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IMPROVING STUDENTS’ READING COMPREHENSION

ACHIEVEMENT BY APPLYING BDA (BEFORE-DURING-AFTER)


TECHNIQUE

Skripsi
Presented to
Undergraduate Program
English Education Program
University of Nurul Jadid
In partial fulfillment of the requirements for the degree of Bachelor in
English Language Education

By
ERIL SINTA NURIYAH
NIM 1842300028

NURUL JADID UNIVERSITY


UNDERGRADUATE PROGRAM
ENGLISH EDUCATION PROGRAM
2022
IMPROVING STUDENTS’ READING COMPREHENSION
ACHIEVEMENT BY APPLYING BDA (BEFORE-DURING-AFTER)
TECHNIQUE

Skripsi
Presented to
Undergraduate Program
English Education Program
University of Nurul Jadid
In partial fulfillment of the requirements for the degree of Bachelor in
English Language Education

By
ERIL SINTA NURIYAH
NIM 1842300028

NURUL JADID UNIVERSITY


UNDERGRADUATE PROGRAM
ENGLISH EDUCATION PROGRAM
2022

i
APPROVAL

This is to certify that the Skripsi of Eril Sinta Nuriyah has been approved by the
board of Examiners on

Probolinggo,
Chairperson,

Dr. Tirmidi, M.Pd

Examiner I,

Bradhiansyah Tri Suryanto, M.Pd.

Examiner II,

Abdullah Al Anis, M.Pd.

Acknowledged by
Faculty of Social and Humanity
Nurul Jadid University
Dean,

Dr. Tirmidi, M.Pd.

ii
MOTTO AND DEDICATION

“Every start is hard, just take it slowly but surely”

THIS SKRIPSI IS DEDICATED FOR:


1. My Parents, H. Dapit and Hj. Uni Badriyah
2. All my Family
3. All my Lecturers and Teachers
4. All my comrades, especially PBI ’18

iii
DECLARATION OF AUTHORSHIP

Bismillahirrohmanirrohim
Herewith, I :

Name : Eril Sinta Nuriyah


NIM : 1842300028
Major : English Education Program
Address : Kp. Gunung Malang utara, Gunung Malang, Suboh, Situbondo

Declare that :
1. This skripsi is the sole of work of the author and has not been written in
collaboration with any other person, nor does it include, without due
acknowledgment, the work of any other person.
2. If at a later time it is found that the skripsi is a product of plagiarism, I am
willing to accept any legal consequences that may be imposed to me.

Paiton, 25th of August 2022

ERIL SINTA NURIYAH


NIM 1842300028

iv
ABSTRACT

Nuriyah, Eril Sinta. 2022. Improving Students’ Reading Comprehension


Achievement by Applying BDA (Before-During-After) Technique.
Undergraduate English Education Program, Social and Humanity Faculty,
Nurul Jadid University. Advisor (I) Dr. Tirmidi, M.Pd. Advisor (II)
Mohammad Sofyan Adi Pranata, S.Pd., M.Li.

Key word: Reading Comprehension, BDA Technique

Reading is a basic skill for acquiring knowledge, whether it is about culture,


democracy, and success in the workplace. Low level readers pose a critical and
persistent challenge throughout the world, both in developing countries and the
developed one. To improve students' reading level, proper teaching reading
technique is needed. This study was aimed to find the suitable strategy to improve
students reading comprehension by applying BDA reading technique. It was
conducted by using classroom action research, which consist of four phases in
each cycle, namely planning, action, observation, and reflection. The subject of
this study was XII IPA 3 students of MA Nurul Jadid which consist of 35
students. The data used in this research were qualitative and quantitative data. The
qualitative data was observation and the quantitative data was test. Based on the
test result of research findings, this research was declared successful with one
cycle because there was an improvement in students' reading comprehension
achievement after the implementation of the BDA reading technique. It could be
seen from the mean score of students in pre-test was 62, and the mean score of
students in post-test was 86,6. Therefore, it indicates that the implementation of
BDA reading techniques can improve students' reading comprehension
achievement.

v
ACKNOWLEDGEMENT

Praise be to Allah, the most gracious and the most merciful, who has given

me many things such as chance to learn, strength, motivation, and guidance .

Therefore, this paper can be finished thoroughly. Peace and blessing be upon to

Prophet Muhammad SAW, his families, his relatives, and his followers. Third, I

would like to give my special thanks to my beloved parents, H. Dapit and Hj. Uni

Badriyah who always pray for me, give me suggestions, motivation, support my

spiritual and material especially for my academic years at Nurul Jadid University.

My true love is always for both of them.

Next, I would like to thank many people who give supports and suggestion

in finishing the study, they are :

1. Dr. Tirmidi, M.Pd., as the dean of Social and Humanity faculty of Nurul

Jadid University and as my first supervisor who gave me motivation,

courage and critic for my thesis. I cannot complete my thesis on time

without him. I will do nothing without his monitoring and guidance in

doing my thesis.

2. Mohammad Sofyan Adi Pranata, S.Pd., M.Li., as my second supervisor

who has helped and guided me patiently to write this thesis well.

3. Syaiful Islam, M. Pd., as the chief of English Education Department of

Nurul jadid University who always remind and encourage us, all PBI

students to finish this thesis.

vi
4. All of my beloved lecturers in English Education Department who have

taught me many things, especially about English. So, I can get to this point

right now.

5. My beloved sister, Madaniyah Puja Izzati, who has always been there for

me until now.

6. The whole family that I love very much, grandfather, grandmother, uncle,

aunt, cousins and all family that I cannot mention one by one.

7. Special thanks to Muhammad Fathul Amin who is always willing to hear

my pain, give encouragement, support and pray for me. Thanks for being

such a friend, teacher, and partner during I do my thesis. You are my part

of life and best partner ever.

8. My deepest gratitude goes to all my PBI'18 friends, especially to

Jamilatunnisa' Bashori, Rofi'ah, Lailatul Fitria, Lu'luul Mutawarriqoh,

Nurul Qoriah, Rozhanatul Hamimah Faozi, Nuriah Waizul Ramdani who

always stand by my side in fun and pain. Thank you for all the beautiful

and crazy moments during these four years that will never be forgotten.

Thank you for always supporting, helping, and reminding each other in

doing this thesis.

9. All my cottage friends and all my friends who pray for and support me

which I cannot mention one by one.

10. Finally, many thanks for everybody who have helped, motivated,

supported, and prayed for me direct or indirectly in writing and finishing

this thesis. Thank you for everything, I love you all.

vii
I know, I am just human being. I realize that this thesis is far from the

perfectness. Hence, I warmly welcome and appreciate many corrections,

suggestions and, critics. Finally I hope this thesis will be useful reference for

further researcher.

The researcher

viii
TABLE OF CONTENTS

INSIDE COVER.......................................................................................................i
APPROVAL............................................................................................................ii
MOTTO AND DEDICATION...............................................................................iii
DECLARATION OF AUTHORSHIP....................................................................iv
ABSTRACT.............................................................................................................v
ACKNOWLEDGEMENT......................................................................................vi
TABLE OF CONTENTS........................................................................................ix
LIST OF TABLE....................................................................................................xi
LIST OF PICTURE...............................................................................................xii
LIST OF APPENDIXES......................................................................................xiii
CHAPTER I INTRODUCTION.............................................................................1
A. Background of the Study...............................................................................1
B. Research Problem.........................................................................................6
C. Objective of the Study...................................................................................6
D. Significance of the Study..............................................................................6
E. Limitation of the Study.................................................................................7
F. Definition of Operational Key Term.............................................................8
G. Previous Research.........................................................................................9
CHAPTER II REVIEW OF RELATED LITERATURE.....................................13
A. Second Language Acquisition Hypothesis.................................................13
B. Reading Comprehension Hypothesis..........................................................18
C. The Recent Research on Tackling Problems in Reading Comprehension..30
D. BDA (Before, During, and After) Technique.............................................34
CHAPTER III RESEARCH METHOD...............................................................40
A. Research Design..........................................................................................40
B. The Presence and Role of Researcher in the Field......................................45
C. Research Setting..........................................................................................45
D. Research Subject.........................................................................................45
E. Source of Data.............................................................................................46

ix
F. Data Collection Technique..........................................................................46
G. Data Analysis Technique............................................................................51
BAB IV RESEARCH FINDINGS AND DISCUSSION.....................................54
A. Research Findings.......................................................................................54
2. The Implementation and The Result of Classroom Action Research.........57
B. Discussion...................................................................................................78
CHAPTER V CONCLUSION..............................................................................92
A. Conclusion..................................................................................................92
B. Suggestion...................................................................................................93
REFERENCES.......................................................................................................95
APPENDIXES.....................................................................................................100

x
LIST OF TABLE

Table 3.1.................................................................................................................49
Table 3.2.................................................................................................................51
Table 4.1.................................................................................................................56
Table 4.2.................................................................................................................59
Table 4.3.................................................................................................................60
Table 4.3.................................................................................................................69
Table 4.4.................................................................................................................72

xi
LIST OF PICTURE

Figure 3.1...............................................................................................................44
Figure 4.1...............................................................................................................54
Figure 4.2...............................................................................................................55
Figure 4.3...............................................................................................................55
Figure 4.4...............................................................................................................56
Figure 4.5...............................................................................................................60
Figure 4.6...............................................................................................................75

xii
LIST OF APPENDIXES

APPENDIX I........................................................................................................101
APPENDIX II......................................................................................................106
APPENDIX III.....................................................................................................112
APPENDIX IV.....................................................................................................114
APPENDIX V......................................................................................................116
APPENDIX VI.....................................................................................................117
APPENDIX VII...................................................................................................120
APPENDIXE VIII................................................................................................123

xiii
CHAPTER I

INTRODUCTION

In this chapter, the researcher presents the background of the study,

research problem, objective of the study, significance of the study, limitation of

the study, definition of operational key term, and previous research.

A. Background of the Study

Annually, low-level reading and writing skills or illiteracy cost the

global economy an estimated 800 billion.1 Low literacy poses a critical and

persistent challenge throughout the world even in developed countries, it is

estimated that about 20% of students do not reach a level of reading

performance that allows them to participate effectively in life. 2 This means

that the role of reading is very influential in life and shows that reading

skills are very much needed in language learning. Reading is a basic skill

to acquire knowledge, whether it concerns culture, democracy, and success

in the workplace.3 As learners, students need to improve their knowledge

as much as possible to obtain and share information. Information and

knowledge can be accessed in various ways, but the information we get by

reading is more accurate than listening or watching. For instance, someone

1
Andrea Gualteros, ‘The Economic & Social Cost of Illiteracy’, Wold Literacy Foundation,
January, 2018.
2
OECD, ‘United Kingdom (Country Note) - PISA Results 2015’, 2015
<http://www.oecd.org/pisa/pisa-2015-United-Kingdom.pdf>.
3
Anne Castles, Kathleen Rastle, and Kate Nation, ‘Ending the Reading Wars: Reading Acquisition
From Novice to Expert’, Psychological Science in the Public Interest, 19.1 (2018), 5–51
<https://doi.org/10.1177/1529100618772271>.

1
who reads the newspaper will gain more information than someone who

only watches the news on television. The reader can reread the text when

he forgets or tries to gain detailed information, while the listener cannot.

Moreover, students are expected to be able to obtain an updated

information and knowledge to cope with some of the demands of this era.

In this era, technological developments force people to be active and take a

part in every change. By reading from various sources, a lot of new

knowledge can be obtained and certainly add a wider insight for student,

because the knowledge of people who read a lot will be different from

people who rarely or never read. Therefore, reading is an aspect that is

very necessary for students in language learning.

In language learning, reading is not just reading text then

answering the question on the text read. The purpose of reading is that

students are able to comprehend the text. Reading comprehension is not

just reading aloud, but it expected to understand the meaning of words,

sentences, and the relationship between paragraph meanings of ideas.4 If

the student only reads aloud, but cannot understand the content of the text,

it means that he failed to understand the passage. However while reading,

most students experience several problems such as lack of vocabulary,

structure of text, and reading Techniques, so that students find it difficult

to understand the meaning of the text. Commonly, the factors affect

reading comprehension are lack of vocabulary, limited understanding of

4
Syamsu Tang and others, ‘The Humor Story in Teaching Reading Comprehension’, Journal of
Advanced English Studies, 2.2 (2019), 77–87.

2
grammatical structures, and lack of background knowledge.5 Thus, the

purpose of reading comprehension cannot be achieved properly.

Based on the researcher's observations in MA Nurul Jadid Paiton

Probolinggo, specifically at XII Science which consists of 35 (thirty five)

students, the researcher found the same problem in reading such a lack of

vocabulary, limited understanding of grammatical structures, lack of

background knowledge, and ineffective reading Techniques. Besides,

students who live in Islamic boarding schools are often sleepy and even

sleep during lessons because the density of pesantren activities is an

excuse for them. Especially in reading, most students feel bored while

reading the text, causing a lack of enthusiasm for learning and difficulty

understanding the text. This happened because several problems that has

identified and catagorized as a lack of reading comprehension, namely: the

lack of reading process which means students do not know the processes

they go through during reading and overcome reading comprehension;

lack of vocabulary which implies that students are not equipped with a list

of the required vocabulary; lack of background knowledge that students

are not exposed to various things related to the life of the topic and do not

have previous information about the topic; lack of reading goals that they

do not know the real reason for reading and lack of reading techniques

related to reading skills. In the teaching process, this school has applied a

scientific approach such as cooperative learning to teach English Lesson.

5
Charuni Noicharoen, ‘An Investigation Of 11th-Grade Thai Student’s Decoding Strategies At
The Word Level In English Reading’ (Srinakharinwirot University, 2012)., 1.

3
The object of the scientific approach is student-centered to be active in the

learning process. While cooperative learning trains students to work in

teams to make them learn and exchange ideas, so that they are more active

in learning. However, if the learning model is applied to reading learning,

less than optimal results will be obtained, because students experience

many obstacles and problems when learning reading. Thus, students need

proper reading learning techniques so that they can easily understand the

reading text.

To overcome those problem, there are many techniques that can be

applied while student learned reading skills. Techniques can help teachers

create an effective classroom environment in teaching and learning

activities, so student will understand the material they learn easily. Those

techniques are comprehension monitoring (involves pre-reading, whilst

reading, and post-reading activities), cooperative learning (students work

in small groups), graphic organizers (involves comparison/contrast,

hierarchy diagram, and matrix diagram), story structure, question

answering, question generating, summarization, multiple Strategy.6 That

way, students can have more opportunities to understand the texts they

read. Another reading technique is BDA (Before, During, and After)

reading. BDA reading is one of techniques to improve student’s reading

comprehension achievement. By utilizing BDA (Before, During, and

After) reading technique, it will helps organize lessons and helps support

6
Unal Ulker, ‘Reading Comprehension Strategies’, International Journal of Social Sciences &
Educational Studies, 4.3 (2017), 140–45 <https://doi.org/10.23918/ijsses.v4i3p140>.

4
students throughout the lesson, thus it helps students understand the

reading text easily. BDA technique conduct in three steps of learning

process.7 First, before reading is a process to activates students' prior

knowledge. Second, during reading is a process to think aloud and help

students to work towards. Third, after reading is a process to summarize

the information that student have learned.

BDA technique provides a number of benefits in the achievement

of students' reading comprehension. Some of them are student can be more

active in the learning process, because this technique guides students to

collect information and student experiences related to the text while they

are reading; students are trained to think while reading, so they can

produce a description and understanding; students can make a summary of

what they have read, this helps them gain a deeper understanding of the

text.8 The technique chosen because it had never been used before at MA

Nurul Jadid Paiton Probolinggo. Thus, the researcher interest to conduct

the BDA (Before, During, and After) reading technique to improve

students’ reading comprehension achievement, specifically on XII IPA 3

students.

7
Andrea Karpf, ‘Before During After Reading : Strategies For English Learners’, Midtesol, 3
(2019), 1–6.
8
Ira Fatmawati Asmara, ‘The Implementation of Before, During And After Reading (BDA)
Strategy to Improve Students’ Achievement In Reading Comprehension Of Narrative Text At
Mtsn 2 Medan’ (State Islamic University of North Sumatera Medan, 2018).

5
B. Research Problem

Based on the background of study, the research problem are as

follow:

1. How are XII IPA 3 students’ reading comprehension achievement?

2. How to apply the BDA technique to improve students’ reading

comprehension achievement in XII IPA 3 of MA Nurul Jadid?

C. Objective of the Study

Based on the research question, the objectives of the study are:

1. To describe XII IPA 3 students’ reading comprehension achievement.

2. To desrcibe the way to apply the BDA technique to improve students’

reading comprehension achievement in XII IPA 3 of MA Nurul Jadid.

D. Significance of the Study

Based on the research objectives to be achieved, this research is

expected to provide benefits in education either directly or indirectly.

Hopefully, the result of this research can be useful for:

1. Theoretically

Theoretically, the results of this study are expected to be useful,

namely:

a. Contribute ideas for curriculum development at MA Nurul Jadid

which will continue to develop in accordance with the demands of

future advances in IPA and technology.

6
b. Providing scientific contributions in the English Education, which

is to open insight and improve students' reading skills in English

texts.

c. As a foothold and reference for further studies related to improving

students' reading skills using the BDA technique.

2. Practically

a. For educators

Can increase knowledge and contribute ideas on how to improve

students' reading skills, especially with the BDA technique.

b. For the students

Can improve student achievement in reading comprehension by

using BDA technique.

c. For institution

As a material for consideration in preparing learning programs and

determining appropriate learning methods and media to improve

students' reading skills.

d. For the reader and researcher

Can add insight and direct experience on how to improve students'

reading skills, especially with the BDA technique.

E. Limitation of the Study

Based on the background of the study, the researcher limits the

study on conducted classroom action research by applying the BDA

7
(Before, During, and After) Reading technique that will improve student’s

reading comprehension achievement which only conduct one cycle due to

the COVID-19 pandemic. The subject of this research is the third grade

students of the first semester which consists of 35 (thirty five) female

students in the academic year 2021/2022 of MA Nurul Jadid Paiton

Probolinggo.

F. Definition of Operational Key Term

a. Reading Comprehension

Reading comprehension is not just reading aloud, but XII IPA 3 of

MA Nurul Jadid students are expected to understand the meaning of

words, sentences, and the relationship between paragraph meanings of

ideas. If the student only reads aloud, but cannot understand the

content of the narrative and short functional text, it means that he

failed in reading.

b. BDA Technique

The BDA (Before, During, and After) technique is a reading

technique that help XII IPA 3 of MA Nurul Jadid students to

comprehend a narrative and short functional text easily. This

technique is named BDA as it takes before, during and after reading

activities. This technique will guide students to comprehend the text

easily begin from before reading, during reading and after reading

activities. It encourages students to activate their prior knowledge by

8
listing what they know about the topic of the text before reading, take

note during reading, and summarize after reading.

G. Previous Research

The number of BDA (Before, During, and After) reading technique

studies in reading comprehension, especially for senior high school is

limited enough. Therefore, the results of related studies are obtained from

journals and studies at a minimum:

Parlindungan Pardede (2021) conducted a study entitle Action

Research on Using Short Stories to Boot EFL Learners’ Performance : A

Systematic Review. This study aims to review action research using short

stories to improve students' EFL learning achievement. Data were

analyzed using constant comparison method. The results showed that the

use of short stories with Before-During-After reading strategies, language-

based models, and literature as content models succeeded in achieving

desired results in 2 to 3 cycles. Action research objectives reviewed

indicated that the largest number (58%) of the studies focused on the use

of short stories to improve student's language skills, of which reading is

the most frequent studied (treated by 5 or 42% of studies). Thus, action

research on short stories use in EFL classrooms is mostly done for

improve students' reading comprehension performance. Education level of

participants involved in the reviewed studies showed that the largest

number (67%) involved high school students, followed by undergraduate

students (40%), and young students (9%). None of the studies involved

9
elementary school students. The majority (75%) of the studies reviewed

applied the BDA Reading Strategy in intervention, 17% applied language-

based models, and 8% applied literature as a content model. It shows that

the BDA Reading Strategy is more widely applied in the reading learning

method because it is in accordance with the learning objectives and level

of student proficiency. Nearly half (42%) of studies apply it without too

many adaptation.9

The second study was conducted by Nurdina (2018) to investigate

the effect of Before, During, and After Reading (BDA) Strategy on

students’ reading comprehension achievement in narrative text. It was

conducted in experimental research design. The population of this study

was the eighth grade students of SMP Muhammadiyah 47 Sunggal which

consisted of two parallel classes. Both classes were divided into

experimental group which was taught by applying BDA Strategy, and

control group which was taught without applying BDA Strategy. The

sample was taken by Cluster Random Sampling. The instrument used to

collect the data was multliple choice test. The result of reliability of the

test calculated by Sudijono (2009). It was found that the reliability was

high so the test was reliable. The data were analyzed by using ttest

formula. The analysis shows that the scores of students in experimental

group were significantly higher than the scores of students in control

group at the level of significance (α=0.05) with the degree of freedom (df)
9
Parlindungan Pardede, ‘Action Research on Using Short Stories To Boost Efl Learners’
Performance: A Systematic Review’, Premise: Journal of English Education, 10.2 (2021), 165
<https://doi.org/10.24127/pj.v10i2.3620>.

10
= 63, tobserved value 7.37 ≥ ttable 1.34. The findings indicate that

applying BDA Strategy had a significant effect on students’ reading

comprehension achievement in narrative text.10

The third research was conducted by Ira Fatmawati Asmara (2018)

entitle The Implementation of Before, During And After Reading (BDA)

Strategy To Improve Students’ Achievement In Reading Comprehension

Of Narrative Text At Mtsn 2 Medan. State Islamic University Of Nort

Sumatera. This research aims to find out the improvement of students’

achievement in reading comprehension of narrative text by implementing

BDA strategy. The subject of this research was eight grade of MTsN 2

Medan. This research was conducted by using classroom action research.

The data used in this research were qualitative and quantitative data. The

qualitative data including observation sheet and interview, and the

quantitative data was test. Based on the result of analysis data showed that

students’ achievement in reading comprehension of narrative text improve

after being implemented BDA strategy. It could be seen from the mean

score of students, in pre-test was 45, 83, the mean score of students in

posttest I was 68,61 and in post-test II was 82,5. The researcher used t-test

for hypothesis. Based on the computation that t-count = 8,04 and t-table df

= N-1 = (36- 1=35). It can be seen that coefficient of t-count = 8.04 with

the fact level 𝛼 = 0,05 which the real level of t-table = 2,03 in the

10
Nurdina, ‘The Effect of before, during, and after Reading (Bda) Strategy on Students’ Reading
Comprehension Achievement in Narrative Text’ (University of Muhammadiyah Sumatera Utara
Medan, 2018).

11
coeficient of t-count (8,04) > t-table = 2,03. Therefore, it indicated that the

actional hypothesis acceptable.11

Some previous research above have similarities with research

conducted by researchers, namely focusing on improving students reading

comprehension by applying BDA technique. It shows that the

implementation of BDA teaching techniques in reading learning really

improve students' reading comprehension for either high school or middle

school level. It can be implemented by various research design, either

classroom action research or quantitative research design. However, this

study also has differences with previous studies. Which in this case, the

researcher applies the BDA technique in third grade of MA Nurul Jadid

which only focuses on short functional text and narrative text to improve

students' reading comprehension achievement. It was conducted by using

classroom action research design in one cycle due to the COVID-19

pandemic. Therefore, several previous reseraches above show that BDA

reading technique can be used as a technique in learning to improve

students’ reading comprehension achievement.

11
Asmara., Loc. Cit.

12
CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher presents the related literature concerning to

conceptual idea of SLA hypothesis, reading comprehension hypothesis, problem

in reading comprehension, the recent research on tackling problems in reading

comprehension, and BDA technique.

A. Second Language Acquisition Hypothesis

Second language acquisition (SLA) is an interdisciplinary field

with various interpretations placed on it and various demands made on it. 12

Second Language Acquisition (SLA) refers both to the study of

individuals and groups who are learning a language subsequent to learn

their first one as young children, and to the process of learning that

language.13 The additional language is called a second language (L2), even

though it may actually be the third, fourth, or tenth to be acquired. It is

also commonly called a target language (TL), which refers to any language

that is the aim or goal of learning.

12
Thomas Scovel, Problems in SLA, Studies in Second Language Acquisition (New York:
Routledge, 2011), <https://doi.org/10.1017/s0272263108080091>.
13
Muriel Saville-Troike, Introducing Second Language Acquisition, Cambridge University Press,
2nd edn (New York: Cambridge University Press, 2012)
<https://doi.org/10.1017/cbo9780511808838.002>.

13
1. Major Theories for Second Language Acquisition

Many of theories of SLA are implemented in L2 teaching process

by the teachers for establishing a supportive learning environment for

the students. By establishing a supportive learning environment, it is

expected that learners’ motivation and learners’ progression in

learning L2 improves. As a result, an effective teaching and learning

can be accomplished. There are four major theories for second

language acquisition as follows14:

a. Behaviorism Theory

The Behaviorist theory of second language acquisition

stems from the behaviorist theory of the 1940s-50s by B.F. Skinner

who proposed that children imitate language by those around them,

accurate efforts will be followed by positive reinforcement of

praise or successful communication. Because children are driven

by their surroundings, they will continue to imitate and practice

these sounds and patterns until children develop the correct

language 'habits'.

b. Innatis Theory

Innatis' theory of second language acquisition is based on

Chomsky's hypothesis that humans are born with biological mental

structures designed for language acquisition. A universal grammar

(innate linguistic knowledge which is hypothesized to have a

14
Douglas Broad, ‘Literature Review of Theories of Second Language Acquisition’, Journal of
Applied Linguistics and Language Research, 7.1 (2020), 80–82.

14
common set of principles for all languages) will stop the child from

searching for false hypotheses about how language systems might

work. This hypothesis is emphasized by the fact that almost all

children will successfully learn their mother tongue and its

patterns.

c. Interactionist/Development

Developmental and cognitive psychologists have focused

on the interaction between children's innate learning abilities and

the environment in which they develop. This psychologist denies

innate overemphasis on 'end states' competence of adult native

speakers and not sufficient in aspects of language acquisition

development; Acquisition is just one example of the human child's

ability to learn from experience. What children need to know is

available in language exposure in thousands of hours of interaction

with the people and things around them. Children's language builds

on their cognitive development as evidenced in their play and

interactions with objects and people. This may include missing

vocabulary or expanding the speaker's incomplete sentences.

d. Communicative Theory

The communicative theory of second language acquisition

is rounded on the assumption that successful language learning

consists of knowledge of the form and structure of language in

addition to the objective functions of language functions in various

15
communicative setting. This second language acquisition model

emphasizes the communication of meaning in interaction rather

than emphasis on practice as opposed to grammatical forms in

isolation.

2. Types of Language Learning

In language use and language learning, the type of language

acquisition is very important, because it determines the forms of

language that will be used. There are two types of language learning,

namely the naturalistic type and the formal type in the classroom.15

a. The naturalistic type is natural, without a teacher and without

intentional learning takes place in a social environment. In

bilingual and multilingual societies, naturalistic types are

common. Learning a language according to this naturalistic type

is the same process as the acquisition of a first language which

takes place scientifically, so that the resulting language

acquisition between children and adults is different.

b. The formal one takes place in the classroom with the teacher,

materials and tools that have been prepared, language learning in

this type is done intentionally or consciously, formal language

learning should be more better than learning that is done

naturally, but in reality it is not, there are various causes or factors

that influence it in the language learning process. To acquire a

15
Muhammad Peri Syaprizal, ‘Proses Pemerolehan Bahasa Pada Anak’, Jurnal Al-Hikmah, 1.2
(2019), 75–86.

16
second language in the classroom with the teacher, there are some

ways to learn it either through speaking, writing, listening, or

reading. Since reading is an important aid in learning a second

language (L2), it is necessary to ensure that learners have

sufficient vocabulary to read well. In many cases, L2 reading is

the primary way students can learn on their own outside the

classroom. There are five processes involved in reading

acquisition.16 Phonology is the first process related to the

association of sounds with letters. The second process is the

syntax which is defined as how words are combined to form

phrases. Working memory is the third process, it can be defined

as an individual's ability to store information in short-term

memory. The fourth process that plays an important role in

reading is understanding meaning or semantics. The last process

that is considered important in the reading process, relates to

orthography or an understanding of the rules of writing and

knowledge of spelling.

16
Parastoo Babashamsi, Saeideh Bolandifar, and Nahid Shakib, ‘Various Models for Reading
Comprehension Process’, International Journal of Applied Linguistics and English Literature, 2.6
(2013), 150–54 <https://doi.org/10.7575/aiac.ijalel.v.2n.6p.150>.

17
B. Reading Comprehension Hypothesis

1. The Definition of Reading Comprehension

Reading comprehension is the process of making sense of text- is

a complex, multifaceted activity that calls on the reader’s thinking and

problem-solving skills.17 Students monitor their own reading: they

know when they understand what they are reading and when they do

not and they recognize why comprehension breaks down.

Comprehension begins before reading as readers make prediction and

anticipate the text, and continues after reading as they use their

experience and extend it. Comprehension is a process; it is thinking

through reading.18 Comprehension also depends on the student’s basic

cognitive and intellectual skills, on the background of experience,

such as vocabulary knowledge, concepts or ideas, and on language

competence, such as morphology, syntax, and grammar. In reading

activity we are not only reading the text, but also trying to understand

what we are reading. Reading requires words recognition,

comprehension, and fluency. To understand all types of information in

an array of the text, it requires not only the reading activity, but also

ability to understand the content.19 There are many processes and

reading skills are combined to achieve reading comprehension. It


17
Marina Udin, ‘Reading Comprehension: A Study on the Correlation between Grammar and
Logic’, Langua: Journal of Linguistics, Literature, and Language Education, 1.1 (2018), 62–72
<https://doi.org/https://doi.org/10.5281/zenodo.1415299>.
18
Arifuddin Hamra and Eny Syatriana, ‘Developing A Model Of Teaching Reading
Comprehension For Efl Students’, TEFLIN Journal, 21.1 (2010), 27–40.
19
Syaiful Islam, ‘Implementing Reciprocal Teaching Method in Improve the Students’ Reading
Comprehension Ability’, ETERNAL (English, Teaching, Learning, and Research Journal), 6.1
(2020), 96 <https://doi.org/10.24252/eternal.v61.2020.a9>.

18
models are often categorized as bottom-up, top-down, and interactive

reading models.

e. Bottom-Up Model

Bottom-up model begins with decoding the smallest

linguistic units, phonemes, graphemes, and words into the largest

linguistic units, which include phrases and sentences.20 When

readers first use a text, the first step is to distinguish each letter by

sounding it, match the written symbols to their background

linguistic knowledge, then combine them to form words and

derive meaning from them. Bottom-up which is able to build

basic units and sentential levels and is used to scan the smallest

units (bottom) to larger units (top) of linguistic components until

their meaning can be fully explored.21 In bottom-up theory,

meaning resides in the text. This point of view shows this process

as an essentially passive process, in which the reader translates

the author's intended message by moving it from the lowest

levels, such as letters and words, to the higher levels of clauses,

sentences, and paragraphs.22

f. Top-Down Model

20
Noicharoen, Op. cit., 6.
21
Doung Dara, ‘Investigating English Reading Comprehension Problems of Cambodian High
School Students’, American International Journal of Social Science, 8.3 (2019)
<https://doi.org/10.30845/aijss.v8n3p8>.
22
Ángela María Gamboa, ‘Reading Comprehension in an English as a Foreign Language Setting:
Teaching Strategies for Sixth Graders Based on the Interactive Model of Reading’, Folios, 1.45
(2017), 159–75.

19
The top-down model requires readers to apply all their

background knowledge, experiences, and schemas to connect

with the text and use them to understand new information found

in the text.23 In addition, readers with different levels of

background knowledge have different levels of reading skills. The

intelligence and experience of the readers also enable them to

make predictions and recognize patterns in the text, as well as

assumptions or arguments put forward by the writer in

anticipation of the next move. Top-down model is originated from

one of the central reading theories called the ‘schema theory’. A

schema is defined as having a structured knowledge about people,

places, things, and events in advance. The interaction between the

reader’s own knowledge and the text that results in

comprehension is illustrated in schema theory. In short, tudents

are able to connect previous information in their mind with new

information in reading comprehension, and they add it to the

previous “files” in order to use it in future.24

g. Interactive Reading Model

Interactive model is a combination of bottom-up and top-

down processes. To construct meaning from a text, readers need

to simultaneously use various sources of semantic, syntactic, and

graphophonemic knowledge-information, such as letters,

23
Noicharoen, Op. cit., 6.
24
Babashamsi, Bolandifar, and Shakib.

20
syllables, and words in the reading process. 25 Interactive models

that coherently reveal how various language sources that provide

input continuously interact or offset each other.26 The interactive

model assumes that all bottom-up and top-down processes

interact. Actually, the term Interactivity can be interpreted in two

ways.27 The first is the former describes the relationship created

between the reader and the text while the reader tries to

understand it. In this process of forming meaning, the reader is

really involved in an active process in which he combines

information from the text and previous knowledge and

experience. The second interpretation of the term interactive

refers to the interaction among the various types of knowledge

that the reader uses to understand the text.

2. The Importance of Reading Comprehension

Reading comprehension is an important part because the purpose

of reading itself is to communicate with the text. There are at least

three reasons why reading or reading comprehension is important28:

1. Reading is important to enrich knowledge about the world and

life described or written in various sources by experts and

25
Noicharoen, Op. cit., 7.
26
Dara, Op. Cit., 53.
27
Gamboa, Op. Cit., 163.
28
Zainurrahman and S. Djabir, ‘The 3-2-1 Reading Comprehension Strategy: Students’ Reading
Comprehension Development and Students’ Perception’, Langua: Journal of Linguistics,
Literature, and Language Education, 3.1 (2020), 9–29
<https://doi.org/https://doi.org/10.5281/zenodo.3735846>.

21
scientists. This first interest shows how reading supports human

intellectual intelligence.

2. Reading is important to develop thinking skills including

imagination and creative thinking. This second interest shows

how reading supports the way of thinking that makes knowledge

development possible.

3. Reading is important to support emotional maturity. As an active

exercise, reading improves thinking skills and as thinking skills

develop, readers are able to control their mentality.

3. The Aspect of Reading Comprehension

There are five aspects that we have to know in reading

comprehension to get easier in undestanding a text, namely29:

a. Identifying the Main Idea

Basically, the main idea refers to important information that

tells more about the overall idea of a paragraph or part of a text.

The main idea of reading selection is about most of the reading

content. The main idea is the most important part of the text

because it tells about what the text tells. Sentences that express the

main idea are called topic sentences or topic statements and can be

located at the beginning, in the middle, or at the end of the

paragraph. The main idea is usually a sentence, and that is usually

the first sentence.

29
Eka Sasmita, ‘Improving The Students’ Reading Comprehension Through Speed Reading
Technique’ (University of Muhammadiyah Makassar, 2020).

22
b. Finding Specific Information

Supporting sentences or specific information develop the

topic sentence by providing definitions, examples, facts, events,

comparisons, analogies, causal statistics and quotations. On the

other hand, the reader should care to find specific information

from the reading text because it is very useful when knowing

exactly what the reader is looking for in a text. Because they have

very specific goals in mind, when they read, they only read the

relevant parts and ignore the irrelevant ones. For example, text

questions are about asking for the year, place, time, etc. Then, the

reader only reads a few sentences related to the question to find

specific information.

c. Making Inferences

Usually, inference is about guessing something from the

information we have read or know. Inference is the output of the

interaction between the reader's knowledge and the information in

the text. One of the comprehension strategies is to make inferences

about what is not directly stated in the text based on clues.

Sometimes information is not provided directly. Implicit or

inferential questions are suitable for all classes if because they

have been taught to think independently.

23
d. Determining Reference

By nature, a reference is a relationship between objects

where one object points to or acts as a means of linking to another

object. Reference is the relationship obtained between the

expression and what the speaker uses the expression to talk about.

References are words or phrases used before or after references in

reading material. They are used to avoid unnecessary repetition of

words or phrases. That is like the words used, it is a signal for the

reader to find the meaning elsewhere in the text.

e. Understanding Vocabulary

In fact, vocabulary is all the words that exist in a particular

language or subject. The ability to determine the meaning of

vocabulary items from context is one of the most important

aspects of successful reading. With regard to these statements,

vocabulary is indeed the basis for everyone who wants to develop

or produce utterances to be read. If they cannot understand the

meaning of the words in the text, then they will not catch the

information from the text.

4. The Level of Reading Comprehension

Comprehension is an active thinking process that depends not

only on comprehension skills but also on the student experience and

prior knowledge. It is possible to comprehend materials on a number

of different levels. Specifics comprehend skills can not be completely

24
isolated because they are so irritated that one skills depends so some

degree on another skills. In reading skill, the level of reading

comprehension divided into four categories. The four categories are as

follows30:

a. Read literal (read lines)

Literal reading involves thinking of ideas and facts that are

directly stated on the printed page. It is the skill of getting the

literal meaning of an idea word or sentence in a text.

b. Interpretive reading (reading between the lines)

Interpretive reading involves reading between the lines or

making conclusion. Interpretive level of understanding goes

beyond literal understanding to provide a means that is not

directly stated in text.

c. Critical reading (reading beyond the limit)

Critical reading is at a higher level than the other two

categories because it involves evaluating, and making personal

judgments on the accuracy, value, and correctness of what is

read.

d. Creative reading

Creative reading uses different thinking skills to go beyond

literal comprehension, interpretation, and critical reading

levels. In creative reading, readers try to find now or alternative

the solution proposed by the author.


30
Sasmita, Op. Cit., 18-19.

25
B. Problem in Reading Comprehension

Second language reading and reading comprehension problems are

seen as essential decoding problem. The main problem identified in

reading skills is the problem of reading comprehension.

1. The Main Problems in Reading Comprehension

The aspects of the problems experienced by students are a lot.

Even though there are a few of the excellent students in the class, it is

very common for them to find problems such as: lack of background

knowledge, lack of motivation, lack of reading strategies, bad

decoding abilities, low of reading interest, low of students

understanding levels, low of reading concentration, lack of facilities

for developing reading skills, and unconducive school environment.31

2. The Factors that Affect Reading Comprehension

Some factors that affect reading comprehension are attention,

background experience, language skills, thinking skills, and reading

goals.32 More explanation are provided below:

a. Attention is an activity where the reader tries to pay attention

to what the reader is reading.

b. Previous language experience is perhaps most important as it

relates to a specific task called reading. This means that good

31
Lenna, ‘Analisi Faktor Yang Melatarbelakangi Permasalahan Keterampilan Membaca Siswa
Kelas IV SDN Slaharwotan 1’, Universitas Nusantara PGRI Kediri (Universitas Nusantara PGRI
Kediri, 2016).
32
Nurdianingsih, Op. Cit., 286.

26
readers should have the ability to efficiently relate their own

background knowledge.

c. Reading is one of the skills in learning a language, so the two

cannot be separated. If his knowledge of the language is

good, it is assumed that his reading will also be good.

d. Thinking ability refers to the ability of readers to relate their

new experiences to their previous experiences. The students

have to think to recognize and analyze the words.

e. There are two main goals of reading comprehension; reading

for pleasure and reading for information.

In line with that, indicate the most important reasons that affect

the difficulty in reading comprehension are explain below.33

a. Vocabulary, lack of vocabulary and words faced by students

as problems in understanding the text;

b. Working memory, it means that students have difficulty

remembering what they have read before;

c. The absence of extensive reading, means that students may

miss important parts of the text because they read little or not

at all, so that they fail to understand the text;

d. The type of text, it can affect students in their understanding

and interest in the text.

3. The Level of Reading Difficulty


33
Irena Shehu, ‘Reading Comprehension Problems Encountered by Foreign Language Students,
Case Study: Albania, Croatia’, Academic Journal of Interdisciplinary Studies, 4.1 (2015), 91–96
<https://doi.org/10.5901/mjss.2015.v4n1s1p91>.

27
There are at least three levels of reading difficulty. The levels are

decoding difficulty, comprehension difficulty, and retention

difficulty.34 Here are some brief explanations of the difficulty in each

level.

a. Decoding Difficulty

Decoding difficulties are difficulties experienced at the

lexical and grammatical levels. At the lexical level, a student may

not be able to recognize certain words (if the word is new to him

or has forgotten the meaning of the word). At the grammatical

level, a student may find an unfamiliar grammatical structure

even though the words used in the structure are familiar to him.

This can also happen when students come across long sentences.

The difficulty becomes worse when students do not have

sufficient knowledge of punctuation that grammatically helps to

construct the meaning of sentences. When students experience

this difficulty, they tend to use translation tools to find out the

meaning of sentences. In short, the difficulty of decoding is

caused by a lack of linguistic competence. Decoding difficulties

can cause students (or readers) to fail to understand the text.

b. Comprehension Difficulty

Comprehension difficulties are a logical consequence of

decoding difficulties. In other words, to understand a text,

students must be free from decoding difficulties. This occurs due


34
Zainurrahman and Djabir, Op. Cit., 13.

28
to lack of concentration during reading, confusion about the

meaning of words and sentences, omission of certain words or

polishing of details, and difficulty in distinguishing important

information from small details.

c. Retention Difficulty

This difficulty can be divided into three levels. The first

level is the difficulty of recalling what has been read. The second

level is the difficulty of connecting the ideas captured from the

text with previous knowledge. And the third level is the difficulty

in applying the contents of the text to personal experiences and

the difficulty in remembering or summarizing what is read.

Retention difficulties, at all levels, can potentially occur or be

experienced if students have difficulty decoding and

understanding. In other words, the success of retention is highly

dependent on decoding and understanding the text.

29
C. The Recent Research on Tackling Problems in Reading

Comprehension

As has been known and explained earlier that students experience

many problems in reading comprehension. In this case, the researcher

provides some recent research on tackling problems in reading

comprehension to improve students' reading comprehension achievement.

The first research has been conducted by Greselia Kaganang

(2019). The method which is used by the researcher is Classroom Action

Research. This researcher took 21 students from a class (class B) in Senior

High School 1 of Middle Halmahera. The result can be seen by using

frequency (f) which is significantly different from 1st to 2nd cycle. In the

1st cycle, the f of result No is 11 which means that 11 students or 52 % of

the students do not pass the passing grade. In the 2nd cycle, the f of result

No decreased significantly from 11 to 1 which means that the percentage

of the students who do not pass the passing grade decreased from 52% to

5%. To make it clearer, we can see the difference of the MIN, MAX, and

MEDIAN of each cycle. It can be seen that the lowest score in the 2nd

cycle is higher than the score in 1st cycle. It also can be seen that the

median and the highest score in the 2nd cycle are higher than in the score

in the 1st cycle. Based on the data showed above, it can be concluded that

Problem-Based Learning has improved the students’ reading

comprehension.35
35
Greselia Kaganang, ‘The Use of Problem-Based Learning to Improve Students’ Reading
Comprehension at the First Grade Students of Senior High School 1 of Middle Halmahera’,
Langua: Journal of Linguistics, Literature, and Language Education, 2.1 (2019), 45–53

30
Another study conducted by Salsabila Rizki (2017) entitled The

Effectiveness of Reading Comprehension Learning Through Small Group

Discussion Techniques for Class X Students of SMAN 1 Tulungagung

Academic Year 2016/2017. The research method used in this research is

pre-experimental research. The sample of this study was class X-5 which

consisted of 35 students who were selected by non-probability sampling.

This study reveals that there are two important points: 1) The meaning of

students in teaching reading comprehension before being taught using the

SGD technique is 61.57 and after being taught using the SGD technique is

83.71. So the difference is 22.14. 2) In addition to the t-test analysis used,

the researcher obtained a significance value of 0.000 with a significant

level of 0.05 and the results of tcount 14.528 with ttable 1.69. This shows

that the difference between tcount and ttable is 12.838. The above-

mentioned differences in mean and scores indicate that the SGD technique

is very effective in teaching reading comprehension to improve reading

comprehension.36

The third study was conducted by Abdul Muhid, et al (2020)

entitled The Effect of Metacognitive Strategies Implementation on

Students’ Reading Comprehension Achievement. This study investigated

whether there was any significant difference on students’ reading

comprehension achievement score by using metacognitive strategies and

<https://doi.org/http://doi.org/10.5281/zenodo.2588119>.
36
Salsabila Rizki, ‘The Effectiveness of Teaching Reading Comprehension Through Small Group
Discussion Technique of Tenth Grade Students at SMAN 1 Tulungagung in Academic Year
2016/2017.’ (State Islamic Institute (IAIN) of Tulungagung., 2017).

31
investigated what metacognitive strategies implemented on students’

reading comprehension achieving. All participants of this study were

students in the eleventh grade of Senior High School. The data were

collected by means of Reading Comprehension Test (RCT) and

Metacognitive Strategy Questionnaire (MSQ). The results indicated that

metacognitive strategies had positive effect on students’ reading

achievement. Based on eta-squared calculation the effect size for the

paired-samples t-test of the experimental group was 0.48. It means that

there was a large effect, with a substantial difference in the students score

before and after the treatment. Thus, the metacognitive strategies can

improve students' reading comprehension achievement.37

The fourth study was conducted by Ira Fatmawati Asmara (2018)

entitle The Implementation of Before, During And After Reading (BDA)

Strategy To Improve Students’ Achievement In Reading Comprehension

Of Narrative Text At Mtsn 2 Medan. State Islamic University Of Nort

Sumatera. This research aims to find out the improvement of students’

achievement in reading comprehension of narrative text by implementing

BDA strategy. The subject of this research was eight grade of MTsN 2

Medan. This research was conducted by using classroom action research.

The data used in this research were qualitative and quantitative data. The

qualitative data including observation sheet and interview, and the

quantitative data was test. Based on the result of analysis data showed that
37
Abdul Muhid and others, ‘The Effect of Metacognitive Strategies Implementation on Students ’
Reading Comprehension Achievement’, Internatioanal Journal of Instruction, 13.2 (2020), 847–
62.

32
students’ achievement in reading comprehension of narrative text improve

after being implemented BDA strategy. It could be seen from the mean

score of students, in pre-test was 45, 83, the mean score of students in

posttest I was 68,61 and in post-test II was 82,5. The researcher used t-test

for hypothesis. Based on the computation that t-count = 8,04 and t-table df

= N-1 = (36- 1=35). It can be seen that coefficient of t-count = 8.04 with

the fact level 𝛼 = 0,05 which the real level of t-table = 2,03 in the

coeficient of t-count (8,04) > t-table = 2,03. Therefore, it indicated that the

actional hypothesis acceptable.38

This research has something in common with some recent research

above which focuses on improving students' reading comprehension by

using reading teaching techniques. One of the reading teaching techniques

used is problem-based learning, metacognative strategies, and BDA

reading technique. The use of teaching techniques in reading learning

really helps improve students' reading comprehension. However, this

research also has differences with the recent research above. This research

only focuses on improving students' reading comprehension by applying

BDA reading technique. It was conducted on XII IPA students of MA

Nurul Jadid by using classroom action research with only one cycle.

38
Asmara., Loc. Cit.

33
D. BDA (Before, During, and After) Technique

1. The Definition and the Procedure of BDA Reading Technique

The BDA (Before, During, and After) reading technique is a

research-based teaching models that combine strategies and activities

throughout the reading process to help students interact and learn with

text by providing various levels of guidance at several levels.39 This

strategy is named BDA as it takes before, during and after reading

activities. It encourages students to activate their prior knowledge by

listing what they know about the topic of the text before reading, take

note during reading, and summarize after reading. The importance of

creating reading lessons with the BDA (Before, During, and After)

framework is very well recognized by a teacher. These three

procedures are presented below.

a. Before Reading

Before reading, the teacher should assist the students to

activate their prior knowledge, survey, or preview texts before

reading them, and pre-teach the essential vocabulary needed to

understand stories. An important component for all learners that

they can build a background knowledge before reading. We can

use schemas to recognize and build on them as we gain new

knowledge. Teacher should helps the students to change the

schema from abstract to real concept by connecting it with a spider

39
Vicky Giouroukakis, ‘An Instructional Framework to Support Content and Language Learning
for ELLs : B-D-A’, Faculty Works: Education, 46.2 (2016), 22–24.

34
web or a lint roller because both examples serve as a means to

naturally collect. Having a schema allows our thoughts to go

deeper, faster, because background knowledge is built into the

classroom. It helps make a personal connection to the material as

well as create a shared classroom experience. Learning to make

predictions before reading text helps students build meaning and be

actively involved with text rather than sitting return and wait for

the meaning to come to them. There are some ways that have been

modeled to make prior predictions in reading an informational text,

while providing students with a clear purpose for reading the text. 40

First, students will be more motivated to read challenging

information texts when they have been given a clear reading

purpose. After setting goals to read and make predictions about text

content, the teacher must activate previous student knowledge

about the topic. When the teacher activates previous knowledge

about a topic, students can more easily make predictions, and

information topics seem less frightening for students when

connected with previous knowledge. Another important component

include before reading is the emphasis on vocabulary. One would

assume that if a learner has considerable background knowledge

about a reading topic, it should help them and improve their

40
Tori Golden Hughes, Roya Scales, and W. Scales, ‘Writing for Comprehension: How Does
Writing Influence Informational Reading Comprehension in the Elementary Classroom?’, Literacy
Practice and Research, 46.2 (2021) <https://doi.org/10.25148/lpr.009639>.

35
comprehension at any particular vocabulary coverage percentage.41

This can feel like a daunting task because of the sheer volume of

vocabulary in a given text, but it is important to prioritize words

and place more time and emphasis on those terms around key

reading concepts.

b. During Reading

The main strategy used by the reader when they read is a

combination of three active reading skills: monitoring, questions,

and predictions.42 When reading the information text, the reader

must pay attention to the details and anticipate that they might have

to adjust or change the predictions that were previously created for

the text to make sense. This process is explicitly modeled for

students in all units. Pre-wise planning during reading questions to

be asked in all class instructions allows the teacher to give the

meaning of discussion and in-depth explanation. The teacher

modeled a reading technique, helping students learn new

vocabulary, form grammar and help students correlate between the

text they have read or the experiences they have. Concentration is

an important element to help students hear teacher thinking. So, it

should be a technique that is often used during the reading process.

Other important compensation is reading loud in class. When

41
Norbert Schmitt, Xiangying Jiang, and William Grabe, ‘The Percentage of Words Known in a
Text and Reading Comprehension’, Modern Language Journal, 95.1 (2011), 26–43
<https://doi.org/10.1111/j.1540-4781.2011.01146.x>.
42
Golden Hughes, Scales, and Scales, Loc. Cit.

36
reading loudly, it is important to pause at a different time to clarify,

summarize, or question content. In addition, this will help build a

class community, grow critical thinking skills, and model effective

ways to interact with a book. Understanding is an important

component during the reading process using a technique called

"Report Back". This is an effective way to make students still

interact with content while supporting Eenglish Learner students.

After questions are submitted to all groups, students have the

opportunity to share ideas with partners or in small groups before

students are called to share in all groups.

c. After Reading

Understanding does not stop at the last page of the text. The

teacher explains to students that the reader reflects on their reading.

After reading the information text, students need to reflect on their

reading wheter they have got the information and undersatand what

the author’s purpose in the text or not. After reading strategy, it

gives students a way to summarize, reflect, and question what they

just read.43 When students finish reading the information text, it's

time to review the predictions that were previously made and

modify it as needed. This process also explicitly modeled in small

groups and instructions of the whole group. The teacher helps

students consolidate, elaborate, deepen their understanding of the

text and the relationships they have made as well as provide


43
Golden Hughes, Scales, and Scales, Loc. Cit.

37
necessary review and further instruction on new vocabulary words

and grammatical forms that have been learned from the text. The

“Preview/Review” technique is also applied in after reading where

a teacher matches the concepts taught at the beginning of the lesson

by revisiting the concepts further at the end of the lesson. In

addition to reviewing concepts, the next step for students is to have

the opportunity to practice and apply skills by making concrete

summaries to improve students' understanding of the texts they

have read.

2. The Benefits of BDA Reading Technique

The BDA strategy combines pre-reading and post-reading, as well

as monitoring comprehension activities during reading.44 Therefore,

BDA is an effective strategy for improving and monitoring

comprehension as it allows them to understand what they are reading

or have read as well as allowing students to identify points during

reading where their understanding has been impaired. The use of

before, during, and after the reading process also encourages students

to become critical readers because it allows students to use their

logical thinking to ask questions and make predictions about what the

text tells in pre-reading activities, integrating previous knowledge and

new information from the text during reading activities, and draw

conclusions and make real-life connections in post-reading activities.45


44
Nurdina, Op. Cit., 14.
45
Dian Rizkita, ‘The Effect of Using Before, During, After (BDA) Questioning Chart Strategy
Toward Reading Comprehension on Descriptive Text on the Second Grade Students at SMPN 1

38
This strategy also provides an interactive teaching and learning

process. Both teachers and students participate actively and are

involved in each process interactively. The teacher guides students to

complete each necessary step before, during, and after reading process

and does not miss the opportunity to guide students. Meanwhile,

students are encouraged to do each process well and actively

contribute during the three processes by responding to the teacher and

their peers. The interaction of teachers and students produces

important feedback that can be an important element of the teaching

and learning process. In addition, this strategy encourages students to

not only be able to find information to answer questions but also to

generate some questions to challenge their peers. Thus, it encourages

students to become question-makers rather than question-responders.46

Tambang’ (State Islamic University Sultan Syarif Kasim Riau, 2014).


46
Rizkita, Op. Cit., 21.

39
CHAPTER III

RESEARCH METHOD

In this chapter, the researcher presents the research design, the presence

and role of researcher in the field, research setting, research subject, source of

data, data collection technique, and data analysis technique.

A. Research Design

This research is designed in Classroom Action Research (CAR).

The reason of using this design is because this research attempts to

improve the students’ reading comprehension. In the field of education,

one of the best ways to overcome the ambiguity and understanding of

teachers about a problem or problem and their insufficient competence to

adopt new teaching methods, materials and tools is action research.

Classroom action research define as any systematic investigation carried

out by teacher, researcher, principals, school counselors, or other

stakeholders in teaching and learning environments to gather information

about how their particular schools operate, how they teach, and how well

their students learn.47 Action research is a powerful tool that enables

teachers not only to advance their teaching practice but also gain more

understanding about students, colleagues, and themselves. 48 As a research

design, it also empowers teachers to become researcher who can improve

47
Pardede, Op. Cit., 169.
48
Ibid.

40
their teaching so as to improve student learning outcomes. Because it is

usually related to small scale, contextual, and local focused on, and aimed

at discovering, monitoring, or developing practice change. Action research

can be implemented in almost any setting where problems involving

people, procedures, and tasks require solutions, or where some change is

required to achieve a more desirable outcome. Therefore, educational

action research can be used to solve problems related to the cognitive,

psychomotor, and attitude domains. It can be used effectively in an effort

to adopt new teaching methods, learning strategies, materials, and media..

Thus, in the context of EFL, action research can be used to improve

students' performance in terms of language skills, especially reading skills.

These definitions above explain that the classroom action research

is a reflective practice which is used to overcome problems and to improve

the quality of teaching and learning. Through this research, the researcher

focused on implementing BDA reading technique to improve students'

reading comprehension. Typically, classroom action research consists of

four cycle phases: planning, action, observation, and reflection. 49 If the

first cycle fails, then proceed to the next cycle until the research problem

can be solved by applying the BDA reading technique. However, the

researcher conducted a test to the students before and after implementing

the BDA technique in the first cycle to improve student achievement. If

the first cycle could not improve student achievement in reading


49
Stephen Kemmis, Robin McTaggart, and Rhonda Nixon, The Action Research Planner: Doing
Critical Participatory Action Research, 1st edn (Springer, 2014) <https://doi.org/10.1007/978-
981-4560-67-2>.

41
comprehension, the researcher carried out the next cycle until the student's

achievement score improved. The procedure of classroom action research

are as following.

a. Planning

Planning is the first step of this procedure. In this case, the

researcher prepared several activities carried out in the process of

action related to material such as: conducting the first observations to

find out problems in English Learning and identify problems in

particular students' reading comprehension; make a lesson plan;

determine material in reading comprehension; prepare research

instruments such as: observation and test; develop text teaching and

learning procedures by applying BDA reading techniques. Finally, the

student are given a reading comprehension test for the pre-test

procedure.

b. Acting

After planning and determining the action, the researcher carries

out a series of actions that have been planned in the learning process.

The researcher implemented the BDA reading technique in the

learning process. This technique is used for reading practice.

c. Observation

Observations were made to find several documents that influence

the implementation of BDA reading techniques in the learning

process. At this stage, researcher will conduct data by observing the

42
activities of students in the learning process by using observation

checklist. The researcher also gives another reading comprehension

test (post-test) for student with different text. Data collected on this

stage contains of plans and actions that have been made and its impact

on the process and instructional results collected with the observation

instrument developed by the researcher.

d. Reflection

The final step is reflection. Reflection is used to find out and get

feedback from previous activities that have been carried out

previously. In this case, the researcher evaluates the plans, actions,

and data obtained from observations. Then, the researcher compared

the results of students' reading comprehension before and after the

implementation of the BDA technique. From these results, the

researcher decides whether to continue to the next cycle or stop. If the

student's score improves and meets the minimum completeness

criteria, then they may stop until the first cycle. If not, then proceed to

the next cycle. English subject at MA Nurul Jadid has a minimum

completeness criterion value that students must achieve, which is 75.

If the application of the BDA reading technique can increase student

achievement to 75 or even more, then the cycle can be declared

successful and stops. But if it doesn't work, the cycle continues.

Finally, the students were interviewed for their perceptions of the

reading practice with this strategy as an evaluation for the next cycle.

43
Figure 3.1

Classroom Action Reserach Procedure Adapted From Kemmis And Taggart

PLANNING
Preparing reading lesson plan,
research instrument, and conducting
a reading comprehension test (pre-
test)

ACTION
Implementing BDA reading
REVISING PLAN
technique in the learning process

OBSERVATION
Observing the action through:
FAILED observation checklist, notes, and
conducting test (post-test)

REFLECTING
Evaluates the plans, actions, and
data obtained from observations
including the test result. Wheter it
success or failed

SUCCESS CONCLUSION AND REPORT

44
B. The Presence and Role of Researcher in the Field

The research activity was attended by researcher as an actor in the

implementation of the research process in the classroom and conducting

several observation before and during learning process in XII IPA 3 at MA

Nurul Jadid.

C. Research Setting

This research is conducted at MA Nurul Jadid which is located in

Nurul Jadid Islamic Boarding School on KH. Zaini Mun’im Street,

Karanganyar, Paiton, Probolinggo. The school was established in 1975. It

has a total of 1153 students with 470 male students and 683 female

students in the 2021/2022 academic year. This school has four programs

including Natural Sciences, Social Sciences, Language, and Religious, so

it is divided into 42 classes. The research was conducted from September

to October 2021 with two meetings in a week.

D. Research Subject

In this study, researcher had an opportunity to apply the BDA

reading technique in XII IPA 3 students at MA Nurul Jadid which consist

of 35 female students in academic year 2021/2022.

45
E. Source of Data

In this research, researcher get data from the observation before

learning process and while teaching and learning process activities.

Researcher conducted an observation before the learning process to obtain

information related to school data. It can be obtained from principal, the

administration divison, and the curriculum division. The observation while

teaching and learning process activities are conducted by the researcher to

obtained information related students achievement in reading

comprehension.

F. Data Collection Technique

The technique to collect the data of this study, the researcher used

qualitative and quantitative data namely observation and tests. Qualitative

data is used to describe the condition of students in implementing BDA

reading techniques in class. While quantitative data is used to assess

student achievement in reading comprehension. These data collection

techniques are presented below:

1. Observation

Researcher observed the activities of students in the learning

process directly. This observation aims to identify and collect

information about what researcher see and hear inside and outside the

classroom. In addition to find out problems related to research,

observations are made to determine the effects of all student activities

46
on the implementation of BDA technique. Then the researcher will

compare the achievement of student learning before and after the

BDA technique is applied as a research result. The researcher also use

a observation checklist to note down the class activities when the

learning process. Then the researcher gives a check mark of the

activities that have been achieved or not. This is very helpful for

researcher when going to do a reflection, so that the researcher will

not forget easily. The table of observation checklist can be seen in the

appendixe V page 118.

2. Test

The test are divided into pre-test and post-test. The test

instruments used in this study were multiple choice and each question

consists of 4 answer choices. The test was conducted twice before the

researcher applied the BDA reading technique and after the researcher

applied BDA reading technique. A good test has characteristics that

should be paid attention in its construction and its use. The main

characteristic is its relevant to what to measure, which is called

validity. Other characteristic is its consistency, which is usually called

reliability. As it is usually mentioned, test is one of the components in

teaching - learning activities. By the administration of a test,

information concerning the process can be obtained. This can be

obtained since besides giving information about the result of learning

process, it also gives information about the relevant of the objectives

47
of the course, the materials, the effectiveness of teaching method, the

adequacy of exercises given, the difficulties faced by students, and so

on.. All can be seen from the achievement of the students as reflected

in the scores of the students, as well as from the study on the mistakes

made by student. As a result, somic actions as the follow up can be

taken as the consequence of the result of the study. The treatment can

be in the form of giving more exercises and assignments to the

students, decision to retake the course for some students, or let some

students be at the same level for the following period, and so on.

a. Validity

The first important characteristic of a good test is validity.

Validity is defined as the extent to which a concept is accurately

measured in a quantitative study.50

1. Content Validity

The first category is content validity. This category

looks at whether the instrument adequately covers all the

content that it should with respect to the variable. 51 The

essence of content validity is determining the adequacy of the

sampling. More formally, the test must really measure what it

have been designed to measure. If we are to check on the

validity of a test, we must settle on one or morecriterion

measures of the attribute that the test is designed to test. Only


50
Roberta Heale and Alison Twycross, ‘Validity and Reliability in Quantitative Studies’, Evid
Based Nurse, 18.3 (2015), 66–67.
51
Ibid.

48
valid test can give useful information about people, but the

correction coefficients for validity are never as high as those

for reliability.

Content-related evidence in the context of the test

conducted in MA Nurul Jadid can be easily seen by

comparing what the researcher have in the materials and test

items.

Table 3.1

Content validity

Table of specification % of Test items


Topics Total % repr. Topics Total %
Why Don’t You Why Don’t You
3 50 100 5 50
Visit Seattle Visit Seattle
Creating Caption 3 50 100 Creating Caption 5 50
In the table above, it is explained that There are two

tables, namely the specification table which contains

competency standards and the test items table which contains

the number of questions that must be achieved based on

competency standards. The topics studied are why don't you

visit Seattle which focuses on narrative text and creating

captions that focus on short functional text, each of which has

three indicators so that the percentage is 50%. The researcher

also made the same comparison on the test item column. In

the pre-test and post-test, the researcher used 10 questions

which consist of five questions for narrative text and five

49
questions for short functional text which in also obtained a

percentage 50% for each topic. In this case, the ratio between

both tables is 50:50, so the representation obtained from the

comparison of both tables is 100%. It means that the test are

valid.

b. Reliability

Reliability relates to the consistency of a measure. A

participant completing an instrument meant to measure

motivation should have approximately the same responses each

time the test is completed. Although it is not possible to give an

exact calculation of reliability, an estimate of reliability can be

achieved through different measures.52 KR-20 formula is used by

the writer to identify the reliability of test. KR-20 formula is used

because it meets the characteristics of the scoring procedure of the

test which employes dichotomus score, meaning the scoring

procedures is based on only two possibilities: 1 for the right

answer and 0 for the wrong answer. The item analysis and

discrimination index of student test are provided in appendixes III

and IV page 114 and 116. We can see the table below to know the

reliability result of student test.

52
Ibid.

50
Table 3.2

The Pre-Test Result of Reliability

No. Item Analysis Score


1. Number of Students (N) 35
2. Mean 62
3. Variance 296
4. Standard Deviation 17,2
5. Jumlah pq (∑pq) 2,09
6. KR-20 1,02
Based on the computation of students’ score, it is known

that the data gained from the table 3.3 indicates that N = 35, Mean

= 62, Variance = 296, Standard Deviation = 17,2, ∑pq = 2,09.

The result of KR-20 computation, as indicated in table is 1,02. It

state that teacher made test if its reliability has reached 0,5, the

test is considered sufficient. Based on this criteria, therefore, the

format is considered sufficiently fulfill the requirement due to the

fact that its reliability is bigger than 0,50 (KR-20).

G. Data Analysis Technique

In the description of data collection technique, there are two

technique to collect the data, qualitative data in the form of observation

sheets. Whereas quantitative data used for test assessment includes pre-test

and post-test. The quantitative data analysis technique are as following:

1. To assess student’s reading comprehension by using the

following assessment formula:

51
R
x= ×100 %
N

x = Test score

R = Number of correct answers

N = Number of questions

2. To find out the average value, the formula is as follows:

∑x
X=
N

X = Average students score

∑ x = Total score

N = Number of students

3. To find out the percentage of students who passed the KKM

score derivided from the following formula:

F
P= × 100 %
N

P = The students percentage

F = Total percentage score

N = Number of students

4. To find out Variance score, the formula is as follows:


2
2 ∑( x−X )
S t=
N

S2t = Variance

x = test score

X = Average students score

N = Number of students

52
5. To find out standard deviation, the formula is as folows:
2
SDₓ=√ S t

SDₓ = Standard deviation

S2t = Variance

6. To find out KR-20 score, the formula is as follows:

[ ][ ]
2
N S t−∑ pq
KR 20= 2
N−1 S t

S2t = Variance

p = upper group

q = lower group

N = Number of students

53
BAB IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presents research findings and discussion that were gained

before the action research conducted and during the action research conducted. It

will explain and discuss about the description of XII IPA 3 students’ achievement

in reading comprehension and the description of implementing BDA technique in

XII IPA 3 of MA Nurul Jadid.

A. Research Findings

1. The Achievement of XII IPA 3 Students in Reading

Comprehension

Figure 4.1

Students’ Achievement in Pre-Test Items

Narrative Text Question 1 to 5.


35

30
27
25 23
21 20
20
Students

16
15

10

0
Number 1 Number 2 Number 3 Number 4 Number 5

The graph above shows the achievements of 35 students in

answering narrative question from numbers one to five.

54
Figure 4.2

Students’ Achievement in Pre-Test Items

Short Functional Text Question 6 to 10.


35

30
27 27 26
25

20 19
Students

15
11
10

0
Number 6 Number 7 Number 8 Number 9 Number 10

The graph above shows the achievements of 35 students in

answering short functional text questions from numbers six to ten.

Figure 4.3

Students’ Achievement in Post-Test Items

Narrative Text Question 1 to 5.


35
35 34
30
30
26
25

20 19
Students

15

10

0
Number 1 Number 2 Number 3 Number 4 Number 5

The graph above shows the achievements of 35 students in

answering narrative text questions from number one to five.

55
Figure 4.4

Students’ Achievement in Post-Test Items

Short Functional Text Question 6 to 10.


35 35 35
35 33

30

25
21
20
Students

15

10

0
Number 6 Number 7 Number 8 Number 9 Number 10

The graph above shows the achievements of 35 students in

answering short functional text questions from number six to ten.

Table 4.1

Students’ Achievement in the Aspect of Reading Comprehension

Test Items.

Number of
No. Students
Aspect Improvement
Items Pre- Post-
Test Test
 Understanding Vocabulary
1. 27 34 8
 Identifying the Main Idea
 Understanding Vocabulary
2. 21 30 8
 Finding Specific Information
 Understanding Vocabulary
3. 23 35 9
 Applying background knowledge
 Understanding Vocabulary
4. 20 26 14
 Identifying the Main Idea
5.  Understanding Vocabulary 16 19 10

56
 Finding Specific Information
 Understanding Vocabulary
6. 27 35 7
 Finding Specific Information
 Understanding Vocabulary
7. 27 35 9
 Applying background knowledge
 Understanding Vocabulary
8.  Making Inference from Picture 26 35 12
 Finding Specific Information
 Understanding Vocabulary
9.  Making Inference from Picture 19 33 6
 Finding Specific Information
 Understanding Vocabulary
10.  Making Inference from Picture 11 21 3
 Finding Specific Information
From the table above, it can be seen that there were an

improvement on the aspects that have been achieved by students and

the comparison of pre-test and post-test results achievements in

reading comprehension test items.

2. The Implementation and The Result of Classroom Action

Research

In this section, the researcher focused on implementing BDA

reading technique to improve students' reading comprehension,

especially for XII IPA 3 students. Typically, classroom action

research consists of four cycle phases: planning, action, observation,

and reflection.

A. Cycle 1

1. Planning

57
Before implementing the BDA technique, researcher has

designed a learning plan in the form of learning tools that include the

Learning Implementation Plan (RPP), teaching materials, learning

media, student attendance lists, evaluation instruments.

A. Develop a Learning Implementation Plan

The researcher prepares the Learning Implementation Plan

before carrying out the learning activities. Learning plans can

help researcher to teach systematically and according to

predetermined competencies. The lesson plan must be carefully

designed in order to provide feedback that can describe various

weaknesses so that it can improve and improve learning activities

in the future. This makes lesson plans an important factor that

greatly influences the ongoing learning and teaching process in

the classroom. Those lesson plan can be seen in appendixes.

B. Preparing Teaching Materials

The material to be taught by researcher to students refers to

the Revised 2018 Class XII English Teacher Handbook and the

2018 Revised Class XII English Student Handbook written by

Utami Widiati, Zuliati Rohmah, Furaidah and published by the

Center for Curriculum and Books, Balitbang, Ministry of

Education and Culture. For teaching why don’t you visit seattle

material, researcher adds a fable texts to improve students'

58
reading comprehension. The fable text that will be taught is

entitled Ten Little Cookies and Pretty Fish.

C. Preparing Learning Media

Media or teaching aids used to support the learning process

are whiteboards and board markers. Researcher also use image

media on creating caption material which it is one of short

functional text part to facilitate the delivery of material and make

it easily to understand. Image media in the form of signs and

objects accompanied by notice text and warning text.

D. Prepare student attendance

Student attendance has been provided by the school

administration, researcher only need to ask and bring it every

coming in to the class for teaching.

E. Preparing evaluation instruments

The evaluation instrument prepared by the researcher was in

the form of an observation checklist and test. Those instruments

can be seen in appendixes.

2. Action

In the reading learning process at MA Nurul Jadid, researcher

received the following teaching schedule and learning materials to

conduct a classroom action research:

Table 4.2 Teaching Schedule


No. Day Class Time Subjects
1. Wednesday XII IPA Reguler 3 09.00 – 09.50 English

59
2. Thursday XII IPA Reguler 3 10.05 – 10.55 English

60
Table 4.3 Subject Matter
No. Day/Date Class Time Subject Matter
1. Wed, 22/09/21 XII IPA Reguler 3 09.00 – 09.50 Introduction (pre-test)
Why Don’t You Visit
2. Thurs, 23/09/21 XII IPA Reguler 3 10.05 – 10.55
Seattle
Why Don’t You Visit
3. Wed, 29/09/21 XII IPA Reguler 3 09.00 – 09.50
Seattle
4. Thurs, 30/09/21 XII IPA Reguler 3 10.05 – 10.55 Creating Caption
5. Wed, 06/10/21 XII IPA Reguler 3 09.00 – 09.50 Creating Caption
6. Thurs, 07/10/21 XII IPA Reguler 3 10.05 – 10.55 Post-Test

The three stages of the BDA reading technique with some

general activities for each stage can be seen in the image below.

Figure 4.5

BDA Reading Technique

BDA Reading
Technique

Before Reading During Reading After Reading

Preparing Glossary Reading a Text Self Reflection

Discussing the Title Guessing Word


Cultural Awareness
Meaning Meaning
Brainstorming by
Textual Analysis Reviewing Concepts
Making Schema
Searching Relevant Discussing Events Creating Material
Information and Setting Summarization
Guessing the
Retelling a Text
Material

61
The process of learning reading by applying BDA technique is as

follows.

 First Meeting (Wednesday, 22/09/21)

Learning activities begin with conditioning the class, after the

class conditions feel disciplined and well conditioned, the researcher

begins to open the class by greeting students and praying before

learning activities begin. At the first meeting of the learning

implementation process, the researcher made introductions as a period

of getting to know each other between researcher and students. The

researcher started greeting the students and asked how they were

doing and introduced themselves to the students. The researcher tried

to make the atmosphere less tense by being friendly to the students

and inviting them to ask questions about the researcher if they wanted

to know more. The researcher did not forget to get acquainted with the

students by pointing the students one by one to stand up and introduce

themselves using English, while the researcher filled in the student

attendance. After students finished introducing themselves, the

researcher then conveyed the aims and objectives of the researcher

being in this class, namely to teach as well as conduct research to

improve students' reading comprehension achievement. Therefore, the

researcher asked the students to do a pre-test to determine the students'

reading comprehension ability before implementing the BDA

technique. Then, the researcher distributed ten pre-test questions to

62
students and accompanied them until they finished working. The

purpose of all these activities is also to provide an overview to

researcher about the characteristics and abilities of students as well as

a social approach between researcher and students. This activity lasts

until the lesson hours are over.

 Second Meeting (Thursday, 23/09/21)

Learning activities begin with conditioning the class, after the

class conditions feel disciplined and well conditioned, the researcher

begins to open the class by greeting students and praying before the

learning activities begin. Then the researcher greeted and checked the

attendance of the students. The researcher begins the material by

reviewing a bit prior material and conduct brainstorming by inviting

students to write the first thing they thought of when the author gave

stimulus material about the cookies by making a schema with a

pattern resembling a spiderweb. Some students are reluctant to go

forward because they are ashamed or not confident when they can

answer it. The researcher tried to motivate the students so that the

students also dared to come forward and write down their opinions.

This activity is known as before reading. After no more students came

forward and answered, the researcher then presented the material to be

studied that day and conveyed the learning objectives. In the chapter

why don’t you visit seattle, the researcher adds a narrtive text to help

students improve their reading comprehension easily.

63
To start the activity during reading, the researcher asked the

students to read the fable text entitled Ten Little Cookies that the

researcher gave. One of them is by asking students to read it aloud to

lead their friends in reading the text. While paying attention and

listening to students, the researcher made improvements to the way of

pronouncing words that were not appropriate. Furthermore, the

researcher formed several groups to discuss the contents and

understand the meaning of the text. While waiting for students to

discuss, the researcher went around to control students' activeness in

discussing, asking students' difficulties, and helping students answer

correctly. To find out whether the students had understood the text,

the writer asked some questions that the researcher had prepared

regarding the ten little cookies text. Students begin to be able to

answer using English. Then the researcher gave feedback to the

students' answers by saying "Good Job" and so on. Then students are

invited to retell the contents of the text in their own language. The

next activity, the researcher asked students to match the answers

during the before reding activity with the text during reading. To find

out whether their assumptions tend to match or even miss the material.

Here, researcher can correct errors and add new knowledge for

students. This activity is known as after reading.

After all the material has been delivered, the researcher gives

students the opportunity to ask questions, then the researcher answers

64
the questions. The learning activity ends by making a summary of the

material that has been studied that day with the delivery and

strengthening of the material.

 Third Meeting (Wednesday, 29/09/21)

At the third meeting, the researcher started by doing the same

activities, namely conditioning the class, saying greetings, reading

prayers, asking for news and checking student attendance. The

researcher begins the material by reviewing a bit of prior material and

conducted brainstorming by providing material stimulus about fish

that would be studied by making a schema with a pattern resembling a

spiderweb. This activity is known as before reading.

To start the activity during reading, the researcher asked the

students to read, analyze and understand the fable text entitled Pretty

Fish that the researcher had given by discussing with the group. While

waiting for students to discuss, the researcher went around to control

students' activeness in discussing, asking students' difficulties, and

helping students answer correctly. To find out whether the students

have understood the text, the writer asks some questions that the

researcher has prepared related to pretty fish text. The researcher made

a mind-map about the plot of the story events that occurred in the text

to make it easier for students to understand the content of the text and

easily remember it, so that they could retell it in their own way. The

next activity the researcher invites students to match the answers

65
during the before reding activity with the text while reading. To find

out whether their assumptions tend to match or even miss the material.

Here, researcher can correct errors and add new knowledge for

students. This activity is known as after reading.

The last, researcher gives students the opportunity to ask

questions and making a summary of the material that has been studied.

 Fourth Meeting (Thursday, 30/09/21)

At the fourth meeting, the researcher started by doing the same

activities, namely conditioning the class, saying greetings, reading

prayers, asking for news and checking student attendance. The

researcher begins the material by reviewing what material has been

studied at the previous meeting. Furthermore, the researcher

conducted guided brainstorming by making a schema with a pattern

resembling a spiderweb. This activity is known as before reading. In

this chapter, that is creating caption which one of short functional text

part, the researcher inform students that we will focus on learning

short functional text that consist of notice text and warning text to help

students to get easier understanding, so that can improve their reading

comprehension achievement.

The next activity is during reading. After the researcher explained

the objectives and the material to be studied, the researcher used

image media that contained notice text. The researcher asked the

students to read the notice text that the researcher had given.

66
Furthermore, the researcher formed several groups according to the

bench they occupied to discuss the contents and understand the

meaning of the text. While waiting for students to discuss, the

researcher went around to control students' activeness in discussing,

asking students' difficulties, and helping students answer correctly. To

find out whether the students had understood the text, the writer asked

some questions that the researcher had prepared regarding the notice

text. The students answered it very enthusiastically, although most of

them still used Indonesian. Researcher tried to guide students to

answer using English. Then the researcher gave them an appreciation.

The next activity, the researcher invites students to match the answers

during the before reding activity with the text during reading. Here,

researcher can correct errors and add new knowledge for students.

This activity is known as after reading.

The last, researcher gives students the opportunity to ask

questions and making a summary of the material that has been studied.

 Fifth Meeting (Wednesday, 06/10/21)

At the fifth meeting, the researcher started by doing the same

activities, namely conditioning the class, saying greetings, reading

prayers, asking for news and checking student attendance. The

researcher begins the material by reviewing what material has been

studied at the previous meeting. Furthermore, before reading

67
activities, researcher conducted guided brainstorming by making a

schema with a pattern resembling a spiderweb.

To start the activity during reading, the researcher conveys the

material that will be studied on that day and conveys the learning

objectives. Researcher use image media that contains warning text.

The researcher asked the students to read, analyze, and understand the

images and warning text that the researcher had given by discussing

with their respective groups. Meanwhile, the researcher went around

to control the activeness of students in discussing, asking students'

difficulties, and helping students to answer correctly. To find out

whether the students had understood the text, the writer asked some

questions that the researcher had prepared regarding the warning text.

Then the researcher gave them an appreciation. The next activity, the

researcher invites students to match the answers during the before

reding activity with the text during reading. To find out whether their

assumptions tend to match or even miss the material. Here, researcher

can correct errors and add new knowledge for students. This activity is

known as after reading.

The last, researcher gives students the opportunity to ask

questions and making a summary of the material that has been studied.

 Sixth Meeting (Thursday, 07/10/21)

At the sixth meeting, the researcher started by doing the same

activities, namely conditioning the class, saying greetings, reading

68
prayers, asking for news and checking student attendance.

Furthermore, the authors inform what students will do at this meeting,

namely students will carry out post-tests to determine students'

abilities while receiving the material. The author started the core

activity by distributing post-test question sheets to all students. The

author invites students to work on the post-test questions honestly and

individually. The author goes around to the students' seats to condition

the class so that students do not cheat or discuss with their friends.

Before collecting the post-test results, the writer instructs the students

to check their answers first, then they can collect them. This post-test

activity lasts until the lesson hours are over. The writer then thanked

the students for their participation and enthusiasm in doing the post-

test and said salam.

3. Observation

Qualitatively, researcher used an observation checklist in order

to make it easier for researcher to make an observation. The checklist

is always filled in every time the researcher finished the teaching. The

researcher gives a check mark for the activities that have been

achieved and a cross mark for the activities that have not been

achieved. The results of the observation checklist and student test

results are presented below.

69
Table 4.3

The Observation Checklist

MEETING
NO. STATEMENT
1 2 3 4 5 6
1. Preparing the material √ √ √ √ √ √
2. Control the classroom condition x √ √ √ √ √
3. Using time effectively √ x √ √ √ √
4. Create a pleasant atmosphere in the classroom √ √ √ √ √ √
5. Using learning media well √ √ √ √ √ √
6. Using understandable language when teaching √ √ √ √ √ √
Students pay attention to the researcher’s x x √ √ √ √
7.
explanation
8. Students can catch the material x x √ √ √ √
9. Students are active in the learning x x √ √ √ √
10. No students sleep in the class x x √ √ √ √
11. Asking student’s difficulties √ √ √ √ √ √
12. Giving opportinity for students to ask √ √ √ √ √ √
13. Conducting evaluation after explaning the material √ √ √ √ √ √
14. Students answer the question correctly x x √ √ √ √
At first meeting, the researcher can't control the class because

there are some of them who feel sleepy and even sleep in class. Most

of the students are still feeling stiff, tense, embarrassed to speak up,

and even scared to do introductions using English. In the first meeting,

not many students actively asked when they were introduced to the

researcher, there were only a few of them because they were members

of the English language development institute in their dormitory, so

70
they were used to using English and were trained to be confident in

speaking in public. The rest, students then do a pre-test.

In the second meeting, the researcher began to be able to

control the class situation and explain the material to the students for

the first time, but the students paid less attention to the explanation

from the researcher because some of them chatted with friends, fell

asleep and slept, so they could not catch and understand the

explanation of the material taught by researcher. It was proven when

the researcher asked the students about the content of the material, but

only a few of them could answer it. Students have difficulty in giving

meaning to the text, due to lack of vocabulary knowledge and lack of

background knowledge. This makes students less enthusiastic and less

active in learning in class. Constraints experienced by students in

addition to having difficulty in understanding vocabulary, students

also have difficulty retelling in their own language the contents of the

narrative text that has been read. Researcher also experienced less

effective time constraints due to the difficulty of controlling the class

and the student learning process.

At the third meeting, the researcher was able to control the

class, so that no students chatted with their friends or even slept in

class. Students began to focus on listening to the explanation of the

material and most students were able to answer the researcher's

questions. In the learning process, students begin to be able to retell

71
the contents of the text according to their understanding with the help

of a mind map that the researcher made, even though they still used

English mixed with Indonesian. This helps researcher use time

effectively to carry out the learning process.

At the fourth meeting, students began to feel happy to learn

reading with the BDA technique that had been taught by the

researcher. So far, students are starting to be able to answer questions

correctly and start to communicate and answer the question by using

English.

At the fifth meeting, students experienced a lot of

improvement compared to the previous meeting. Most of students are

very confident to learn and start to speak English with their friends.

They all very enthusiasm and active in every step of learning.

At the last meeting, namely the implementation of the post-

test, the researcher could see that students could work on the questions

more easily and calmly than when carrying out the pre-test. Students

show the results of their efforts so far by getting a good score in the

post-test.

Quantitatively, the data were obtained from the results of the

students' pre-test and post-test. Those are presented below.

72
Table 4.4

The Result of Students' Pre-Test and Post-Test

No. Student’s Initial Pre-Test Decision Post-Test Decision


1 ANR 90 PASS 100 PASS
2. NA 90 PASS 100 PASS
3. IAA 90 PASS 100 PASS
4. AD 80 PASS 100 PASS
5. AFAH 80 PASS 90 PASS
6. DS 80 PASS 90 PASS
7. HKF 80 PASS 90 PASS
8. NMS 80 PASS 90 PASS
9. AA 70 FAIL 90 PASS
10. BNM 70 FAIL 90 PASS
11. DNC 70 FAIL 90 PASS
12. DS 70 FAIL 90 PASS
13. DR 70 FAIL 90 PASS
14. FJ 70 FAIL 90 PASS
15. F 70 FAIL 90 PASS
16. IJ 70 FAIL 90 PASS
17. KA 70 FAIL 90 PASS
18. SDRI 70 FAIL 90 PASS
19. AKN 60 FAIL 90 PASS
20. DIM 60 FAIL 80 PASS
21. IK 60 FAIL 80 PASS
22. NR 60 FAIL 80 PASS
23. DKR 60 FAIL 80 PASS
24. FL 50 FAIL 80 PASS
25. IMN 50 FAIL 80 PASS

73
26. IN 50 FAIL 80 PASS
27. NRA 50 FAIL 80 PASS
28. JFN 50 FAIL 80 PASS
29. LR 40 FAIL 80 PASS
30. NS 40 FAIL 80 PASS
31. SSR 40 FAIL 80 PASS
32. WK 40 FAIL 80 PASS
33. NF 30 FAIL 80 PASS
34. RA 30 FAIL 80 PASS
35. SM 30 FAIL 80 PASS

Total 2170 3030

Mean 62 86,6
The table above shows that the total score of the student's pre-

test is 2170 with the lowest score of 30 and the highest score of 90.

Thus, the average score obtained by students is 62. There are 8 out of

35 students who managed to achieve even scores that exceeded the

minimum completeness criteria required. The school has determined

the KKM score for English subjects at MA Nurul Jadid is 75. While

the total post-test score of students is 3030 with the lowest score of 80

and the highest score of 100. The average score obtained by students

in this post-test is 86,6 which all students successfully passed the

KKM score. The average value of students are obtained from the

following formula.

The mean of pre-test score:

∑x
X=
N

74
2170
X=
35

= 62

The mean of post-test score:

∑x
X=
N

3030
X=
35

= 86,6

Then, the percentage of students who passed the KKM score

derivided from the following formula.

The pre-test percentage:

F
P= × 100 %
N

8
P= × 100 %
35

= 22,9%

The post-test percentage:

F
P= × 100 %
N

35
P= × 100 %
35

= 100%

75
Figure 4.6

The Improvement of Students Score Achivement in Pre-Test and

Post-Test
100
100 86.6
90
80
62
Number of Students

70
60
50
40
22.9
30
20
10
0
Mean Percentage of
students
achievement

pre-test post-test

Based on the data above, the results show an increase in

student scores from pre-test to post-test in the first cycle. In the pre-

test, the average score of the students was 62, while in the post-test it

was 86,6. So it can be calculated that the increase in the average

student results amounted to 24,6. Furthermore, the data above also

presents the percentage of students who managed to exceed the KKM

score on the pre-test, which was 8 out of 35 students (22,9%).

Meanwhile, in the post-test, 35 students in total (100%) managed to

exceed the KKM score, so it can be calculated that the increase in the

percentage of students amounted to 77,1%. It proves that the first

cycle was declared successful and there is no need to continue in the

second cycle, because the score of students have increased and have

reached the minimum criteria for complteness in reading

76
comprehension. Another thing that also supports this cycle to stop is

that there is a COVID-19 pandemic constraint that causes a lack of

student activity at school by taking turns to attend school.

4. Reflection

After making observations, researcher can more evaluate the

results of the performance during teaching. When carrying out the

teaching and learning process, researcher found obstacles that greatly

impacted the delivery of the subject matter properly and this would

affect the level of students' understanding of the material provided.

The following are obstacles and solutions to overcome these obstacles,

including:

1. At the beginning of the researcher come in to the class, the attitude of

the students did not support the learning implementation process, in

which students were less active in learning in class. However, after

doing the introductions, the researcher greets, ask their condition, gave

encouragement and motivation, even make yells to get students

excited. Finally, students were no longer embarrassed and felt

confident. For the results of the pre-test that was carried out, most

students were not able to achieve the minimum completeness criteria.

Therefore, the researcher tried to apply the BDA reading technique

properly to improve students' reading comprehension achievement.

2. At the second meeting, although most of the students were able to

follow the lesson well, there were some students who were difficult to

77
cooperate with because they slept in class and chatted, thus disturbing

the concentration of other friends during the learning process. These

obstacles can be overcome by trying to approach students and enter

into their conversations, rebuke gently, call and instruct busy or

sleeping students to answer the researcher's questions or explain the

material, to pretend to record their names, so that these things are not

hinder the teaching and learning process which results in ineffective

learning time. However, the obstacles that the researcher experienced

were not only that, there was a gap in the level of intelligence and

student activity where students had difficulty understanding the

vocabulary in the text, so the researcher encouraged all students to

bring a dictionary and look for the meaning of the vocabulary they did

not know. Another problems that faced by students was difficult to

retell the contents of the text using their own language. Therefore, the

researcher plans to make a mind map in advance so that students can

more easily understand the researcher's explanation of the content of

the text, so that students will also easily remember it when asked in

the next meeting.

3. After the researcher applied some suggestions and sanctions to the

students, at the third meeting there were no students sleeping and busy

in class, so the learning process was very effective. In this meeting,

the students were able to retell the contents of the text using their own

language with the help of a mind map that the researcher had made to

78
describe the contents of the text in detail. But this time, the obstacle

faced by researcher is that most of the students still use Indonesian in

the learning process. Therefore, the researcher tried to use English that

is easy to understand as well as to guide students to dare to speak in

English. Do not forget that researcher always provide good feedback

to students so that they feel appreciated and are more enthusiastic

about learning.

4. At the last meeting, the students' post-test results were very satisfying

because all students managed to achieve even the student scores

exceeded the minimum completeness criteria. This shows that the

application of the BDA reading technique can improve the

achievement of students' reading comprehension. Therefore, the cycle

was stopped because the implementation of BDA reading technique

was successful.

B. Discussion

1. The Achievement of XII IPA 3 Students in Reading

Comprehension

Researcher observed the achievement of XII IPA 3 students in

reading comprehension by conducting tests on students to know

students' reading comprehension achievement before and after the

application of the BDA reading technique. The test given is a reading

question which consists of two learning topics, namely five questions

79
related to short functional text and five questions related to narrative

text, so that in total there are ten questions. The test instruments used

in this study were multiple choice and each question consists of 4

answer choices. The test was conducted twice, before the researcher

applied the BDA reading technique and after the researcher applied

the BDA reading technique. Before applying the BDA technique in

learning reading, the researcher first conducted a pre-test to determine

the students' reading comprehension ability. After conducting the pre-

test, the researcher conducted an action research by applying the BDA

technique to the XII IPA 3 students. Then the researcher conducted a

post-test to determine the students' reading comprehension

achievement after applying the BDA technique.

a. Factors that Affect the Achievement of XII IPA 3 Students in

Reading Comprehension

From Figure 4.1, it can be seen that several students have a

good achievement and somebody have not. It shows that there are

several factors that affect the achievement of students' reading

comprehension on the pre-test items. Even though there are a few

of the excellent students in the class, it is very common for them to

find problems such as: lack of motivation, lack of reading

strategies, low of reading interest, low of students understanding

levels, low of reading concentration, lack of facilities for

developing reading skills, and unconducive school environment.53


53
Lenna, Loc. cit.

80
Furthermore, there are also several factors that affect students'

reading comprehension achievement. Those are attention,

background experience, language skills, thinking skills, and

reading goals.54

In the pre-test items from number to ten, a narrative text has

been provided by the reseracher to know the students’ achievement

toward narrative text that has been learned. For question number

one, students are trained to identify the main idea from the text.

But before all, students must understand the content of the text by

interpreting the vocabulary correctly and finding the information

intended by the text. As a result, 27 students were able to answer

the questions correctly. This shows that most students have been

able to identify the main idea in narrative text and the rest failed.

The factors that affect the students failed to have the right answer

are lack of reading strategies, low of reading interest, low of

students understanding levels, so students go through difficulties to

identify the main idea of narrative text. In short, students should

have good reading technique, reading interest, and motivation to

help them comprehend the text easily. In question for number two,

students are asked to find interesting information from the text. If

students can answer question number six correctly, it means that

they have understood the narrative text they have read. Therefore,

students will easily answer question for number seven. As a result,


54
Nurdianingsih, Op. Cit., 286.

81
21 students answered the questions correctly. This means only

some of students are able to find interesting information from

narrative texts correctly and the rest failed. Interesting things

usually have different sentence characteristics and are slightly

unique from the others, so students can be easily found and

remembered, but they go through difficulties to find it because

some factors that have been mentioned by the researcher in the

previous item. In question for number eight, students are trained to

predict the place that is the background in the text. For number

three, students were asked to remember and relate the background

of knowledge to the narrative text they read. The result, 23 students

can answer it with the right answer. Most of the students have

succeeded in connecting, then applying what they already know

and experienced before with the new knowledge they get, but the

rest are not. Students go through difficulties to connect their prior

knwoledge with the text ask. Students have to activate their prior

knowledge and understanding the vocabulary of text to be able to

make the right answer. Therefore, linking background knowledge

with newly learned knowledge can be evidence of students' reading

success and can make it easier to understand the material. Next, the

researcher provided another narrative text to answer questions for

number nine and ten. In question for number four, students are

trained to identify the main idea from the text. But before that,

82
students must understand the content of the text by interpreting the

vocabulary correctly and finding the information intended by the

text. As a result, only 20 students could answer the questions

correctly. This shows that only half of all students are able to

identify the main idea in narrative text. One of the factors that

causes many students to answer incorrectly is that students have

difficulty in interpreting the vocabulary in the text so they cannot

find the main idea in the text. Therefore, it is very important for

students to know the meaning of the vocabulary in the text and

understand the meaning of the text correctly. In question for

number five, students are asked to find interesting information

from the text. If students can answer question number nine

correctly, it means that they have understood the narrative text they

have read. Therefore, students will easily answer question number

ten. As a result, only 16 students answered the questions with the

right answers. This means that most students are not able to find

interesting information from narrative texts correctly. One of the

factors that causes many students to answer incorrectly is that

students have difficulty in interpreting the vocabulary in the text

and unable to distinguish interesting things in the events that occur

in the text. Therefore, students should learn more about new

vocabulary and generic structure of a text to help them understand

the text easily.

83
In the figure 4.2, the researcher made the question for

number six in the form of an image containing a notice to invite

students to think and predict the meaning of the vocabulary in

order they can find the specific information in the text. Finally, 27

out of 35 students were able to find the specific information from

the notice text and answered correctly. It means only some of

students are able to understand the text because some of them go

through such a lack of vocabulary, lack of background knowledge.

Understanding vocabulary of text are very significant because the

ability to determine the meaning of vocabulary items from context

is one of the most important aspects of successful reading.

Furthermore, the form of question number seven has similarities

with question number one, that is an image containing a notice. But

this time the question no longer asked the meaning of the message,

but asked where students usually found it. When reading an

English text, understanding the meaning of vocabulary in the text

being read is very important and the first thing to know. In this

question, apart from being invited to find specific information,

students are also invited to relate their background knowledge and

experience to find places where they usually find the message. As a

result, 27 out of 35 students managed to answer correctly. It only

shows a some of students are succes to have the right answer,

while the others go through difficulties to connect their prior

84
knwoledge with the text ask. Students have to activate their prior

knowledge and understanding the vocabulary of text to be able to

make the right answer. Therefore, linking background knowledge

with newly learned knowledge can be evidence of students' reading

success and can make it easier to understand the material. For the

form of question number eight, there is an image consisting of a

hand and water accompanied by a notice text. From these images

and texts, students are trained to think independently, starting from

predicting the meaning to the intent of the image as well as the text

that supports it. The results of student answers are 26 students can

answer correctly. This shows that some of students can understand

pictures and reading texts by finding the specific information in

question. Generally, pictures are also one of the reasons that

students being successful in finding specific information, because

pictures are easier to understand than reading texts, especially for

second language learners. Question number nine presents a picture

of the flow of electricity accompanied by a warning message. From

these images and texts, students are trained to think independently,

starting from predicting the meaning to the intent of the image as

well as the text that supports it. The results of student answers are

19 students can answer correctly. This shows that most students

have difficulty in understanding pictures and reading texts. The

factor that causes many students to answer incorrectly is that

85
students have difficulty in interpreting the vocabulary in the text so

they cannot find the specific information referred to by the picture.

Therefore, it is very important for students to understand the

meaning of vocabulary in the text and understand the meaning of

the pictures correctly. Question number ten also presents a question

in the form of an image of a toilet accompanied by a text notice.

This question trains students to make inferences about the text they

have read. The result is only 11 students can answer correctly. This

shows that most of students fail to understand the pictures and the

text. It can be predicted that students always have difficulty in

interpreting the vocabulary in the text, so they cannot make the

intended conclusion.

Figure 4.3 shows the students’ achievement in the post-test

items of narrative text. It can be seen in number one that almost all

students can answer correctly. The improvement of students in

understanding narrative text is very fast. Now, students are able to

find the main idea of a text precisely and easily. Furthermore, it is

proven by the results of the answer number two where students

also experience an increase in finding interesting stories from the

narrative text. Although not all students can answer correctly, at

least learning reading using this BDA technique can help students

achieve aspects of reading comprehension to improve students'

reading comprehension. In number three, all students can answer

86
the question correctly. This shows that students are able to relate

background knowledge to the narrative text they read. In number

four, students also experienced a slight increase from 20 students

to 26 students who could answer the questions correctly. Not much

different from number four, at number five students also

experienced a slight increase. Apparently, most students still

experience confusion in answering questions, due to lack of

reading comprehension. In fact, the characteristics of reading

questions do make people a little confused about some ambiguous

answer choices. However, learning reading by applying the BDA

technique can provide an increase in the achievement of students'

reading comprehension than before. Therefore, understanding the

text with the right technique is very important in the success of

reading learning.

Judging from the figure 4.4, the students’ achievement in

post-test items of short functional text shows that there were an

improvement of students’ achievement in reading comprehension.

In number six and number seven, all students can answer the

question correctly. It means that students have been able to

interpret vocabulary correctly so that they can find specific

information from the text. In number eight, all students can answer

the question correctly. This shows that in addition to being able to

understand vocabulary well, students are able to activate

87
background knowledge with newly learned knowledge. In number

nine, although there were two students who failed, 33 students

could answer the questions correctly. This shows an increase from

the results of the previous student's pre-test where only some

students answered correctly. In number ten, there were 14 students

who failed to answer correctly, but in this post-test the students had

increased which 21 students could answer correctly. It can be seen

that teaching reading using the BDA technique can improve

students' vocabulary understanding so that they can make

appropriate conclusions regarding the notice text. Finally, the

results of the students' reading test achievement from number one

to five indicate that the BDA technique can help students

understand reading texts easily.

b. Aspects that Have Been Achieved by XII IPA 3 Students in

Reading Comprehension

From the table 4.1, it can be seen the result of students’

achievement in pre-test and post-test items. There are five aspects

that should know in reading comprehension to get easier in

undestanding a text, those are identifying the main idea, finding

specific information, making inferences, determining reference,

and understanding vocabulary.55 In this reading test, the researcher

provides questions with different levels of difficulty to find out the

students abilities to understand the text. From the results of pre test
55
Eka Sasmita, Loc. Cit.

88
achievement, most of students failed to have the right answer, so

they could not achieve the reading comprehension aspects. They

happened some difficulties in understanding vocabulary,

identifying the main idea, finding specific information, and making

inferences. This happened because they did not have a knowledge

toward aspects that should achieve to help them understand a text

easily in order they have a good reading comprehension

achievement. Then, the researcher conduct a classroom action

reserach by applying the BDA reading technique to improve

students’ reading comprehension achievement. Finally, in the post-

test items, students are able to achieve almost aspects of reading

comprehension in each questions that have been provided. Students

experienced a significant increase compared to the results of the

previous pre-test. The comparison of the results of the pre-test and

post-test is evidence that the application of BDA techniques in

reading learning can improve students' ability to understand

reading texts and improve student achievement in reading

comprehension materials.

2. The Implementation and The Result of Classroom Action

Research

Based on the research findings above, the classroom action

reserach conducted by applying the BDA reading technique which

89
consist of four phases in a cycle. The researchers applied the BDA

technique in reading comprehension learning which it has been

applied by several researchers. One of them is Nurdina (2018) who

have succeeded in improving students' reading comprehension by

using BDA reading technique. 56 Before implementing the BDA

technique, researcher has designed a learning plan in the form of

learning tools that include the Learning Implementation Plan (RPP),

teaching materials, learning media, student attendance lists, evaluation

instruments. It help reaseracher to conduct classroom action reserach

systematically. In the action, researcher conduct a pre-test to know

students’ achievement in reading comprehension before applying the

BDA reading techique. Then, the researcher apply the BDA reading

techique during learning process. Finally, when researcher conduct an

obeservation after applying the action, the results obtained by the

students in the post-test were very good and all students managed to

achieve the minimum criteria for completeness.

From table 4.4 the results of the students' pre-test and post-test

scores, it can be seen that the total score of the student's pre-test is

2170 with the lowest score of 30 and the highest score of 90. Thus, the

average score obtained by students is 62. There are 8 out of 35

students who managed to achieve even scores that exceeded the

minimum completeness criteria required. The school has determined

the KKM score for English subjects at MA Nurul Jadid is 75. While
56
Nurdina, Loc. Cit.

90
the total post-test score of students is 3030 with the lowest score of 80

and the highest score of 100. The average score obtained by students

in this post-test is 86,6 which all students successfully passed the

KKM score. It shows that the students made a significant

improvement in their reading comprehension after the BDA reading

technique was applied. It was proved by an increase in the average

score of students from pre-test to post-test, that is 62 to 86,6.

Based on the figure 4.5, the results show an increase in student

scores from pre-test to post-test in the first cycle. In the pre-test, the

average score of the students was 62, while in the post-test it was 86,6.

So it can be calculated that the increase in the average student results

amounted to 24,6. Furthermore, the data above also presents the

percentage of students who managed to exceed the KKM score on the

pre-test, which was 8 out of 35 students (22,9%). Meanwhile, in the

post-test, 35 students in total (100%) managed to exceed the KKM

score, so it can be calculated that the increase in the percentage of

students amounted to 77,1%. It proves that the first cycle was declared

successful and there is no need to continue in the second cycle,

because the score of students have increased and have reached the

minimum criteria for complteness in reading comprehension. Another

thing that also supports this cycle to stop is that there is a COVID-19

pandemic constraint that causes a lack of student activity at school by

taking turns to attend school. Thus, the implementation of BDA

91
reading technique was successful because there was an improvement

toward students’ result from pre-test to post-test. The last, researcher

conduct a reflection to get better study for researcher herself or for the

next researchers.

Finally, the results of this research can answer the problem

formulation:

1. The achievement of students' reading comprehension before applying

the BDA reading technique had a pre-test mean score that was

sufficient. That's 62. Meanwhile, the percentage of student

achievement in the pre-test was 22.9% with 8 of 35 students

successfully achieving the minimum completeness criteria score.

2. The achievement of students' reading comprehension by applying the

BDA reading technique has a good post-test mean score. That's 86.6.

Meanwhile, the percentage of student achievement in the post-test

was 100% with 35 students successfully achieving the minimum

completeness criteria score.

3. The implementation of the BDA reading technique can improve

reading comprehension achievement for XII IPA 3 students at MA

Nurul Jadid.

Thus, it can be concluded that the results of this study show

that the application of BDA reading techniques can improve students'

reading comprehension achievement.

92
CHAPTER V

CONCLUSION

In this chapter, the researcher presents the conclusion toward the result of

this study and suggestion for this study.

A. Conclusion

Based on the result of research findings and discussion above, it

shows that there is an improvement in student learning achievement.

Qualitatively, the results of the observation checklist data indicate an

increase in student enthusiasm for learning, students can all achieve the

aspects that researcher has made in the observation checklist.

Quantitatively, students showed an increase in scores from pre-test to post-

test. It can be seen from the students' scores on the post-test which were

better than the pre-test scores. The achievement of students' reading

comprehension before applying the BDA reading technique had a pre-test

mean score that was sufficient. That's 62. Meanwhile, the percentage of

students’ achievement in the pre-test was 22.9% with 8 of 35 students

successfully achieving the minimum completeness criteria score. The

achievement of students' reading comprehension by applying the BDA

reading technique has a good post-test mean score. That's 86.6.

Meanwhile, the percentage of student achievement in the post-test was

93
100% with 35 students successfully achieving the minimum completeness

criteria score.

In this study, the researcher apply the BDA reading technique to

improve students reading comprehension achievement by using classroom

action research in one cycle which consist of four phases, namely

planning, action, observation and reflection. Planning is the first step of

this procedure which the researcher prepared several activities carried out

in the process of action. In the action process, the researcher implemented

the BDA reading technique in the learning process which it encourages

students to activate their prior knowledge by listing what they know about

the topic of the text before reading, take note during reading, and

summarize after reading. At the observation step, researcher will conduct

data by observing the activities of students in the learning process by using

observation checklist and test. The final step is reflection that researher

evaluates the plans, actions, and data obtained from observations including

the test result. Wheter it success or failed.

Thus, from the result that have been described above it can be

concluded that the results of this study show that the application of BDA

reading techniques can improve XII IPA 3 students in reading

comprehension achievement.

B. Suggestion

94
Based on the research findings, discussion and conclusion of this

study, some suggestions are staged as the following:

a. For educators

It is advisable for educators to apply Before, During, and After

Reading (BDA) Technique in teaching reading to improve students

reading comprehension achievement.

b. For the students

It is very important for students to have more practice in reading

and apply BDA techniques that have been taught by teacher while

reading, because it will help students easier to understand the

reading text.

c. For the teacher in institution

As a material for consideration in preparing learning programs and

determining appropriate learning methods and media to improve

students' reading skills.

d. For next researcher

The researcher hopes this technique can be used as a reference for

the next researchers who want to analyze students’ reading

comprehension especially to improve students’ reading

comprehension in narrative and short functional text by using BDA

technique for senior high school.

95
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APPENDIXES

101
APPENDIX I
SILABUS
School : MA Nurul Jadid
Subjects : English
Class / Semester : XII/1 (one)
Academic Year : 2021/2022
Core Competencies:
KI 1 : Appreciate and practice the teachings of their religion
KI 2 : Demonstrate honest, disciplined, responsible, caring behavior (mutual cooperation, cooperation, tolerance, peace), polite, rocedural and
proactive, as part of the solution to various problems in interacting effectively with the rock and natural environment as well as in placing
oneself as a reflection of the nation in the association of the world
KI 3 : Understand, apply, and analyze procedural, conceptual, procedural, and metacognitive knowledge based on their curiosity about
science, technology, art, culture, and humanities with insight into humanity, nationality, state, and civilization related to the causes of
phenomena and events, and apply procedural knowledge in specific fields of study according to their talents and interests to solve
problems
KI 4 : Processing, reasoning, and presenting in the concrete and abstract realms related to the development of what they learn in school
independently, acting effectively and creatively, and being able to use methods according to scientific rules
Alok
Materi
Kegiatan Nilai asi Sumber Penilaia
Kompetensi Dasar Pembelaj Indikator
Pembelajaran Karakter Wakt Belajar n
aran u
Why Don't You Visit Seattle?
3.1 Menerapkan fungsi Why Don't 3.1.1 Mengidentifikasi  Menyimak dan  Religius 6 JP  Buku  Lisan
sosial, struktur teks, You Visit struktur teks pada teks menirukan beberapa  Mandiri Pegan  Tertuli
dan unsur kebahasaan Seattle? untuk menyatakan dan contoh interaksi  Gotong gan s
teks interaksi menanyakan tentang pengandaian diikuti royong Guru  Penuga
transaksional lisan dan diikuti oleh oleh perintah/saran,  Kejujur mata san

102
Alok
Materi
Kegiatan Nilai asi Sumber Penilaia
Kompetensi Dasar Pembelaj Indikator
Pembelajaran Karakter Wakt Belajar n
aran u
tulis yang melibatkan perintah/saran, sesuai yang diperagakan an Pelaja  Portof
tindakan memberi dan dengan konteks dengan ucapan dan  Kerjake ran olio
meminta informasi penggunaannya tekanan kata yang ras Bahas  Praktik
terkait pengandaian 3.1.2 Menganalisis fungsi benar.  Percaya a
diikuti oleh sosial, struktur teks, dan  Mengidentifikasi diri Inggri
perintah/saran, sesuai unsur kebahasaan teks ungkapan pengandaian  Kerjasa s
dengan konteks interaksi transaksional dengan saran dari ma Kelas
penggunaannya. lisan dan tulis yang contoh-contoh yang XII
(Perhatikan unsur melibatkan tindakan ada, dilihat dari isi dan Revisi
kebahasaan if dengan memberi dan meminta cara pengungkapannya. 2018
imperative, can, informasi terkait  Bertanya dan  Buku
should). pengandaian diikuti mempertanyakan Pegan
4.1 Menyusun teks oleh perintah/saran, terkait fungsi gan
interaksi transaksional sesuai dengan konteks sosial/struktur Siswa
lisan dan tulis yang penggunaannya. teks/unsur kebahasaan mata
melibatkan tindakan (Perhatikan unsur yang digunakan dalam Pelaja
memberi dan meminta kebahasaan if dengan interaksi yang ran
informasi terkait imperative, can, should) dipelajari. Bahas
pengandaian diikuti 3.1.3 Menemukan unsur  Mencoba secara a
oleh perintah/saran, kebahasaan pada teks mandiri secara lisan Inggri
dengan untuk menyatakan dan dan tertulis melakukan s
memperhatikan fungsi menanyakan tentang tindakan komunikatif Kelas
sosial, struktur teks, pengandaian jika terjadi terkait pengandaian. XII
dan unsur kebahasaan suatu  Membandingkan fungsi Revisi
yang benar dan sesuai keadaan/kejadian/peris sosial, struktur teks, 2018
konteks. tiwa di waktu yang akan dan unsur kebahasaan
datang, sesuai dengan terkait dengan
konteks penggunaannya pengandaiansesuai
4.1.1 Melakukan percakapan dengan konteks
tertulis untuk penggunaannya.

103
Alok
Materi
Kegiatan Nilai asi Sumber Penilaia
Kompetensi Dasar Pembelaj Indikator
Pembelajaran Karakter Wakt Belajar n
aran u
memaparkan,  Melakukan tindakan
menanyakan, dan memberi dan meminta
merespon ungkapan informasi terkait
menyatakan dan pengandaian
menanyakan tentang  Melakukan refleksi
keharusan dan tentang proses dan
responnya. hasil belajarnya.
4.1.2 Menyusun teks
interaksi transaksional
lisan dan tulis yang
melibatkan tindakan
memberi dan meminta
informasi terkait
pengandaian diikuti
oleh perintah/saran,
dengan memperhatikan
fungsi sosial, struktur
teks, dan unsur
kebahasaan yang benar
dan sesuai konteks

Creating Captions
3.1 Membedakan fungsi Creating 3.1.1 Menjelaskan fungsi  Mencermati beberapa  Religius 4 JP  Buku  Lisan
sosial, struktur teks, Captions social beberapa teks caption beserta fotonya  Mandiri Pegan  Tertuli
dan unsur kebahasaan khusus dalam bentuk dari koran  Gotong gan s
beberapa teks khusus teks caption, dengan  Menyimak dan royong Guru  Penuga
dalam bentuk teks memberi dan menirukan guru  Kejujur mata san
caption, dengan meminta informasi membacakan semua an Pelaja  Portof

104
Alok
Materi
Kegiatan Nilai asi Sumber Penilaia
Kompetensi Dasar Pembelaj Indikator
Pembelajaran Karakter Wakt Belajar n
aran u
memberi dan meminta terkait gambar/ foto/ caption, dan ucapan dan  Kerjake ran olio
informasi terkait tabel/ grafik/ bagan, tekanan kata yang ras Bahas  Praktik
gambar/foto/tabel/gra sesuai dengan konteks benar.  Percaya a
fik/bagan, sesuai penggunaannya  Mencermati satu tabel diri Inggri
dengan konteks 3.1.2 Mengidentifikasi yang menganalisis  Kerjasa s
penggunaannya struktur teks, dan unsur-unsur caption, ma Kelas
4.3.1 Menangkap makna unsur kebahasaan bertanya jawab, dan XII
secara kontekstual beberapa teks khusus kemudian Revisi
terkait fungsi sosial, dalam bentuk teks menerapkannya untuk 2018
struktur teks, dan caption, dengan menganalisis beberapa  Buku
unsur kebahasaan memberi dan caption lainnya Pegan
teks khusus dalam meminta informasi  Mengumpulkanbeberap gan
bentuk caption terkait a caption dari koran Siswa
terkait gambar/ foto/ gambar/foto/tabel/gr beserta mata
tabel/ grafik/ bagan. afik/bagan, sesuai gambar/foto/tabel/graf Pelaja
4.3.2 Menyusun teks dengan konteks ik/bagan. Dalam kerja ran
khusus dalam bentuk penggunaannya kelompok: saling Bahas
teks caption terkait 3.1.3 Menjelaskan unsur membacakan, a
gambar/ foto/ tabel/ kebahasaan beberapa menganalisis dengan Inggri
grafik/ bagan, teks khusus dalam tabel s
dengan bentuk teks caption,  Membuat caption untuk Kelas
memerhatikan fungsi dengan memberi dan beberapa foto pribadi: XII
sosial, struktur teks, meminta informasi Menggunakan tabel Revisi
dan unsur terkait yang sama, merancang 2018
kebahasaan, secara gambar/foto/tabel/gr untuk membuat caption
benar dan sesuai afik/bagan, sesuai foto-foto tersebut
konteks dengan konteks  Menempelkan di
penggunaannya dinding kelas untuk
4.3.1.1 Menyajikan makna dibaca temannya
secara kontekstual  Membahas captionnya

105
Alok
Materi
Kegiatan Nilai asi Sumber Penilaia
Kompetensi Dasar Pembelaj Indikator
Pembelajaran Karakter Wakt Belajar n
aran u
terkait fungsi sosial, dengan teman dan guru
struktur teks, dan yang datang membaca
unsur kebahasaan  Melakukan refleksi
teks khusus dalam tentang proses dan
bentuk caption terkait hasil belajarnya
gambar/foto/tabel/gr
afik/bagan
4.3.2.1 Membuat teks khusus
dalam bentuk teks
caption terkait
gambar/foto/tabel/gr
afik/bagan, dengan
memerhatikan fungsi
sosial, struktur teks,
dan unsur
kebahasaan, secara
benar dan sesuai
konteks
4.3.2.2 Mempresentasikan
teks khusus dalam
bentuk teks caption
terkait
gambar/foto/tabel/gr
afik/ bagan, dengan
memerhatikan fungsi
sosial, struktur teks,
dan unsur
kebahasaan, secara
benar dan sesuai
konteks

106
107
APPENDIX II
LESSON PLAN
School : MA Nurul Jadid
Subjects : English
Class / Semester : XII/1 (one)
Academic Year : 2021/2022
Main Subject : Reading Comprehension
Material : Why don’t you visit seattle
Time Allocation : 3 x 50 Minutes

A. STANDARD OF COMPETENCIES
Understand, apply, analyze and evaluate factual, conceptual, procedural, and
metacognitive knowledge based on their curiosity about science, technology, art, culture,
and humanities with insight into humanity, nationality, statehood, and related
civilizations causes of phenomena and events, and applying knowledge procedural in a
specific field of study according to their talents and interests to solve problems.
B. BASIC COMPETENCY
3.5 Apply social functions, text structures, and linguistic elements of spoken and written
transactional interaction texts that involve the act of giving and asking for
information related to presuppositions followed by orders/suggestions, according to
the context of their use.
C. INDICATOR
3.5.1 Identify the structure of the text in the text to state and ask about followed by
commands/suggestions, according to the context of its use
3.5.2 Analyzing social functions, text structures, and linguistic elements of spoken and
written transactional interaction texts involving the act of giving and asking for
information related to presuppositions followed by orders/suggestions, according
to the context of their use
3.5.3 Finding linguistic elements in the text to state and ask about presuppositions if a
situation/event/event occurs in the future, according to the context of its use
D. LEARNING METHODS
1. BDA reading technique (pre-reading, whilst-reading, post-reading)
E. MEDIA AND LEARNING SOURCES
1. Media : Whiteboard, marker and fable text.
2. Learning Resources: Revised 2018 Class XII English Teacher Handbook and the
2018 Revised Class XII English Student Handbook written by Utami Widiati, Zuliati
Rohmah, Furaidah and published by the Center for Curriculum and Books, Balitbang,
Ministry of Education and Culture.
F. STEP LEARNING
First Meeting
A. Introductory Activity (15')
 The teacher prepares students to start the learning process by open the class with
greetings and praying.
 The teacher greets the students such asking student condition and fill attendance list.
 The teacher introduces herself and let students ask about herself.
 The teacher gets to know the students by asking them to introduce themselves in
English.
 The teacher informs that today they will conduct a pre-test.

108
B. Core Activities (30’)
 The teacher distributes the pre-test questions.
 The students do the pre-test questions.
 The teacher supervise students in doing pre-test questions.
 The teacher asks students to review and correct their answer before collecting the
pre-test.
 The teacher asks student to collect their answer.
C. Closing (5')
 The teacher gives students the opportunity to ask questions.
 The teacher greets and closes the meeting.

Second Meeting
A. Introductory Activity (10')
 The teacher prepares students to start the learning process by open the class with
greetings and praying.
 The teacher greets the students such asking student condition and fill attendance list.
 Reviewing a bit of the previous material.
 Brainstorming by making schema to activate students’ prior knowledge (pre-
reading).
 Invite students to predict the material that will be learned.
 Inform about learning objectives and materials that will be learned.
B. Core Activities (30’)
 The teacher distributes the material to all students.
 The teacher asks students to read the text entitle “Ten Little Cookies”
 The teacher asks one of student to guide her friends to read loudly.
 The teacher asks students to make a group with their seatmate to discuss and guess
the meaning of the text.
 The teacher asks the meaning of the text to every group.
 The teacher invites the student to describe setting and events in the text.
 The teacher asks students to retell the text depend on their understanding.
 The teacher asks questions relate to the text to know whether students have
comprehended the text or not.
C. Closing (10')
 The teacher gives students the opportunity to ask questions.
 The teacher invites students to review the schema concept in pre-reading and correct
it by matching it with the text they have read.
 Teachers and students make conclusions about the material that has been studied.
 The teacher greets and closes the meeting.

Third Meeting
A. Introductory Activity (10')
 The teacher prepares students to start the learning process by open the class with
greetings and praying.
 The teacher greets the students such asking student condition and fill attendance list.
 Reviewing a bit of the previous material.
 Brainstorming by making schema to activate students’ prior knowledge (pre-
reading).
 Invite students to predict the material that will be learned.

109
 Inform about learning objectives and materials that will be learned.

110
B. Core Activities (30’)
 The teacher distributes the material to all students.
 The teacher asks students to read the text entitle “Pretty Fish”
 The teacher asks one of student to guide her friends to read loudly.
 The teacher asks students to make a group with their seatmate to discuss and guess
the meaning of the text.
 The teacher asks the meaning of the text to every group.
 The teacher invites the student to describe setting and events in the text.
 The teacher asks students to retell the text depend on their understanding.
 The teacher asks questions relate to the text to know whether students have
comprehended the text or not.
C. Closing (10')
 The teacher gives students the opportunity to ask questions.
 The teacher invites students to review the schema concept in pre-reading and correct
it by matching it with the text they have read.
 Teachers and students make conclusions about the material that has been studied.
 The teacher greets and closes the meeting.

111
LESSON PLAN

School : MA Nurul Jadid


Subjects : English
Class / Semester : XII/1 (one)
Academic Year : 2021/2022
Main Subject : Reading Comprehension
Material : Creating Caption
Time Allocation : 3 x 50 Minutes

A. STANDARD OF COMPETENCIES
3. Understand, apply, analyze and evaluate factual, conceptual, procedural, and
metacognitive knowledge based on their curiosity about science, technology, art,
culture, and humanities with insight into humanity, nationality, statehood, and related
civilizations causes of phenomena and events, and applying knowledge procedural in
a specific field of study according to their talents and interests to solve problems.
4. Processing, reasoning, presenting, and creating in the concrete and abstract realms
related to the development of what they learn in school independently and acting
effectively and creatively, and being able to use methods according to scientific rules.

B. BASIC COMPETENCY
3.3. Distinguishing social functions, text structure, and linguistic elements of several
special texts in the form of caption text, by giving and asking for information
related to pictures/photos/tables/graphs/charts, according to the context of their
use.
4.3.1 Capturing contextual meaning related to social functions, text structures, and
linguistic elements of special texts in the form of captions related to pictures/
photos/ tables/ graphs/ charts.
C. INDICATOR
3.3.1 Explaining the social function of some special texts in the form of caption text,
by giving and asking for information related to pictures/ photos/ tables/
graphs/ charts, according to the context of their use.
3.3.2 Identify the structure of the text, and the linguistic elements of some special
texts in the form of caption text, by giving and asking for information related
to pictures/photos/tables/graphs/charts, according to the context of their use.
3.3.3 Explaining the linguistic elements of some special texts in the form of caption
text, by giving and asking for information related to pictures/ photos/ tables/
graphs/ charts, according to the context of their use.
4.3.1.1 Presenting contextual meaning related to social functions, text structure, and
linguistic elements of special texts in the form of captions related to
pictures/photos/tables/graphs/charts.
D. LEARNING METHODS
2. BDA reading technique (pre-reading, whilst-reading, post-reading)
E. MEDIA AND LEARNING SOURCES
5. Media : Whiteboard, marker and fable text.
6. Learning Resources: Revised 2018 Class XII English Teacher Handbook and the
2018 Revised Class XII English Student Handbook written by Utami Widiati, Zuliati
Rohmah, Furaidah and published by the Center for Curriculum and Books, Balitbang,
Ministry of Education and Culture.

112
F. STEP LEARNING
Fourth Meeting
A. Introductory Activity (10')
 The teacher prepares students to start the learning process by open the class with
greetings and praying.
 The teacher greets the students such asking student condition and fill attendance list.
 Reviewing a bit of the previous material.
 Brainstorming by making schema to activate students’ prior knowledge (pre-
reading).
 Invite students to predict the material that will be learned.
 Inform about learning objectives and materials that will be learned.
B. Core Activities (30’)
 The teacher distributes the material to all students.
 The teacher asks students to pay attention to the images and read the notice text.
 The teacher asks one of student to guide her friends to read loudly.
 The teacher asks students to make a group with their seatmate to discuss and guess
the images and the meaning of the text.
 The teacher asks the meaning of the text to every group.
 The teacher invites the student to describe setting and events in the text.
 The teacher asks students to retell the text depend on their understanding.
 The teacher asks questions relate to the text to know whether students have
comprehended the text or not.
C. Closing (10')
 The teacher gives students the opportunity to ask questions.
 The teacher invites students to review the schema concept in pre-reading and correct
it by matching it with the text they have read.
 Teachers and students make conclusions about the material that has been studied.
 The teacher greets and closes the meeting.

Fifth Meeting
A. Introductory Activity (10')
 The teacher prepares students to start the learning process by open the class with
greetings and praying.
 The teacher greets the students such asking student condition and fill attendance list.
 Reviewing a bit of the previous material.
 Brainstorming by making schema to activate students’ prior knowledge (pre-
reading).
 Invite students to predict the material that will be learned.
 Inform about learning objectives and materials that will be learned.
B. Core Activities (30’)
 The teacher distributes the material to all students.
 The teacher asks students to pay attention to the images and read the warning text.
 The teacher asks one of student to guide her friends to read loudly.
 The teacher asks students to make a group with their seatmate to discuss and guess
the images and the meaning of the text.
 The teacher asks the meaning of the text to every group.
 The teacher invites the student to describe setting and events in the text.
 The teacher asks students to retell the text depend on their understanding.

113
 The teacher asks questions relate to the text to know whether students have
comprehended the text or not.
C. Closing (10')
 The teacher gives students the opportunity to ask questions.
 The teacher invites students to review the schema concept in pre-reading and correct
it by matching it with the text they have read.
 Teachers and students make conclusions about the material that has been studied.
 The teacher greets and closes the meeting.

Sixth Meeting
A. Introductory Activity (10')
 The teacher prepares students to start the learning process by open the class with
greetings and praying.
 The teacher greets the students such asking student condition and fill attendance list.
 Reviewing a bit of the previous material.
 The teacher informs that today they will conduct a post-test.
B. Core Activities (30’)
 The teacher distributes the post-test questions.
 The students do the post-test questions.
 The teacher supervise students in doing post-test questions.
 The teacher asks students to review and correct their answer before collecting the
post-test.
 The teacher asks student to collect their answer.
C. Closing (10')
 The teacher gives students the opportunity to ask questions.
 The teacher greets and closes the meeting.

114
APPENDIX III
ITEM ANALYSIS OF PRE-TEST RELIABILITY

SCORES OF

STUDENTS

PERCENTAGE
NUMBER OF ITEM/SCORE

TOTAL

EACH
X-
NO NAME Mean
Squared Decision
1 2 3 4 5 6 7 8 9 10
1 1 1 1 1 1 1 1 1 1 10 100
1 Aldona Novalika Rhomadhona 1 1 1 1 1 1 1 1 0 1 9 90 28 784 PASS
2 Nur Aini 1 1 1 1 0 1 1 1 1 1 9 90 28 784 PASS
3 Intan Ali Alfiyani 1 1 1 1 1 1 1 1 1 0 9 90 28 784 PASS
4 Amilia Damayanti 1 1 1 1 1 1 1 1 0 0 8 80 18 324 PASS
5 Arifah Firjani Amalia Hadi 1 1 1 1 1 1 1 0 1 0 8 80 18 324 PASS
6 Davina Salsabila 1 1 1 1 1 1 0 1 1 0 8 80 18 324 PASS
7 Habibah Khansa Fatimah 0 1 1 1 0 1 1 1 1 1 8 80 18 324 PASS
8 Naila Mas'adatus Syarifah 1 1 1 1 1 1 1 1 0 0 8 80 18 324 PASS
9 Alfira Aulia 1 1 1 0 0 0 1 1 1 1 7 70 8 64 FAIL
10 Bela Nur Maulida 1 0 1 0 1 1 1 1 1 0 7 70 8 64 FAIL
11 Dian Nuriska Cahyanti 1 1 0 1 0 0 1 1 1 1 7 70 8 64 FAIL
12 Dila Safitri 1 0 1 1 0 1 1 1 1 0 7 70 8 64 FAIL
13 Dwi Riskiawati 1 1 1 1 1 1 0 1 0 0 7 70 8 64 FAIL
14 Fahirotul Jennah 0 1 1 1 1 0 1 1 1 0 7 70 8 64 FAIL
15 Fikara 0 1 1 1 0 1 1 1 0 1 7 70 8 64 FAIL
16 Imroathul Jamila 0 1 1 0 0 1 1 1 1 1 7 70 8 64 FAIL
17 Kamaliatul Akmala 1 1 1 1 1 1 1 0 0 0 7 70 8 64 FAIL
18 Savika Dwi Risqi Ilahi 1 0 1 1 1 1 1 0 1 0 7 70 8 64 FAIL
19 Athifah Khairun Nisa 1 1 0 1 0 0 0 1 1 1 6 60 -2 4 FAIL
1
20 Della Indrian Maharani 1 0 1 1 0 1 1 0 0 6 60 FAIL
-2 4

115
21 Indah Karisma 0 1 1 0 1 1 0 0 1 1 6 60 -2 4 FAIL
22 Nafisatur Rosyidah 1 0 0 1 0 1 1 1 1 0 6 60 -2 4 FAIL
23 Dina Khanifah Rahmatiningsih 1 1 1 0 1 1 0 1 0 0 6 60 -2 4 FAIL
24 Fadilah Lutfi 0 0 0 1 1 1 1 1 0 0 5 50 -12 144 FAIL
25 Ihdha Mar'atun Nafilah 1 0 0 0 0 1 0 1 1 1 5 50 -12 144 FAIL
26 Intan Nadani 0 1 1 0 1 0 1 1 0 0 5 50 -12 144 FAIL
27 Nadiyah Rani Aprilia 1 0 0 1 0 1 1 1 0 0 5 50 -12 144 FAIL
28 Jannatul Firdausi Nuzula 1 1 0 0 0 1 1 0 0 1 5 50 -12 144 FAIL
29 Lailatur Roihan 1 0 1 0 0 1 1 0 0 0 4 40 -22 484 FAIL
30 Nuris Syifak 1 0 0 0 0 0 1 1 1 0 4 40 -22 484 FAIL
31 Sitti Shafiyatir Rohmah 1 0 0 0 0 1 0 1 1 0 4 40 -22 484 FAIL
32 Wardatul Karomah 0 1 0 0 1 0 1 1 0 0 4 40 -22 484 FAIL
33 Nur Faizatuzzuhro 1 0 0 0 0 1 1 0 0 0 3 30 -32 1024 FAIL
34 Rika Agustina 1 0 1 0 0 1 0 0 0 0 3 30 -32 1024 FAIL
35 Saidatul Mufanafisa 1 0 0 0 0 0 1 0 1 0 3 30 -32 1024 FAIL
  Total 27 21 23 20 16 27 27 26 19 11   2170 0 10360  

Mean = 62
Variance = 296
Standard Deviation = 17,2
KR 20 = 1,02

116
APPENDIX IV
DISCRIMINATION INDEX
UPPER LEVEL
Rank/Items                    
1 Aldona Novalika Rhomadhona 1 1 1 1 1 1 1 1 0 1
2 Nur Aini 1 1 1 1 0 1 1 1 1 1
3 Intan Ali Alfiyani 1 1 1 1 1 1 1 1 1 0
4 Amilia Damayanti 1 1 1 1 1 1 1 1 0 0
5 Arifah Firjani Amalia Hadi 1 1 1 1 1 1 1 0 1 0
6 Davina Salsabila 1 1 1 1 1 1 0 1 1 0
7 Habibah Khansa Fatimah 0 1 1 1 0 1 1 1 1 1
8 Naila Mas'adatus Syarifah 1 1 1 1 1 1 1 1 0 0
9 Alfira Aulia 1 1 1 0 0 0 1 1 1 1
1
Bela Nur Maulida 1 0 1 0 1 1 1 1 1 0
0
1
Dian Nuriska Cahyanti 1 1 0 1 0 0 1 1 1 1
1
1
Dila Safitri 1 0 1 1 0 1 1 1 1 0
2
Sum of scores 11 10 11 10 7 10 11 11 9 5

UNDER LEVEL
Rank/Items                    
2
Fadilah Lutfi 0 0 0 1 1 1 1 1 0 0
4
2
Ihdha Mar'atun Nafilah 1 0 0 0 0 1 0 1 1 1
5
2
Intan Nadani 0 1 1 0 1 0 1 1 0 0
6

117
2
Nadiyah Rani Aprilia 1 0 0 1 0 1 1 1 0 0
7
2
Jannatul Firdausi Nuzula 1 1 0 0 0 1 1 0 0 1
8
2
Lailatur Roihan 1 0 1 0 0 1 1 0 0 0
9
3
Nuris Syifak 1 0 0 0 0 0 1 1 1 0
0
3
Sitti Shafiyatir Rohmah 1 0 0 0 0 1 0 1 1 0
1
3
Wardatul Karomah 0 1 0 0 1 0 1 1 0 0
2
3
Nur Faizatuzzuhro 1 0 0 0 0 1 1 0 0 0
3
3
Rika Agustina 1 0 1 0 0 1 0 0 0 0
4
3
Saidatul Mufanafisa 1 0 0 0 0 0 1 0 1 0
5
Sum of scores 9 3 3 2 3 8 9 7 4 2
0, 0, 0, 0, 0, 0, 0, 0, 0, 0,
Discrimination Index 2 6 7 7 3 2 2 3 4 3
0, 0, 0, 0, 0, 0, 0, 0, 0, 0,
Upper Group. (p) 6 8 8 8 7 6 6 6 7 7
0, 0, 0, 0, 0, 0, 0, 0, 0, 0,
Lower Group. (q) 5 2 2 2 3 4 5 4 3 3
0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 2,091438
Sigma pq 2 2 2 1 2 2 2 2 2 2 3

118
APPENDIX V
OBSERVATION CHECKLIST
MEETING
NO. STATEMENT
1 2 3 4 5 6
1. Preparing the material √ √ √ √ √ √
2. Control the classroom condition x √ √ √ √ √
3. Using time effectively √ x √ √ √ √
4. Create a pleasant atmosphere in the classroom √ √ √ √ √ √
5. Using learning media well √ √ √ √ √ √
6. Using understandable language when teaching √ √ √ √ √ √
Students pay attention to the researcher’s x x √ √ √ √
7.
explanation
8. Students can catch the material x x √ √ √ √
9. Students are active in the learning x x √ √ √ √
10. No students sleep in the class x x √ √ √ √
11. Asking student’s difficulties √ √ √ √ √ √
12. Giving opportinity for students to ask √ √ √ √ √ √
13. Conducting evaluation after explaning the material √ √ √ √ √ √
14. Students answer the question correctly x x √ √ √ √

119
APPENDIX VI
INSTRUMENT OF PRE-TEST AND POST-TEST

Please answer the followiing questions correctly.

The following text is for question 1 to 3.


Luca’s grandpa lives on a farm. His grandpa has a big garden, and many animals. When Luca
was little, he was afraid of the chickens. When he helped his grandpa feed the chickens, the
chickens chased him, crying, “Cluck, cluck, cluck!” But his grandpa showed him how to shoo
the chickens away with his hand, saying, “Shoo chicks, shoo chicks!” Luca still doesn’t like
the chickens much, but he isn’t afraid of them now. He feels very grown up.
1. What is this whole story mostly about?
a. Grandpa’s garden
b. Luca’s grandpa
c. Luca and the chickens
d. Luca’s favorite animal
2. Which of these is a small piece of information from the story that makes the story
more interesting?
a. Luca drew a picture of the farm.
b. Luca doesn’t like the chickens
c. Luca helped pick the vegetables.
d. The chickens said “Cluck, cluck, cluck!”
3. Where does the story take place
a. In the kitchen
b. In the garden
c. In the yard
d. In the river

The following text is for question 9 to 10.


Alex’s grandpa lives in a big city, on the 18th floor of an apartment building. From his
grandpa’s windows, Alex can see the whole city. Alex used to be afraid to look out the
windows, because they were up so high. But his grandpa would sit with Alex, and point out
all the interesting things in the city. Now, Alex likes to look out his grandpa’s windows. He
can see the library, the train station, and the park. He feels very grown up.
4. What is this whole story mostly about?
a. Alex takes a train ride
b. Alex rides the elevator
c. Alex’s grandpa
d. Alex and his grandpa’s windows
5. Which of these is a small piece of information from the story that makes the story
more interesting?
a. Grandpa’s apartment is on the 18th floor
b. The train station is a busy place
c. There is an elevator in Alex’s grandpa’s building
d. Alex feels very grown up

120
6. What does the Notice mean?
a. Do not throw rubbish in the room
b. Do not sleep in the room
c. Do not destroy everything in the room
d. Do not speak in the room

7. Where can you find the notice below?


a. At school
b. In library
c. In a room
d. At college

8. What is the notice about?


a. An order to keep clean
b. An invitation to clean hands
c. An appeal to maintain hygiene
d. An appeal to have a clean environment

121
9. What is the caution about?
a. Telling people to plug in the wire
b. Forbidding people to touch the wire
c. Explaining why the wire is dangerous
d. Telling people how to connect the wire

10. What should we do after reading the notice?


a. Keep the toilet clean
b. Help repair the toilet
c. Use the toilet on purpose
d. Use another toilet

Answer Key For Pre-Test and Post-Test


1. C
2. D
3. B
4. D
5. A
6. A
7. B
8. B
9. B
10. D

122
APPENDIX VII
Learning Materials
Creating caption
Researchers provide some images media for creating caption learning so that students can
easily predict the meaning of notice and caution text.

123
Narrative Text
Read the passage. Then answer each question.
Ten Little Cookies
Ten little cookies, brown and crisp and fine. Grandma gave Baby one; then there were nine.
Nine little cookies on a china plate. Betty took a small one; then there were eight. Eight little
cookies, nice and round and even. The butcher boy ate one; then there were seven. Seven
little cookies, much liked by chicks. The old hen ate one, then there were six. Six little
cookies, when grandma went to drive. Betty had another one; then there were five. Five little
cookies, placed too near the door. The little doggie ate one; then there were four. Four little
cookies, brown as brown could be. Grandma took one for herself, then there were three.
Three little cookies. When grandpa said, “I too, would like a very little one”; then there were
two. Two little cookies fast did Betty run to give one to her mamma; then there was one. One
little cookie and now our story is done. Baby Jane ate the last; then there was none.
Questions:
11. How many cookies were left after the butcher boy ate one?
12. Who ate the cookie placed near the door?
13. What kind of cookie did Grandpa eat?
14. How many cookies did Betty eat in all?
Answers:
1. How many cookies were left after the butcher boy ate one?
There were seven cookies left after the butcher boy ate one.
2. Who ate the cookie placed near the door?
The little doggie ate the cookie placed near the door.
3. What kind of cookie did Grandpa eat?
Grandpa ate a little cookie.
4. How many cookies did Betty eat in all?
Betty ate one cookie.

Read the short story. Then answer each question.


Pretty Fish
“Look, mom! See what a pretty fish! It is a little trout,” said John to his mother. John’s
mother asked, “Where did you get it, John?” “Frank caught it in the brook. I went to the
brook to splash in the water and I saw this little fish. Then I told Frank about the fish, and he
ran to get his fishing rod. He put the rod into the water and caught the fish, and I put it into
this bucket.” “Well, what will you do with it?” asked John’s mother. “I will keep it, mom,”
replied John. “But, my boy, it will not live in that bucket. You should put it back into the
brook,” replied his mother. John frowned. “I wish I could keep it. It is so pretty! May I put it
into the pond?” “No, John,” said his Mom. “You must put it into the brook. A trout will not
live in the warm pond. The trout needs to go back to its home: the clear, cold brook.”
Questions:

124
1. What kind of fish did John find?
2. How did Frank catch the fish?
3. Why can’t the fish live in the pond?
4. What do you think will happen next in the story?
Answers:
1. What kind of fish did John find?
John found a trout.
2. How did Frank catch the fish?
Frank caught the fish with a fishing rod.
3. Why can’t the fish live in the pond?
The water is much too warm for the trout in the pond.
4. What do you think will happen next in the story?
John will put the trout back in the brook.

125
APPENDIXE VIII
The Picture of Learning Activity

126

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