THE IMPLEMENTATION OF PRE-READING, WHILST

READING, AND POST READING TO INCREASE STUDENTS’

READING COMPREHENSION ACHIEVEMENT

THESIS

Presented to Undergraduate Program

English Education Department of
University of Nurul Jadid
in Partial Fulfilment of the Requirements for The Degree of
Bachelor in English Education Department

By:

Lu’luul Mutawarriqoh

1842300024

ENGLISH EDUCATION DEPARTMENT

FACULTY OF HUMANITIES AND SOCIAL SCIENCES

UNIVERSITY OF NURUL JADID

2022
 THE IMPLEMENTATION OF PRE-READING, WHILST
READING, AND POST READING TO INCREASE STUDENTS’
READING COMPREHENSION ACHIEVEMENT

THESIS

Presented to Undergraduate Program

English Education Department of
University of Nurul Jadid
in Partial Fulfilment of the Requirements for The Degree of
Bachelor in English Education Department

By:

Lu’luul Mutawarriqoh

1842300024

ENGLISH EDUCATION DEPARTMENT

FACULTY OF HUMANITIES AND SOCIAL SCIENCES

UNIVERSITY OF NURUL JADID

2022
 CHAPTER 1

INTRODUCTION

This chapter discuss about background the study, the research problem, the

research goal, the research hypothesis, the significance of the study, scope and

limitations of the research, definition of operational key term, and the previous

research.

A. BACKGROUND OF THE STUDY

English as an international language has an important role in global

communication, because by using English we can communicate with other people

from different countries. It also increases our knowledge, because around the

world many references are written in English. That is why English is widely

studied by people from various countries, both as a second language and as a

foreign language. Therefore, the government places English as a compulsory

subject in junior and senior high schools. This shows that English is important to

learn. In the process of teaching and learning English, four skills were identified

as important, namely: listening, reading, writing and speaking.1

Most high school jobs require a relatively large amount of reading because

text books and supplementary reading material are the main sources of

information. It means that reading skill is one of the required skills of the four

skills in language learning. Reading is a skill that functions as a way of

communicating written texts between readers and writers. By using this skill,

readers try to understand what ideas or information from the text the writer wants

1
Tarigan, Henry Guntur. Reding as language skill.2015
to convey. The ability to read opens up new knowledge and opportunities,

especially the ability to read English texts. This allows students to get

information. The ability to read also allows people to be successful in academic

fields.2 A current study shows that the better the students’ reading skills, thebetter

the students at achieving knowledge.3

In reading, students are expected to be able to obtain information and

knowledge to cope with some of the demands of this era. When in this era,

technological developments force people to be active and take part in every

change. As students, students need to increase their knowledge as much as

possible to obtain and share information. One way to get information is by

reading. Information and knowledge can be accessed by reading and the

information we get by reading is more accurate than listening and watching.

Irena Shehu in her research stated the most important reasons that affect

the dfficulty in reading comprehenson. The first is due to lack of vocabulary.

Second is working memory, meaning that students have difficulty remembering

what they have read previously. Third, the absence of extensiveness, meaning that

students may miss important parts of the text because they read little or no do not

read sequentially. And the fourth is the type of text that can affect students in

learning their understanding and interest in the text.4

2
Iftanti, E. What makes EFL students estabish good reading habit in English.2015. international
Journal of Education and Research, 3(5), 365-374
3
Akbasti, S., Sahin, M., &Yaykiran, Z. The Effect of Reading Comprehension on the Performance
in Science and Mathematics. 2016. Journal of Education and Practice,7(16), 108-121
4
Irena Shehu. Readng Comprehension Problem Encountered by Foreign Language Students Case
Study: ALBANIA: Croatia. ISSN 2281-3993.Vol 4 no. 1 S1. 2015. Academic Journal of
Interdisciplinary Studies MCSER publishing, Rhome-Italy, p. 93
 Based on the observations of researcher at Madrasah Aliyah Negeri 1

Probolinggo, the researcher found same problem of students who had difficulty

understanding reading texts. Some of them are not able to understand the meaning

of the texts they read because lack vocabulary and the absence of extensiveness,

meaning that students may miss important parts of the text because they read little

or no do not read sequentially. This is shown when the researcher asks students to

read a short story in the form of a fable, some of them find it difficult to

understand the story in the text. Therefore, some students can not answer the

reading text questions correctly.

To help students understand a text, there are several learning strategies in

learning that can be used by a teacher. One of them is the BDA strategy. BDA

stands for Before, During, and After. In doing this strategy the researcher asked

students to discuss with their classmates to find the information contained in the

reading text. Based on the above background, researchers are interested in

choosing the title “The Implementation of Pre-reading, Whilst reading, and Post

reading to Increase The Students’ Reading Comprehension Achievement”

B. THE RESEARCH PROBLEM

1. What is the recent student’s reading comprehension achievement of

XII science students of MAN 1?

2. What is the appropriate strategy of teaching BDA technique for XII

students in order to increase students’ reading comprehension

achievement?
C. THE RESEARCH GOAL

1. To know the improvement of the student’ achievement in reading

comprehension by implementing BDA strategi.

2. To find out the appropriate strategy of teaching BDA technique for XII

students of science class.

D. THE RESEARCH HYPOTHESIS

Based on the learning theory and research results that have been described

in the background of previous research, researchers can formulate action

hypotheses as follows: Students’ reading comprehension will increase with

the application of the before, during, and after reading comprehension

learning model.

E. THE SIGNIFICANCE OF THE STUDY

The fndings of this study are expected to be useful for theortcally nnd

practically

1. Theoritical:

The result of this research is hope to give information to teaching of

reading comprehension by using BDA Strategy.

2. Practical:

a. For English teachers, to apply this teaching strategy to improve

students’ ability in reading comprehension

 b. For students, to improve reading skills and improve reading

comprehension achievement

c. For readers and other researchers, this research can be used as a

reference.

F. SCOPE AND LIMITATIONS OF THE RESEARCH

The scope of this classroom action research are:

1. Students of class XII science at MAN 1 Probolinggo. The number of

students studied were 35 students consisting of only female students.

2. The time for conducting the research is August 20 – November 30,

2021, semester 1 of the 2021/2022 academic year.

To avoid a wide discussion, the researchers limit the research to:

1. The learning model used is before, during and after (BDA).

2. The school environment is used by researchers as a learning resource

for students.

3. Subjects used are English.

4. With these learning models and media, observations and assessments

will be made of improving scientific attitudes and student learning out

comes.
 As for the aspects of scientific attitudes studied, namely: Curiosity,

Cooperation, Honesty, Caring for the environment, Introspection Self-

discipline.

G. DEFINITION OF OPERATIONAL KEYTERMS

The definitions of terms related to this research are:

1. Reading comprehension is the process of constructing meaning from text.

The goal of all reading instruction is ultimately targeted at helping a reader

comprehend text. Reading comprehension involves at least two people: the

reader and the writer. The process of comprehending involves decoding

the writer's words and then using background knowledge to construct an

approximate understanding of the writer's message.

2. Learning strategies before, during and after reading comprehension.

Before, during, and after reading or commonly known as BDA is a

strategy that aims to improve reading comprehension. This strategy is

called BDA becauseit is carried out before, during, and after reading

activities. This strategy encourages students to activate their prior

knowledge by listing or mentioning what they know about the topic of the

text before reading, taking notes during reading, and summarizing after

reading.

H. THE PREVIOUS RESEARCH

Some researchers have conducted the research about Before, during and

after strategy for improving student’s reading comprehension:

 First, This study conducted by Rizkita, on the research entitled’ The Effect

Of Using Before, During, and After (B-D-A) Questioning Chart Strategy

toward Reading Comprehension on Descriptive Text of the Second Grade

Students at SMPN 1 Tambang’. The data analysis shows that tobserved

3.845 is higher than ttable 2.024 at level of significance 0.05 and df 38.

The study suggest that BDA strategy Brings significant effect to improve

students’ comprehension.5

The two studies conducted by Nina Tiya Hara (2016), with the research

title By: “The Effect of Before, During and After Reading (BDA) Strategy

on Student Reading Comprehension Achievement in NarrativeText. Data

The analysis shows that the scores of students in the experimental group at

level significant (𝛼:0.05) with the degree of freedom (df) = 58, tobserved

value 3.855 >ttable 2.000. The study findings show that implementing a

BDA strategy has significant effect on students’ reading comprehension

achievement in narrative text.6

The two studies conducted by Siti Masitoh Butar-Butar (2016), on the

tittle By: “The Effect of Before, During and After (BDA) Techniques on

Students‟ Learning Achievement of Class VII Student Readings at Mts

Al-Wasliyah Ismailiyah Medan in the 2015/2016 Academic Year. Data

discovery based on the calculation of ttestformula shows tobserved=

3.032 and ttable = 1.631. Showed that there was a significant effect of

5
Rizkita, D. (2013) The Effect of Using Before, during, and After (BDA) Questioning Chart Strategy
toward Reading Comprehension on Descriptive Text of the Second Grade Students at SMPN 1
Tambang. Riau: State Islamic University Sultan Syarif Kasim of Riau Pekanbaru
6
Nina, T.H. (2016) The Effect of Before, During, and After reading (BDA) strategy on students
reading comprehension achievement in narrative text. State University of Medan
 before, during and after (BDA) techniques on student achievement in

reading texts in seventh grade MTs Al-Wasliyah Ismailiyah Medan for the

2015/2016 academic year.7

7
 CHAPTER II

REVIEW OF LITERATURE

This chapter discuss about Reading Comprehension Concept, Before,

During, and After Reading Concept, Correlation between BDA and Reading

Comprehension.

A. READING COMPREHENSION CONCEPT

1. Definition of Reading

Reading is an activity or cognitive process that aims to find various

information in writing. This means that reading as a thought process to

understand the text reading is a symbol of understanding activities,

write as a meaningful sign so that the message conveyed by the author

can be accepted by the readers.8 ( Dalman, 2014).

Tarigan (2015, p.7), states that reading is a process that is done all at

once used by the reader to get the message conveyed by the author

through medium of words or written language. In this case, reading as

an attempt to find for the written meaning.9

According to Sumadoyo (2011, p.4) Reading is an interactive activity

for students pickng and understanding the meaning contained in the

material. Reading activities are active and interactive through the

knowledge that readers can follow the author’s way of thinking and

8
Dalman, H. Dr. 2014. Reading Skills. p.13
9
Tarigan, Guntur, Henry, DR, Prof. 2015. Reading as a language skill. P.7
 critical style in facing challenges to be able to respond by agreeing or

dissaproving of the ideas or ideas put forward by the author.

2. The Importance of Reading

According to Syafi'ie in Tarigan (2015, p.3), reading skills are very

important because through reading someone can understand someone's

quote. Dalman(2014, p.3), states that reading is very important because

one can know quickly various events that occur, for example events

that occur in one area can separated through reading books,

newspapers, and google.

According to Sugiarti (2012, p. 6), the importance of reading is that

one can add information and knowledge of knowledge and culture.

Based on importance reading what has been conveyed above, it can be

said that reading is important because reading is a means to learn the

desired other world, be students will expand their knowledge, have

fun, and know the message write reading text.10

3. Definition of Reading Comprehension

Reading Comprehension is a complex intellectual process that includes

two main abilities, namely the mastery of word meanigs and the ability

to think about verbal concepts.11 ( Sumadayo, 2011).According to

Birsch in Gilakjani and Sabouri (2016, p. 181) Reading

Comprehension is the ability to get meaning from what is read.

10
Sugiarti, Uci. 2012. The Importance of fostering reading activities as an implication of
language. International Journal. Vol.3 p.6
11
Samsu Somadayo. reading learning strategies and technique. 2011. Graha Ilmu
 Reading Comprehension requires different reading skills such as

cognition fluency, lexical knowledge, and pre-existing knowledge to

capture quickly, so the readers gain knowledge of the text.12

Based on the definition Reading Comprehension that has been

delivered above, it can be conclud that reading comrehension activities

are reading that seeks to understand the content of readings or text

throughly.

4. The Purpose of Reading Comprehension

Somadayo (2011, p.12), states that reading aims to get the main idea,

to get conclusions, and for clarification. The purpose of reading is part

of the reading comprehension process, the reader gets message or the

meaning of the text read, the message can be: information, or

expressions of joy or sadness.13

Based on the purpose of reading the understanding that has been

conveyed above, it can be said that reading has a purpose to seek and

obtain information, including its content, and understand its meaning

reading.

5. Problems in Reading Comprehension

The problems that arise in reading comprehension in English Text are

divided into three problems, namely; 1. Problems from the students

12
Gilakjani, Pourhosein, Abbas and Sabouri, Banou, Narjes. 2016. A Study of Factors
Affecting EFL Learners’ Reading Comprehension Skill and the Strategies for
Improvement. International Journal of English Linguistics. Vol.6 p.180-181
13
Op.Cit., p.11-12
 themselves, 2. Problems from the teacher, and 3. Problems from

outside.

a. Problems from students

Some problems come from the students themselves, namely from the

students’ English ability. Most of the students are not able to

understand the meaning (Indonesian meaning) of the text they read

and they are not familiar with the vocabulary in the text. It describes

from misspelled words. This is in accordance with Ulfa (2012) which

states that most of the students’ English scores are below the

minimum competency criteria.14 It means that students’ basic English

knowledge is below average and it affects their ability in reading

comprehension. The same statement is also found in the results of

Hasibuan’s research, which states that students still have difficulty

getting information from texts and there are several reasons why

students cannot do reading assignments for several reasons such as

lack of vocabulary, lack of capturing material. Main ideas, difficult to

pronounce, and not interested in reading and they are still difficult to

gain understanding of the previous reading. The other part is the

students’ interest in the subject and their motivation in learning

English in general. These two aspects are less than the students, most

of the students find reading comprehension is an interesting subject.

They tend to find this subject boring and also lack motivation in

learning English. This is illustrated by the very few students who

14
 study English outside of school, such as taking English courses.15 This

is in accordance with Ulfa (2012) which states that there are students

who do not have good reading motivation and they feel the text is not

interesting for them because they have to keep looking for words in

the dictionary to find out their meaning. From words. This activity

makes them feel bored and not interested in reading comprehension.

So, it becomes a problem for teachers in teaching reading

comprehension in class.

b. Problem from teacher

Based on the data, the problem of reading comprehension is the

problem of the teacher. These problems arise mainly because of the way

teachers teach. From articles discussing reading comprehension, some

researchers found that teachers did not apply any method to understand

reading texts. The teacher just reads, leads the students to read and asks

them to complete some questions in the textbook. This is in accordance

with Soemantri (2011) which states that traditional teaching is still

widely applied in classroom teaching. Seomantri also stated that the

lecture technique was not interesting while others stated that it was

monotonous. However, the teaching and learning process is still

dominated by teachers as shown by 70% of students convincing

researchers that lectures are still dominated by lecturers (teacher

center).16
15
Hasibuan, Siti Fitri. The implementation of Trading Place Strategy to Improve the
students’ Ability in Reading Comprehension of Report Text at
16
Soemantri, AnieSusany. Reading Comprehension Problems Encounted by The Students
of Higher Education. 2011. Journal Computech and Bisnis, vol. 5, No. 2, p. 74-80
 Another phenomenon is stated in several articles that the method

applied by the teacher is not in accordance with the text. Some reading

texts are based on genre structure, different genres require different

ways to interpret and understand. Therefore, many methods have been

found to understand various types of reading text genres. This is in

accordance with Hasibuan’s statement which states that most teachers

only explain and read texts. They could not provide more understanding

of the text. They must have the skills and competencies to apply

appropriate teaching strategies, methods, approaches, techniques that

can motivate students to enjoy the printed materials they distribute.

c. External problem

Reading comprehension problems faced by students in the last English

text came from external problems. An external problem means that the

problem does not come from the teacher or the student, but from a

different aspect of the two. The first sub-theme of external problems

comes from teaching materials. The material here is a textbook for

teaching and learning as well as other complementary tools for

teaching, it can be in the form of electronic audio visuals such as

speakers and infocus or others. Textbooks play an important role in

teaching, but from several articles on the theme of reading

comprehension, the factors that make reading teaching difficult in

Indonesia, one of which is textbooks. Some researchers said that the

textbooks used were not suitable for the student’s level, others claimed
 that they were not in accordance with the student’s goals and others said

that they were not in accordance with the curriculum building.

The second sub-theme is the environment. In Indonesia, English still

acts as a foreign language and makes it difficult for students to improve

their basic knowledge of English. Indonesian students rarely hear

people speak English, they rarely use it in conversation, read books in

English and all that, Indonesian students are not familiar with English.

This attitude makes English difficult to learn and they consider it less

useful so that their motivation to improve id is less. This is in

accordance with Suwandy which states that students very rarely

participate in classroom interactions because of the lack of conversation

as a signal of their interaction with each other and with the teacher.

First, they don’t know how to answer in English. Second, students are

not confident to speak in English. Then, students often use Indonesian

to respond. The interaction also shows that there is only one source of

teaching that occurs, namely the teacher himself. The teacher dominates

the classroom interaction with little response from the students. This

means that there is no response from students and also feedback.17

6. The Recent Research on Tackling Problems in Reading

Comprehension

Several researchers have conducted research on how to improve

students’ reading comprehension, and what methods are used by

Suwandy et al. Classroom Interaction with Different Subject based on Sinclair and
17

Coulthard Model. 2018. Register Journal

 researchers in an effort to improve students’ reading comprehension,

one of which is:

The study conducted by Joko Sulistya (2015), on the research entitled

by: “ Improving students’ Reading Comprehension through Lecfenco”

Learning Achievement of Class IX SMPN2 Bambanglipuro, Bantul

2015/2016 Academic Year. Data discovery based on the calculation of

average main the pre-test (54.05), post- test in cycle 2 (77.41). Showed

that there was a significant effect Lecfenco techniques on student

achievement in reading comprehension in IX SMPN2 Bambanglipuro,

Bantul 2015/2016.18

B. BEFORE, DURING AND AFTER READING STRATEGY

1. Defnition of Before, During and After Reading

Before, during and after (BDA) is a technique where the teacher give’s

the warming text first before beginning the material, it is mean to

know where the student’s knowledge of the material will be studied,

and then after that the teacher clearly explains the material text that

was read before or complicates the text problem that is puzzling or

when any of the words are not understood by the student, and after

that, to know the extent to which student’s understand the text by

claryfing their understanding of the text. After reading, student’s

summarize information they learned. Student’s responses and

conclusions.

18
 “Before” strategies activate students’ prior knowledge and set a

purpose for reading and writing. “During” strategies help students

make connections, monitor their understanding, generate questions,

and stay focused. “After” strategies provide students an opportunity to

summarize, question, reflect, discuss, and respond to text.Teachers

should help students to understand why a strategy is useful, how it is

used, and when it is appropriate. Teacher demonstration and modeling

are critical factors for success, and student discussion following

strategy instruction is also helpful.

2. Procedure of Before, during and after reading ( BDA) strategy

Before reading: (activates students’ prior knowledge)

The teacher helps students think about what they already know about

the topic, story genre, setting, and some of the key concepts or the

mesincluded in the selection. Strategy activities before reading are

followed by: The steps: (1) Students prepare everything needed; text,

paper, high lighter, pen, sticky notes, dictionary, and task board. (2)

The teacher asks students to look at the title and title of the text (3)

Students think about what they already know about the subject or

story

During reading: (think aloud, help students to work towards)

Think-aloud teachers can be used when generating predictions,

relating what is read to prior knowledge or solving problems when

text be comes confusing or when unfamiliar words are encountered.

 For example: a teacher might notice during reading a story that a

character, Tom is referred to as he, she, Stepson. In addition, the

steps in the reading strategy can be followed by: Activity (Searching

and marking): (1) Students use sticky notes to mark one of the

answers to the Question. (2) Students add important words/underline

new keywords.

After reading

Third, after reading, to find out the extent to which students

understand the text by clarifying their understanding of the text.

After reading, students summarize the information they learned.

Student responses and make conclusions.

3. Benefits of before, during, and after reading (BDA) strategies

The benefits of the BDA strategy are as follows:

1) Activating students in the learning process, this strategy

guides students to collect information while they are

reading and calling their previous experiences related to the

text.

2) Strategy focuses on students as the center of learning.

3) The strategy of guiding students starts from before they

read to find out what they want to know, during to clarify

what they already know about the text and after reading and

conclude the information they have learned.

C. CORRELATION BETWEEN BEFORE, DURING, AND AFTER
STRATEGY AND READING COMPREHENSION

There are four skills in the teaching and learning process, one of which is

Reading. Reading is a skill that serves as a way of communicating written

texts between writers and readers. By using this skill, the reader will try to

understand what ideas or information from the text the writer wants to

convey.

The ability to read opens up new opportunities. In this era, reading is very

much needed by students in obtaining information. Technological

developments force humans to be activity and take part in every change.

As students, it is necessary to increase knowledge as much as possible to

obtain and share information, one way to obtain and share information is

by reading.

However, in some cases, reading comprehension is a difficult thing for

some students to do. Most of them carryout reading activities just to know

the contents of the reading without being able to catch the message that the

author expresses in a reading text. Therefore, to understand the reading

text, the teacher must apply efficient strategies and techniques when

learning activities take place. Therefore, the researcher tried to use the

BDA strategy to help students improve their Reading comprehension

achievement.

The BDA strategy is a strategy used to help students understand Reading

comprehension texts. The BDA strategy is used to make students activate

existing knowledge so as to create a mental framework to which text,

 ideas, terms etc. Can be attached. This strategy will guide students in

understanding the meaning of the text starting from pre-reading, whilst

Reading, and post-reading. This strategy also provides an interactive

teaching and learning process for both teachers and students to actively

participate and engage in each process interactively.

From the statement above, the researcher assumes that the BDA strategy is

able to help students improve reading comprehension. In the BDA strategy

the teacher guides students to fulfill every step in pre-reading, whilst

reading, and post-reading. Meanwhile, students are encouraged to do each

process well and contribute actively during the three processes. This

strategy encourages students to be come critical readers, and allows

students to use logical thinking to predict what is told in the text at the pre-

reading stage, integrate their previous knowledge and current information

during reading activities, and make conclusions after reading.

CHAPTER III

RESEARCH METHOD

This chapter discuss about Research Desain, the setting and the subject of

the research, source data, and data anaysis.

 A. Research Desain

Research method is basically a scientific way to obtain data with a specific

purpose and use. This research uses the Classroom Action Research

(CAR) method. This is because action research the classisable to offer

approaches and procedures that have a direct impact in the form of

improvement and improvement of teacher professionalism in teaching and

learning manage the learning process in the classroom.

Classroom Action Research (CAR) is research that describes the causes

and effects of treatment, as well as explaining what when treatment is

given, and describes the entire process from the start of administration

treatment to the effects of the treatment. Therefore, It can be said that

classroom action research or CAR is a type of research that describes both

the process and results, which conducts CAR In the classroom to improve

the quality of their learning.

According to Sugiyono (2016, p. 6) suggests that the method research can

be interpreted as a scientific way to obtain valid data with the aim of being

found, developed and proven, a certain knowledge so that it can be used to

understand, solve and anticipate problems in the field of education.19

Classroom Action Research (CAR) has procedures or rules that important

to note. This procedure is useful for teachers who will carryout classroom

action research (CAR). Arikunto (2013, p.17),In Iskandar (2015, p. 23)

explains that one research cycle Classroom action research(CAR) consists

19
Sugiyono. quantitative and qualitative research methods(Mixed Methods). 2016, p.6
 of four steps, namely: (1) planning, (2)Implementation, (3) observation,

and (4) reflection.

Figure 3.1

Classroom Action Research Procedure

Classroom Action Research procedures can be described in Iskandar

(2015, pp. 23-26) as follows20:

1) Action Planning

Before carrying out the CAR. A researcher should prepare in advance the

concept by making planning in writing. Arikunto (2010, p. 17)In Iskandar

(2015, p. 23) suggests that planning is a step taken by researchers when

starting his actions. There are several steps that can be taken in these

activities are: (1) making learning scenarios; (2)Making observation

sheets, and (3) designing evaluation tools.

20
Iskandar 2015, pp. 23-26
 2) Action Implementation

This stage is the implementation of a learning scenario that already made.

A researcher will take action must understand deeply about the learning

scenario along with the with practical steps.

3) Observation

Observation is the process of observing the course of implementation

action (Arikunto, 2010, p. 18). This activity is realization of the

observation sheet that was made during the planning.

4) Reflection

Reflection or known as the event of contemplation is a step remembering

past activities with teachers and students (Arikunto, 2010, p. 19). At stage

in this case, the results obtained at the observation stage will be evaluated

and analyzed. Then the teacher along with the observers and also the

participants students conduct self-reflection by looking at observational

data, whether the activities that have been carriedout can improve the

quality learning, especially targets that will be improved in study.21

From the flow above, that the implementation of Classroom Action

Research (CAR) starting from the planning stage, activities/actions,

observations and reflections. The four stages are interconnected with each

other because each the action begins with the planning stage where the

researcher prepare lesson plans, provide activity sheets and make research

instrument used in the implementation phase. After that,Observations were

21
Arikunto, 2010, p. 19
 made on teachers and students as research subjects.Then at the reflection

stage, researchers and observers propose activities that has been done in

the learning process and discuss the design next step.

past activities with teachers and students (Arikunto, 2010, p. 19). At stage

in this case, the results obtained at the observation stage will be evaluated

and analyzed. Then the teacher along with the observers and also the

participants students conduct self-reflection by looking at observational

data, whether the activities that have been carriedout can improve the

quality learning, especially targets that will be improved in study.22

Based on the explanation above, it can be concluded that the research this

class action includes action planning in the form of preparation concept,

the implementation of the action is to understand deeply implementation of

learning scenarios, while observing is observing the course of

implementation, and reflection steps to recall activities or activities

contemplation.

B. The Setting and Subject of the Research

The research will be conducted at MAN 1 probolinggo. It is located at

street Karanganyar Paiton Probolinggo. For the subject of this research,

the researcher has chosen Students of class XII science at MAN 1

Probolinggo. The number of students studied were 35 students consisting

of only female students. and the time for conducting the research is August

20 – November 30, semester 1 of the 2021/2022 academic year. This class

22
 is chosen because the English teacher of his school has never applied BDA

in teaching Reading Coprehension.It is hoped that by holding the CAR

there will be an increase in student learning outcomes.

C. Source Data

This research is designed in the form of Classroom Action Research, while

it is conducted at MAN 1 Probolinggo. which consists of 35 students

consisting of only female students. This research is started from 5 august –

30 november in the academic year 2021/2022.

D. Data Analysis

The data analysis tecnique in classroom action research is relatively simple

it is only a persentage. However, CAR also collaborates with qualitative

data obtained during the learning process. Therefore, the right data

analysis technique in classroom action research is the persentage

descriptive technique. This technique is used to describe the data

quantitative and qualitative interpreted in the form of a description.23

Based on this theory, it can be concluded that data analysis is a process of

organizing and sorting data into patterns, catagories of basic description

units so that it can be found that working hyotheses can be formulated as

based on data. Data collection techniques used by researchers are

observation, interviews and pre-test and post-test.

1. Observation

23
Iskandar.2015,p.72
 Observation is to make observations directly to the object of research

to see from the activities carried out.Before doing something, the

researcher first makes observations to collect data about student

learning outcomes, especially in English subjects and the condition of

students in the classroom during the learning process.

In this case the researcher uses collaborative observation, where the

researcher participates in observing student activities during the

learning process through teacher observation sheets and student

observation sheets.

2. Interview

Interview is a way of collecting data used to obtain information

directly from the source. The interview conducted by CAR this time

was a free interview, where in this interview there was a free question

and answer session between the interviewer and the respondent. But

the interviewer used the research objectives as a guide.

This interview was conducted directly by the researcher to the class

teacher in question, namely Mrs. Mutammimatul Fauziyah, M.Ed as

an English teacher in class XII, to obtain valid data about student

learning outcomes in English subjects, as well as to find out what

obstacles are that the teacher has faced during the learning process

3. Pre-test and Post-test

 Some experts argue about the definition of the test, the test tool is used

to measure the ability of individual students. According to Zainal and

Mulyana (in Dadang Iskandar and Narsim, 2015, p. 48) suggests that a

question or task is a set of tasks that are planned to obtain information

about certain educational or psychological attributes and each item of

the question or task has the answer or provision, then your answer is

considered wrong.24

Pre-test and post-test were used before and before the action was

taken to determine the progress of students in reading comprehension

before and before applying BDA. So, the Pre-test is a sheet about to

strengthen students’ understanding whether they understand the

material being taught. While the post-test is an evaluation sheet to see

the learning outcomes of students whether they have understood the

material being taught.

a. Validity

Instrument validity which describes the level of instrument that is

able to measure what is to be measured A measuring device can

be said to be a valid measurement tool if the measuring device can

measure what is intended to be measured precisely. Validity test is

a test step carried out on the content of an instrument, with the

aim of measuring the accuracy of the instrument used in a study.

Validity is the most important requirement in an evaluation

tool. An evaluation technique is said to have high validity if the

24
Dadang Iskandar and Narsim, 2015, p. 48
 evaluation technique or test can measure what is actually being

measured. Validity testing is very necessary in a study so that

the data obtained during the implementation of the research can

really be accounted for.

The following is evidence of content validity in the context of

the tests that have been carried out at MAN 1 Probolinggo,

which can be seen by comparing the materials and test items

they have.

Table 3.1 Content Validity

Table of specification Test item

% of
Topics Total % Topics Tota %
repr
l

Short function text 1 50 50 Short function text 5 50

Narrative text 1 50 50 Narrative text 5 50

b. Reliability

Reliability test is used to determine the consistency of the

measuring instrument, whether the measuring instrument used

is reliable and remains consistent if the measurement is

repeated. There are several reliability testing methods, one of

which is the KR (Kuder-Richardson)-20 formula method.

 Researchers measure the reliability of the test using the KR-20

formula. Because the test score is dichotomous, the correct

answer is a score of 1 and the wrong answer is given a score of

0. The KR-20 formula is:

Keterangan:

N= Jumlah Siswa

S2= Variance

P= Upper group Proportion

Q= Lower group Proportion

KR-20= (30/29) (230,6-2,28/230,6)

= (1,03) (0,99)

= 1,01

Uji reliabilitas menunjukkan hasil Mean= 62, variance=296,

standart deviation = 17,20 dan KR-20=1.01

c. Discrimintion Index

The discrimination index refers to the ability of an item to

distinguish those in the upper group and those in the

lowercgroup. The higher the item index, the higher it is to

 distinguish items from the upper and lower groups. To classify

items in the upper and lower groups, Djiwandono classifies the

index groups as follows:

0,50 to 1 : Good

0,20 to 0,50 : Medium

Less than 0,20 : bad

0 : No Discrimination

Discrimination index results with details: Items 1-0, 17, 2-0,

17, 3-0, 33, 4-0, 42, 5-0, 25, 6-0, 17, 7-0, 58, 8 -0, 67, 9-0, 67,

10-0, 33.So, there are several questions that must be revised

because they are below 0, 20 bad items, namely: 1,2, and While

the Medium items are in items 3, 4, 5, and 10. And for the good

items, there are 7, 8, and 9.

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presents research findings and discussion that were gained the

action research conducted and during the action research conducted.

A. RESEARCH FINDINGS

1. Description of Students Achievement in Reading Comprehension

This research was carried out at MAN 1 Probolinggo in class XII IPA

3. Researchers conducted tests before and after applying the BDA

Strategy to determine students’ understanding. The test given consists

of 10 questions and there are 4 multiple choice questions, from 10

questions there are two learning topics, namely 5 questions related to

functional texts and 5 questions about narrative texts. This test was

carried out during the pre-test, namely before implementing the BDA

strategy which aims to determine students’ reading comprehension.

And then this test is carried out before implementing the BDA strategy

which aims to determine the success in implementing the strategy. To

find out the results before and after the implementation of the BDA

strategy will be explained in the graph below.

The results of the student pre-test are below:

Graph 4.1

The result of students Achievement in Pre-test

Item 1-5
30

25

20

15

10

0
Nomor 1 Nomor 2 Nomor 3 Nomor4 Nomor 5

The graph above shows the results of the pre-test of 30 students in

answering questions number 1-5 where the five questions contain

questions about short functional texts, the researcher makes questions in

the form of pictures containing notifications to invite students to think

and predict the meaning of the vocabulary or sentence. , so that they are

able to find specific information from the questions asked. In question

number one, out of 30 students there were 24 students who were able to

answer correctly. That means they are able to find specific information

and predict questions well. Then in question number two there is an

image containing a notification. However, what is being asked from

question number two is different from number one. This question

contains about where students usually see this notification. That is,

students are invited to think about the meaning of sentences or

vocabulary from the notification and relate their background knowledge

and experience to the place where they usually find the notification. As

a result, from 30 students there were 24 students who were able to

understand the meaning of the notification sentence and where they

usually found the notification. Then in number three there are 23

students out of 30 students who are able to answer the questions

correctly. In this third question, students are asked to understand what

the content of the functional text is. In question number four, 17 out of

30 students were able to answer the question correctly. In question

number five there are 10 students out of 30 students who are able to

answer the question correctly. It means that a third of the 30 students do

not understand the meaning of the vocabulary or sentences in the

question. When reading English texts, it is important to understand

reading in order to be able to understand the meaning of the text read.

Graph 4.2

The result of students Achievement in Pre-test

Item 6-10
25

20

15

10

0
No.6 No.7 No. 8 No. 9 No. 10

It is known from the graph above that the results of 30 students’

achievements in answering pre-tests 6 to 10. In this question, the

researcher makes narrative texts, so thats tudents’ reading skills will

show the extent of students’ understanding of the texts they read. In

question number six, students are asked to identify the main idea of the

narrative text. The result is that from 30 students there are 23 students

who are able to answer the questions correctly, meaning that these

students are able to understand the reading text and find the main idea

of the narrative text they read. Question number seven contained 20

students out of 30 students who were able to answer the question

correctly. In this question students are invited to look for interesting

information in the text, if students are able to understand narrative text

in number six, of course they will be easy to answer questions number

seven and eight. Then in question number eight, students are asked to

predict the background place where the story line in the text occurs,
meaning that students are asked to remember and relate their

background knowledge to where the story in the text occurs. As a

result, from 30 students 22 students were able to understand the reading

text in the form of narrative text so that they were able to answer

questions correctly. For questions number nine and ten, the author gives

a narrative text that is different from the previous story so that it is more

varied but the question is the same, namely looking for the main idea of

the discussion from the reading text on number nine, from 30 students

there are 20 students who are able to answer the questions correctly. It

means they are able to understand the meaning of the narrative text they

read. If they are able to understand the text on number nine, it will be

easier for them to answer question number ten. And for question ten, as

well as number seven students are asked to look for interesting

information in the text. To find interesting information in the text

usually has a sentence that is different and slightly unique from the

others. The result is 15 students out of 30 students are able to answer

the question correctly. It means that some of them are able to

understand the reading text well.

Graph 4.3

The result of students Achievement in Post-test item 1-5

35

30

25

20

15

10

0
Nomor 1 Nomor 2 Nomor 3 Nomor 4 Nomor 5

The diagram above shows the results of student achievement during the

Post-test for questions number 1 to 5. It can be seen that there is an

increase in the results of this post-test, namely in question number one

there are 29 students out of 30 students who are able to understand the

meaning of the text so that they are able to answer the questions

correctly. Correct. In question number two, there was an increase,

initially 23 students from 30 students were able to answer correctly, in

the post-test results it increased to 26 students from 30 students who were

able to answer the questions well. Then in questionnumber three there are

25 students out of 30 students who are able to understand the meaning of

the text so that they are able to answer the questions correctly. In this

third question there is an increase as well as we know in the pre-test

value of question number 3 there are 23 students out of 30 students who

answered the question correctly. Then in question number four, from 30

 students there were 20 students who were able to answer the question

correctly. And in question number five, which initially in the pre-test

results there were 10 students out of 30 students who answered the

questions correctly, the post-test results increased, namely as many as 22

students from 30 students were able to understand the meaning of the

sentences they read so that they were able to answer question correctly.

Graph 4.4

The result of students Achievement in Post-test item 6-10

30

25

20

15

10

0
Nomor 6 Nomor 7 Nomor 8 Nomor 9 Nomor 10

The diagram above shows the results of 30 students in answering post-

test questions 6-10. From the results of this post-test, it can be seen that

in question number six there was an increase, namely as many as 27

students from 30 students were able to answer the questions correctly, it

means they understood the meaning of the reading text they read. In

question number seven the results of student achievement increased

which at first there were 20 students out of 30 students who were able
 to answer the questions correctly, there was an increase in the post-test

results, namely as many as 23 students out of 30 students were able to

answer the questions correctly. On question number eight out of 30

students there are 26 students who are able to answer the questions

correctly, meaning they are able to predict the background place where

the story line occurs in the text, meaning that students are asked to

remember and relate their background knowledge where roughly the

story in the text occurs. . Then for question number nine there are 25

students out of 30 students who are able to answer the question

correctly. And for question number ten, it can be seen from the pre-test

results there are 15 students out of 30 students who are able to answer

correctly, in the post-test results there is an increase, namely as many as

20 students from 30 students are able to answer the questions correctly.

2. Cycle

In this classroom action research, the researcher has 1 cycle because at

the time of doing this research there was a covid-19 pandemic so the

school determined the entry of students in turns on a scheduled basis.

The following are the steps in achieved during the research cycle:

a. Planning

 Before researchers carry out classroom actions and apply

BDA strategies in teaching and learning activities, make

plans. Such as preparing materials and tools to be used,

 compiling lesson plans, and designing steps in taking

action.

 Researchers prepare student attendance lists that have been

provided by the school and fill in according to student

attendance in class

 The researcher prepared an observation checklist to observe

the situation and condition of the class during the learning

activities.

 The researcher prepares a test that will be given to students

to determine the level of understanding before and after

implementing the strategy.

b. Action

Process activities are carried out for 6 meetings, in a week, English

subjects for each class get 1 x 40 minutes, so that in one week there

is one hour of lessons because they are still in a Covid-19

condition. The following is the schedule for teaching and learning

materials:

Table 4.1

Teaching schedule and subject matter

No. Day/date Class Time Activities

1. Tuesday, 21-09- 2021 2 XII MIA 3 Introduction

Pre-test

2. Tuesday, 28-09-2021 2 XII MIA 3 Explaining

materials about

short functional

text

3. Tuesday, 05-10-2021 2 XII MIA 3 Narrative text

about ”Ten little

Cookies”

4. Tuesday, 12 -10- 2021 2 XII MIA 3 Narrative text

about ”Hide and

seek”

5. Tuesday, 19 -10- 2021 2 XII MIA 3 Narrative text

about ”Pretty

fish”

6. Tuesday, 26 -10- 2021 2 XII MIA 3 Post-test

The details of the before, during, and after strategy implementation

process are as follows:

 First meeting (Tuesday, September 21, 2021)

At the first meeting onTuesday, September 21, researchers

conducted research in class XII MIA (IPA) 3 which is located in

the north MAN building, where the north ernpartof MAN 1

Probolinggo is only specifically for Islamic boarding school

students.

Opening. At the first meeting, the researcher started with an

introduction. What was preceded by the researcher introduced

their identity, then the students took turns introducing themselves.

The aim is to get to know each other between researchers and

students. The researcher also explained to the students that they

would carry out research for the next 40 years. The students were

very enthusiastic when they found out that the students who

would teach English for the next 40 days were researcher, the

researchers were very grateful because the students were very

enthusiastic.

Core activities. After conducting the introduction, in the core

activity the researcher gave a pre-test question consisting of 10

questions to students to measure the extent of students’

understanding of reading comprehension before the BDA strategy

was carried out. The researcher gave 15 minutes to the students to

answer the pre-test questions.

Closing. In this closing activity, the researcher provide final

motivation, provide enrichment, and give greetings and pray

together. With this closing activity, students will be invited

torecall the learning that has been done and students will get the

main points of the material that has been studied.

 Second meeting (Tuesday, 28 September 2021)

In the second meeting, Tuesday, September 28. Students conduct

research in class XII MIA 3 from 8.40-9.20. The details of the

learning activities are as follows:

Open Learning. Opening the learning begins with greeting by the

researcher, then together reading a prayer before starting the

lesson, checking attendance.

Core activities. In the core part, the students give material in the

form of functional text where there is pictorial text in the form of

an nouncements. In this case the researcher invites students to

read the text contained in the picture then the researcher invites

students to understand the content or information contained in the

picture. Then the researcher also asked students to remember

usually where the functional text was found. And then extactivity

the researcher tried to invites tudents to make functional texts one

by one then the researcher appointed 3 students to explain about

the fuctional text they made.

Closing. In this closing activity, students provide conclusions

from what they have learned that day, provide final motivation,

provide enrichment, and give greetings and pray together. With

this closing activity, students will be invited to recall the learning

that has been done and students will get the main points of the

material that has been studied.

 Third meeting (Tuesday, 05 October 2021)

In the third meeting, Tuesday, October 5. Students conduct

research in class XII MIA 3 from 8.40-9.20. The details of the

learning activities are as follows:

Open Learning. Opening the learning begins with greeting by the

researcher, then together reading a prayer before starting the

lesson, checking attendance.

Core activities. In the core part, the researcher give material in the

form of a narrative text with the title “ten little cookies”. The

resercher use the BDA (Before, during and after) reading strategy.

 Before reading, the researcher, gives brainstorming to

students which aims to invite students to be ready to think

before receiving the material. The researcher asked the

students about what was on the students’ mind if the

researcher mentioned the word “Cookies”. Then the

students think and take turns answering and writing on the

blackboard what they think or know about “Cookies”.

 During reading, the researcher give a short story in the

form of a narrative entitled “Ten Little Cookies”. The

students were invited to understand a story in the reading

text, find out the vocabulary that they did not understand

by asking the researcher or looking in the dictionary. Then

 after the students understood the material explained. After

understanding the contents of the reading text, the

researcher opened a question and answer session about the

material discussed, regarding vocabulary that might not be

understood by students and the pronunciation.

 After Reading, to find out the extent of students’

understanding of the reading comprehension text. the

researcher giving practice questions to students to find out

how far students understand the story in the reading text.

And The researcher asked students to summarize the

information from the text they had read.

Closing. In this closing activity, the researcher provide

conclusions from what they have learned that day, provide final

motivation, provide enrichment, and give greetings and pray

together. With this closing activity, students will be invited to

recall the learning that has been done and students will get the

main points of the material that has been studied.

 Fourth meeting (Tuesday, 12 October 2021)

In the fourth meeting, Tuesday, October 12. Students conduct

research in class XII MIA 3 . The details of the learning activities

are as follows:
Open Learning. Opening the learning begins with greeting by the

researcher, then together reading a prayer before starting the

lesson, checking attendance.

Core activities. In the core part, the researcher give material in the

form of a narrative text with the title “Pretty Fish”. The resercher

use the BDA (Before, during and after) reading strategy.

 Before reading, the researcher, gives brainstorming to

students which aims to invite students to be ready to think

before receiving the material. The researcher asked the

students about what was on the students’ mind if the

researcher mentioned the word “Fish”. Then the students

think and take turns answering and writing on the

blackboard what they think or know about “Fish”.

 During reading, the researcher give a short story in the

form of a narrative entitled “Pretty Fish”. The students

were invited to understand a story in the reading text, find

out the vocabulary that they did not understand by asking

the researcher or looking in the dictionary. Then after the

students understood the material explained. After

understanding the contents of the reading text, the

researcher opened a question and answer session about the

material discussed, regarding vocabulary that might not be

understood by students and the pronunciation.

  After Reading, to find out the extent of students’

understanding of the reading comprehension text. the

researcher giving practice questions to students to find out

how far students understand the story in the reading text.

And The researcher asked students to summarize the

information from the text they had read.

Closing. In this closing activity, the researcher provide

conclusions from what they have learned that day, provide final

motivation, provide enrichment, and give greetings and pray

together. With this closing activity, students will be invited to

recall the learning that has been done and students will get the

main points of the material that has been studied.

 Fifth meeting (Tuesday, 19 October 2021)

In the fifth meeting, Tuesday, October 19. Students conduct

research in class XII MIA 3 . The details of the learning activities

are as follows:

Open Learning. Opening the learning begins with greeting by the

researcher, then together reading a prayer before starting the

lesson, checking attendance.

Core activities. In the core part, the researcher give material in the

form of a narrative text with the title “Hide and Seek”. The

resercher use the BDA (Before, during and after) reading strategy.
 Before reading, the researcher, gives brainstorming to

students which aims to invite students to be ready to think

before receiving the material. The researcher asked the

students about what was on the students’ mind if the

researcher mentioned the word “Hide”. Then the students

think and take turns answering and writing on the

blackboard what they think or know about “Hide”.

 During reading, the researcher give a short story in the

form of a narrative entitled “Hide and Seek”. The students

were invited to understand a story in the reading text, find

out the vocabulary that they did not understand by asking

the researcher or looking in the dictionary. Then after the

students understood the material explained. After

understanding the contents of the reading text, the

researcher opened a question and answer session about the

material discussed, regarding vocabulary that might not be

understood by students and the pronunciation.

 After Reading, to find out the extent of students’

understanding of the reading comprehension text. the

researcher giving practice questions to students to find out

how far students understand the story in the reading text.

And The researcher asked students to summarize the

information from the text they had read.

 Closing. In this closing activity, the researcher provide

conclusions from what they have learned that day, provide final

motivation, provide enrichment, and give greetings and pray

together. With this closing activity, students will be invited to

recall the learning that has been done and students will get the

main points of the material that has been studied.

 Sixth meeting (Tuesday, October 26, 2021)

In the third meeting, Tuesday, October 26. Students conduct

research in class XII MIA 3 from 8.40-9.20. The details of the

learning activities are as follows:

Open Learning. Opening the learning begins with greeting by the

researcher, then together reading a prayer before starting the

lesson, checking attendance.

Core activities. At this sixth meeting, the researcher conducted a

post-test to the students to find out the extent of students’ reading

comprehension after the implementation of the BDA strategy.

Closing. In this closing activity, the researcher provide final

motivation, provide enrichment, give greetings and pray together.

And the researcher would like to thank the students for

participating in this research, and for the last time the researcher

invites the students to take a picture together.

c. Observation

At the first meeting, the students looked enthusiastic when they

found out that they would be taught by a new teacher who had

never come to their class before. When they met the researchers,

they asked a lot of questions because they were curious about their

new teacher. When the students introduced themselves, some

students looked stiff and shy, embarrassed to speak in English, and

some other students introduced themselves very confidently and

used good English. At this first meeting, the students looked

disciplined and listened to the researcher's explanation well,

perhaps because the English teacher accompanied the learning

activities in the classroom. During the pre-test, students worked on

the pre-test questions quietly. There are some students who do the

pre-test quickly, and some others who seem to have difficulty.

At the second meeting, the researcher controlled the class well, so

that students were disciplined and paid close attention to the

explanation of the researcher's material. However, at this first

meeting, the researcher was not able to manage the time well, so

that the implementation of the learning activities slightly passed

the teaching and learning time. When students make short

functional texts, some students have difficulty in giving meaning to

the text, so they are a little noisy because they ask each other the

meaning of difficult vocabulary to their friends. The researcher

helped them solve the difficulty by telling them the English

vocabulary they didn't know.

At the third to fifth meeting, the researcher can manage the time

well, so that the learning time runs effectively according to the end

of the lesson. The researcher pays attention to the students while

reading the story text. The researcher found that there were some

students who had difficulty reading the story text because they did

not understand the contextual meaning of the vocabulary, so they

had to ask other friends or the researcher about the meaning of the

sentences they did not know. To overcome this, the researcher

instructed students to bring a dictionary to the next meeting. and at

the fourth to fifth meeting they orderly brought a dictionary. They

were very excited when analyzing the content of the stories they

read, then when a quiz was held about the text of the stories they

read, they were able to answer questions even though there were

incorrect answers but they were still enthusiastic.

At the last meeting, the implementation of the post-test to

determine the results of students' reading comprehension, students

answered questions calmly than the previous test. They seem to

answer questions confidently. Most students have understood the

material that has been explained by the researcher, it can be seen

that some students are able to answer the post-test properly and

correctly.
d. The result of pre-test and Post-test

Researchers collected data based on student scores obtained from

the pre-test and post-test. The students' pre-test and post-test scores

can be seen in the table of scores of pre-test and post-test in the

appendix. The data are summarized to determine the average score

of students. The following is the calculation of the average value of

the pre-test and post-test.

Mean calculation: M = Ex /N

Explanation:

M = Mean of student’s score

Ex = Sum of student’s score

N = Student’s total number

Mean of pre-test = 1980/30

= 66

Mean of post-test = 2440/30

= 81,3

Mean of pre-test = 66

Mean of post-test = 81,3

It shows that, there is an improvement of student’s reading

comprehension achievement between pre-test and post test

e. Refection

Based on the observations that have been carried out, it was found

that students actively participate in classroom learning. Based on

the observations of the researchers, students' responses during

learning activities were quite good, such as they were very

enthusiastic when reading the stories in the reading text and they

were able to retell the stories they read and were able to answer the

questions given.

In this CAR, the researcher has obtained the scores of the students'

reading test results. On the results of this post-test, the author is

satisfied with the results of the twelfth graders' achievement in

reading comprehension. In the implementation of the post-test,

students can find and answer the test questions easily. In addition,

the data obtained when the pre-test was carried out, the scores of

most of the students were 30-70 and from 30 students there were 8

students who achieved the KKM with a score of 80-90. While in

the post-test there were 22 students who were able to achieve the

KKM score with an average score of 80-100. while the other 8

students have not been able to achieve the target value with an

average value of 60-70.

Based on the data above, it is known that the students' scores have

increased from the previous tests. After the researcher compared

the results of the pre-test and post-test, the researcher found that

the implementation of the BDA strategy to improve the

understanding of the twelfth grade science students had met the

criteria of success. BDA strategies help students be more active

and creative as they understand the reading.

B. DISCUSSION

Before the study applied the BDA strategy for the twelve science

programs of student 3 at MAN 1 Probolinggo, the researcher first

conducted observations and carried out a pre-test. The observation was

carried out on September 20, 2021 and carried out a pre-test on September

22, 2021, this aims to determine the students' reading ability before

implementing the BDA strategy. The results of the observations showed

that the reading comprehension of the twelfth grade science students in the

student program was still low, students still tended to be wrong in

providing information related to the content of the text, this showed that

students still could not understand the contents of the text well, so that the

information contained in the text was not conveyed properly. good. In the

activity of acquiring reading comprehension, students are required to be

able to understand the main idea, meaning or concept as well as the facts

that they know through a reading text. So in this case, students not only

memorize verbally, but are able to understand the concept of the problem

or fact being asked. When reading comprehension learning activities took

place, it was seen that students had difficulties in interpreting vocabulary

in the text. Because students' reading comprehension is still low, their

achievement is also less than optimal. From the results of the pre-test, the

average score of students is 66. If it is presented that only 8 out of 30

students are able to achieve the target score, most of them are still below

the KKM target value of 75. While after the implementation of the BDA
 strategy (post-test) there is an increase In students' reading achievement, it

can be seen that from 30 students there are 22 students who get scores

above the KKM.

The following are the results of the students pre-test and post-test on each

question which includes short functional texts and narrative texts.

Graph 4.5

The result of pre-test and post-test in Item 1

35

30

25

20

15

10

0
Pre-test post-test

The graph above shows the achievement results of 30 students in

answering question number 1 before the BDA strategy (pre-test) and

after the BDA strategy (Post-test) was implemented. The results of the

pre-test showed that there were 24 students who were able to

understand the reading text and were able to answer the questions

correctly. And it can be seen that there is an increase in the results of

 this post-test, namely in question number one there are 29 students out

of 30 students who are able to understand the meaning of the text so

that they are able to answer the questions correctly.

Graph 4.6

The result of pretest and post test in item 2

26.5

26

25.5

25

24.5

24

23.5

23
Pre-test Post-test

The graph above shows the achievement results of 30 students in

answering question number 2 before the BDA strategy (pre-test) and

after the BDA strategy (Post-test) was implemented. The results of the

pre-test showed that there were 24 students who were able to

understand the reading text and were able to answer the questions

correctly. And it can be seen that there is an increase in the results of

 this post-test, namely in question number two there are 26 students out

of 30 students who are able to understand the meaning of the text so

that they are able to answer the questions correctly.

Graph 4.7

The result of pre-test and post-test in Item 3

25.5

25

24.5

24

23.5

23

22.5

22
pre-test post-test

The graph 4.7 above shows the achievement results of 30 students in

answering question number 3 before the BDA strategy (pre-test) and

after the BDA strategy (Post-test) was implemented. The results of the

pre-test showed that there were 23 students who were able to

understand the reading text and were able to answer the questions

correctly. And it can be seen that there is an increase in the results of

this post-test, namely in question number three there are 25 students

out of 30 students who are able to understand the meaning of the text

so that they are able to answer the questions correctly.

 Graph 4.8

The result of pre-test and post-test in Item 4

20.5

20

19.5

19

18.5

18

17.5

17

16.5

16

15.5
Pretest Posttest

The graph 4.8 above shows the achievement results of 30 students in

answering question number 4 before the BDA strategy (pre-test) and

after the BDA strategy (Post-test) was implemented. The results of the

pre-test showed that there were 17 students who were able to

understand the reading text and were able to answer the questions

correctly. And it can be seen that there is an increase in the results of

this post-test, namely in question number fourth there are 20 students

out of 30 students who are able to understand the meaning of the text

so that they are able to answer the questions correctly.

Graph 4.9

The result of pre-test and post-test in Item 5

25

20

15

10

0
pre-test Post-test

The graph 4.9 above shows the achievement results of 30 students in

answering question number 5 before the BDA strategy (pre-test) and

after the BDA strategy (Post-test) was implemented. The results of the

pre-test showed that there were 10 students who were able to

understand the reading text and were able to answer the questions

correctly. And it can be seen that there is an increase in the results of

this post-test, namely in question number 5 there are 22 students out

of 30 students who are able to understand the meaning of the text so

that they are able to answer the questions correctly.

Graph 4.10

The result of pre-test and post-test in Item 6

25.5

25

24.5

24

23.5

23

22.5

22
pre-test Post-test

The graph 4.10 above shows the achievement results of 30 students in

answering question number 6 before the BDA strategy (pre-test) and

after the BDA strategy (Post-test) was implemented. The results of the

pre-test showed that there were 23 students who were able to

understand the reading text and were able to answer the questions

correctly. And it can be seen that there is an increase in the results of

this post-test, namely in question number 6 there are 27 students out

of 30 students who are able to understand the meaning of the text so

that they are able to answer the questions correctly.

Graph 4.11

The result of pre-test and post-test in Item 7

23.5

23

22.5

22

21.5

21

20.5

20

19.5

19

18.5
Pretest Posttest

The graph 4.11 above shows the achievement results of 30 students in

answering question number 7 before the BDA strategy (pre-test) and

after the BDA strategy (Post-test) was implemented. The results of the

pre-test showed that there were 20 students who were able to

understand the reading text and were able to answer the questions

correctly. And it can be seen that there is an increase in the results of

this post-test, namely in question number 7 there are 23 students out

of 30 students who are able to understand the meaning of the text so

that they are able to answer the questions correctly.

Graph 4.12

The result of pre-test and post-test in Item 8

25.5

25

24.5

24

23.5

23

22.5

22

21.5

21

20.5
Pre-test Post-test

The graph 4.12 above shows the achievement results of 30 students in

answering question number 8 before the BDA strategy (pre-test) and

after the BDA strategy (Post-test) was implemented. The results of the

pre-test showed that there were 22 students who were able to

understand the reading text and were able to answer the questions

correctly. And it can be seen that there is an increase in the results of

this post-test, namely in question number 8 there are 26 students out

of 30 students who are able to understand the meaning of the text so

that they are able to answer the questions correctly.

Graph 4.13

The result of pre-test and post-test in Item 9

30

25

20

15

10

0
Pre-test Post-test

The graph 4.13 above shows the achievement results of 30 students in

answering question number 9 before the BDA strategy (pre-test) and

after the BDA strategy (Post-test) was implemented. The results of the

pre-test showed that there were 20 students who were able to

understand the reading text and were able to answer the questions

correctly. And it can be seen that there is an increase in the results of

this post-test, namely in question number 9 there are 25 students out

of 30 students who are able to understand the meaning of the text so

that they are able to answer the questions correctly.

Graph 4.14

The result of pre-test and post-test in Item 10

25

20

15

10

0
Pre-test Post-test

The graph 4.14 above shows the achievement results of 30 students in

answering question number 10 before the BDA strategy (pre-test) and

after the BDA strategy (Post-test) was implemented. The results of the

pre-test showed that there were 15 students who were able to

understand the reading text and were able to answer the questions

correctly. And it can be seen that there is an increase in the results of

this post-test, namely in question number 10 there are 20 students out

of 30 students who are able to understand the meaning of the text so

that they are able to answer the questions correctly.

Based on the explanation above, the researcher concludes that the

implementation of the Strategy before, during, and after Reading can

improve student's reading comprehension for the twelfth grade of

science program student. It can be seen from the Mean of pre-test is

66, and mean of post-test is 81.3. The results on the post-test showed
that out of 10 multiple choice questions, most of the students could

answer 8 to 9 questions correctly and only some students could

correctly answer less than 7 questions. However, student learning

outcomes showed that there was an increase in reading comprehension

compared to the pre-test results. While in the post-test there were only

8 students who were unable to achieve the target value, 22 other

students were able to achieve the specified KKM target score of 75.
 CHAPTER V

CONCLUSSION

This chapter the researcher presents the conclusion toward the result of

this study and suggestion of this study.

A. CONCLUSSION

Based on the results of data analysis and discussion. The application of

BDA (Before, During, and After) reading strategy can improve students'

reading comprehension of tweft grade of science class at MAN 1

Probolinggo. This can be shown from the results of the comparison

between the results of the Pre-test and Post-test. The results of the pre-test

before the implementation of the BDA strategy showed that the average

score of students was 66 then after the implementation of the BDA

strategy, the students' Post-test scores showed an average result of 81.3.

From the post-test results, there were 8 students whose scores reached the

KKM. Then at the post-test it increased to 22 students from 30 students

whose scores reached the KKM. This means that the implementation of

Before, During, and After (BDA) strategy can improve students' reading

comprehension.

B. SUGGESTION

Based on the results of the study, the researcher would like to give some

suggestions as follows:

a. for english teacher

 The use of Before, during, and after Reading strategies in improving

students' reading comprehension skills is very suitable because this

strategy makes it easier for students to understand reading texts.

b. For students

Students can use BDA strategies to understand text reading, with the

help of this technique students can understand reading texts easily.

c. For the next researcher

Due to time constraints, this research was only carried out in one cycle.

The researcher hopes that other researchers can follow up this research

for a longer time, this aims to find more suitable actions to improve

students' reading comprehension.