TEACHING READING COMPREHENSION USING PREVIEW,
QUESTION, READ, REFLECT, RECITE, AND REVIEW (PQ4R)
STRATEGY TO THE EIGHTH GRADES OF MTS ASYSYAFI’IYAH SOMOSARI BATEALIT JEPARA IN ACADEMIC
YEAR OF 2009/2010
A Thesis
Presented to IKIP PGRI Semarang
In Partial Fulfillment of the Requirements
For the Completion of Degree of SI in English Language Education
By :
FIFIN TYAS LIFAWATI
06420048
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF LANGUAGE AND ARTS EDUCATION
IKIP PGRI SEMARANG
2011
APPROVAL
This thesis entitled “Teaching Reading Comprehension Using Preview,
Question, Read, Reflect, Recite, And Review (PQ4R) Strategy To The Eighth
Grades Of MTs Asy-Syafi’iyah Somosari Batealit Jepara In Academic Year Of
2009/2010” has been approved by the team of advisors of English Department
Faculty of Language and Arts Education Institute of Education and Teacher
Training PGRI Semarang on:
Day
:
Date
:
First Advisor,
Second Advisor,
Drs. Senowarsito, M.Pd
Dra. Siti Lestari, M.Pd
NIP. 196108231987031003
NIP: 196112191985032002
ii
RATIFICATION
This final project entitled “Teaching Reading Comprehension Using
Preview, Question, Read, Reflect, Recite, And Review (PQ4R) Strategy To The
Eighth Grades Of MTs Asy-Syafi’iyah Somosari Batealit Jepara In Academic
Year Of 2009/2010” written by Fifin Tyas ivawati has been ratified by the team of
examiners of English Department in the Faculty of Language and Arts Education
of IKIP PGRI Semarang on:
Day
:
Date
:
Team of Examiners
Chairman of FPBS
Head of English Department,
Dra. Sri Suciati, M. Hum.
NIP. 19650316199032002
Drs. A. Wiyaka, M. Pd.
NIP. 196412261990031002
The Member of Team:
1.
Drs. Senowarsito, M.Pd
NIP. 196108231987031003
(
)
2.
Dra. Siti Lestari, M.Pd
NIP. 196112191985032002
(
)
3.
Sri Wahyuni S. Pd, M.Pd`
NPP. 997201151
(
)
iii
MOTTO
 Don’t say it’s hard, if you never try
 Life is changed, never flat, and must be progress
iv
DEDICATION
 My beloved father Ismail and my mother Siti Jariyah, for their eternal love
and support. You’re like a hands God that always take me to right way.
Thank you so much.
 My lovely husband Heriyanto, for his love and support
 My best friend Vita Rosalia Piri, for her support
 All of my family who always support me
 All of my friends in IKIP PGRI Semarang
v
ACKNOWLEDGEMENTS
Praise is to Allah SWT for His blessing that is given to the writer, so I
could finish writing this final prject. The title of this thesis is: “Teaching Reading
Comprehension Using Preview, Question, Read, Reflect, Recite, And Review
(Pq4r) Strategy To The Eighth Grades Of MTs Asy-Syafi’iyah Somosari Batealit
Jepara In Academic Year Of 2009/2010”. This thesis is submitted in partial
fulfillment of the requirement to gain “Sarjana Pendidikan” in Institute of Teacher
Training and Education PGRI Semarang.
The writer could complete this final project because I had some guidance
and advices from consultants, lecturers and some others who gave motivation to
the writer. The writer would like to express great gratitude to:
1. Dra. Sri Suciati, M.Hum as the Dean of Faculty of Language and Arts
Education of IKIP PGRI Semarang.
2. Drs. A. Wiyaka, M.Pd. as the Head of English Department of IKIP
PGRI Semarang.
3. Drs. Seno Warsito as my first advisor of IKIP PGRI Semarang.
4. Drs. Siti Lestari as my second advisor of IKIP PGRI Semarang.
5. The lecturers and staffs of English Department of IKIP PGRI
Semarang.
6. Nur Kholis, S. Pd. as the Headmaster Of MTs Asy-Syafi’iyah
Somosari Batealit Jepara for allowing the writer to do the research.
vi
7. Muhammad Saiful, S. Pd. as English teacher of the eighth grades
students Of MTs Asy-Syafi’iyah Somosari Batealit Jepara.
8. To the eighth grades students Of MTs Asy-Syafi’iyah Somosari
Batealit Jepara, class VIII for the time to be sample of the research.
9. And also thanks to the other who cannot be mentioned one by one, for
helps and supports. Because this final project would not be created
without their participation.
Semarang,
The writer
vii
2011
ABSTRACT
Livawati,
Fifin tyas. 06420048. A final project “Teaching Reading
Comprehension Using Preview, Question, Read, Reflect, Recite, And
Review (Pq4r) Strategy To The Eighth Grades Of MTs Asy-Syafi’iyah
Somosari Batealit Jepara In Academic Year Of 2009/2010”.
Submitted as a partial fulfillment of the requirement for the Degree of
Sarjana Pendidikan in English. The first advisor is Drs. Senowarsito,
M.Pd, and the second advisor is Dra. Siti Lestari, M.Pd.
The objectives of this final project are (1) to find out the learning steps
of PQ4R (Preview, Question, Read, Reflect, Recite, and Review) strategy that are
used in teaching reading comprehension. (2) to identify whether PQ4R (Preview,
Question, Read, Reflect, Recite, and Review) strategy will help the students
understand an English text which they read and they have read.
The populations of this research are the eighth grades teacher and
students of MTs Asy-Syafi’iyah Somosari Batealit Jepara.
The technique of collecting data is instruments. There are observation
and test. From the observation, the writer observes the teacher’s activity by
using PQ4R strategy and the student’s respond by teacher’s activity. For the
test, the writer uses written test. It based on the step of PQ4R strategy.
From the observation, the teacher does the steps of PQ4R strategy
correctly, gradually, and on time. The time is 90 minutes. And the respond of
the students is not really good. They did not focus with the teacher instruction.
They just focus to finish their assignment, because they cannot finish their
assignments on time. So, they still finish their assignment on the next step.
From the steps of PQ4R strategy, the final test is to summarize an
English text. From the test, the data can be known that 5 students get excellent
(10,8%), 32 students get good (69,5%), 6 students get fair (13,1%), 3 students get
poor (6,5%), and then the students who get fail 0 (0%).
The data shows that all of the students are able in summarizing an
English Text by using PQ4R strategy.
viii
TABLE OF CONTENTS
TITLE ............................................................................................................
i
APPROVAL ..................................................................................................
ii
RATIFICATION ............................................................................................
iii
MOTTO .........................................................................................................
iv
DEDICATION ...............................................................................................
v
ACKNOWLEDGEMENTS ...........................................................................
vi
ABSTRACT ...................................................................................................
viii
TABLE OF CONTENTS ...............................................................................
x
THE LIST OF APPENDIX ..........................................................................
xii
CHAPTER I INTRODUCTION .................................................................
1
A. Background of the Study ..........................................................
1
B. Reasons for Choosing the Topic ...............................................
3
C. Statements of the Problem ........................................................
4
D. Objectives of the Study .............................................................
4
E. Significances of The Study .......................................................
5
F. Definition of the Key Terms .....................................................
6
G. Limitation .................................................................................
8
H. Outline of The Thesis ...............................................................
8
CHAPTER II REVIEW OF THE RELATED LITERATURE ....................
9
A. General Concept of Teaching ....................................................
9
1. The Essence of Teaching .....................................................
9
2. Teaching-learning English ………………… .......................
10
B. General concept of reading ………………… ...........................
11
1. The Definition Of Reading ................................................. 13
2. The Importance Of Reading ................................................. 14
3. The Purpose Of Reading
................................................. 14
4. Kinds Of Reading
.................................................
15
5. Types Of Reading
.................................................
17
ix
6. Genre Of Reading
.................................................
19
7. Some Principle Strategy for Reading Comprehension. ........ 21
C. General Concept Of Learning Strategy ....................................
22
1. The definition of learning strategy .......................................
22
2. Teaching Learning Strategy .................................................
23
3. The Importance of applying learning strategy .....................
24
4. Types of Learning Strategy ..................................................
25
D. General Concept of PQ4R strategy ...........................................
27
1. The Definition of PQ4R .......................................................
27
2. The Steps of PQ4R ...............................................................
28
3. The steps of Applying PQ4R Learning strategy ..................
29
4. Learning activity using PQ4R strategy ................................
32
CHAPTER III METHOD OF THE RESEARCH .........................................
35
A. Design of The Research ............................................................
35
B. Subject of the Study ..................................................................
35
1. Population ..............................................................................
35
2. Sample ...................................................................................
36
C. Instruments of the Research ......................................................
37
D. Techniques of Data Collection ..................................................
38
E. Technique of Data Analysis.......................................................
39
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS ..................
45
A. Research Findings .....................................................................
45
1. Teacher’s Activity In Teaching Reading Comprehension
By
using PQ4R Strategy .........................................................
45
2. Student’s Respond In Teaching Reading Comprehension By
Using PQ4R Strategy .........................................................
47
3. The student’s understanding about an English text by using
PQ4R strategy.....................................................................
48
B. Discussions ...............................................................................
53
CHAPTER V CONCLUSIONS AND SUGGESTIONS ..............................
55
A. Conclusions .................................................................................
55
x
B. Suggestions .................................................................................
56
BIBLIOGRAPHY ..........................................................................................
57
APPENDICES ...............................................................................................
58
xi
THE LIST OF APENDICES
Appendix 1
: Name List of VIII class Students
Appendix 2
: The Observation Sheet
Appendix 3
: The Test Items
Appendix 4
: Example of Check List Result
Appendix 6
: Surat Ijin Penelitian
Appendix 7
: Surat Keterangan Telah Melakukan Penelitian
xii
1
CHAPTER I
INTRODUCTION
This Chapter presents background of the study, reason for choosing
the topic, statement of the problem, objective of the study, significance of
the study, limitation, Operational Definitions of the Key Terms and
Outline of the Thesis. These are briefly discussed below.
A. Background of the study
Indonesia government has chosen English as the first foreign
language taught in Indonesian schools. The basic goal of teaching English
in our country is to enable students to read books or articles, especially
those dealing with their study. They need reading skill not only learn
something (lesson), but also getting experience, kwoledge, and everything
which can support their ability to comprehend English text that they read
and they have read. A reality shows that the result Junior High School has
not been satisfactory of English teaching especially reading. Although the
Junior High School’s students have studied English at least six years;
three years at SLTP (Junior High School) and threeyears at SMU (Senior
High School), but they still find some difficulties to read and comprehend
textbooks for articles written in English.
If a teacher wants Junior High School’s student success in reading,
where in the last of teaching learning process they can understand and
1
2
remember English text. She/he needs to find out the accuracy of learning
strategy in teaching-learning.
According to
Dimyati (2009:33) in teaching-learning process,
there are 4 importance components that have the influence for the success
of student’s learning, there are learning material, learning condition,
media and learning source, and a teacher as learning subject.
Teaching-learning process will not be optimum if nothing support
of one of the components. But the most importance component of
teaching learning process is a teacher because she/he is the teaching
subject. Colin Rose said that a teacher is the most important component of
society. The high value is given for a teacher that more guidance than act
likes a teacher to students. And a teacher who can plan her/his
experiences to encourage creative ideas with the problem that should be
divided. So, she/he should choose and provides learning strategies
accurately. And the learning materials can be accepted by the students
well.
In fact, a lot of teacher speech more than 100-200 words for
second. But the question is how much a word that can be listenning by
student?
Reading ability depends on student concentration. 2400 years ago
Confucius said: what I hear, I forget; what I see I remember; what I do I
understand. The three simple declarations is talk about the important of
3
active learning. So, it is needed learning method and learning strategy to
activate students.
Now, students need to learn independently where a teacher just as
the director of teaching learning process. But to make it be active, a
teacher needs a learning strategy that can elaborate their ability.
PQ4R (Preview, Question, Read, Reflect, Recite, and Review) is
one of the elaboration strategy Trianto (2007:146). It is why the writer
chose PQ4R as learning strategy for teaching reading comprehension.
B. Reason for Choosing the Topic
Reason for choosing the title “Teaching Reading Comprehension
Using Preview, Question, Read, Reflect, Recite, and Review (PQ4R)
Strategy to the eighth Grades of MTs Asy-Syafi’iyah Somosari Batealit
Jepara in Academic year of 2009/2010” are as following:
Firstly, in ‘modern age’ reading skill especially reading
comprehension holds an important part in reading ability in general and in
getting knowledge in particular. Therefore reading skill should be
practiced as earlier as possible.
Secondly, Junior High School’s student still find some difficulties
to understand and remember reading text materials written in English.
Because the teachers do not know the accurancy of learning strategy that
can help them.
4
And the last, by using PQ4R (Preview, Question, Read, Reflect,
Recite, and Review) strategy, the teacher can know how the student skill
to understand English text which they read and they have read.
C. Statements of the problems
Based on the back ground of the study above, in this paper, the
writer wants to state the following problems:
1. What are the learning steps of PQ4R (Preview, Question, Read,
Reflect,
Recite,
and
Review)
strategy
in
teaching
reading
comprehension?
2. Will the students understand an English text which they read with
using PQ4R (Preview, Question, Read, Reflect, Recite, and Review)
strategy in teaching reading comprehension?
D. The Objectives of the Study
The objective of study can be state as follow:
1. To find out the learning steps of PQ4R (Preview, Question, Read,
Reflect, Recite, and Review) strategy that are used in teaching reading
comprehension.
2.
To identify whether PQ4R (Preview, Question, Read, Reflect, Recite,
and Review) strategy will help the students understand an English text
which they read and they have read.
5
E. Significance of the Study
The writer hopes that her thesis will be valuable and useful for:
a) Teacher
1. Getting various learning strategy to improving the result of
student’s learning.
2. Improving teacher’s ability to arrange learning strategy following
with curriculum changes.
b) Student
1). The students are hoped have purposed in reading and can build up
their motivation in order to find out the information from the texts
or the materials.
2). The students should try to have other reading materials to promote
their English development of reading.
3). The student can study reading comprehension with the right
strategy.
c) Writer
The writer will achieve a great valuable experience and knowledge
in teaching English for someday after graduating she is going to teach
too.
d) Readers
The readers can get the information how to teach reading
comprehension using PQ4R (Preview, Question, Read, Reflect,
Recite, and Review) strategy
6
e) Educational institution
English subject must cover the four skills, namely listening,
speaking, reading, and writing. Reading is one of the language skills
that should be taught by English teacher to student not only because it
is a way of learning. Unlike other language skills, reading still
demands lot of practice under continues guidance. Giving reading
comprehension is one of the ways to practice the student’s reading
ability. The reading comprehension can be included into one of
material for MTs Asy-Syafi’iyah Somosari Batealit Jepara and it will
make the best decision for supporting teaching learning process
especially the teaching of English in order to get better output.
F. Definition of the key term
The explanation of key term will be given in order that the title is
easy to understand, the key of the study are clarified as follows:
1. Teaching
Teaching
is
the
activity
of
facilitating
learning
(http://www.ucsc.cmb.ac.lk/People/tnk/teaching.html). It means that
teaching is teacher activity to show or help students to learn how to do
something, providing with knowledge, causing to know or understand.
2. Reading comprehension
Reading is the action of a person who reads (Hormby;
oxford advanced learner’s dictionary, 1995:968). Comprehension is
7
the power of understanding (Hormby; oxford advanced learner’s
dictionary, 1995:235). Reading comprehension is defined as the level
of understanding of writing.
3. PQ4R Strategy
PQ4R is a popular method of working with text to
remember it better. PQ4R stand for Preview, Question, and four
R’s: Read, Reflect, Recite, Review.
http://wiki.answers.com/Q/What_is_the_PQ4R_method
PQ4R is a method that individuals can use to help them
better comprehends written material. It is a strategy that helps
individuals focus on orgainizing information in their minds and
making it meaningful.
http://online.sfsu.edu/~foreman/itec800/finalprojects/danabayer/study
skills/pq4r.html
4. Learning Strategy
Weinstein and Mayer in witrock (1986) have coined one of
learning strategies as “behaviors and thoughts that a learner engages
in during learning and that are indented to influence the learner’s
encoding process.”
Nisbet and Shuckmith (1986) define learning strategy as the
processes
that
underline
performance
http://www.k12.nf.ca/fatima/define.htm
thinking
task.
8
G. Limitation
The proposal thesis will talk about the use of PQ4R (Preview,
Question, Read, Reflect, Recite, and Review) strategy in teching reading
comprehension. And to know how to apply it in teaching reading
comprehansion, the writer will find out the PQ4R (Preview, Question,
Read, Reflect, Recite, and Review) steps in teaching reading
comprehension.
H. OUTLINE OF THE THESIS
This discussion of the thesis is divided into five chapters. The first
chapter is the introduction, which consists of the background of the study,
reason choosing the topic, statement of the problems, objective of the
study, significant of the study, definition of the key terms and limitation.
Chapter two, deals with review of related literature. It consist of
general concept teaching, reading, learning strategy and PQ4R.
Chapter three, deals with methodology of the research, which
presents design of the research, subject of the research, instrument of the
research, technique of the data collections and techniques of the data
analysis.
Chapter four deals with research findings and discussion.
Chapter five provide conclusion and some suggestions to the
thesis.
9
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses the Review of Related Literature as a
theoretical foundation on which the study in Chapter 1 is outlined. The
discussion includes general concept of teaching, reading, learning strategy,
and PQ4R strategy.
A. General concept of teaching.
A.1. The essence of teaching
According to Asep and Abdul Haris, in Martinis (2009:123)
teaching is a process consisting of two aspects, there are: learning
that directed to what the students musts be done, teaching is
oriented to what the teacher must be done as a teacher.
And Hamzah B. Uno says that teaching is and teaching has
planning essence and design as an efforts to teach a student
(Martinis, 2009:123).
A.2 Teaching-learning English
Now day, learning foreign language become an important
thing since we need to communicate and corporate with other
people from other countries for some different purposes, such as in
politics, business, tourism, science, technology, and educational
development. Furthermore, in this new millennium, we have to
9
10
have knowledge of a foreign language that is used for international
communication concerning many aspects of life.
English is taught as the first foreign language in Indonesia.
It has been taught from elementary school, junior high school, and
senior high school to university for some semesters. Learning
English as the first language is something new for us. And,
although the students have been learnt it since they were in
elementary school, still many students find difficulty to learnt it.
Especially in learning vocabulary in this case.
Finochiaro (1974: 12) states that learning foreign language
is different from learning native language because students’
environment in achieving their first language is different. The
differences can be summarized as follow:
A.2.1 Students do not know how to read and write at the time they
are learning their mother tongue but they learn foreign
language through written expression and reading.
A.2.2 Students are surrounded by their first language at home, at
school or even in communication with the people in their
society, where foreign languages are not used as means of
communication.
A.2.3 Students have known another language system yet but in
learning language they have. Therefore, they may be
11
interfered by the earlier language system which has been
well established in their mind.
A.2.4 Students have not reached a high level of maturity in
learning their first language. They just accept the language
being used in their society without any curiosity in
wondering the things they learnt. In other words, they have
little awareness in getting the knowledge of language.
Like any other learners of English as foreign
language, Indonesian learners also meet difficulties in
learning English since their native language is quite different
from English. Consequently, the learners should have great
motivation. They should be serious in learning English
because learning language actually needs a total physic,
intellectual, and emotional response. Learning a foreign
language involves many factors; i.e. age, ability, aspirators,
and needs, native language and experience (Finocchiaro,
1974: 74).
Junior High School is the second institution in which the
students are recognized to the English. They are preparing to
continue their study by developing their language skills in foreign
language. Teaching English at Junior High School is one of the
important process of learning English because it is a basic to study
further. At the early stage, teaching English at Junior High School
12
is the introducing English reading. It is taught to the students by
giving drills and repetition in order that they can master well. The
presentation of reading should always be given to the students in
order to understand the meaning of those words in their listening,
speaking, reading and writing.
The aim of teaching English is developing the language
skill of the students, they are listening, speaking, reading and
writing. On the other hand, language has its component. There are
some components of language, such as grammar, pronunciation
and vocabulary. That’s why reading is one of the important
components in learning English.
In teaching learning English, teacher has to be able to make
the material interesting for the students. He has to know all the
methods to teach English in order to be able to use them when
situation demand it. It will depend on the students thought.
Anthony (1976: 8) states that:
A teaching technique is a particular trick strategy or
contrivance used to accomplish an intermediate objective.
Technique depends on the teacher, his individual artistry, and on
the composition of the class, particular problem can be taught
actually successfully by the use of different techniques.
13
Therefore, the creativity of teacher will get a good result.
The teacher must consider and give attention to the students. The
times he teaches the subject also influence the motivation of the
students in learning English vocabulary.
From the devinition of teaching learning above, we can
conclude that in teaching we must use a strategy. Including in
teaching reading comprehension.
B. General concept of reading
In this topic, the writer discusses the definition of reading,
the important of reading, the purpose of reading, kind of reading, types
of reading, genre of reading and strategies for reading comprehension.
B.1. The definition of reading
The ability of reading is very important for students,
because for knowing the meaning and the aim of a text we have to
read. In Oxford Learner’s Pocket Dictionary (2003:357) read is
look at and understand (something written or printed). Reading is
the act of reading something written or printed. The first of the act
is to look at of the text. We can understand of the purpose and the
meaning of the text.
According to the Encyclopedia Britanica (1981:447),
“reading is the methods used to give students competence is
clarifying and recognizing pointed concepts”. It means that
reading is used to give competence to the students by recognizing
14
and identifying the written symbol. Besides that, it can recall the
understanding or memories of the students about familiar concept.
From the definition above, it can be concluded that reading
is not only spelling text activity orally, but it also understands and
catch the meaning, message and ideas in the text, so that we can
interpret and give our opinion from our views after we read a text.
Reading comprehension is the power of understanding to
read. Reading comprehension is defined as ability to comprehend
a reading text. In this presend day, this ability refers to subject
ability to answer both factual question with answer are directly
and explicit state in question text.
B.2. The importance of reading
The importance of reading is to get understanding,
comprehending, and remembering the information of the text, but
sometimes people read for pleasure. Reading is one way to
improve our English language skills. Because, when we read
English text, after read we can learn to write better in English, can
practise English and can find out about new ideas, facts, and
experiences.
B.3. The purpose of reading
Reading has purpose for the readers. Grabe and Stoller
cited in Ngatini (2006:7) state that the purpose of reading :
1.To search for simple information
15
2.To skim quickly
3.To learn from texts
4.To integrate information
5.To write (or research for information needed for writing)
6.To critique texts
7.For general comprehension
Usually, reading to search for simple information is done
by scanning the text for specific information or specific word.
Reading to skim is reading tasks that involve a combination of
strategies for guessing the important information in the text until a
general idea is formed. By reading, we can learn from texts
because it can add amount of information from the texts. Both
reading to write and to critique texts may be tasks variants of
reading
integrate
information.
Reading
for
general
comprehension, when accomplished by a skilled fluent reader,
requires very rapid and automatic processing of word, strong
skills in forming a general meaning representation of main ideas.
B.4. Kinds of Reading
There are some kinds of reading that is stated by some
expert like in quotation follows :
Burhan states that according to one’s aim that wants is
reached, there are some reading activity :
16
1. Reading extensively and reading carefully. Its goal is for
understanding the text completely until the small part.
2. Reading extremely, reading for knowing the fact that is
concluded in a text and that giving at point of views related
with the fact.
3. Reading quickly, reading to catch the points from a text.
4. Reading practically, reading to face and finish some kind job
and competence.
5. Reading for studying, reading to learn something.
Tarigan states “there are two kind of reading. They are
reading quickly and reading to heart”.
1. Reading quickly, thus activity is done by a teacher, student
and the reader and another for borrowing information. It tends
to spelling than the meaning.
2. Reading to heart, it uses visual memory for getting
information.
Azies (1996:113) says that reading includes these activities
bellow:
1. Scanning
The students do not read the text completely and the teachers
do not follow up to long.
2. Skimming
In the skimming activity we do not need reading process.
17
3. Reading intensively
The students are hoped reading carefully and correctly which
is usually not long.
4. Reading extensively
The teacher needs to present the long text on book for reading
out of class. The main gave as give a chance for student to get
pleasure from reading.
5. Reading for communication jobs
Reading activity for communicative duty
B.5. Types of reading
In the case of reading, variety of performance is derived
more from the multiplicity of types of text (the genre listed above)
than from the variety of overt types of performance. Nevertheless,
for considering assessment procedures, several types of reading
performance are typically identified, and these will serve as
organizers of various assessment task, they are:
1. Perceptive
Perceptive
reading
task
involve
attending
to
the
components of larger stretches of discourse: letters, words,
punctuation, and grapheme symbols. Buttem-up processing is
implied.
2. Selective
18
This category is largely an artifact of assessment formats.
In order to asertain one’s reading recognition of lexical,
gramatical, or discource features of language within a very
short stretch of language, certain typical tasks are used:
picture-cued tasks, matching, true/false, multiple choice, etc.
Stimuli include sentences, brief paragrhaps, and simple charts
and graphs.
3. Interactive
Included among interactive reading tyes are stretches of
language of several paragraph to one page or more in which
the reader must, in a psycholinguistic sence, interact with the
text. That is, reading is aprocess of negotiating meaning; the
reader brings to the text a set of scemata for understanding it,
and in take is the product of that interaction. Typical genres
that lend themselve to interactive reading are anecdotes, shorth
narratives, and descriptions, except from longer text,
questionnaires, memos, announcement, direction, recipes, and
thelike. The focus of an interactive task is to identify relevant
features (lexical, symbolic, grammatical, and discourse) within
text of maderately shorth lenght with the objective of retaining
the information that is processed.
19
4. Extensive
Extensive reading is applies to text of more than a page, up
to and including professional articles, essay, technical reports,
short stories, and books.
B.6. Genre of reading
Definition from dictionary.com “Genre (noun) 1. A kind of
literary or artistic work, 2. A style of expressing yourself in
writing (sync : writing style, literary genre), 3. A class of artistic
endeavor having a characteristic form or technique. From the
definition above, it can concluded that genre is kind of text which
has different types of event and particular purpose.
Literacy and education research network (1993:13)
explains, “The following diagram shows a range of story and
factual genres”
Narrative
News Story
Story Genres
Exemplum
Anecdote
Recount
20
Procedure
Explanation
Factual Genres
Report
Exposition
Discussion
According to the schema above, types of genre is divided in
two items. The first is story genre, and the second is factual genre.
The story genre consists of narrative, news story, exemplum,
anecdote and recount. And there are five main types in factual
genre. They are procedure, explanation, report, exposition, and
discussion.
While according to Educational Department there are
twelve genres which are states in curriculum. They are narrative,
procedure,
spoof/recount,
report,
discussion,
explanation,
analytical exposition, hortatory exposition, news item, anecdote,
descriptive, and review.
Each type or genre of written text has its own set of
geverning rules and conventions.
1.
Academic reading, they are: General interest article (in
magazine, newspapers, etc), technical, reports (e, y, Lab.
report),
profesional
journal
articles,
referencematerial
(dictionaries, etc)Textbooks, thesis, essays, papers, test
directions, editorials, and opinion writing.
21
2.
Job-related reading, there are: Messeges (e. g. Phone
messages), letters / emails, memos (e. g. interoffice), reports
(e. g. Job evaluation, project reports), scedules, labels, signs,
announcement, forms, applications, questionaires, financial
documents (bills, invoice, etc), directories (telephone, office,
etc).
3.
Personal reading
Newspapers, and magazines, letters, emails, greeting cards,
invitations, message, notes, lists, scedules (trains, bus, plane,
etc)
recies,
menus,
maps,
calenders,
advertisement
(commercials, want ads), novels, short stories, jokes, drama,
poetry, financial documents (e. g. Checks, tax form, loan
applications), form, question medical reports, immigration
documents, comic strips, cartoons.
In this research, the writer uses academic reading in text
direction. Because this research is taken place in Junior High
School.
B.7. Some principals strategies for reading comprehension
a. Identify your purpose in readimg text.
b. Apply spelling rules and convention for bottom-up decoding.
c. Use lexical analysisn (prefixes, roots, suffixes, etc) to
determine meaning.
22
d. Guess at meaning (of words, idioms, etc) when you are not
certain.
e. Skim the text for the gist and for main ideas.
f. Scan the text for specific information (names, dates, and key
words).
g. Use silent reading techniques for rapid procssing.
h. Use marginal notes,
charths, or semantic maps for
understanding and retaining informtion.
i. Dishtinguish between literal and implied meanings.
j. Capitalish and discourse markers to process relationships.
C. General concept of learning strategy
In this topic, the write discussed about the definition of
learning strategy, teaching learning strategy, the importance of
applying learning strategy, and the types of reading learning strategy.
C.1. The definition of learning strategy
Generally, strategy has the meaning as the outlines of
directions to measures in achieve a purpose that has been
determined. Connection with teaching-learning, strategy can be
interpreted as general systems by teacher and student activity in
teaching-learning process to achieve the purpose that has been
lined (Trianto, 2007:85)
23
Weinstein and Mayer in witrock (1986) have coined one of
learning strategies as “behaviors and thoughts that a learner
engages in during learning and that are indented to influence the
learner’s encoding process.”
Nisbet and Shuckmith (1986) define learning strategy as the
processes that underline performance thinking task.
Learning strategy is specific actions taken by the learner to
make learning easier, faster, more enjoyable, more self directed,
more effective, and more transferable to new situations. Learning
strategies will compensate for the weakness of a learning style and
maximize the strengths of a learning style powerfully.
C.2. Teaching learning strategy
Therefore, teaching learning strategies is especially useful
for the latter learners. Learning strategies should be selected to
match the activity. Teachers may teach their students some
strategies, yet these strategies might not fit them all the time.
Whether teachers teach students optional strategies is definitely
an important factor and will affect whether they can be proficient
English learners. As their learning styles are different, their
preferred learning strategies are different, too. If they can find the
strategies which are effective for studying, they will be able to
study successfully.
24
C.3. The importance of applying learning strategy
According Weinstein and Meyer in Nur (2000), a good
learning consist of teach how to learn, how to remember, how to
think, and how to motivate their self. Students will be success in
studying if they can apply learning strategy effectively. With
learning strategy students can learn independently and control
their own study. It is why learning strategy must be applied from
elementary school until university.
Then they continue with, It is strage if we hope student
learn but we teach them about learn rarely. We hope student to
solve a problem but we teach them how to solve rarely. And
sometimes we ask them to remember learning material but we
tell them how to memorize rarely. Now is the time for us to fix
our weakness, it is the time for us to improve the ability of
learning, solve a problem, and change it in learning form that
ready to be applied. Then takes the methods in the curricullum.
From the explanation above, we can give the conclution
that the first aim of teaching learning strategy is how to teach a
students to learm with their will. On the other hand, another
purpose of teaching learning strategy is to transform them to be
self-regulated.
25
C.4. types of learning strategy
According to Arends in Nur (Trianto, 2007:2005) there are
four types
1.
of learning strategy;
Rehearsal Strategy
Rehearsal strategies seemed to be well known by the student
participating in this study. The basic of rehearsal strategy is to
read a text or notes over and over.
2.
Organization Strategy
Organization strategy helps the learned to select appropriate
information and construct connection among the information to
be learned. For example, the students may divide the material
into paragraphs, themes and units to be able to follow their
progress and to ease their tasks. Some student cluster, outline
and select the main ideas in the text to help them understand
the material better.
3.
Elaboration Strategy
Elaborative and organizational strategies are both considered to
be deeper processing strategies. The elaboration strategies
found in the present study were sub-divided into learning
formulae, summarizing, and paraphrasing and self-questioning.
The use of elaboration strategy is to help students to integrate
and connect new information with prior knowledge. Students
summarize and paraphrase the material they are studying. They
26
make notes and create analogies and mind-maps. These
strategies help students to store information into long term
memory by building internal connections between the items to
be learned.
4.
Metecognitive Strategy
Metacognitive strategy use of less effective students and they
showed the four processes of the metacognitive model as
planning, monitoring, problem solving, and evaluating. These
processes allow learners to achieve their goals and expand their
learning to a further stage. They are included in Oxford’s
category. Besides the strategies related to goal achievement, I
would especially emphasize the importance of organizing their
study. In fact, it is very difficult for some students to use time
effectively, even though they know what they should do. The
more efficient students become at budgeting their time, the
better their results will be. An organizer would be helpful for
them in order to budget their time, and to be used as a study
log.
In teaching reading comprehension, elaboration strategy is
more accurate. And PQ4R is one of elaboration strategy.
27
D. General concept of PQ4R Strategy
D.1. The definition of PQ4R
PQ4R is a popular method of working with text to
remember it better. PQ4R stand for Preview, Question, and four
R’s: Read, Reflect, Recite, Review.
http://wiki.answers.com/Q/What_is_the_PQ4R_method
PQ4R is a method that individuals can use to help them
better comprehends written material. It is a strategy that helps
individuals focus on orgainizing information in their minds and
making it meaningful.
http://online.sfsu.edu/~foreman/itec800/finalprojects/danabayer/s
tudyskills/pq4r.html
This is a learning method o help you get more out of what
you read.
http://wiki.answers.com/q/What_is_the_PQ4R_method
From the meanings of PQ4R above, we can know that
PQ4R is the most accurate strategy in reading text. But in the
implementation of PQ4R strategy, it is needed a long time.
According to lawsagna.typepad.com that PQ4R strategy is
not a quick trick, but the benefit may be well worth the invested
time. It means that PQ4R strategy is cannot be done in the quick
time. PQ4R is an acronym for Preview, Question, Read, Reflect,
28
Recite, and Review, so if we use the strategy of course that we
have to pass the steps.
D.2. The steps of PQ4R
1. Preview : Survey the material to get an idea of the general
organization, major topics and subtopics. Look at headings
and pictures to try to identify what you will be reading about.
2. Question : Ask questions about the material as you read it. Use
headings to ask questions (who, what, why, where)
3. Read : Read the material. Try to answer your own questions
while reading.
4.
Reflect : Think about the material that you just read and try to
make it meaningful by:
4.1 relating it to things that you already know about,
4.2 relating the subtopics to primary topics,
4.3 trying to resolve contradictions,
4.4 trying to use the material to solve simulated problems.
5. Recite : Practice remembering the information by stating
points aloud and asking and answering questions. Use
headings, highlighted words and notes on major ideas.
6. Review : Actively review the material, focusing on asking
yourself questions and rereading the material only when you
are not sure of the answers.
29
From the steps of PQ4R learning strategy above, we can
see that this strategy can help the students to understand and
remember learning material. Expesially in comprehending the
difficulties of learning material and help students to concentrate
in long time. In teaching learning process there are steps of
applying PQ4R learning strategy.
D.3 The steps of applying PQ4R lerning strategy
The step of applying learning strategy.
Steps
Teacher activity
Step 1
a. Giving student a text
Preview
b. Giving student a direction
to read fast.
c. Asking student to read the
important part of the text
Student activity
a. San
the
title,
section
headings
and
visual aids
b. Read the first
and
the
ast
paragraph to get
general idea of
the purpose and
the
major
concept
Step 2
a. Asking the students to make a. Predict
a
30
Question
questions from the text using
question to be
WH question (how, who,
answer in the
which, etc).
text.
b. Convert
heading
into
questions
or
draw from past
experinces
to
form questions
Step 3
Read
a. Asking student to answer a. Read the text in
their question.
its entirely
b. Carrefully read
the
complete
text,
recording
notes
in
margin
the
or
underlining
inportant
information that
answers
qustions.
Step 4
a. Giving information about the a. Link
the
31
Reflect
materil in the text.
information
from the entire
chapter
or
article together.
b. Attempt
to
develope insight
into the topic
and
make
associations
among
the
imprtant
material intend
while reading.
Step 5
Recite
a. Asking
students
summerize
main
to
points
a. Summerize
main
points
from the whole text that have
and supporting
been learned.
details of the
complete text.
Step 6
Review
a. Asking students to check a. Highlight
their work and asking to
points
submitted.
text.
of
key
the
b. Make sure the
32
question
have
been answered
and the purpose
fully
understood.
c. Submitting the
work .
D.4. Learning activity using PQ4R strategy
No Teaching activity
1.
Activities
A. Openin
a.
Telling
the a. In teaching learning process,
lerning purpose
teacher must give information
b.Giving
about learning purpose orally.
apperseption about b. Review the last material that
learning
with
knoledge
material
student
relevant with the material that
will be explained.
c. Teacher
gives
motivation
students
using
a
visual
fenomena. For example, if
teacher learn reading text,
teacher must gives students
33
the text that will be read.
2.
A. Main Activity
a. Presenting
material.
a. Before
teaching
learning
process, presenting litte bit
general description aboutthe
material will be learn.
b. Modeling
of b. Teacher
performs
PQ4R
PQ4R
strategy step by step using
learning
material from the text.
strategy.
c. Students
follow
teacher
c. Feedback
direction
apply
PQ4R
d. Giving
strategy.
independent
exercise.
d. In the feedback, teacher give
some questions for students
that they must be answer.
e. Teacher gives independent
exercise for students to read
main points from the text
using PQ4R strategy.
3.
A. Cloosing
a. Evaluation
b. Notes
a. Teacher
students
together
evaluate
with
lerning
34
material with reading the
conclution which they are
made from the text.
b. The notes are:
b.1
Teacher
must
teacheng
make
learning
be
interesting.
b.2 In apply the steps of
PQ4R strategy, teacher
should
gives
time
allocation.
b.3 Teacher must uses the
word
that
can
be
understand by students.
b.4
Teacher
must
direct
students when they do
the exercise.
35
CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses the research method used in this study. The
discussion includes Design Of The Research, Subject Of The Study,
Instrument, Technique Of Data Collection, and Technique Of Data
Analysis.
A. Design of the research
This study is quantitative research. The researcher holds a
research find scientific truth and in this research use the descriptive
method by describing the subject of the research.
Descriptive method is suitable for this research. The type of
data is English teacher words and actions. It is characterized by
behaviorist approach. The study is conducted in natural setting real
language teaching of the teacher of MTs Asy-Syafi’iyah Somosari
Batealit Jepara. The research is concerned with the teacher’s method
by using PQ4R strategy that uses in class during the teaching.
B. Subject of the study
1. Population
Population is a group of elements or cases, whether
individuals, objects, or events, that conform to specific criteria and
35
36
to which we intend to generalize the result of the research
(McMillan and Schumer, 2001: 56).
Soegeng states that population is the whole people or
participant from the research (2006: 70). It means that population
is all members of research subjects where the data are collected.
Based on the definitions above, the populations of this
thesis proposal is the eighth grades teacher and students at MTs
Asy-Syafi’iyah Somosari Batealit Jepara.
2. Sample
Nunan states that sample is a subject of individuals from a
given population (1992: 27).
While according to Arikunto, sample is a part of the
subjects of population that should be researched because the
population in this thesis studies less than 100 students. So the
research will take sample from this population of the eighth grades
students of MTs Asy-Syafi’iyah Somosari Batealit Jepara. They
consist of 30 students that are divided into 1 class. Writer will take
class VIII as the sample, the number of the sample is 46 students.
37
C. Instrument
According to Arikunto (2002: 150) instrument is the tool or
facility used by the observer to collect the accurate data in order to get
the easier and better research. A research instrument gets the data in
this study. The instruments used by the researcher are observation
sheet and test.
1.
Observation sheet
The researcher used observation sheet method, the
researcher looks into the steps of PQ4R strategy. In this activity,
the researcher just observed what the teacher did in teaching
reading comprehension using the steps of PQ4R strategy and also
observed what the students respond to the teaching reading
comprehension using the steps of PQ4R strategy.
2. Test
Test is utilized as an instrument of collecting the data.
Based on the step of PQ4R strategy where in the question step the
teacher will ask them to make questions so the teacher will use
writing test.
The teacher distributed writing test to the student to know
to what extend was the students’ understanding of reading
comprehension using PQ4R strategy, and then the researcher
collected their work and took them to be analyzed and scored the
test.
38
D. Technique of data collection
In collecting data, there are steps or procedures taken by the
researcher as follows:
1.
Making research instrument
The research instrument means get the data of factor in
teaching reading comprehension using PQ4R strategy to the
eighth Grades of MTs Asy-Syafi’iyah Somosari Batealit Jepara in
Academic year of 2010/2011
2.
Asking permission
The researcher asks permission to headmaster, he asks a
research in her school.
After getting permission from the headmaster then mets the
English teachers for asking his agreement. After getting the
teacher’s agreement, he comes to the class to look at the way of
teaching learning process in progress. This activity is called
observation. In this activity, the observer also wrote observation
sheets. After the teacher finish his teaching that is relating whit
this research. The test will be given by teacher to be collected and
scored. From the result of the test, the ability of student’s
understanding using PQ4R strategy will be known.
39
E. Technique of data analysis
Technique of data analysis relates with this topic of the
thesis. For each elements of writing will be given a point basic that
will be investigated above. Elements of writing will be used to know
how far the students can understand the learning material using PQ4R
strategy.
Table 3.1
Score elements of writing test
Elements of
Criterion
writing
Content
Maximal
Score
If the students able to write 10
30
sentences correctly related with the
picture not only meaning but also
grammar to.
Organize
If the students able to write a text
25
has unity and all of the sentences in
it has the same idea like the text
which had been given by the
teacher
Grammar
If the students use 10 grammars and
correct such as tenses, modal, to be,
verb, and part of speech.
20
40
Vocabulary
If the students able to write 50
15
words in writing the text correctly.
Mechanic
If the students able to use 16
10
mechanics such as punctuation and
capitalization.
Total Score
100
After knew score for each elements of writing, the
researcher gives scoring writing test of the students. After getting the
result of the test, the result is formulated to get the means of each
elements of writing by using this formula:
a. Content score
MXc =
Where
∑Xc
x 100 %
Smax
MXc = the mean of content score
∑Xc = the student’s score of content score
Smax = maximum score of mechanic score
b. Organize score
MXo =
Where
∑Xo
x 100 %
Smax
MXo = the mean of organize score
41
∑Xo = the student’s score of organize score
Smax = maximum score of mechanic score
c. Grammar score
MXg =
Where
∑Xg
x 100 %
Smax
MXg= the mean of grammar score
∑Xg = the student’s score of grammar score
Smax = maximum score of mechanic score
d. Vocabulary score
MXv =
Where
∑Xv
x 100 %
Smax
MXv = the mean of vocabulary score
∑Xv = the student’s score of vocabulary score
Smax = maximum score of mechanic score
e. Mechanic score
MXm =
∑Xm
x 100 %
Smax
Where
MXm = the mean of mechanic score
∑Xm = the student’s score of mechanic score
Smax = maximum score of mechanic score
42
After getting the mean of each elements of writing the
researcher formulates the result to get the total score as follows:
MXt =
Where
∑Xt
x 100 %
N
MXt = the mean of the ability to write the text
∑Xt = the total means score of elements writing
N
= the total number of the students
The test score were analyzed by the use of descriptive
statistics and then compared with the level of achievement as in
the following table:
Table 3.2
Criteria of student’s ability
Level
Letter score
Criteria
90 – 100 %
A
Excellent
75 – 89 %
B
Good
65 – 74 %
C
Fair
50 – 64 %
D
Lees
0 – 49 %
E
Poor
43
The researcher will know the student’s understanding of
reading text after get the result. If criteria of student’s ability from
the students of MTs Asy-Syafi’iyah Somosari Batealit Jepara A
and B or excellent and good, it is shown that the students
understand with the text.
45
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
A. Research Findings
Teaching learning using PQ4R strategy in the eighth grades
students of MTs Asy-Syafi’iyah Somosari Batealit Jepara was taken on
January, 20th 2011. It was done during two lesson hours directly.
The result of student’s test and teacher’s activity in teaching
reading comprehension by using PQ4R strategy in the eighth grades of
MTs Asy-Syafi’iyah Somosari Batealit Jepara are as follow:
A.1. Teacher’s activity in teaching reading comprehension by using PQ4R
strategy
Based on the observation, the English teacher in MTs AsySyafi’iyah Somosari Batealit Jepara applied some activities in
teaching reading comprehension using PQ4R (Preview, Question,
Read, Reflect, Recite, and Review) strategy. They were:
1. At the first steps “Preview”, the teacher gave the students a text.
And instructed them to read the text on three minutes. He also
gave information about the general specification of the text. It
was done to help the students to find sub topic or main idea on
the text. At the second steps “question”, the teacher instructed the
students to make 5 questions using WH question (how, who,
whose, whom, and which) and ordered the students to use sub
45
46
topics and main idea in the text as the material of the questions.
In this step, the time to make the question was 20 minutes.
2. At the third steps “Read”, the teacher instructed the students to
read the text actively then ordered the students to answer their
own questions. 15 minutes was the time to finish their answer.
3. For the next step “Reflect”, the teacher gave explanation about
the contents of the material in the text by; related it to things
those students already known about, related the subtopics to
primary topics, tried to resolve contradictions of the text, and
tried to use the material to solve simulated problems. A lot of
students did not pay attention with the explanation. Because they
still finished their assignment.
4. On the recite steps, the teacher ordered the students to summarize
the text into a paragraph using their words. And asked the
students to Use headings, highlighted words, notes on major
ideas, and their own words.
5. At the last step “Review”, the teacher asked the students to read
and check their assigment than submitted. The time in this step
was two minutes. But a lot of them did not pay attention with the
instruction. Because they still finished their assignment. And the
time was run out. So, the time was calculated by him from one
until teen to submit their assignment.
47
A.2 Student’s responds in teaching reading comprehension by using PQ4R
strategy
After the observation of the teacher was kwon, there were some
student’s responds from the teacher’ activity using PQ4R strategy:
a. The students response on preview step
The teacher’s instruction on preview step was done by the
students correctly. They read the text, and then they tried to find
out sub topic and main idea on the text.
b. The students response on question step
In this step, the students was finished their assignment
successfully. They could not finish their assignment on time.
c. The student’s response on read step
After finish to make 5 questions using WH question on the
question steps, the students were given an assignment to answer
their own questions. Because the time was just 15 minutes, a lot of
them could not finish answering their own questions.
d. The student’s response on reflect step
Because the assignment on the read step could not be
finished by the students. So, they continued it in this step. They
did not pay attention the teacher’s explanation about the content
of the material in the text.
48
e. The student’s response on recite step
Like on the reflect step, the students also could not finish
their assignment. In this step, they was given an assignment to
summarize the text using headings, highlighted words, notes on
major ideas, and their own words. The problem was same. The
time was given just 20 minutes.
f. The student’s response on review step
As the last step, the time was just three minutes but the
students could finish summarizing the text. So, while the teacher
ordered the students to check and submit their assignment, they
continued finishing their work. When the time was running out,
they submitted it to teacher.
A.3 The student’s understanding about an English text by using PQ4R
strategy
The students can be said understand if they can do the
assignment from teacher. So, if teacher wants to know the students’
understanding about an English text, he has to give them a test. And
from the steps of PQ4R strategy above, it can be seen that the final
assignment is to summarize a text which has been given by the
teacher. After the research was done, from the data gathered; score of
the students can be found in the following table:
49
Table 4.1
The score of each elements of writing
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
Student’s
Code
S-01
S-02
S-03
S-04
S-05
S-06
S-07
S-08
S-09
S-10
S-11
S-12
S-13
S-14
S-15
S-16
S-17
S-18
S-19
S-20
S-21
S-22
S-23
S-24
S-25
S-26
S-27
S-28
S-29
S-30
S-31
S-32
S-33
S-34
S-35
S-36
S-37
S-38
S-39
S-40
S-41
S-42
S-43
S-44
S-45
S-46
Content
24%
24%
24%
18%
21%
18%
24%
24%
24%
27%
21%
21%
27%
27%
24%
27%
24%
24%
21%
30%
24%
24%
24%
21%
27%
27%
24%
21%
21%
27%
24%
24%
24%
21%
30%
21%
24%
21%
21%
27%
24%
27%
18%
27%
27%
21%
Total means score of writing
Organize
22%
22%
22%
15%
18%
15
20%
20%
20%
23%
20%
20%
22%
22%
20%
23%
20%
22%
18%
23%
20%
20%
19%
17%
22%
23%
20%
20%
20%
22%
21%
21%
22%
17%
23%
20%
20%
20%
20%
22%
20%
23%
15%
23%
23%
20%
Score
Grammar Vocabulary
16%
12%
16%
13%
16%
13%
10%
8%
13%
10%
10%
8%
16%
12%
15%
10%
17%
10%
19%
13%
15%
13%
15%
12%
20%
13%
17%
12%
15%
12%
18%
13%
18%
10%
17%
12%
12%
12%
18%
15%
17%
12%
17%
12%
17%
10%
15%
10%
17%
15%
18%
13%
17%
13%
15%
12%
13%
10%
15%
12%
17%
13%
17%
13%
17%
13%
15%
10%
18%
15%
17%
12%
15%
12%
15%
12%
17%
12%
18%
13%
17%
10%
18%
13%
12%
10%
18%
13%
15%
10%
18%
10%
Mechanic
7%
7%
7%
5%
6%
5%
7%
7%
7%
8%
7%
6%
8%
8%
7%
8%
8%
7%
7%
8%
7%
7%
7%
5%
8%
8%
7%
7%
6%
7%
8%
7%
7%
5%
8%
8%
7%
7%
8%
8%
5%
8%
5%
9%
8%
7%
Total
score
81%
82%
82%
56%
68%
56%
79%
76%
78%
90%
76%
74%
90%
86%
77%
89%
80%
82%
73%
94%
82%
80%
77%
68%
89%
88%
81%
75%
70%
83%
83%
82%
83%
68%
94%
78%
78%
75%
78%
88%
76%
89%
60%
90%
85%
76%
3645%
50
From the data above, the result from 46 students was
known; than it would be categorized in the total score of each element
to the table as follow:
Table 4.3
The total score of the students
No
Student’s Code
Total Score
Category
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
S-01
S-02
S-03
S-04
S-05
S-06
S-07
S-08
S-09
S-10
S-11
S-12
S-13
S-14
S-15
S-16
S-17
S-18
S-19
S-20
S-21
S-22
S-23
S-24
S-25
S-26
S-27
S-28
S-29
S-30
S-31
S-32
S-33
S-34
S-35
81%
82%
82%
56%
68%
56%
79%
76%
78%
90%
76%
74%
90%
86%
77%
89%
80%
82%
73%
94%
82%
80%
77%
68%
89%
88%
81%
75%
70%
83%
83%
82%
83%
68%
94%
Good
Good
Good
Poor
Fair
Poor
Good
Good
Good
Excellent
Good
Fair
Excellent
Good
Good
Good
Good
Good
Fair
Excellent
Good
Good
Good
Fair
Good
God
Good
Good
Fair
Good
Good
Good
Good
Fair
Excellent
51
36
37
38
39
40
41
42
43
44
45
46
S-36
S-37
S-38
S-39
S-40
S-41
S-42
S-43
S-44
S-45
S-46
78%
78%
75%
78%
88%
76%
89%
60%
90%
85%
76%
Total means score of
elemens writing
Good
Good
Good
Good
Good
Good
Good
poor
Excellent
Good
Good
3645%
From the table above, it can be identified that 5 students
(10,8%) are categorized excellent, 32 students (69,5%) are
categorized good, 6 students (13,1%) are categorized fair, 3 students
(6,5%) are categorized poor, and then the students who are
categorized fail are 0 (0%).
After knowing the score of the students, than finding the
mean score of the student’s understanding to summarize an English
text, the calculation as follow:
MXt =
∑Xt
x 100 %
N
Where
MXt =the mean score of the ability to summarize an
English text.
∑Xt = the total means score of elements writing
N
= the total number of the students
52
By using the calculation above, the mean score of the
student’s ability to summarize an English text are as follow:
MXt =
=
∑Xt
x 100 %
N
3645
x 100%
46
= 79,24%
From the result above, the mean score of the ability to
summarize an English text is 79,24%.
Then the result of the mean score would be categorized to
table criteria as follow:
Table 4.3
Criteria of student’s ability
Level
Letter score
Criteria
90 – 100 %
A
Excellent
75 – 89 %
B
Good
65 – 74 %
C
Fair
50 – 64 %
D
Lees
0 – 49 %
E
Poor
The mean score of the student’s ability to summarize an
English text belongs to letter score 75─89%, so the criteria of the sum
53
are Good. If the criteria is Good, of course that the students
understand with the English text which they read by using PQ4R
strategy.
B. Discussion
From the observation above, the result will be discussed in this
section. In this case, the material of observations are the teacher’s activity
and also the student’s responds of the teacher’s activity in class, such as:
a. In the preview step, the students are given a text. They are
instructed to read the text. And the instruction is followed by them.
b. In the question steps, the teacher is asked to order the students to
make 5 questions using WH question. And the students success to
make the questions.
c. In the read step, the teacher instructs the students to read the text
actively, and then answering their own question. They could finish
their assignment because the time is not enough.
d. In the reflect steps, the students are given explanation about the
contents of the text by the teacher. But they do not pay attention to
the teacher. They finish their assignment to answer their
assignment.
e. In the recite steps, the students get an assignment to summarize the
text. And the same problem arises the time is not enough.
f. For the last step “review”, the students have to check and summit
their assignment. And they submit it on the last second.
54
After the observation was known, there were the results of the
student’s assignment on summarizing the text. The most of the students
who get the excellent are 5 students or 10,8%, 32 students or 69,5% get
good grade, 16 students or 13,1% get fair, 3 students or 6,5 % were
categorized poor, and no student were fail.
From the considering the fact above, the student’s understanding to
summarize an English text by using PQ4R strategy to eighth grades
students of MTs Asy-Syafi’iyah Somosari Batealit Jepara from majority
students are classified as successfully. The student’s understanding is
good.
55
CHAPTER V
CONCLUTION AND SUGGESTION
After finishing the research, the researcher wants to draw some
conclusion. The conclusions are based on the research results.
This chapter also presents some suggestion for the sake of improvement
the following learning process of English, especially in reading comprehension.
A. Conclusion
Based on the results of research that has been done, it can be summarized
as follow:
1. The steps of PQ4R strategy were applied by the teacher gradually from
preview, then question, after that read, reflect, recite, and the last review.
And he also applies the steps on time. So, it can be seen that PQ4R
strategy was done by him correctly.
2. The steps of PQ4R strategy were not done successfully because a lot of the
students more concerned to finish their own assignment then pay attention
with the teacher instruction. And the steps could not be finished on time.
Because they still finished the assignment on the previous step.
3. Based on the data, the category of summarizing an English text in teaching
reading comprehension by using PQ4R strategy to the eighth grades
students of
MTs Asy-Syafi’iyah Somosari Batealit Jepara in academic
year 2010/2011 is good category. It can be ported by the mean score result
of the test. That is 79,24%.
55
56
B. Suggestion
Based on the conclusion that have been withdrawn earlier, the researcher
offered some advise that will be able to give consideration for further research
are:
1. The teacher
a. The teacher should be interactive in teaching reading comprehension
especially in using PQ4R strategy because in teaching learning process
by using PQ4R strategy is needed a lot of teacher actions and words to
give an instruction to the students.
b. The teacher should teach reading comprehension text more intensively.
c. In teaching reading comprehension, the teacher should not only teach
how to read a text. But also how to understand a text.
2. The students
a. The students must read a text actively.
b. The students have to learn about the contents of text when they read it
because it can help them to understand the text.
3. The readers
The writer hopes the reader get knowledge about PQ4R strategy.
And can use PQ4R strategy as the choice to teach reading comprehension.
4. The school
The school should give good facility, such as simple English book,
especially text book or other books that are relevant.
57
5. The writer
The writer is candidate of teacher who should get some insight,
experience, and knowledge in order to make teaching more effective.
Finally, the writer expect that the result of the research could be
useful for the English teacher in improving their ability in teaching
English, especially in increasing the students skill in reading
comprehension.
58
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