 2.99. The value of t-

test was bigger than the value of the t-table, so the alternative

hypothesis was accepted and the null hypothesis was rejected. These

results could be seen from the pre-test and post-test of cycle 1 and 2.

B. Suggestions

1. For teachers

The result of this research can be the alternative strategy for a

teacher in teaching reading. It is another strategy which can be used

by the teacher as a way of teaching a narrative text. Not only in

teaching the narrative text but to teach any kinds of the texts. It is

suggested that the English teachers should be more creative and

innovative to select the teaching strategy or method to deliver the

materials. They should find a good way to get their students‟ interest

in learning English, especially in reading.

93

2. For students

The result of this research can motivate the students to

improve their reading comprehension. Through QAR strategy,

students can be fun and enjoy in teaching and learning process.

Students should not be afraid to make mistakes in writing. They

should believe in themselves in doing writing. They should give

more attention to a teacher when the teacher explained the materials

in the classroom.

3. For other researchers

It has been known from the research finding that using QAR

strategy can improve students‟ reading comprehension in narrative

text. So, the result of this research can be a reference for other

researchers who want to conduct a research about reading.

94

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APPENDIXES

PERMOHONAN MJD PEMBIMBING

IJIN PENELITIAN SKRIPSI

SK TELAH MELAKUKAN PENELITIAN

LEMBAR KONSULTASI

DAFTAR NILAI SKK

Subject of the Research

No. Student Name

1 Ade Asrining Putri A.

2 Agil Setiawan

3 Apriliya Rahayu

4 Dimas Adi Saputra

5 Dwi Nopitasari

6 Edy Triyono

7 Ella Ayu Zulianti

8 Endang Fitria

9 Ika Siti Rahmadani

10 Mey Shinta Ukuyasa

11 M. Shofiyudin

12 M. Taufi Hidayat

13 Nur Kholifah

14 Putri Aprilia Puspitasari

15 Riyanti

16 Rizky Alfiani

17 Shinta Nur Cahyani

18 Siti Nurhanifah

19 Siti Nurwahidah

20 Tri Pipin Novitasari

21 Wisa Puji Rahayu

22 Nur Afika Apriliyanti U.

23 Atiksyah Anting Putri

SILABUS BAHASA INGGRIS KELAS XI SEMESTER II

Standar

Kompetensi

Kompetensi

Dasar

Materi Pembelajara

n

Nilai Budaya & Karakter Bangsa

Kewirausahaan/Ekonomi Kreatif

Kegiatan Pembelajaran

Indikator Pencapaia

n Kompeten

si

Penilaian Alokasi

Waktu

Membaca

11 Memahami

makna teks

fungsional

pendek dan

esei

berbentuk

narrative,

spoof dan

hortatory

exposition

dalam

konteks

kehidupan

sehari-hari

dan untuk

mengakses

ilmu

pengetahua

n

11.1Merespon

makna

dalam

teks

fungsiona

l pendek

(misalnya

banner,

poster,

pamphlet,

dll.) resmi

dan tak

resmi

yang

menggun

akan

ragam

bahasa

tulis

secara

akurat,

lancar

dan

berterima

dalam

konteks

kehidupa

n sehari-

hari dan

Identifying meanings and information in a text

Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab

Percaya diri (keteguhan hati, optimis).

Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).

Pengambil resiko (suka tantangan, mampu memimpin)

Orientasi ke masa depan (punya perspektif untuk masa depan)

Membaca nyaring bermakna sebuah banner, poster, pamphlet secara individu

Mendiskusikan isi teks yang dibaca secara berpasangan.

Mendiskusikan ciri-ciri gramatikal yang digunakan dalam teks yang dibaca secara berkelompok.

Membaca nyaring bermakna wacana ragam tulis yang dibahas dengan ucapan dan intonasi yang benar

Mengidentifikasi topic dari teks yang dibaca

Mengidentifikasi informasi tertentu dari banner, poster, pamphlet

Performan

s

Tertulis

(PG dan

Uraian)

Quiz

Tugas

1 x 45

1 x 45

2 x 45

Developing

English

Competenc

ies

for Grade

X Senior

High

School

(SMA/MA)

Tape

Kamus

Kaset/CD

Tape/CD

Player

OHP/LCD

Foto/

Poster

Gambar

Koran

berbehasa

Inggris

Majalah

Internet

untuk

mengaks

es ilmu

pengetah

ua

11.2 Merespon

makna

dan

langkah

retorika

dalam

esei yang

menggun

akan

ragam

bahasa

tulis

secara

akurat,

lancar

dan

berterima

dalam

konteks

kehidupa

n sehari-

hari dan

untuk

mengaks

es ilmu

pengetah

uan

dalam

teks

berbentuk

narrative,

Reading texts

Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab

Percaya diri (keteguhan hati, optimis).

Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).

Pengambil resiko (suka tantangan, mampu memimpin)

Orientasi ke masa depan (punya perspektif untuk masa depan)

Membaca nyaring bermakna teks exposition secara individu

Mendiskusikan berbagai aspek dari teks seperti isi, struktur teks, secara berkelompok.

Berlatih menggunakan kalimat yang menyatakan argumen dan saran

Mengidentifikasi makna kata dalam teks yang dibaca

Mengidentifikasi makna kalimat dalam teks yang dibaca

Mengidentifikasi setting dalam sebuah cerita narasi

Mengidentifikasi komplikasi dalam sebuah cerita narasi

Mengidentifikasi kejadian dalam teks yang dibaca

Mengidentifikasi kasus yang dibahas dalam teks

Mengidentifi

Performan

s

Tertulis

(PG dan

Uraian)

Tugas

Quiz

2 x45

4 x45

2 x45

Developing

English

Competenc

ies

for Grade

X Senior

High

School

(SMA/MA)

Tape

Kamus

Kaset/CD

Tape/CD

Player

OHP/LCD

Foto/

Poster

Gambar

Koran

berbehasa

Inggris

Majalah

Internet

spoof,

dan

hortatory

expositio

n

kasi argumen yang diberikan

Mengidentifikasi saran yang diberikan

Mengidentifikasi langkahlangkah retorika dari teks

Mengidentifikasi tujuan komunikasi teks dibaca

LESSON PLAN

Educational Unit : SMA Muhammadiyah 04 Andong

Lesson : English

Class/Semester : XI/2

Basic Material : Narrative text

Time Allocation : 2x45 minutes

A. Standard of Competency

Reading : To understand meanings of written short essays in

the forms of narrative in daily contexts and to

access knowledge.

B. Basic Competency

Reading : To respond meanings of written short essays in the

form of narrative and to access knowledge.

C. Learning Objectives

At the end of the lesson students are expected to:

1. State the purpose of narrative text

2. Mention the generic structure narrative text

3. Mention language feature narrative text

4. Mentioned characters in the narrative text that has been read

5. Identify the generic structure narrative text that has been

read

6. Identify language feature in narrative text that has been read

D. Indicators


2. Mentione generic structure in the narrative text that has

been read

3. Mention the characters in the narrative text that has been

read

4. Mention language feature in narrative text that has been

read

5. Answer the questions according to the narrative text that has

been read

6. Make a summary from the text which has been read

E. Learning Materials

Source: students‟ book and internet

(https://muawanah66.files.wordpress.com/2012/05/narrative-text-

reading-rpp.doc)

Narrative Text

A narrative text is a piece of the text which tells story and, in

doing so, entertains or informs the reader or listener. The basic

purpose of narrative is to entertain, to amuse, to gain, and hold

a readers' interest.

The generic structure of Narrative text

Orientation

It set the scene and introduce or identify the participants (it

answers the question: who, when, what, and where).

Complication: Tells the problems of the story and how the

main characters solve them (a sequence of events).

Re-orientation: The ending of the story, containing a

problem solution (the crisis is resolved)

Language Features of Narrative Text

Using Simple Past tense (killed, drunk, etc)

Using adverb of time (Once upon a time, one day, etc)

Time conjunction (when, then, suddenly, etc)

Specific character. The character of the story is specific, not

general. (Cinderella, Snow White, Alibaba, etc)

Using action verbs. A verb that shows an action. (killed,

dug, walked, etc)

https://muawanah66.files.wordpress.com/2012/05/narrative-text-reading-rpp.doc


Direct speech. It is to make the story lively. (Snow White

said, ”My name is Snow White”). The direct speech uses

present tense.

F. Media

Picture

Internet

Tape

Worksheets

G. Learning Steps

Activity Description of Activity Time

Opening Teacher greets the students using

English in order to create English

Environment.

Teacher and students pray together.

Teacher checks the students‟

attendance list.

Telling the learning purpose.

10

minutes

Main Activity

Exploration

Teacher gives clues which refers to

the material.

Teacher helps students to remember

the material about narrative text.

Elaboration

Teacher gives questions based on

70

minutes

narrative video.

Students discuss the answers in pair.

Students present their answer.

Teacher explains QAR strategy in

order to comprehend narrative text

easier.

Students apply the strategy in their

book (Lembar Kerja Siswa).

Confirmation

The teacher gives opportunity to the

students to ask question about the

material that day.

Clarifying and explaining the

students‟ questions.

Giving feedbacks after the lesson.

Closing

Helping students to conclude the

lesson.

Teacher gives homework to the

students.

Teacher gives motivation to the

students.

Teacher ends the class by praying

together.

10

minutes

H. Assessment

Procedure : Formative test

Technique : Written

Form : Objective tests

Specification of test instrument

No. Reading

aspect

Item numbers Total

1. Finding main

idea 1, 7, 13 3

2.

Identifying

supporting

detail

2, 3, 11, 15,

18, 19, 20, 21,

22, 23

10

3. Confirming

reference 4, 24 2

4. Making

inference

6, 8, 9, 10, 12,

16, 25 7

5. Understanding

vocabulary 5, 14, 17 3

I. Answer Key and Scoring

a. Answer Key

No Answer No Answer No Answer No Answer No Ans

wer

1 D 6 A 11 E 16 B 21 E

2 E 7 B 12 D 17 A 22 A

3 B 8 C 13 B 18 A 23 D

4 C 9 D 14 B 19 D 24 D

5 A 10 D 15 E 20 B 25 B

b. Scoring

Maximum score : 100

1 number equals 4 scores

To calculate the score:

N = B x 4

Notes;

- N : total score

- B : the number of correct answer

Andong, Maret 2018

Mengetahui

Guru Mata Pelajaran Researcher

Suciati, S.Pd. Amira Muflicha D.

NIP. NIM. 113 14 036

LESSON PLAN

Educational Unit : SMA Muhammadiyah 04 Andong

Lesson : English

Class/Semester : XI/2

Basic Material : Narrative text

Time Allocation : 2x45 minutes

A. Standard of Competency

Reading: To understand meanings of of written short essays in

the forms of narrative in daily contexts and to access

knowledge.

B. Basic Competency

Reading: To respond meanings of written short essays in the

form of narrative and to access knowledge.

C. Learning Objectives

At the end of the lesson students are expected to:


2. Mention the generic structure narrative text

3. Mention language feature narrative text

4. Mentioned characters in the narrative text that has been

read

5. Identify the generic structure narrative text that has been

read

6. Identify language feature in narrative text that has been

read

D. Indicators


2. Mentione generic structure in the narrative text that has

been read

3. Mention the characters in the narrative text that has been

read

4. Mention language feature in narrative text that has been

read

5. Answer the questions according to the narrative text that

has been read

6. Make a summary from the text which has been read

E. Learning Materials

Source: students‟ book and internet

(https://muawanah66.files.wordpress.com/2012/05/narrative-text-

reading-rpp.doc)

Narrative Text

A narrative text is a piece of the text which tells story and, in

doing so, entertains or informs the reader or listener. The basic

purpose of narrative is to entertain, to amuse, to gain, and hold

a readers' interest.

The generic structure of Narrative text

Orientation

It set the scene and introduce or identify the participants (it

answers the question: who, when, what, and where).

Complication: Tells the problems of the story and how the

main characters solve them (a sequence of events).

Re-orientation: The ending of the story, containing a

problem solution (the crisis is resolved)

Language Features of Narrative Text

Using Simple Past tense (killed, drunk, etc)

Using adverb of time (Once upon a time, one day, etc)

Time conjunction (when, then, suddenly, etc)

Specific character. The character of the story is specific, not

general. (Cinderella, Snow White, Alibaba, etc

Using action verbs. A verb that shows an action. (killed,

dug, walked, etc)

Direct speech. It is to make the story lively. (Snow White

said, ”My name is Snow White”). The direct speech uses

present tense.



Text

Snow White

Once upon a time there lived a little girl named Snow White. She

lived with her aunt and uncle because her parents were dead.

One day she heard her uncle and aunt talking about leaving Snow

White in the castle because they both wanted to go to America and they

didn‟t have enough money to take Snow White.

Snow White didn‟t want her uncle and aunt to do that so she

decided that it would be best if she ran away. The next morning she ran

away into the woods. She was very tired and hungry. Then she saw a

little cottage. She knocked but no one answered so she went inside and

fell asleep.

Meanwhile, the seven dwarfs were coming home from work.

There they found Snow White sleeping. Then Snow White woke up. She

saw the dwarfs.

The dwarfs said, “What is your name?”

Snow White said, “My name is Snow White.”

Then, Snow White told the dwarfs the whole story.

The dwarfs said, “If you want, you may live here with us.”

Snow White answered, “Oh, could I? Thank you.”

Finally, Snow White and the seven dwarfs lived happily ever after.

F. Media

Picture

Internet

Power point

Worksheets

G. Learning Steps

Activity Description of Activity Time

Opening Teacher greets the students using

English in order to create English

Environment..

Teacher and students pray together.

Teacher checks the students‟

attendance list.

Deliver the learning purpose.

10 minutes

Main Activity

Exploration

Teacher gives questions which

refers to the material.

Teacher helps students to remember

the material about narrative text.

Elaboration

Re-explain about QAR strategy

Apply QAR strategy in the text of

pre-test 1

Using skimming and scanning

strategy to read the text

Students work in group using QAR

strategy in snow white text to deepen

their reading comprehension

70 minutes

Teacher give vocabularies

Confirmation

The teacher gives opportunity to the

students to ask question about the

material that day.

Clarifying and explaining the

students‟ questions.

Giving feedbacks after the lesson.

Closing

Teacher and students conclude the

learning material.

Teacher gives motivation to the

students.

Teacher ends the class by praying

together.

10 minutes

H. Assessment

Procedure : formative test

Technique : written

Form : objective tests

Specification of test instrument

No. Reading Aspect Item

Numbers

Total

1. Finding main idea 1, 17, 24 3

2. Identifying supporting

detail

2, 7, 8, 12,

14, 15, 16,

19, 20, 23

10

3. Confirming reference 4, 9 2

4. Making inference 3, 6, 10, 11,

13, 21, 22

7

5. Understanding

vocabulary

5, 18, 25 3

I. Answer Key and Scoring

a. Answer key

No Answer No Answer No Answer No Answer No Answer

1 C 6 D 11 D 16 A 21 B

2 D 7 C 12 C 17 A 22 A

3 E 8 B 13 D 18 C 23 B

4 C 9 C 14 A 19 C 24 A

5 D 10 B 15 B 20 C 25 B

b. Scoring

Maximum score : 100

I number equals 4 scores

To calculate the score:

N = B x 4

Notes;

- N : total score

- B : the number of correct answers

Andong, Maret 2018

Mengetahui

Guru Mata Pelajaran Researcher

Suciati, S.Pd. Amira Muflicha D.

NIP. NIM.11314036

FOTO-FOTO

SCHOOL’S PROFILE

1. School‟s Name : SMA Muhammadiyah 4 Andong

2. Address :

a. Street : Jl. Solo-Karanggede km 27

b. Village : Mojo

c. Subdistrict : Andong

d. District : Boyolali

e. Province : Jawa Tengah

f. Postal Code : 57384

g. Telp : (0271)7893086

3. The first operation : in 1986

4. Width of land : 4500 m2

5. Width of structure : 4000 m2

6. Status of land : Personal belonging

7. Status of structure : Personal belonging

8. Accreditation : A (Very Good)

9. Vision, Mission, and Objective of School

1) School‟s Vision

”Creating a leading high school that is ready to print graduates who are

capable, intelligent, and berakhlaq as Islamic nation cadres”

2) School‟s Mission

Produce human resources that:

1. Deeds to Allah SWT.

2. Superior in achievement.

3. Skilled at work.

4. Behave Islamic.

5. Good in the community.

MAJELIS PENDIDIKAN DASAR DAN MENENGAH

WILAYAH MUHAMMADIYAH JAWA TENGAH

SMA MUHAMMADIYAH 4 ANDONG STATUS : TERAKREDITASI A (AMAT GOOD)

Jl. Raya Solo – Karanggede km 27. Mojo, Andong, Boyolali 57384 Email : [email protected] Telp : (0271)7893086

3) School‟s Objectives

The Muhammadiyah's educational goals stated in the Qoidah

Persyarikatan Muhammadiyah are as follows:

1. Forming a devoted Muslim and has a noble akhlaq.

2. Establish a capable, confident, disciplined, and responsible Muslim.

3. Forming a person who loves the homeland.

4. Forming Muslim who promotes and develops science and skills.

5. Forming the Muslim who works towards the realization of the ultimate,

just, and prosperous society that is approved by Allah SWT.

10. Number of Students dan Rombel

No Class

Academic Year

2017/2018

Number of

Students Rombel

1. X 73 3

2. XI 64 3

3. XII 65 3

Total 202 9

11. Number of Teachers and Supporting Personnel

a. Number of PTK based on Academic Qualification Level

No Status/ Position Last Education Level

< SLTP SLTA D2 D3 S1*) S2 S3

1. Head Master - - - - 1 - -

2. Teacher of PNS - - - - 1 - -

3. Permanent Teachers - - - - 19 3 -

4. Non-permanent

teachers

- - - - 7 - -

5. PTY - 1 2 - 1 - -

School‟s Keeper 1

*) Bachelor of Education

b. Educators‟ Qualification according to the level of Competence /

Certification

No Status/Position Number of Personnel Passed Certification

Number Year

1. Head Master 1 2017

2. Permanent Teachers 6 2009-2017

3. Teachers DpK 1 2009-2017

4. Employees - -

12. Total of Availability of Books and Supporting Facilities

a. Library Collections

No Type of Book Collection Number Unit

1. Main Text Book 2640 Examplar

2. Text Book 1082 Examplar

3. References 510 Examplar

b. Educational Equipment

No Type of Equipment Number Unit Condition

1. Science Aids (Torso) 1 Unit Good

2. Language 3 Unit Poor

3. Mathematics - - Poor

4. Indonesian Language 3 Unit Poor

5. English 3 Unit Poor

6. Biology 3 Unit Poor

7. Physics 5 Unit Poor

c. Media of Education

No Type of Media Total Unit Condition

1. Computer Device 20 Unit 5 = Broken

15 = Good

2. Printer 2 Unit 1 = Good

3. LCD Proyektor 6 Unit 3 = Good

3 = broken

4. OHP‟s Screen 2 Unit Broken

5. Laptop 2 Unit Good

6. Television 1 Unit Broken

7. DVD Player 1 Unit Good

8. Sound System 2 Unit 1 = good

1 = broken

9. Sound System DAT 1 Unit Good

10. CD Keping-Interaktif 376 Keping Enough

d. School Furniture

No Type of School

Furniture

Total Unit Condition

1. Desk/Chair of Principal 1 Set Good

2. Table/Teachers‟ Chair 32 Set Good

3. Students‟ Table 140 piece Enough

3. Students‟ Chair 250 piece Enough

4. Computer‟s Table 20 piece 5 = Good

15 = broken

5. Cabinet of Class 4 piece Enough

6. Book rack of Library 8 piece Good

7. Board/ White Board 9 piece Good

8. Office Data Board 4 unit Enough

13. Number of Roon Availability

a. Main Room

No Name of Room Number Unit Condition

1. Classroom 6.(7 x

8m)

M2 2 Broken

simple

1 broken

Enough

2. Office

(principal/teacher/committee)

5 x 6 M2 Good

b. Supporter Room

No Name of Room Size Unit Condition

1. Library Room 7 x 10 m M2 Good

2. UKS 2 x 4 m M2 Enough

3. Teacher‟s Restroom 2 (2 x 3 m) M2 Good

4. Students‟ restroom 8 ( 2 x 2m) M2 4=Good

4=broken

5. Warehouse 1 (7x8) M2 Good

6. Extracurricular room 1 (7x8) M2 Broken

Simple

7. Hall 1 (20x9) M2 Good

8. Laboratory 3 (7x8) M2 Good

Andong, 5 April 2018

Principal

Suprapto, S. Pd

Documents

ENHANCING STUDENTS’ READING COMPREHENSION USING …e-repository.perpus.iainsalatiga.ac.id/4489/1/skripsi.pdf · 2018-10-29 · ENHANCING STUDENTS’ READING COMPREHENSION USING