IMPROVING THE STUDENTS’ READING ABILITY

THROUGH READING PROCESS STRATEGY

(A Classroom Action Research at the First Grade Students of SMP

Pesantren Putri Yatama Mandiri)

A THESIS

Submitted to the Faculty of Teacher Training and Education Makassar

Muhammadiyah University in Partial Fulfillment of the Requirement for the
Degree of Sarjana Pendidikan

ABDUL MAJID SAPUTRA

10535 2120 06

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION
MAKASSAR MUHAMMADIYAH UNIVERSITY
2012
 ABSTRACT

ABDUL MAJID SAPUTRA. 2012. Improving the Students’ Reading Ability

through Reading Process Strategy at the First Grade of SMP Pesantren Putri
Yatama Mandiri a Classroom Action Research Supervised by H. M. Basri Dalle
and Abd. Waris. A Thesis of English Department, Faculty of Teacher Training
and Education, Muhammadiyah University of Makassar.

The objective of this research was to find out the improvement of the
students’ reading ability to identify extract specific information and general
information of the text through Reading Process Strategy at the First Grade of
SMP Pesantren Putri Yatama
This research used a Classroom Action Research that consisted of two
cycles. Subject of this research was the the First Grade of SMP Pesantren Putri
Yatama Mandiri in 2011/2012 academic year with 29 students. The instrument of
this research was reading test.
The findings of this research indicated that the student's reading test in
cycle 1 and cycle 2 had significantly different scores. There was a better improve
of gains by students at the end of action of cycle 2. In cycle 1, the mean score was
6.31 and classified as fair. In cycle 2, the mean score was 8.00 and classified as
fairly good. It means that the use of Reading Process Strategy as teaching method
could improve the students’ reading test at the First Grade of SMP Pesantren Putri
Yatama Mandiri.
 ACKNOWLEDMENTS

Alhamdulillahi Robbil Alamin. The researcher expresses her highest

gratitude to the almighty Allah SWT, who has given His guidance, blessing, and

mercy to her in completing this thesis. Salam and Shalawat are addressed to the

final, chosen, religious messenger, the prophet Muhammad S.A.W.

The researcher would like to express her deepest prost profound and

gratitude to her parents, Musriha (alm) and Asinu for their prayer, financial,

motivation and sacrificed for her success, and also her sisters and brother who

always pray to Allah S.W.T for her success in her study.

The researcher realized that in carrying out the research and writing this

thesis, many people have contributed their valuable suggestion, guidance,

assistance, and advice for the completion of this thesis. Therefore she would like

to acknowledgment them:

a. DR. Irwan Akib, M.Pd, the Rector of Muhammadiyah University of

Makassar for his advices during her study at the university.

b. DR. Andi Syukri Syamsuri, M.Hum, the Dean of FKIP UNISMUH

Makassar for all advices and motivation.

c. Erwin Akib, S.Pd., M.Pd. the head of English education department

of FKIP UNISMUH Makassar, who gave her valuable authorities and

suggestion in doing this thesis.

d. Him greatest thanks are due to him first consultant Prof. Dr. H. M.

Basri Dalle, MS as the first consultant and Drs. Abd. Waris, M.

Hum as the second consultant who has given their valuable time and

patient, to support assistance and guidance to finish this thesis.

e. Thanks to all the lectures and staff of FKIP UNISMUH Makassar,

especially the lectures of English Department who taught her for many

years.

f. Dra. Hj. Nurmin Kasim, M.Pd, the head master of SMP Pesantren

Putri Yatama Mandiri and Asrawati, S.Pd, the English teacher, and all

of the students in SMP Pesantren Putri Yatama, especially for class 1

who sacrificed their time and activities for being the subject of this

research.

g. Amar Ma’ruf, S.Pd, M.Hum and Ummy Khaerati S.Pd, who gave

her the valuable authorities and suggestion in finished her study and in

doing this thesis.

h. Specially for her best friends in EDSA 06 (chika, dhama, ocha,

diman, yudith, ichank, mail, haruna and ana, wildan, qiman,

firman) and all of the class G community whose names could not be

mentioned one by one, for their friendship, togetherness, and support,

and for her beloved brothers and sisters for his support and advice.

Deepest thanks also go to her best friends at IMKB (Ikatan Mahasiswa

Kota Baubau) Makassar and best friends at Asrama BAKOPPMIST

 Makassar for their support, humors, advice, time and that always

powered me to do everything.

i. Finally, for all everybody that could not be mentioned one by one,

thanks for their invaluable help, support, and suggestion. May Allah

S.W.T. the almighty God be with us now and forever.

Makassar, January 2012

The Researcher
 TABLE OF CONTENTS

TITLE ................................................................................................................. i
LEMBAR PENGESAHAN .............................................................................. ii
APPROVAL SHEET ........................................................................................ iii
SURAT PERNYATAAN .................................................................................. iv
SURAT PERJANJIAN ..................................................................................... v
ACKNOWLEDGMENTS ................................................................................ vi
ABSTRACT ...................................................................................................... vii
TABLE OF CONTENTS ................................................................................... viii
CHAPTER I: INTRODUCTION .................................................................. 1
A. Background .......................................................................................... 1
B. Problem Statement ................................................................................ 3
C. Objective of the Study ........................................................................... 3
D. Significance of the Study ...................................................................... 4
E. Scope of the Study ................................................................................ 4

CHAPTER II: REVIEW OF RELATED LITERATURE .......................... 5

A. Reading Process Strategy ...................................................................... 5
B. The Concept of Reading ........................................................................ 7
C. The Concept of Reading Comprehension ............................................. 13
D. Extract Specific information and General information ........................ 20
E. Conceptual Framework .......................................................................... 23

CHAPTER III: RESEARCH METHOD ....................................................... 25

A. Research Setting ..................................................................................... 25
B. Research Variables and Indicators ......................................................... 31
C. Instrument of the Research..................................................................... 32
D. Subjects of the Research ....................................................................... 32
E. Technique of Collecting Data ................................................................ 32
 F. Technique of Data Analysis ................................................................... 32

CHAPTER IV: FINDING AND DISCUSSION .......................................... 35

A. Findings ................................................................................................ 35
B. Discussion ............................................................................................. 46

CHAPTER V: CONCLUSION AND SUGGESTION ................................. 53

A. Conclusion ............................................................................................ 53
B. Suggestion ............................................................................................. 54

BIBLIOGRAPHY ............................................................................................ 55
 CHAPTER I

INTRODUCTION

A. Background

The objective of teaching English for junior high school is to make the

students to be able to use the language for communication (1994.English

Curriculum), Saukah (in Djarudju, 2000) describes that the teaching of English for

EFL should be directed to develop the students' skill in listening, reading,

speaking and writing for communication purpose.

One of the English Language skills is reading. Reading has an important

role when a reader wants to understand a message from a writer for a purpose.

Through reading, the reader can understand things that explained by the writer,

and the result reader can get information by reading the written message.

In the context of learning English, it seems that reading is more difficult

than other skills of English. Those are caused by some reasons, such as: reading

skill needs learners' knowledge of grammar, and vocabulary. In addition the

reader needs knowledge in understanding the words in sentence and paragraph

(Nuttal,1982).

Reading text is one of the central difficulties of students. Many English

teachers suggest that reading text is the principal cause of students' failure,

reading experience strongly influence a student's self-image and feeling of

competency. Moreover, reading failure may lead to misbehavior and lack of

motivation.

The senior high school population have reading disability and specially of
the students of SMP PESANTREN PUTRI Y AT AMA MANDIRI Makassar still

have low interest in reading English or students' achievement are still poor. This

statement is based on the information of English teachers of SMP PESANTREN

PUTRI YATAMA MANDIRI Makassar that is proved by, and the lack of

students' motivation in teaching-learning English process especially in reading.

Therefore the writer interests to make research at this school to try to improve the

students' problem in reading through reading process strategy.

In this research, the writer wants to discuss about the language teaching on

reading text. The writer attempts to improve the method in teaching reading text

in order to motivate the students of SMP PESANTREN PUTRI YATAMA

MANDIRI Makassar to develop their capacities in reading. For students who want

to develop their knowledge through reading. Reading strategy is a fundamental

skill in making a good progress in communication and enlarge their knowledge in

many field of science by reading books, newspaper, magazine, and any other

material. Reading process strategy is more emphasized on Identifying the purpose

of reading, previewing, sight vocabulary, contextual clues, skimming, scanning

and phrasing this instance is supported by the curriculum 1995, states that:

Dalam proses belajar-mengajar, unsur-unsur bahasa yang dipandang sulit bagi

siswa dapat disajikan tersendiri secara sistematis sesuai dengan tema yang sedang

dibahas, dan keterampilan membaca mendapatkan penekanan yang utama, namun

bila diperlukan, unSUf-unSUf bahasa yang dipandang sulit bagi siswa hendaknya

diberikan penekanan (Kurikulum.1995:3).

Above statement means reading process strategy is essential for the reader
to understand the words used by the writer, thus the development of ability in

reading is an important part of the reading program. Reading can be defmed as

two-step process, they are translating the written medium to the language to the

though. The translating the medium to the step language involved words, phrases,

sentences and paragraphs which can gives communication of the language to the

reader. The translating of language to thought involved comprehension. Nuttal

says that conscious development of reading skill is important, because it is

obviously possible for us to families the students with every text and we must give

them the technique for reading.

B. Problem Statement

Having explained the problems of this research, the researcher formulates

the problems of the research into simple questions as the following:

1. How is the improvement of the students’ reading ability to extract specific

information of the text through Reading Process Strategy?

2. How is the improvement of the students’ reading ability to general information

of the text Reading Process Strategy?

C. Objective of the Study

In relation to the problem above, the objectives of this research are:

1. To explain the improvement of the students’ reading ability to extract specific

information of the text through Reading Process Strategy?

2. To explain the improvement of the students’ reading ability to general

information of the text through Reading Process Strategy?

D. Significance of the Study

The result of this research is expected to be useful, both theoretically and

practically.

1. Theoretically, this research is expected to be a new theory in term of

language teaching development, especially in reading.

2. Practically, this research is expected:

(1) To be source of information on how the teacher handles the reading class

(2) To be a good guidance for the students in developing reading ability on

descriptive text

(3) To be source of information for the next researcher who wants to have

further study on reading.

E. Scope of the Study

To avoid the research broadening, it is very important to make limitation

of some issues as follows:

This research is reading process strategy which focused on improving students

reading comprehension and fluency. This item is chosen because this is very

important to be identified by researcher to know how far the improvement of the

student in learning English especially reading.

 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Reading Process Strategy

There are several ways that one can use to be a good reader (Brown, 1994,

Nuttall, 1982) these strategies are as follows:

1. Identify the purpose of reading efficient, reading consists of clearly identifying

the purpose in reading something. So the reader knows what she /He is going

to read

2. Previewing, this is specially useful for getting the general idea of heavy

reading like long articles or newspapers, to decide which part of the articles

are worth a closer look.

3. Skimming, gives the reader the advantage of being able to predict the purpose

of the passage in order to decide whether it is relevant to his purpose of

reading or not. Skimming is a technique used t look for the gist of what the

author saying without a lot of detail. This is used if one only wants a preview

of the material. Skimming is also used after a person has already carefully

studied and he needs to review the major idea and concepts. Skimming is a

skill that requires concentration, knowledge of vocabulary, and comprehension

skill. .

4. Use efficient silent reading techniques to increase efficiency such as : do not

pronounce each word, try to visually perceive more than one word at the time ,

skip and try to infer the meaning of the words through its context
5. Guessing unfamiliar words through the context by looking closely at roots of

the word, grammatical context or semantic context.

6. Reader can use several strategy to guess unfamiliar vocabulary in a passage.

a. Context Clues.

Guessing the meaning of an unfamiliar word from context clues involves

the following kinds of information:

 Knowledge of the topic about which you are reading

 Knowledge of the meaning of the other words in the sentence (or

paragraph) in which the word occur.

 Knowledge of grammatical structure of the sentences in which the word

occurs

Context clues can be said as the words, phrases, sentence surrounding the

word which to be discovered its meaning. They help the reader identify

unfamiliar words in the sentence or paragraph. According to Guszak, states

that : "Context clues is the skill of using the words and meaning surrounding

an unknown words or phrases to determine the unknown element, semantic

and syntactic clues help the reader predict word possibilities according to

context. (Guzak,1878:31).

It means that the word has to make sense in context, which is easy to the

reader in encountering new words or unknown words.

b. Word Analysis.

Guessing the meaning of unfamiliar word from word analysis, that is to

use knowledge of the meanings of the part of the word. Many English
 words have been formed by combining parts of older English, Greek, Latin

words. For example, the word bicycle is formed parts bi, meaning two, and

cycle, meaning round or wheel.

c. Use a Dictionary

Use a dictionary to' find an appropriate definition. However, sometimes

the meaning of a single word is essential to an understanding of the total

meaning of a selection. If context clues and word analysis do not provide

enough information, it will be necessary to use a dictionary.

7. Scanning, is quickly searching through a text either to search for a specific

piece of information (e.g. name, date) or to find definition of key concept,

without reading through the whole text. Scanning is not reading process in the

true sense of the word. It is a searching that requires a reader to float over the

material until he finds what he need. Then he stops and reads as much

necessary in order to answer the question.

In order to scan efficiently, he should have a clear idea of what he is

looking for, where he is likely to find it, and how he can recognize the

information when he sees it. He can should scan until he can locate the

information and he reads until he has all the information he is seeking.

B. The Concept of Reading.

1. Definition of Reading

Reading' is a complex cognitive process of decoding symbols for the

intention of constructing or deriving meaning (reading comprehension). It is the

mastery of basic cognitive processes to the point where they are automatic so that
attention is freed for the analysis of meaning. Reading is a means of language

acquisition, of communication, and of sharing information and ideas. Like all

language, it IS a complex interaction between the text and the reader which is

shaped by the reader's prior knowledge, experiences, attitude, and language

community which is culturally and socially situated. The reading process requires

continuous practices, development, and refmement. (http://en.

wikipedia.org/wiki/Reading(process)

Finally, Lewis states that "Reading is the activity that consists of the

combination of word recognition, intellect and emotion interrelated with the prior

knowledge to understand the massage being communicated" (Lewis, 1985 : 91).

Reading in this context is not just reading as kind of transfer from written symbol

to a sound like reading aloud, but reading established with understanding the

meaning of words, sentences and paragraphs sensing relation among the ideas.

Chamber and Lowry pointed out that reading is more than merely recognition the

words for which certain combination of letters bring a correct recall, (1975: 114).

There are some skills which the reader should command in order to

comprehend a text fully. These skills are explained by Turner as follows: " An

individual may be said to comprehend a text fully when he can:

a. Recognize the words and sentences of the text and know what these and

sentence means.

b. Association meanings, both denotative and connotative, from personal

experience with the printed text.

c. Recognize show all these meaning and his perception of them fit together
 contextually.

d. And make value judgments about and based on the reading experiences

(Turner, 1984: 159)

2. Reading Process

Wiryodijoyo et al (1989:10-11) put forward some stages of reading

process as follow:

1. Perception

The perception here indicates the ability to read words as significant units.

2. Comprehension

The comprehension refers to the ability to make the author’s or writer’s

word conductive to useful through as read in contexts.

3. Reaction

His the action that requires consideration in connection with what has been

by Interaction

4. Interaction.

The interaction reveals to the ability to comprehend or understand through

or concept towards the experience background of writer that can be useful as part

of the reader’s experience.

There are three models of reading process namely: 1. Bottom-up model, 2.

Top down, 3. Interactive model.

Eskey (1986) in Simajuntak (1988) donates the bottom-up model of the

reading process is that reading a precise process involving exact, detailed,

sequential perception and identification of letters, word, spelling patterns and

large language unit, this model assumes that a reader proceeds by moving his eyes

from left right across the pages, first taking in the letters, combining these to form

words, then combining the words from the phrases, clauses and sentences of the

text.

The top-down model of the reading process deals with the general notion

of reading as reconstruction of meaning based on a skill full sampling of the text

and such specific notions as the use of the linguistics redundancy, the crucial rule

of prior knowledge in prediction and the necessity for a reading at a reasonable

rate in large, more meaning full chunks of text. This model involves and

interaction between thought and language.

The interactive model of reading process deals with a particular type of

cognitive behavior, which is based on certain kinds of knowledge which form.

3. The Elements of Reading

 "Phonemic Awareness is the ability to hear, identify and manipulate the

individual sounds-phonemes-in spoken words".

 "Phonics is the understanding that there is a predictable relationship.

between phonemes (the sounds of spoken language) and graphemes (the

letters and spellings that represent those sounds in written language)" .

 "Vocabulary refers to the words we must know to communicate

effectively. In general, vocabulary can be described as oral vocabulary or

reading vocabulary. Oral vocabulary refers to words that we use in

speaking or recognize in listening. Reading vocabulary refers to words we

recognize or use in print".

  "Fluency is the ability to read a text accurately and quickly. When fluent

readers read silently, they recognize words automatically. They group

words quickly to help them gain meaning from what they read. Fluent

readers read aloud effortlessly and with expression. Their reading sounds

natural, as if they are speaking".

 "Comprehension is the reason for reading. If readers can read the words

but do not understand what they are reading, they are not really reading".

4. Types of Reading

According Brown, H. Douglas (2004:189) here some types of reading:

a. Perspective. Perspective reading tasks involve attending to the components

of large stretches of discourse: letters, words, punctuation, and other

graphemic symbols.

b. Selective. This category is largely an artifact of assessment5 formats. In

order to ascertain one’s reading cognition of lexical, grammatical or

discourses features, of language within a very short stretch of language a

within a very short stretch of language, certain typical tasks are used

picture-cued tasks, matching, true/false, multiple choice, etc.

c. Interactive. Included among interactive types are stretches of language of

several paragraphs to one page or more in which the reader must, in

psycholinguistic sense, interact with the text. That is, reading is a process

of negotiating meaning; the reader brings to the text a set of schemata for

understanding it, and in take is the product of that interaction. Typical

genres that lend themselves to active reading are anecdotes, short narrative
 and description, excerpts from longer texts, questioners, memos,

announcements, directions, recipes and the like.

d. Extensive. Applies to the text of more than a page, up to and including

professional articles, essay, technical reports, short stories, and books.

5. Principle of Reading

According Heilment, W. Arthur, et.al, (1981:7) here some guidelines

or principles of reading:

a. Reading is a language process. Students being taught to read must

understand the relationship between their and their language.

b. Instruction should lead students to understand that reading must result in

meaning.

c. During every reading instruction period, students should read or be read

something that grabs their minds.

d. Pupil differences must be a primary consideration in reading instruction.

e. Proper reading instruction depends on the ongoing diagnosis of each

student’s reading strengths, weaknesses, and needs.

f. The best diagnosis is useless unless it is use as blueprint for instruction.

g. Any given technique, practice or procedure is likely to work better with

some student than with others.

h. Early in the learning process the students must acquire ways of gaining

independence in indentifying words whose meaning are known to him but

which are unknown to him as sight words.

 i. Learning to read is a long term developmental process extending over a

period of years.

j. The concept of readiness should be extended upward to all grades.

k. Emphasis should be on prevention rather than cure. Reading problems

should be detected early and corrected before they deteriorate into failure,

frustration, reaction cases.

l. No student should be expected or forced attempt to read material that he is

incapable of reading.

m. Provisions for the needs of exceptional student must be incorporated into

regular classroom reading instruction.

n. Learning to read is complicated process, one sensitive to a variety of

pressures.

o. Culturally and language different students should be accommodated in the

reading program rather than forced to meet the demands of the curriculum.

p. Reading instruction should be thought of as an organized, systematic,

growth, producing activity.

q. The adoption of certain instructional materials inevitably has an impact

and influence on a school’s instructional philosophy.

r. The key to successful reading instruction is teacher.

6. Reading Material

According to Harmer (1991:190) there are a number of examples of

reading materials both published and unpublished using variety of types of

exercises, we will look at:

a. Reading to confirm expectations

The students are involved in reading in order to confirm their

expectation about the information they think the text will contain. This

technique places great emphasis on the lead in stage, encourage the students

to predict the content of the text, and gives them an interesting and

motivating purpose for reading.

b. Reading to extract specific information

The students should see the question or tasks they are going to answer

or perform before reading the text. If they do this it will be possible for them

to read in the required way, they should read the text only those that they

need to extract the information which the questions demanded. They do not

have to worry about parts of the text they have difficulty with but only these

that they need to extract required information.

c. Reading for communicative tasks

The reading here is purposeful and communicative, those who read

know that they will have to answer question in order to communicate,

clearly if this technique is used more than once it’s important to be sure that

both values of the class have a chance to read.

d. Reading for general understanding

It’s the skill that involves absorbing only the main points of the text.

The reader isn’t looking for specific points but rather for whatever is

necessary to set an overall understanding of the text.

C. The Concept of Reading Comprehension

1. The Definition of Reading Comprehension

Reading Comprehension is primarily a matter of developing appropriate

efficient comprehension strategies some people had formulate definition of

reading comprehension, below are various definitions of reading comprehension.

According to Weiner ( 1985: 243) reading comprehension is a complex

process in which the reader uses his material. He must be able to recognize and

decode words, and be able to related the ideas to his previous knowledge.

Whorter (1993: xiv) stated the reading is approach as a thinking process in

which the students interacts with textual material and sort, evaluation and read to

the organization and content of material.

According to Smith and Johnson (1980) state that reading comprehension

is such a kind of dialogue between an author and reader in which written

languages become medium that causes the dialogue happen when the two people

communicate through the medium of print. It means that with understanding of

comprehending the material that have written by writer they are done an

instruction with the writer.

According to Webster's Dictionary, comprehension is "the capacity for

understanding fully; the act or action of grasping with the intellect." Webster also

tells us that reading is "to receive or take in the sense of (as letters or symbols) by

scanning; to understand the meaning of written or printed matter; to learn from

what one has seen or found in writing or printing.

2. Level of Comprehension

The three levels of comprehension, or sophistication of thinking, are

presented in the following hierarchy from the least to the most sophisticated level

of reading.

a. Literal - what is actually stated.

1) Facts and details

2) Rote learning and memorization

3) Surface understanding only

Test in this category are objective tests dealing with true / false, multiple

choice and fill-in-the blank questions. Common questions used to illicit this type

of thinking are who, what, when, and where questions.

b. Interpretive - what is implied or meant, rather than what is actually stated.

1) Drawing inferences

2) Tapping into prior knowledge / experience

3) Attaching new learning to old information

4) Making logical leaps and educated guesses

5) Reading between the lines to determine what is meant by what is stated.

Tests in this category are subjective, and the types of questions asked are

open-ended, thought-provoking questions like why, what if, and how.

c. Applied - taking what was said (literal) and then what was meant by what was

said (interpretive) and then extend (apply) the concepts or ideas beyond the

situation.

1) Analyzing
 2) Synthesizing

3) Applying

In this level we are analyzing or synthesizing information and applying it

to other information.

According to Muhammad (1990) there are three levels of comprehension,

namely:

a. The first level. Literal comprehension is the most obvious comprehension it

involves surface meaning.

At this level, teacher can ask students to find information and ideas that and

exciplitly stated in the text. In addition, it’s also appropriate to test vocabulary,

being able to read for literal meanings of stated ideas is influenced by one’s

mastery of word meaning.

b. The second level is interactive or inferential comprehension.

At this level, students go beyond what is said and read on deeper meaning.

They must be able to read critically and analyzes carefully what they have read

students need to be able to see relationship among ideas.

c. Finally the third level comprehension is critical reading or applied reading

where the ideas and information is evaluated critical evaluation occurs only

after our students’ have understood the ideas and information that the writer

has presented. At this level students’ can be tasted on this following skills:

a. The ability to differentiate between facts and opinions

b. The ability to recognize persuasive statements.

c. The ability to judge the accuracy of the information given in the text.
3. Improve Students' Reading Skills in Both Speed and Comprehension

Elizabet and Karen,(2002: 96) there are five to developing reading skill

that are commonly know, they are:

a. Finding Main Ideas and Supporting Skill

The most valuable reading comprehension skill are the probably

the ability to determine the most importance thing in out her is saying.

Read the following paragraph to see if you can distinguish between

essential and non- essential information between the main idea and

supporting details.

b. Skimming of specific information

It is not always necessary to read every word if passage. Your

purpose for reading something determines how closely you should read it.

Once know what your purpose is, skimming is valuable procedure.

Skimming through a passage involves reading very fast in order to

reacquire main ideas and supporting details while skipping (not reading)

parts that are relevant to your reading purpose.

c. Defining words from Context

As we probably know, the text way to improve your vocabulary is

to read as often and so much as possible, we sometimes learn award what

we don’t know by looking at it is need in a sentence that is, by looking at

its contexts.

d. Making inference
 There are two basic kinds of reading comprehension, when you are

able to use the author’s words to answer a comprehension question; it is

your factual comprehension that is being tested. Sometimes however the

information is not directly stated, so we must infer a meaning using your

own reasoning and logic. This type of understanding is sometimes referred

to as inferential comprehension.

e. Understanding advertisement

Writers of advertising copy are amateur psychologist. They know

just what will appeal to our instincts and emotions. In general, they are

major areas in our nature at which advertising aims preservation, pride and

pleasure.

Reading comprehension involves specific thinking processes. Lack of

comprehension is often a result of reading too slowly. The reason is that the short

term memory can only retain information for a few second (Mikulecky, 1986). A

reader who reads very slowly, word by word often forgets the beginning of a

sentence by the time she/he reaches the end. Instruction on reading faster will

improve comprehension since when one reads faster, one can read a group of

words together. Learners will be able to think about ideas and not just single

words. That is why learners who read faster can potentially understand better and

remember more.

On the other hand, slow readers tend to be passive and unskilled. Their

comprehension or understanding is often low because they work too far below

their potential to remain alert and interested."As a result their minds

wander"(Miller et all, 1990).

Kollers and Katzman (1966 in Nunan, 1991) that processing of every letter

in the text takes from a quarter to third of a second to recognize and assign the

appropriate phonemic sound to a given grapheme. It means, a reader would only

able to process around 60 words per minute. However, research and records of

hundreds of teachers show that anyone with intelligence (and good insight) can

read and understand simple material of 800 -1200 words per minute (Mller et aI,

1990).

Research has shown that one of main characteristics of a good reader is his

flexibility. He will vary his speed, and his manner of reading to the text and

according to his purpose in reading it. (Nuttall,1982). Finally, good readers are

both efficient and effective in comprehending the writer's message. To accomplish

this efficiency, they maintain constant focus on constructing the meaning

throughout the process, always seeking the most direct of meaning, always using

strategies for reducing uncertainty, always being selective about the use cues

available and drawing deeply on prior conceptual and linguistic competence. They

also minimize dependence on visual detail. (Goodman in carrel,1993).

4. Encouraging Students to Read More

It has been found that there are many factors which influences' ability to

comprehend reading texts. Some are intrinsic such as students' prior knowledge of

the particular topic. Whether one understands the text or not depends very much

on the text variables such as the amount of difficult vocabulary in the text,

sentence' structure and length, and number of new concepts (Nunan, 1991).
 From the above statements, Rigg (1981 in Carrel et all, 1988) offers some

ways on how to minimize difficulty of the text and help students to be motivated

as well. For the beginning reader, it is better to use the students' ideas. The

students decide what they want to say and how to say it. And then teacher tries to

fmd out the suitable material or rewrites the word. So the students will read their

own words, since they tend to be motivated to read what they have just said. In

addition, the problem of unfamiliar words should be overcome.

Second, in order to minimize interference from the text, narrow reading

can be encouraged (see Kranshen, 1991). What Kranshen means here refers to

reading that is confined t a single topic or the text of a single author. Thus, the

students become familiar with the specialized vocabulary of the topic and the

style of the author, and this will be easier for students to comprehend the text.

Students will adjust to the repeated vocabulary of a particular topic. In addition,

repetition of vocabulary or structure mean that review is built into the reading~

The advantages from this point of view is that schemata are repeatedly accessed

and further expanded and refined, resulting in increased comprehension.

The third, possibility of text facilitation is to develop the materials by sing

text with local settings and specialized low frequency vocabulary (see Paulston

and Bruder, 1976). The materials could be a local newspapers, pamphlets,

brochures, or booklets about local of interest. This also could increase reader's

motivation since the readers' schemata of the topic are there, and the material is

culturally appropriate.

Finally, readers are allowed to select their own reading text with respect to
content, level difficulty, and length. This is called extensive reading. "Extensive

reading is the reading, without over instruction, of large amounts of material for

pleasure and information" and it is one effective way to improve the students'

proficiency in English (see Jacobs et all, 1997). Hence that, Nuttal (1988) points

out "The best way to improve one's knowledge of a foreign language is to go and

live among its speakers. The next best way is to read extensively in it". However,

students who read a lot will not become fluent overnight, and it may take a year or

two to make improvement in their productive skills.

Read a large number of books are one of the best ways to encourage the

students to read more. However, there are many factors that can determine

whether read amount of books succeeds or fails, such as appropriateness of

materials. A program will fail if there is mismatch between student' proficiency

levels and difficulty level of the books. In such situation, learning does not take

place since students are reading at a frustration level. Nuttal (1988) illustrates the

cycle of frustration as follows:

Does not understand reads slowly

Does not read much does not enjoy reading

There are several ways to overcome this problem. First the books

supplied should be varied and interesting so that the students can select the
books according to their interests and abilities. Second, to get students out of

the vicious circle into virtuous one, Rodgers (1997) suggest a number of

strategies as follows ; Setting a goal for reading, guessing when encounters

new words, highlighting the text, summarizing the text, predicting content of

the text, discussing the text with a friend.

Nuttal (1988) illustrates successful reader as follow

Enjoys reading Reading faster

Understand better Read more

To motivate the students, the follow - up task should be short and easy and teacher

should provide feedback to indicate to them that they are making progress.

D. Extract Specific Information and General Information

1. Reading for Specific Information

Reading for specific information it is part of scanning. The skills necessary

for reading for specific information include determining specific purpose,

determining the author's purpose and perspective, knowing how to interpret

tables, graphs, icons, and other visual aids, and using an effective approach to

the task.
a. Determine Specific Purpose

Before read the information, know exactly what you are looking for.

State your purpose as clearly as possible to yourself and write it in your

notebook. For example, are you looking for information that will help you

understand a certain function of a computer program? Are you researching

material that will help you buy a new car? Are you looking for trends in

marketing data of a certain product or company? Are you trying to

determine some of the underlying causes of the Civil War? Stating your

purpose clearly will help you keep on task as you begin your research and

thus save you time. This is especially true when researching information

on the Internet because it is easy to get distracted by the many sites you

will encounter.

b. Determine the Author's Purpose and Perspective

In researching for specific information, your goal is to find accurate

material. As you read a text, try to understand both the author's purpose

and viewpoint. What information does the author wish to convey? What

does the author want you, the reader, to think or believe after reading the

material? Is the author biased about the material in any way? Does the

author's affiliation with a certain group, or his or her credentials, affect the

authority of the material? For Internet material, check carefully to find out

who is sponsoring the site, the date the material was uploaded, and what

hyperlinks are embedded in the site. While material in books published by

 reputable presses is usually carefully screened for accuracy, the Internet is

unregulated–any person may post a Web site. It is therefore, extremely

important to verify that the site and its author are trustworthy.

c. Know How to Interpret Tables, Graphs, Icons, and Other Visual Aids

As you read for information, note closely the symbols, numeric data,

graphs, tables, and other visuals provided and work to understand how the

author is using them. Read the headings or explanations and determine

how the visuals illustrate and relate to your research purpose. On the

Internet, use the icons and hyperlinks provided to navigate through the

text. Then determine which links are important to your search and which

are not. Bookmark important links so that you may find them again easily.

d. Use an Effective Approach for the Task

Reading for information or to learn how to perform a task requires an

effective reading strategy. The SEARCH method is one such strategy.

SEARCH stands for Scan, Examine, Act, Review, Connect, and Hunt.

2. Reading for General Information

Reading for information it is part of skimming. Reading for general

information includes: previewing, skimming, and finding the main idea.

a. Previewing : Looking quickly at the text before beginning reading

b. Skimming : Reading quickly to get main idea

c. Finding the main idea: Understanding the writer’s principal message.

 E. Conceptual Framework

Reading Skill

Reading Comprehension to Reading Comprehension to

Extract Specific Information General Information

Reading Process Strategy

A Classroom Action Research (CAR)

Improving Students’ Reading Ability

Reading Comprehension to Reading Comprehension to

Extract Specific Information General Information

In this conceptual framework, the students face many problems in learning

English one of the crucial problems is their reading ability that covered

comprehension and fluency in reading English.

Based on the problems above, the researcher applies Reading Process

Strategy to overcome the problems. Reading process strategy is one of suitable

techniques in teaching reading because it gives each student an opportunity to

improve their reading ability especially their comprehension and fluency in

reading.
 CHAPTER III

RESEARCH METHOD

A. Research Setting

This research used a classroom action research (CAR). It covered research

location, research time and classroom action research cycles as follows:

1. Research Location

This classroom action research was conducted at SMP PESANTREN PUTRI

YATAMA MANDIRI for English subject. The subject of this research was

the first year students of SMP PESANTREN PUTRI YATAMA MANDIRI in

2011-2012 academic years. The class consists of 29 students.

2. Research Time

This research began at November until December 2011-2012 academic year.

3. Classroom Action Research Cycles

This classroom action research was conducted in two cycles, they were: cycle

I and cycle II. It was aimed at observing the increasing students’ ability in

reading comprehension through Reading Process Strategy.

In this research the writer conducted the research in four stages those were:

planning, acting or action, observation and reflection. The research procedure

was divided into two cycles and every cycle consists of four meetings.

Cycle I

The first cycle in this classroom action research as follows:

a. Planning
 a. In this section, the teacher prepared the material was gave to the students.

b. The teacher prepared lesson planning for the first meeting, the second

meeting, the third meeting, and the fourth meeting about reading material.

c. Made observation paper to observe the students’ activity.

b. Action

a. The teacher divided the students into some groups that consisted of three

or four students.

b. The teacher taught the students narrative text.

c. The teacher read the text and asked the students to listen it.

d. The teacher gave explanation about the reading text.

e. The teacher introduced the reading process strategy.

f. The teacher explained to the students the purpose of reading efficient.

g. The teacher asked the students to understand the general idea of reading

material.

h. The teacher asked the students to look for the important information from

the passages.

i. The teacher asked the students to apply silent reading activity.

j. The teacher checked the students to understand about passages after doing

silent reading through asking the students to retell the passages with their

own words.

k. The teacher asked the students to find unfamiliar words then guessing the

unfamiliar words.
 l. The teacher asked the students to write down unfamiliar words on the

white board.

m. The teacher explained and gave conclusion to the students.

c. Observation

Basically, the steps of observation were done since research by using

observation paper that had made. These observations as followed:

a. Students’ attendance.

b. Students’ learning process.

c. The students’ responses to the material.

d. The students’ activities in teaching and learning process.

d. Reflection

Reflection aimed to see the result of the first cycle action process, to analyze,

understand and conclude the activity in the first cycle. The researcher

analyzed the results of the first cycle to know whether the action was in

successfull criteria or not, and then what was the lack of that activity based

on evaluation at the end of the cycle.

Cycle 2

In this section did the next action based on the results of cycle I reflection,

namely:

1. Planning

a. To continue the activity that has been done in first cycle.

b. To improve the weakness in the first cycle.

 c. To make planning again in the scenario earning process from the result of

cycle I reflection.

2. Action

The action of this cycle was developed from action in cycle I. In the

first until the fourth meeting the researcher did action as follows:

a. The teacher divided the students into some groups that consisted of three

or four students.

b. The teacher gave the students the copied text and asked the students to

read it.

c. The teacher gave time to students to understand the reading text.

d. The teacher asked the students to understand the general idea of reading

material.

e. The teacher asked the students to look for the important information from

the passages.

f. The teacher asked the students to apply silent reading activity.

g. The teacher checked the students to understand about passages after doing

silent reading through asking the students to retell the passages with their

own words.

h. The teacher asked the students to find unfamiliar words then guessing the

unfamiliar words.

i. The teacher asked the students to write down unfamiliar words on the

white board.

j. The teacher explains and gave conclusion to the students.

 3. Observation

In the case the observation done at the cycle II was almost same with

the done observation at cycle I.

4. Reflection

This stage is the conclusion from the whole cycles. Those are about

applying the speed reading to increase the students’ ability in identifying

information in reading text based on the observation result and personal note

in action activity.

B. Research Variables and Indicators

1. The research had two kinds of variable, namely independent and dependent

variables: The Independent variable of the study was the use of Reading

Process Strategy method in teaching reading comprehension. The Dependent

variables were extract specific information and general information of the

text.

2. The indicators were :

2.1. Extract specific information

a. Sequence details

b. Determining the author’s purposes

2.2. Extract general information of the text.

a. Main ideas

b. Overall understanding of the text.

C. Instrument of Research

The test was used to examine and assess the students’ reading comprehension

achievement level which deals with understanding of passage and finding

answers explicitly of the passage. The writer was used reading test.

D. Subjects of the Research

Research subject of this classroom action research was the first year in at

SMP PESANTREN PUTRI YATAMA MANDIRI. The class consists of 29

students.

E. Techniques of Collecting Data

In collecting the data, the reseacrh used two instrument observation and test.

The type of data were collected consist of quantitative data in which the

instrument used were test and qualitative data in which the instrument that

researcher used was observation.

F. Techniques of Data Analysis

The data was collected through the test and was analyzed by used the

following procedure:

1. Scoring students correct answer in reading comprehension

No. Criteria Score

1. Answer is correct 1

2. Some errors of answer ½

3. Answer is incorrect / no answer 0

 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠′ 𝑎𝑛𝑠𝑤𝑒𝑟
𝑠𝑐𝑜𝑟𝑒 = 𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒
X10

(Depdikbud in Budiyanto, 2004:27)

2. Classifying the students’ score into the following criteria :

The mean score of the students were classified into seven level as

follow:

a. 9.6 to 10 is classified as excellent

b. 8.6 to 9.5 is classified as very good

c. 7.6 to 8.5 is classified as good

d. 6.6 to 7.5 is classified as fairly good

e. 5.6 to 6.5 is classified as fair

f. 3.6 to 5.5 is classified as poor

g. 0.4 to 3.5 is classified as very poor

(Depdikbud in Sarlin, 2009 :26)

3. Calculating the mean score of the students’ answer by using the following

formula :

∑𝑋
𝑋̅= 𝑁

Where:

𝑋̅ = mean score

∑X = total row Score

N = total respondents

(Gay in Yanti, 2007 : 24 )

4. Calculation percentage of students score
𝐹
P = 𝑁x100℅

Where :

P = the percentage

F = the frequency of items

N = the total respon

(Depdikbud in darmawati, 2007 :22)

 CHAPTER IV

FINDINGS AND DISCUSSION

This chapter consists of findings of the research and its discussion. The

findings of the research present the result of the improvement of the students’

reading ability that covers the students’ reading ability to extract specific

information and general information of the text.

A. The Findings

1. The Improvement of the Students’ Comprehension to Extract Specific

Information of the text.

The improvement of the students’ ability to extract specific information

dealing with sequences details and determining the author’s purposes through

the application of Reading Process Strategy can be seen clearly in the

following table.

Table 1: The Improvement of the Students’ Ability to Extract Specific

Information of the text.
The Student’ Score Improvement (%)
No Indicators
D-Test Cycle I CycleII DT CI CI CII DT CII

1. Sequences of 4.76 6.14 7.72 13.80% 15.80% 29.60%

Details
2. Determining the 4.83 6.24 8.00 14.10% 17.60% 31.70%
Author’s purposes
3. ∑𝑋 9.59 12.83 15.72 27.80% 33.40% 61.30%

4. X 4.80 6.19 7.86 13.90% 16.70% 30.65%

 The table above indicates that the improvement of the students’ ability to

extract specific information after given action in Diagnostic Test – cycle II is

quite significant (30.65%). It also shows that the result of Diagnostic-Test is

the lowest mean score. The students’ achievement in Diagnostic-test is

categorized as fair in the lowest score (4.80). After evaluation in cycle I and

cycle II, there is a significant improvement of the students’ ability to extract

specific information where the result of cycle I is categorized as fair in

maximum score (6.19) and cycle II categorized as fairly good which almost

reach good category (7.86). Therefore, the students’ ability to extract specific

information achievement improved significantly from Diagnostic Test until

cycle II.

The table above also indicates that the indicators of the students’ ability

to extract specific information in terms of sequence details and determining

the author’s purposes. The students’ sequence details improvement is quite

significant (Diagnostic test – Cycle II = 29.60%). In fact, the use of reading

process strategy made the students’ sequences details mastery increased.

There is a changing category of students from fair category becomes good

category.

The students’ determining the author’s purposes achievement also

improves from Diagnostic-test to cycle I and cycle II as well as sequence

details even though there is a little bit difference. The students’ determining

the author’s purposes achievement improved higher than sequence details.

The improvement
of students’ determining the author’s purposes from Diagnostic Test till cycle

II is 31.70%. The students’ determining the author’s purposes achievement

category changes from fair (4.83) becomes fairly good in maximum score

(8.00). Therefore, the indicators of the students’ ability to extract specific

information in terms of sequence details and determining the author’s

purposes improved significantly from Diagnostic Test until cycle II.

To see clearly the improvement percentage of the students’ ability to

extract specific information, the following chart is presented:

The Percentage Improvement of the Students’ Ability to Extract Specific

Information

30.00%

20.00% 16.70%
13.90%
Cycle I
10.00% Cycle II

0.00%
Extract Specific Information

The process that could be explained from cycle 1 to cycle 2 as follows:

At the beginning of the implementation of the first cycle has not been

suitable with planning yet this matter was caused by some students do not

know to apply reading process strategy. They do not accustom with reading

process strategy. They still do not know the step of reading process strategy.

At the end of the second cycle could be concluded that students already

understand reading process strategy. Students accustom with reading process

 strategy. They know that reading process strategy some certain steps.

Students enjoy and relax with this strategy in learning process.

The chart above shows that the improvement percentage of the students’

comprehension to extract specific information after taking an action through

reading process strategy is higher than before. It also shows the improvement

percentage of the students’ comprehension to extract specific information in

cycle I to cycle II is lower than diagnostic test to cycle I.

2. The Improvement of the Students’ Reading Ability to General

Information of the text.

The improvement of the students’ reading ability to general information

dealing with main ideas and overall understanding of the text through the

application of Reading Process Strategy can be seen clearly in the following

table.

Table 2. The Improvement of the Students’ Ability to General Information of

the text.

The Student’ Score Improvement (%)

No Indicators
D-Test CycleI Cycle II DT CI CI CII DT CII

1. Main Ideas 4.79 6.38 8.07 15.90% 16.90% 32.80%

overall
2. 5.03 6.48 8.21 14.50% 17.30% 31.80%
understanding of
the text
3. ∑𝑋 9.82 12.86 16.28 30.40% 34.20% 64.60%

4. X 4.91 6.43 8.14 15.20% 17.10% 32.30%

 The table above indicates that the improvement of the students’ reading

ability to general information in cycle II is greater than that in cycle I and

Diagnostic –Test. The students’ achievement in D- test is categorized as fair

(4.91). After evaluation in cycle I and cycle II, there is a significant

improvement of the students’ reading ability to general information where the

result of cycle I is categorized as fair (6.43) and cycle II categorized as fairly

good (8.14). Therefore, the students’ reading ability to general information

achievement is improved from Diagnostic Test until cycle II.

In the table above also indicates that the indicators of students’ reading

ability to general information improve significantly. In addition, there are two

indicators to general information of the text. Those are main ideas and overall

understanding of the text.

The table above also indicates that the indicators of the students’ reading

ability to general information in terms of main ideas and overall

understanding of the text improve significantly. In Diagnostic-Test, the

students’ main ideas achievement is fewer than after evaluation in cycle I and

cycle II (32.80% <16.90% <15.90%). Where in diagnostic test the students’

main ideas achievement is categorize as fair (4.79) and in cycle I is a fair

(6.38) and then it becomes a fairly good (8.07) in cycle II. Thus, the

improvement of the students’ main ideas achievement from Diagnostic test to

cycle II is 32.80%.

The students’ overall understanding of the text also improves from

Diagnostic-test to cycle I and cycle II which score of the students’ overall

understanding of the text in cycle II is greater than that in cycle I and

Diagnostic Test (31.80% >17.30%>14.50%). In Diagnostic Test the students’

overall understanding of the text achievement is categorized as fair (5.03) and

in cycle I is a fair category (6.48) then it becomes a fairly good category

(8.21) in cycle II. And the improvement of the students’ effectiveness from

Diagnostic test to cycle II is 31.80%. It is greater than the improvement from

Diagnostic Test to cycle I and cycle I to cycle II. Therefore, the indicators of

the students’ reading ability to general information in terms of main ideas and

overall understanding of the text improved significantly from Diagnostic Test

until cycle II.

To see clearly the improvement of the students’ reading ability to general

information, the following chart is presented:

To see clearly the improvement percentage of the students’ reading ability

to general information, the following chart is presented:

The Percentage Improvement of the Students’ Reading Ability to General

Information

30.00%

20.00% 17.10%
15.20%
Cycle I
10.00% Cycle II

0.00%
General Information
 The process that could be explained from cycle 1 to cycle 2 as follows:

At the beginning of the implementation of the first cycle has not been

suitable with planning yet this matter was caused by some students do not

know to apply reading process strategy. They do not accustom with reading

process strategy. They still do not know the step of reading process strategy.

At the end of the second cycle could be concluded that students already

understand reading process strategy. Students accustom with reading process

strategy. They know that reading process strategy some certain steps.

Students enjoy and relax with this strategy in learning process.

The chart above shows that the improvement percentage of the students’

reading comprehension to general information after taking an action through

reading process strategy is higher than before. It is proved by the

improvement percentage of the students’ reading ability to general

information from Diagnostic test to cycle II improved significantly (32.30%).

3. The Improvement of the Students’ Reading Ability through Reading

Process Strategy.

The application of Reading Process Strategy in improving the students’

reading ability is dealing with extract specific information (ESI) and general

information (GI). The improvement of the students’ reading comprehension

that dealing with extract specific information and general information can be

seen clearly in the following table:

Table 3: The improvement of the students’ Reading Ability

The Student’ Score Improvement (%)

No Variabels
D-Test Cycle I Cycle II DT CI CI CII DT CII

Extract Specific
1. 4.80 6.19 7.86 13.90% 16.70% 30.65%
Information of
the text
General
2. 4.91 6.43 8.14 15.20% 17.10% 32.30%
information of
the text
3. 9.71 12.62 16.00 29.10% 33.80% 62.95%
∑𝑋

4. 4.86 6.31 8.00 14.55% 16.90% 31.48%

X

The table above indicates that there is the improvement of the students’

Reading ability from D-Test to cycle I and cycle II, in which the

improvement percentage of the students’ Reading ability in cycle II is greater

than that in cycle I and D-Test (31.48% > 16.90% > 14.55%). The Students’

Reading ability in D-Test is categorized as fair achievement in lowest score

(4.86). After evaluation in cycle I the students’ Reading ability increases and

it is categorized as fair which almost fairly good (6.31). Then, in cycle II the

students’ Reading ability categorized as fairly good (8.00). Therefore, the

improvement of students’ Reading ability achievement from D-Test until

cycle II is increasing significantly with the improvement is 31.48%.

The table above proves that the use of reading process strategy in

teaching and learning process can improve the students’ Reading ability after

taking action in cycle I and cycle II where the students’ achievement in cycle

II is the highest of all.

 To see clearly the improvement of the students’ Reading ability, the

following chart is presented:

To see clearly the improvement of the students’ Reading ability, the

following chart is presented:

The Percentage Improvement of the Students’ Reading Ability

30.00%

20.00% 16.90%
14.55%
Cycle I
10.00% Cycle II

0.00%
Reading Ability

The chart above shows that the improvement percentage of the students’

Reading ability after taking an action through simulation technique is higher

than before. It is proved by the improvement percentage of the students’

Reading ability in Diagnostic Test to cycle II which is higher than

Diagnostic-Test to cycle I and cycle I to cycle II.

4. The implementation of Reading Process Strategy

The result observation of the students’ activeness in teaching and

learning process toward the use of reading process strategy in improving the

students’ Reading ability at the first grade students of SMP Pesantren Putri
 Yatama Mandiri which was conducted in 2 cycles during 8 meetings is taken

by the observer through observation sheet.

In cycle I the students’ activeness in each meeting doesn’t improve

significantly. At the beginning of the implementation of the first cycle has not

been suitable with planning yet this matter was caused by some students do

not know to apply reading process strategy. They do not accustom with

reading process strategy. They still do not know the step of reading process

strategy.

In cycle II the improvement of the students’ activeness is up and down.

At the end of the second cycle could be concluded that students already

understand reading process strategy. Students accustom with reading process

strategy. They know that reading process strategy some certain steps.

Students enjoy and relax with this strategy in learning process.

So far there is the improvement of the students’ activeness in teaching

and learning process improves as well as the method that implemented by the

teacher in each cycle.

B. Discussion

The research finding indicated that the students’ reading ability through

Reading Process Strategy showed the improvement process from the cycle 1

to cycle 2. The process covered about their understanding extract specific

information and general information of the text from low to high mean score.
 The researcher has changed the activity more interesting in cycle 2 so that

students could show the improvement in the first cycle the researcher gave

less explanation about the Reading Process Strategy to students’ but in cycle

2 students’ really enjoy the Reading Process Strategy because the researcher

gave explanation intensively.

At the first, students were lazy to move to Reading Process Strategy but

the researcher usually gave them explanation clearly what to do in Reading

Process Strategy. As a result students became familiar with the condition of

the strategy.

There were some processes consisted of eight meetings that researcher could

explain as follows:

1. At the first meeting in cycle 1, researcher checked students name and

explained what the Reading Process Strategy and how to do it. After that

researcher dividing group and students sit suitable with their group,

researcher gave material every group and the title of the material is Three

Foolish Sons. Then researcher read reading text and asked students to

listen information about material by the researcher, after that the students

will get some guides about the material and researcher asked students to

read the material and compare information in the course with that in the

text. After that researcher gave each group 10 minutes to finish their task.

And researcher asked students every group discuss the material which they

have heard and read in front of class then the students also answer the

question of the text.

2. At the second meeting in cycle 1, researcher checked their name. After that

researcher dividing group and students sit suitable with their group, so the

groups consisted of four or five students, researcher gave material every

group and the title of the material is The Legend of DjakaTarub. Then

researcher explanation about narrative text and types of narrative text, the

researcher asked students” What kinds of the text? and also researcher

asked students whether they knew about DjakaTarub or had they ever

heard the story about it. This way could stimulate the students’ knowledge

before into reading text. Next researcher asked students to listen

information about material by the researcher, after that the students will

get some guides about the material and researcher asked students to read

the material and compare information in the course with that in the text.

After that researcher gave each group 10 minutes to finish their task. And

researcher asked students every group discuss the material which they

have heard and read in front of the class then the students also answer the

question of the text.

3. At the third meeting in cycle 1, researcher checked their name. After that

researcher dividing group and students sit suitable with their group, so the

groups consisted of four or five students, researcher gave material every

group and but the third meeting explain about report text and the title of

the material is Kangaroo animal, the researcher explain about material and

some of the students to listen information about material by the researcher,

after that the students will get some guides about the material and
 researcher asked students to read the material and compare information in

the course with that in the text. After the researcher read of the material

and in fact, the students were very interested to listen the text because their

got new information, then researcher gave each group 10 minutes to finish

their task. And researcher asked students every group discuss the material

which they have heard and read in front of the class then the students also

answer the question of the text.

4. At the fourth meeting in cycle 1, researcher checked their name. After that

researcher dividing group and students sit suitable with their group, so the

groups consisted of four or five students, researcher gave material every

group and the title of the material is ”What is Thunder and Lighting”. Then

researcher wrote title in the whiteboard, the researcher read reading text.

Next researcher asked students to listen information about material by the

researcher, after that the students will get some guides about the material

and researcher asked students to read the material and compare

information in the course with that in the text. Some of the students like

this material because their know process of the Lighting which they did

not know before. Then researcher gave each group 10 minutes to finish

their task. And researcher asked students every group discuss the material

which they have heard and read in front of the class then the students also

answered the question of the text and then the researcher gave test for the

students.
5. At the fifth meeting in cycle 2, the researcher didn’t explain what the

reading process strategy is and how to use those steps as had done in the

fourth meeting of cycle 1 because the students had familiar with it. Then

researcher checked their name. After that researcher dividing group and

students sit suitable with their group, so the groups consisted of four or

five students, researcher gave material every group. After that researcher

explain about narrative text again with the types it. Then researcher asked

the students “What do you ever watch movie or read about Alibaba and the

forty thieves story? And some of the students just know Alibaba have

magic lamp. After that the students had understood about material, the

researcher continue the subject. Next researcher asked students to listen

information about material by the researcher, after that the students will

get some guides about the material and researcher asked students to read

the material and compare information in the course with that in the text.

Before students discuss the researcher gave students an activity sheet

contains vocabulary words and guided reading question to be answered

during reading, to improve comprehension about material and also the

researcher explained the difficult words in the text. Then researcher gave

every group 10 minutes to finish their task. And researcher asked students

every group report the information that they got, then the students also

answer the question of the text and ask students to determining the

author’s purposes of the text and make review about the content of the

text.
6. At the sixth meeting in cycle 2, researcher checked their name. After that

researcher dividing group and students sit suitable with their group, so the

groups consisted of four or five students, researcher gave material every

group. Next researcher asked students to listen information about material

by the researcher, after that the students will get some guides about the

material and researcher asked students to read the material and compare

information in the course with that in the text, then researcher gave each

group 10 minutes to finish their task. And researcher asked students every

group report the information that they got, and in this discussion there

were some students who interested with discussion because the students

ever experienced, it so many students gave their opinion about the topic of

that discussion and researcher asked students to find out main idea of each

paragraph and made review about the content of the text then the answered

the question of the text.

7. At the seventh meeting in cycle 2, this meeting explains report text, and

then researcher checked their name. After that researcher dividing group

and students sit suitable with their group, so the groups consisted of four or

five students, researcher gave material every group. Next researcher asked

students to listen information about material by the researcher, after that

the students will get some guides about the material and researcher asked

students to read the material and compare information in the course with

that in the text, then researcher gave each group 10 minutes to finish their

task. And researcher asked students every group report the information
 that they got in front of the class and researcher asked students to

determining the author’s purpose and made review about the content of

text then the students also answered the question of the text.

8. At the eight meeting in cycle 2, researcher checked their name. After that

researcher dividing group and students sit suitable with their group, so the

groups consisted of four or five students, researcher gave material every

group. Then researcher wrote title in the whiteboard, and some of the

students knew types of the text after saw n read some part of the text, so

the researcher is not review explain about report text. Next researcher

asked students to listen information about material by the researcher, after

that the students will get some guides about the material and researcher

asked students to read the material and compare information in the course

with that in the text, then researcher gave each group 10 minutes to finish

their task. And researcher asked students every group report the

information that they got in front of the class then the students also

answered the question of the text and made review about the content of the

text and the researcher gave the test for students.

 CHAPTER V

CONCLUSION AND SUGGESTION

This chapter consists of conclusion and suggestion.

A. Conclusion

Based on the research findings and discussions in the previous chapter,

the following conclusions are presented:

a. Reading Process Strategy is able to improve the students’ reading ability to

extract specific information at the first year students’ of SMP Pesantren

Putri Yatama Mandiri .It is proved by the students’ achievement in cycle II

is higher than cycle I and D-Test where in D-Test the students’ mean score

achievement in reading ability to extract specific information is 4.80, but

after evaluation in cycle I the students’ reading ability to extract specific

information becomes 6.19 and cycle II 7.86.

b. Using reading process strategy is able to improve the students’ reading

ability to general information at the first year students’ of SMP Pesantren

Putri Yatama Mandiri. It is proved by the students’ achievement in cycle II

is higher than cycle I and D-Test where in D-Test the students’ mean score

achievement in reading ability to general information is 4.91, but after

evaluation in cycle I the students’ reading ability to general information

becomes 6.43 and cycle II 8.14.

c. Using reading process strategy is able to make the students more active in

learning process, especially in reading activities because reading process

strategy is one of the fun ways in learning English especially reading.

 d. The process of the teaching and learning process runs well during the

classroom action research at the first year students of SMP Pesantren Putri

Yatama Mandiri because the students are enthusiast to study English.

Beside that, the researcher also gets full support by the teachers.

B. Suggestion

Based on the conclusion above, the researcher addresses the following

suggestion and recommendation.

1. It is suggested that the teachers, especially those who teach English of junior

high school with the use of Reading Process Strategy as one alternative

among other teaching strategy can be used in teaching reading ability.

2. It is suggested that the English teachers use Reading Process Strategy

presenting the reading comprehension materials, because it is effective to

improve the students’ achievement.

3. The teachers can attempt to call up all the ability to increase study process by

doing or using Classroom Action Research in many class.

4. The researcher use Reading Process Strategy in doing researching in the other

variables.
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