Ni-Made-Wahyuni-Npm-10 8 03 51 31 25 3945

THESIS
IMPROVING READING COMPREHENSION

THROUGH QUESTION-ANSWERING INSTRUCTION
OF THE EIGHTH GRADE STUDENTS OF
SMP SAPTA ANDIKA DENPASAR
IN ACADEMIC YEAR 2013/2014
NI MADE WAHYUNI
ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2014
THESIS

NI MADE WAHYUNI
NPM: 10.8.03.51.31.25.3945

DENPASAR
2014
ii
PRE-REQUISITE TITLE

Thesis
As Partial Fulfillment of the Requirements for the
Sarjana Pendidikan Degree in English Education Study Program
Faculty of Teacher Training and Education
Mahasaraswati Denpasar University
NI MADE WAHYUNI
NPM 10.8.03.51.31.2.5.3945

DENPASAR
2014
iii
APPROVAL SHEET
1
This thesis entitled Improving Reading Comprehension Through

Question-Answering Instruction of the Eighth Grade Students of SMP Sapta
Andika Denpasar in Academic Year 2013/2014 has been approved and accepted
as partial fulfillment for the Sarjana Pendidikan degree in English Education
Study Program, Faculty of Teacher Training and Education, Mahasaraswati
Denpasar University.
Approved By
Advisor I Advisor II
I Komang Budiarta, S.Pd. M.Hum. Dewa Gd Agung Gana K., S.Pd. M.Pd.
NPK. 82 8208 306 NPK. 82 8810 338
iv
APPROVAL SHEET
2
This thesis has been examined and assessed by the examiner committee of
English Education Study Program, Faculty of Teacher Training and Education,
Mahasaraswati Denpasar University in the oral examination on 12th February
2014.
Chief Examiner
Drs. I Nengah Astawa, M.Hum.

NIP. 19571113 198603 1 001
Examiner I Examiner II
I Komang Budiarta, S.Pd., M.Hum. Dewa Gd Agung Gana K., S.Pd., M.Pd.
NPK. 82 8208 306 NPK. 82 8810 338
Approved by
Dean of the Faculty of Teacher Head of the English Education

Training and Education Study Program
Prof. Dr. Wayan Maba I Komang Budiarta, S.Pd., M.Hum.

NIP. 19581231 198303 1 032 NPK. 82 8208 306
v
STATEMENT OF AUTHENTICITY
The researcher hereby declares that this thesis is her own writing, and it is
true and correct that there is no others work or statement, except the work or
statement that is referred in the references. All cited works were quoted in
accordance with the ethical code of academic writing.
Denpasar, 5th February 2014

The Researcher,
Ni Made Wahyuni
NPM. 10.8.03.51.31.2.5.3945
vi
ACKNOWLEDGEMENT
First of all, the researcher would like to express her greatest gratitude to
the Almighty God, Ida Sang Hyang Widhi Wasa, who always gives her power and
health to solve her problem in writing this thesis. She realizes that without His
blessing and mercies she could never accomplish this thesis as a particular
requirement for taking the final assignment on time.
In arranging this thesis, a lot of people have provided motivation, advice
support, and even remark that had helped the researcher. In this valuable chance,
the researcher aims to express her gratitude and appreciation to all of them. First,
the researchers deepest appreciation goes to her first and second advisor, I
Komang Budiarta, S.Pd., M.Hum. and Dewa Gede Agung Gana K., S.Pd., M.Pd.
who have already guided her and shared their brilliant ideas for the improvement
of the thesis. In addition, she would like to thank their helpful guidance and
correction during the process of writing this thesis.
Next, she also wishes to express her gratefulness to the Headmaster of
SMP Sapta Andika Denpasar for his permission given to the researcher to do the
present study in SMP Sapta Andika Denpasar. In addition, the thank is also given
by the researcher to the students especially VIII C class for their kind assistance
during the process of gathering the data in the classroom.
Moreover, the researcher also gives the best gratitude to her beloved
parents, brothers and sister, for their everlasting sacrifices and supports during
studying and finishing her last assignment.
In addition, she would like to wish to express her special thank to Wulan,
Riki Septi, Prisma, Viera, Raniati, my other friends, classmates and the class of
2010 English Education Study Program, Faculty of Teacher Training and
Education Mahasaraswati Denpasar University, whose names could not be
mentioned one by one for their encouragement, attention and fabulous supports
during the process of writing this thesis.
Denpasar, 5th February 2014
The Researcher,
Ni Made Wahyuni
vii
ABSTRACT
Wahyuni, N. M. (2014). Improving Reading Comprehension through

Question-Answering Instruction of the Eighth Grade Students of SMP
Sapta Andika Denpasar in Academic Year 2013/2014. The First
Advisor: I Komang Budiarta, S.Pd., M.Hum. and the Second Advisor:
Dewa Gede Agung Gana K., S.Pd., M.Pd.
Reading comprehension is a process to recognize the text and remember

any information in the text. The preliminary observation found that the students in
junior high school had problems in reading comprehension. The students were
difficult to find general information, specific information, textual meaning and
recognize textual reference in the reading text. The present classroom action
research dealt with improving reading comprehension through question-answering
instruction of the eighth grade students of SMP Sapta Andika Denpasar in
academic year 2013/2014 that consisted of 18 males and 18 females. This research
was conducted in two cycles where a cycle had 2 meetings. The data were
analyzed by comparing the result of pre-test, post-tests and questionnaire that
were given to the subjects. Based on the result of the data from the pre-test, post-
tests and questionnaire, it could be concluded that question-answering instruction
could improve reading comprehension of the eighth grade students of SMP Sapta
Andika Denpasar in academic year 2013/2014; in addition, the subjects also
responded positively the implementation of question-answering instruction.
Keywords: improving, reading comprehension, and question-answering

instruction.
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TABLE OF CONTENT
COVER ............................................................................................................... i
INSIDE COVER ................................................................................................. ii
PRE-REQUISITE TITLE ................................................................................... iii
APPROVAL SHEET 1 ....................................................................................... iv
APPROVAL SHEET 2 ....................................................................................... v
STATEMENT OF AUTHENTICITY ................................................................ vi
ACKNOWLEDGMENT..................................................................................... vii
ABSTRACT........................................................................................................ viii
TABLE OF CONTENTS.................................................................................... ix
LIST OF TABLES .............................................................................................. xi
LIST OF GRAPHS ............................................................................................. xii
LIST OF APPENDICES ..................................................................................... xiii
CHAPTER I INTRODUCTION .................................................................... 1

1.1 Background of the Study.................................................... 1
1.2 Research Problem............................................................... 3
1.3 Objective of the Study........................................................ 3
1.4 Limitation of the Study ...................................................... 3
1.5 Significance of the Study ................................................... 4
1.6 Definition of Key Term...................................................... 5
CHAPTER II THEORETICAL AND EMPIRICAL REVIEW ...................... 6

2.1 Theoretical Review ............................................................ 6
2.1.1 Reading Comprehension ........................................... 6
2.1.2 Question-Answering Instruction ............................... 8
2.1.3 Assessing Reading .................................................... 10
2.2 Empirical Review............................................................... 11
CHAPTER III RESEARCH METHOD............................................................ 13

3.1 Subject of the Study ........................................................... 13
3.2 Research Design................................................................. 13
ix
3.3 Research Procedure............................................................ 15
3.3.1 Initial Reflection ....................................................... 15
3.3.2 Planning .................................................................... 16
3.3.3 Action........................................................................ 16
3.3.4 Observation ............................................................... 18
3.3.5 Reflection .................................................................. 18
3.4 Research Instrument........................................................... 18
3.4.1 Test............................................................................ 18
3.4.2 Questionnaire ............................................................ 19
3.5 Data Collection................................................................... 20
3.6 Data Analysis ..................................................................... 21
3.7 Success Indicator................................................................ 22
CHAPTER IV FINDING AND DISCUSSION ................................................ 23

4.1 Finding ............................................................................... 23
4.1.1 Pre-Cycle................................................................... 27
4.1.2 Cycle I ....................................................................... 28
4.1.3 Cycle 2 ...................................................................... 30
4.2 Discussion .......................................................................... 35
CHAPTER V CONCLUSION AND SUGGESTION ..................................... 38

5.1 Conclusion ......................................................................... 38
5.2 Suggestion .......................................................................... 39
REFERENCES.................................................................................................... 41
APPENDICES .................................................................................................... 44
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LIST OF TABLES
Table 3.1 Scoring Rubric.................................................................................. 19
Table 4.1 Tabulation of Data Showing the Subjects Progressingng Scores

of Reading Comprehension after Being Taught through
Question-Answering Instruction ...................................................... 24
Table 4.2 Tabulation of Data Showing the Subjects Responses on the

Implementation of Question-Answering Instruction........................ 25
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LIST OF GRAPHS
Graph 4.1 Depicting the Subjects Progressing Achievement in Reading

Comprehension in Pre-test, Post-test 1, Post-test 2, Post-test 3,
and Post-test 4 .................................................................................. 34
Graph 4.2 Depicting the Subjects Response on the Implementation of

Question-Answering Instruction in Teaching Reading
Comprehension................................................................................. 34
xii
LIST OF APPENDICES
Appendix 1 List of Subjects ............................................................................ 44

Appendix 2 Pre-Test ....................................................................................... 45
Appendix 3 Lesson Plan 1 .............................................................................. 46
Appendix 4 Post-Test 1 ................................................................................... 50
Appendix 5 Lesson Plan 2 ............................................................................... 52
Appendix 6 Post-Test 2.................................................................................... 57
Appendix 7 Lesson Plan 3 .............................................................................. 59
Appendix 8 Post-Test 3.................................................................................... 64
Appendix 9 Lesson Plan 4 ............................................................................... 66
Appendix 10 Post-Test 4 ................................................................................... 71
Appendix 11 Answer Keys Pre-Test and Post-Test........................................... 73
Appendix 12 Questionnaire .............................................................................. 75
xiii
CHAPTER I
INTRODUCTION
1.1 Background of the Study
Everyone has a way to comprehend and understand the information that
they want to get. If you want to share the information for everyone, you should
understand the information that you want to share. Indeed, the readers are not
able to understand the information if they cannot understand the information
clearly. Reading is one of the language skills that enables you to understand the
information clearly. However, some people are not interested in reading because
they do not have good topic for reading. Reading skill is one of the basic English
skills. Kenyon (2008:5) states that when you plan reading sessions with your
learners, make sure that there is time to talk about the text (passage, story and to
write). Thus, the readers can explain what they have read from the story or
passage and they also can write some messages and explore their ideas in reading.
Stone (2009:39) states that reading is a fundamental goal that children must
master in order to be successful in school and in life.
The purpose of teaching language is the students are expected to master all
language skills which must be applied in teaching English. Reading is one of the
receptive skills that must be mastered by the students besides the other language
skills such as listening, speaking and writing. The importance of teaching reading
for the teacher is not similar to the importance of reading activity in the classroom
for the students. Hager (2005:5) states that in reading teachers are often guided by
what they know about the stages and components of the reading process, but they
may not share this information with learners. By understanding, how others
become fluent readers, learners can reflect on their own process of improving
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reading skills. Teaching reading is a process where the teacher teaches the
students to understand about the text which has been read.
However, in reality, reading is difficult skill in language especially the
students who are still difficult to understand the content of the reading text.
Generally, the teachers only provide text for students and teachers ask students to
read and look for the answers of the existing text with aids namely English
dictionary and the students do it individually or work with their partner.
Based on the interview with one of English teachers in SMP Sapta Andika
Denpasar; the teacher said that the students were still difficult to comprehend the
reading text. The students were confused to identify general information, find
specific information, recognize textual meaning and recognize textual references
in reading text. When students were given questions by the teacher and they
looked for the answers in the text, the students were still confused how to answer
the questions with correct grammatical forms.
There are some ways that can be used to improve the students ability in
reading comprehension. To build the students motivation in learning reading
especially the eighth grade students of SMP Sapta Andika Denpasar, some
techniques can be used by the teachers. In this case, the researcher can apply a
technique which can be used to improve reading comprehension of the students.
The technique is question-answering instruction.
Question-answering instruction is a technique which could be useful as an
alternative strategy which is expected to improve reading comprehension of the
eighth grade students of SMP Sapta Andika Denpasar. Question-answering
instruction is a technique that can help students to determine general information,
find specific information, recognize textual meaning and recognize textual

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references in the reading text. Therefore, question-answering instruction is a
technique that makes the learning process more interesting, enjoyable,
understandable, and more communicative.
Based on the explanation above, it is important to conduct a research to
improve reading comprehension through question-answering instruction. The
researcher decides to conduct a research that concerns on improving reading
comprehension through question-answering instruction of the eighth grade
students of SMP Sapta Andika Denpasar in academic year 2013/2014.
1.2 Research Problem
Considering the background of the research above, the problem to be
under focused on this study can be stated as follows: can reading comprehension
of the eighth grade students of SMP Sapta Andika in academic year 2013/2014 be
improved through question-answering instruction?
1.3 Objective of the Study
In the light of the problem formulated before, the objective of the study is
to improve the students' reading comprehension through question-answering
instruction of the eighth grade students of SMP Sapta Andika Denpasar in
academic year 2013/2014. The purpose of this study is also conducted to know
whether or not question-answering instruction can improve reading
comprehension of the eighth grade students of SMP Sapta Andika Denpasar.
1.4 Limitation of the Study

In limitation of the study, the researcher limits the investigation on the use
of question-answering instruction in improving reading comprehension of the
eighth grade students of SMP Sapta Andika Denpasar in academic year

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2013/2014. The reading comprehension is focused on identifying general
information, finding specific information, recognizing textual meaning and
recognizing textual references in the reading texts.
1.5 Significance of the Study
This research was concerned with improving reading comprehension
through question-answering instruction. The result of the study is expected to
have benefits. Therefore, the findings of the present research are expected to
indicate significant theoretical and practical information on the importance of
implementing question-answering instruction in improving reading
comprehension. It can be described as follows:
Theoretically, this study is expected as a guide study or a reference for the
next research. Besides, it can contribute the new research finding about using
question-answering instruction in teaching reading comprehension. In order
words, this study may give information about the technique that can be
implemented in teaching learning process especially about teaching reading
comprehension by applying the present technique.
Practically, the outcome of this research study is expected to give feedback
for teachers, students, and researcher. For teachers, the results of this study are
expected to give benefit to the English teacher as well as the input material for
evaluation in improving reading comprehension of the students that can positively
affect their learning activities in the classroom especially those who teach at the
eighth grade students of SMP Sapta Andika Denpasar. Then, this study is also
expected to benefit for students. The students enable to comprehend the reading
text especially in descriptive text through question-answering instruction and also

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the students can understand the material given from the researcher and teacher.
And for the researcher, the result of this study is to improve her knowledge in
reading comprehension and the researcher gets more experience on how to teach,
handle and organize the students in the classroom.
1.6 Definition of Key Term
There are some terms, which are defined operationally to avoid
misunderstanding on the part of the readers. Those are reading comprehension,
question-answering instruction, and SMP Sapta Andika Denpasar.
Reading comprehension in the present study is defined as the ability of the
2013/2014 in understanding reading comprehension text by finding general
information, specific information, textual meaning and textual references.
Question-answering instruction is a technique that can help the students to
answer the questions with correct grammar in reading text. In the present study,
the first step is identifying general information and specific information in reading
text. Then, in the second step is finding textual meaning and textual references in
reading text. Next, the researcher teaches the students how to answer the questions
based on reading text with correct grammatical forms. In addition, the researcher
gives 10 questions and the students answer the questions by looking back the
correct answer in reading text and the students do it individually. SMP Sapta
Andika Denpasar is junior high school which is located in Jalan Gunung Patuha
GG. V No. 19 Denpasar regency.

CHAPTER II
THEORETICAL AND EMPIRICAL REVIEW
2.1 Theoretical Review
A scientific investigation was expected to contribute practical significance
and should be conducted on the basis of some relevant theoretical constructs and
empirical evidence. The present investigation was based on the following
theoretical reviews: (1) reading comprehension, (2) question-answering
instruction and (3) assessing of reading.
2.1.1 Reading Comprehension
Reading comprehension is essentially defined as the ability to understand
the information which has been read. Reading comprehension is a process to
recognize the text and remember any information in the text.
Walberg (2003:6) states that reading is about understanding written texts.
It is a complex activity that involves both perception and thought. Reading
consists of two related processes: word recognition and comprehension. Word
recognition refers to the process of perceiving how written symbols correspond to
ones spoken language. Comprehension is the process of making sense of words,
sentences and connected text. Readers typically make use of background
knowledge, vocabulary, grammatical knowledge, experience with text and other
strategies to help them understand written text.
Blachowicz and Ogle (2011:2) state that reading is essential. It is the
process which people gain information and ideas from books, newspapers, letters,
advertisements and other materials. Thus, people find any information in various
media. Patel and Jain (2008:133) state that reading comprehension involves
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understanding the meaning of context, vocabulary, and grammatical structure.
Moreover, the students are also given the opportunity to explore the language that
they are learning. Warsnak (2006:9) states that reading comprehension is a
process of constructing meaning from written text.
Reading is important skill that enables you to find some information for
your knowledge and you can share the information for everyone when they need
it. Walberg (2003:6) states learning to read is an important educational goal. For
both children and adults, the ability to read opens up new worlds and
opportunities. It enables us to gain new knowledge, enjoy literature, and do
everyday things that are part and parcel of modern life, such as, reading the
newspapers, job listings, instruction manuals, maps and so on.
Broadway (2006:91) states that the reading process is the same whether
the text is long or short, complex or simple and the way to respond to the
questions correctly. Patel and Jain (2008:113) state that reading is an active
process which consists of recognition and comprehension skill. Reading is an
important activity in life which one can update his/her knowledge. Tae (2005:4)
states that reading includes intricate processes and skills which differ according to
tasks, purposes and language abilities. Without knowing theses elements
independently, the concept of reading remains unclear.
Teaching reading is a process that you use knowledge, strategies and skill
to find what that meaning is. Santa (2000:1) states that every child deserves
excellent reading teachers because teachers make a difference in childs reading
achievement and motivation to read. Serravallo (2010:9) states that to be a good
teacher of reading, we need to know the students tricks. We need to understand

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everything from the students book choices to how she plows through each page.
We need to get underneath how she/he does what she/he does so that we can help
her/his to engage with texts and think with more sophistication as she/he reads.
We need to assess well and make teaching decisions based on those assessments.
Walberg (2003:21) states reading is a skill that will empower everyone
who learns it. They will be able to benefit from the store of knowledge in printed
materials and, ultimately, to contribute to that knowledge. Good teaching enables
students to learn to read and read to learn. Langer (2000:4) states that to give
students practice, teachers prepare or find simulated activities that ask students to
apply concepts and rules within a targeted unit of reading, writing, or oral
language. Students are expected to read or write short units of text with the
primary purpose of practicing the skill.
Pimentel (2007:1) states that putting a quality teacher in every classroom
is a key to addressing the challenges of reading achievement in schools.
Knowledgeable, strategic, adaptive, and reflective teachers make a difference in
student learning. Teachers must be prepared to teach multiple strategies that
readers can use to construct meaning from text and to monitor their
comprehension. They must understand the ways in which vocabulary (word
meaning) and fluency instruction can support comprehension and develop the
capacity for critical analysis of texts.
2.1.2 Question-Answering Instruction
Namdi (2005:7) states that the manual explores various methods and
activities that help pupils to maintain and continue to develop reading
comprehension. Boardman (2008:25) states that teaching students to ask questions

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before, during, and after reading supports engagement and understanding.
Although teacher questions are most commonly used as an assessment strategy,
they can also be used as an effective comprehension practice when they teach
students how and where to find answers.
According to Raphael in Harabagiu (2003:224) states that question-answer
relationship is the students learned to distinguish among three types of question
such as the question and the answer were explicitly stated in the text, questions
and answer in the text but some searching and inferential text connections were
required to make the link and the question was motivated by some text element or
item of information but the answer had to be generated from the students prior
knowledge and able to help students develop a sense of efficacy and confidence in
their ability to differentiate strategies in both responding.
Armbruster and Osborn (2003:57) state that question-answering
instruction encourages students to learn how to answer questions better and
therefore to learn more as they read. In this instruction, readers learn to answer
questions that require an understanding of information that is text explicit (stated
explicitly in a single sentence); text implicit (implied by information presented in
two or more sentences); or scriptal (not found in the text at all, but part of the
readers prior knowledge or experience).
- Text explicit: it means anything that is clear, detail and easy to understand.
Answer the question in the text not beating around the bush or being
confusing or stated explicitly in a single sentence.
- Text implicit: it means that something is understood but not detail and
clearly stated by information presented in one or more sentences.

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- Scriptal: the answer is not found in the text. It means that the answer is
found in the mind or students experience.
In addition, question-answering instruction is a technique that is useful to
improve reading comprehension of the eighth grade students of SMP Sapta
Andika Denpasar. This technique could be useful to find answers of the questions
that they cannot answer after the initial reading by looking back in the text.
2.1.3 Assessing Reading
Assessing in reading is a process to observe and measure the extent ability
of the students to comprehend text. Edge (2002:5) states that assessment and
evaluation of student understanding and ability is an ongoing process. A variety of
methods and strategies should be used to ensure that the student is being assessed
and evaluated in a fair and comprehensive manner.
Namdi (2005:57) states that assessment is a tool that measures a learners
knowledge and ability. It shows the areas in the reading program where learners
have weakness and strengths. It shows they are able to extract information and
analyze what are reading. Caldwell (2008:26) states that there is a tendency to
think of assessment as something that happens after instruction, something apart
from instruction such as asking students to answer questions after they have read a
textbook chapter or a story. There is also a tendency to think of all assessment
measures as paper pencil and eraser tests.
Brown (2000:384) states that a test, in plain words, is a method of
measuring a persons ability or knowledge in given domain. A test has the
purpose of measuring. Some measurements are rather broad and inexact, while
others are quantified in mathematically precise terms. Kaner (2003:2) states that a
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test idea is a brief statement of something that should be tested. Alderson (2000:1)
states that all these aspects of reading are important, but will probably never be
brought together into a coherent and comprehensive account of what it is we do
when we read. The inevitable complications when we consider the complexities of
analyzing texts since the nature of what we read must have some relation to how
we read, then text analysis must be relevant to theories of reading.
In this classroom action study, the researcher carries out a series of test
while teaching learning process to access the students ability. Deciding the test of
reading is related how the researcher teaches it. In this case, the researcher makes
an essay test to the students to measure the students achievement. Goode
(2010:1) states that assessment is an integral part of learning. Good assessment
takes into account learning styles, strengths, and needs. Effective assessment takes
place over time and is varied in its approach.
2.2 Empirical Review
The empirical review is provided for showing the use of question-
answering instruction in improving students ability in reading comprehension
and as the references for this study. There are two reviews study that had been
done on the area of question-answering instruction.
The research which is relevant to present study was done by Arianto
(2011) entitled Improving Reading Comprehension through Question-Answer
Relationship Strategy to The Eighth Grade Students of SMPN 4 Tembuku in
Academic Year 2010/2011. The result showed that after giving the treatment, the
students ability in reading comprehension was much better than the previous one
before the students were given treatment.

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A similar research was conducted by Murtado (2011) entitled Using
Question-Answer Relationships (QAR) Strategy to Improve Reading
Comprehension of the Eighth Graders of MTs Miftahul Huda Curugbitung. The
result showed that the students had difficulty in identifying explicit and implicit
information, the students had difficulty in identifying the main idea, and the
students had difficulty in identifying the moral value of a narrative text. Question-
Answer Relationships (QAR) strategy was implemented to improve students'
reading comprehension. This strategy was selected because it could facilitate the
higher level thinking and in gaining higher achievement. Thus, the students
ability in reading comprehension was better than previously before the students
were given treatment and the students gained higher achievement in reading.
From those two researches that had been explained above by using
question-answer technique, the students reading comprehension in English could
be improved. The result of each research explained that after giving the treatment,
the students ability in reading comprehension was much better and higher than
the previous one before the students were given treatment. However, in those two
researches only multiple choice tests were used as instrument. According to
experts said that the essay test is used to understand the questions and realize their
ideas through written language, so the type of essay test is more powerful test. In
addition, the present research uses essay test to measure the students
understanding based on the text that has been read and the students can learn how
to answer the question correctly based on the reading text. Thus, the research is
relevant to improve reading comprehension of the eighth grade students of SMP
Sapta Andika Denpasar in academic year 2013/2014.

CHAPTER III
RESEARCH METHOD
3.1 Subject of the Study
This study was conducted of the eighth grade students of SMP Sapta
Andika which is located in Denpasar. The researcher chose class VIII C for the
research. The class consisted of 18 males and 18 females subjects. The subjects of
the study which total 36 subjects were considered to be representative enough for
the purpose of this study. Based on the researcher observation, the subjects in this
class were still difficult to comprehend text especially in identifying the general
information, finding specific information, recognizing textual meaning, and
recognizing textual references in the text. The subjects ability in reading
comprehension was poor; therefore, immediate improvement was really needed.
3.2 Research Design
Strategy of research design was in the form of action study. This study was
intended to improve reading comprehension of the eighth grade subjects of SMP
Sapta Andika Denpasar through question-answering instruction. The classroom
action research conducted with teaching question-answering instruction consisted
of planning, action, observation, and reflection.
Vaccarino et al. (2007:10) states that when individuals decide to carry out
action research, they generally want to find ways of understanding their
circumstances and contexts better, and find out what changes can be made to
improve and enrich both their own situations and others. Shapiro (2001:2) states
that planning is a complex process that can take many forms. There are different
kinds of planning and different ways of planning. Knowing what kind of planning is
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needed for what situation is a skill in itself. This toolkit is intended to help you
sort out what kinds of planning you need when, and the tools that are appropriate
to your needs. The toolkits that deal with strategic planning, action planning and
monitoring and evaluation will give you more details of how to carry out the
actual processes. Brannick and Coghlan (2005:40) state that planning action
follows from the analysis of the context and purpose of the project, the framing of
the issue and is consistent with them. It may be that this action planning focuses
on a first step or a series and the importance of collaboration in planning action.
Elliott (2001:1) states that action research is the process through which
teachers collaborate in evaluating their practice jointly; raise awareness of their
personal theory; articulate a shared conception of values; try out new strategies to
render the values expressed in their practice more consistent with the educational
values they espouse; record their work in a form which is readily available to and
understandable by other teachers; and thus develop a shared theory of teaching by
researching practice. Pelton (2010:4) states that action means pretty much what
you might think it would. In terms of action research, the action is what you do as
a teaching professional in the classroom.
Yount (2006:1) states that observation is a natural process. We do it all the
time. We look at and listen to people. Observation means looking at something
without influencing. Ary et al. (2010:216) state that observations are made in an
attempt to obtain a comprehensive picture of a situation, and the product of those
observations is notesor narratives, the research is qualitative.
Vaccarino (2007:10) states that reflection is a key element within action
research and allows researchers to plan what changes can be made, implement
15
these changes, and then reflect once again. Action researchers not only enquire
into others lives, but also simultaneously address their own function as
researchers and practitioners. Brannick and Coghlan (2005:52) state that reflection
is the process of stepping back from experience to process what the experience
means, with a view to planning further action.
In this present study, the teaching and learning process was divided in
some cycles. In addition, each cycle consisted of two sessions. This research
design was suitable with the aim of the research which could improve the
subjects ability in reading comprehension through question-answering instruction
of the eighth grade students of SMP Sapta Andika Denpasar.
3.3 Research Procedure
This research used classroom action research that was carried out by
following the research procedure that were done by the researcher such as, initial
reflection planning, action, observation, and reflection. In this study, the
researcher and subjects did some process which expected to improve reading
comprehension of the eighth grade students of SMP Sapta Andika Denpasar. All
of the activities took place repeatedly in the form of cycles. Thus, the learning
process was conducted through classroom action research with some cycles.
3.3.1 Initial Reflection
Initial reflection in this research was intended to find the problem of the
teaching reading comprehension. Based on the interview with one of the English
teachers in SMP Sapta Andika Denpasar; the teacher said that the subjects still
had problem in reading comprehension. Therefore, the researcher did some

16
process and proposed a technique to improve reading comprehension of the eighth
grade students of SMP Sapta Andika Denpasar.
3.3.2 Planning
Before the present classroom action study could be effectively carried out,
the researcher had to prepare instructional planning for all sessions. As mentioned
previously, the subjects of the present study were the eighth grade students of
SMP Sapta Andika Denpasar. The undertaking of the present study was
substantially based on the fact that subjects under study were still difficult to
comprehend the descriptive text. Thus, question-answering instruction was used
to improve reading comprehension of the eighth grade students of SMP Sapta
Andika Denpasar. In order to achieve the objective of the present classroom action
study, the researcher planned the instructional activities by doing the followings:
1. Designing teaching learning scenarios for each session so that subjects
were more active and comfortable in learning process
2. Planning worksheets for subjects and exercises in each session to
improve subjects' skills in reading comprehension.
3. Constructing post-test based on the materials to be performed in each
session by the eighth grade students of SMP Sapta Andika Denpasar.
4. Preparing questionnaire to be given to the eighth grade students of SMP
Sapta Andika Denpasar in academic year 2013/2014.
3.3.3 Action
The research conducted an action after planning was completed. Action
referred to what the researcher did in the classroom and how the class was
17
managed based on the lesson plan. In the action, the researcher applied question-
answering instruction in teaching learning process. The researcher conducted
classroom action research based on the lesson plan. There were some steps that
had been planned such as pre-activity, whilst-activity, and post-activity.
Pre-activity was an initial activity in a meeting of learning which was
intended to generate, motivate and focus the attention of the subjects. In pre-
activity, the researcher did brainstorming; the researcher asked some questions
based on the topic that would be taught to the subjects and also explained the
subjects roles in doing the activity and the objective of the lesson.
In whilstactivity, question-answering instruction was applied to the
subjects as a technique for teaching reading comprehension. The researcher
explained the roles in doing the activity and the objective of the lesson. Next, the
researcher gave the subjects examples to practice before applying the technique in
the reading activity. In this activity, the subjects were taught about identifying
general information and specific information in reading text. Then, the subjects
were taught about are finding textual meaning and textual references in reading
texts. Next, the researcher taught the subjects how to answer the questions
correctly based on the reading text. In addition, the researcher gave 10 questions
and the subjects answered the questions by looking back the correct answer in
reading texts and the subjects did it individually.
In addition, there was also another activity after whilst-activity. It was
post-activity in which researcher gave a chance for the subjects to ask some
questions and discuss the problems that they faced during the teaching and
learning process in the classroom. Then the subjects were distributed the post-test.
Then, after doing post-test, teacher ended the class by saying good bye.
18
3.3.4 Observation
Classroom activities had to be observed while doing the action in order to
know the learning process. In this case teaching reading comprehension through
question-answering instruction of the eighth grade students of SMP Sapta Andika
Denpasar in academic year 2013/2014 could improve reading comprehension
especially to identify general information, find specific information, recognize
textual meaning and recognize textual references in the text..
3.3.5 Reflection
The purpose of reflection is to reveal the expected increase of the subjects
ability in reading comprehension after they have been taught through question-
answering instruction. Reflection was done in order to find out the result of the
action and observation. Based on result of the observation, the researcher tried to
evaluate and reflect the strength and weakness of the session.
3.4 Research Instrument
Research instrument were important in any research or study. In order to
collect the intended data, this study made use of the following instrumentation.
The data of the present study were collected by administering test (pre-test and
post-test) and questionnaire to the eighth grade students of SMP Sapta Andika
Denpasar in academic year 2013/2014.
3.4.1 Test
Test is an instrument used to measure the extent of the subjects'
understanding of the material provided. There were two kinds of tests in this
research, those were pre-test and post-test. Pre-test was conducted in order to find
19
out the problem which was faced by the eighth grade students of SMP Sapta
Andika Denpasar in academic year 2013/2014. The result of the pre-test was used
as reference for conducting the research before using the technique to solve the
problem. Pre-test was used to examine the subjects ability in reading
comprehension before the treatment was given for the subjects. Post tests were
used to examine the result of the action. In other words, post-test was used in
order to know the extent to which the technique can improve reading
comprehension of the eighth grade students of SMP Sapta Andika Denpasar . The
post-test was administered at the end of each session after teaching reading to the
subject through question-answering instruction.
The tests which were administered were in the form of essay test which
consisted of ten questions. The answers of the pre-test and post-test were analyzed
descriptively by using the following scoring rubric.
Table 3.1
Scoring Rubric
Criteria Maximum Score Actual Score
The answer is correct and grammatical 2
The answer correct but ungrammatical 1
The answer is incorrect 0
Total
3.4.2 Questionnaire
Questionnaire was used to know the responses of the subjects about the
application of question-answering instruction in teaching and learning process of
reading in the classroom. In this research, the language used in questionnaire was
Bahasa Indonesia; the form of questionnaire was multiple choice and it consisted
of ten items. There were four choices or options: A, B, C, and D. A meant
strongly agreed, B meant agreed, C meant quite agreed, and D was disagreed. In
20
addition, those options had scales. When the students chose option A, the scale
was 4. The scale of B was 3; the scale of C was 2; and D was 1. The questionnaire
was given in the last session of the last cycle.
3.5 Data Collection
The data was obtained for analysis in this study involving participation of
the eighth grade students of SMP Sapta Andika in learning reading
comprehension through question-answering instruction. The data obtained by
collecting the result of pre-test, post-test, and questionnaire. Therefore, there are
considerably three kinds of raw scores obtain for the present class action study.
Pre-test was given to find the existing subjects ability in reading
comprehension. Pre-test was conducted before the treatment was carried out to
find the existing subjects ability in reading comprehension and to know the
problems that the subjects faced. The researcher asked the subjects to answer the
questions based on the topic given by the researcher. The score of pre-test showed
the basic ability of the subjects in reading comprehension.
Post-test was given in the end of each cycle after teaching reading to the
subjects through question-answering instruction to improve the ability of eighth
grade students of SMP Sapta Andika Denpasar in reading comprehension. Post-
test score indicated the subjects improvement in reading comprehension and
post-test was used to know the result of the action.
The last was questionnaire. Questionnaire was applied after data of post
test finished to know the response towards learning English especially reading
comprehension through question-answering instruction. Thus, there were
considerably three kinds of raw scores, those were as follows:

21
(1) scores indicating the subjects pre-existing reading comprehension ability,
(2) scores showing the subjects progress achievement in reading
comprehension; and
(3) scores showing the subjects responses on the implementation of question-
answering instruction
3.6 Data Analysis
The most important data required to answer the researcher question under
study were collected through administering pre-test, post-test, and some
supporting additional data were gathered through administering questionnaire to
the subjects under study, the eighth grade students of SMP Sapta Andika
Denpasar. When the data from pre-test and post-test were gathered, then they
would be analyzed descriptively by using formula:
X
M
N
Note:
M = the mean score
X = the sum of total score
N = the total number of subjects under study
Moreover, scores showed the subjects responses on the implementation of
question-answering instruction in teaching reading comprehension was quantified
by administering questionnaire. The results of questionnaire were also be analyzed
descriptively as the following percentage formula:
total responses on an item

Percentage x 100%
total responses on all item
22
3.7 Success Indicator
In this present study, the minimum passing grade of reading
comprehension was determined as the successful achievement based on the
standard of SMP Sapta Andika Denpasarin academic year 2013/2014.
Furthermore, the minimum passing grade of the eighth grade students of SMP
Sapta Andika Denpasar in academic year 2013/2014 was ideally 71. Therefore,
based on minimum passing grade from the school, this research would be ended if
80% of all subjects in this study got 71 as the minimum passing grade for their
reading comprehension. In other words, there should be 29 subjects from 36
subjects who achieved the minimum passing grade.

CHAPTER IV
FINDING AND DISCUSSION
4.1 Findings
There were two kinds of instruments used to collect the data for the
present classroom action research. The researcher collected the data from the
2013/2014. The researcher gathered the data by using test (pre-test and post-test)
and questionnaire. The process of collecting the data was started with pre-test.
The result of the pre-test was used as the basic consideration of giving treatment
which consisted of two cycles. Pre-test in reading comprehension was
administered to the subjects under study to obtain their pre-existing ability in
reading comprehension. Post-test was given after the results of the subjects pre-
test was low and needed to be improved. Post-test was administered for four times
those were two times in cycle I and two times cycle II. These findings would be
presented in the form of tables and interpreted descriptively.
Therefore, there were five sets of raw scores showing the improvement of
reading comprehension of the subjects taught through question-answering
instruction. of the eighth grade students of SMP Sapta Andika Denpasar in
academic year 2013/2014. Questionnaire was given to the eighth grade subjects of
SMP Sapta Andika Denpasar in academic year 2013/2014 to find out the subjects'
responses on the implementation of question-answering instruction. Furthermore,
the result of the questionnaire at the end of the last cycle was described in this
part. Thus, the result of the pre-test in pre-cycle and the result of the post-test in
cycle I and cycle II were described in this part. The five sets of result of the
instruments were tabulated as follows:
23
24
Table 4.1
Tabulation of Data Showing the Subjects Progressing Score of Reading
Comprehension after Being Taught through Question-Answering Instruction
Pre-Cycle Cycle I Cycle II

Subject
Pre-Test Post-Test 1 Post-Test 2 Post-Test 3 Post-Test 4
1 35 55 55 75 75
2 50 65 70 75 80
3 30 40 70 70 75
4 40 40 65 65 80
5 30 40 65 75 85
6 40 70 75 80 90
7 50 65 75 80 90
8 30 55 75 75 80
9 40 60 65 75 80
10 30 60 70 75 80
11 30 60 65 75 75
12 50 70 75 80 90
13 35 55 70 75 85
14 35 60 70 80 80
15 40 55 60 75 80
16 45 50 65 70 75
17 30 55 75 75 70
18 45 60 75 80 80
19 40 60 70 80 85
20 30 50 65 70 75
21 35 40 70 75 75
22 45 55 80 80 85
23 40 55 70 70 75
24 30 40 70 70 80
25 35 55 75 75 80
26 45 50 65 70 70
27 35 45 75 75 80
28 45 60 70 85 70
29 55 60 75 75 70
30 30 45 70 80 85
31 50 55 70 75 90
32 55 65 75 75 75
25
33 30 40 60 70 75
34 40 55 70 70 75
35 30 40 65 70 80
36 50 55 70 70 70
Total 1405 1940 2505 2690 2845
In this study, the data needed were gathered through questionnaire. The
answer of the questionnaire was scored using the rating scale of 1-4, meaning that
if the subjects strongly agreed (A), the scale would be 4, if the subjects agreed, the
scale would be 3, if the subjects quite agreed (C), the scale would be 2, and if the
subjects disagreed (D), the scale would be 1. The following table showed the
result of the questionnaire of study.
Table 4.2
Tabulation of Data Showing the Subjects Responses
on the Implementation of Question-Answering Instruction
Questionnaire
Subject
A B C D
1 40 - - -
2 20 15 - -
3 40 - - -
4 24 12 - -
5 40 - - -
6 24 12 - -
7 4 18 6 -
8 40 - - -
9 32 6 - -
10 40 - - -
11 24 12 - -
12 40 - - -
13 20 15 - -
14 40 - - -
15 16 18 - -
16 40 - - -
17 24 9 2 -
26
18 40 - - -
19 20 15 - -
20 36 3 - -
21 20 15 - -
22 40 - - -
23 20 15 - -
24 24 12 - -
25 24 12 - -
26 24 12 - -
27 8 24 - -
28 16 18 - -
29 20 15 - -
30 20 15 - -
31 20 15 - -
32 20 15 - -
33 24 12 - -
34 24 12 - -
35 24 12 - -
36 32 6 - -
Total 964 345 8 -
Grand Total A+B+C+D = 1317
The data presented on the tables above were the findings of the present
study after the researcher gave the pre-test, post-test in cycle I and cycle II. In
table 4.1, it showed the improvement of reading comprehension of the subjects. It
could be seen from the scores of the subjects which increased from pre-test and
post-tests. Moreover, it also showed the subjects responses after they were
taught reading comprehension by using question-answering instruction.
The data were collected from the beginning until the end of the study that
had been well-designed into cycles in which each cycle consisted of planning,
action, observation and reflection. However, before conducting the cycles, the
study was started by doing initial reflection in the pre-cycle.

27
4.1.1 Pre-Cycle
In the pre-cycle, the researcher did an initial reflection. Based on the
researchers observation, the subjects in class VIII C were still difficult to
comprehend text especially in identifying the general information, finding specific
information, recognizing textual meaning, and recognizing textual references in
the text. The subjects ability in reading comprehension was poor; therefore,
immediate improvement was really needed.
To get the initial data of the subjects reading comprehension, the
researcher administered pre-test before conducting the research to the subjects of
the study. Pre-test was followed by 36 subjects. Pre-test was used to examine the
subjects ability in reading comprehension before the treatment was given. In the
pre-test, the subjects were asked to answer the questions about reading text
entitled Family and Nina Live in Small House (see appendix 2). The subjects
were given 30 minutes to finish the pre-test. The subjects ability in reading
comprehension was low and needed to be increased in order to obtain the
minimum score of mastering English in the eighth grade students of SMP Sapta
Andika Denpasar in academic year 2013/2014 that was 71. The result of the post-
tests can be seen in table 4.1. To get the mean score of the pre-test, the researcher
used a formula to get the mean score as the following:
X 1405
Mean Score of Pre-Test 39.02
N 36
Based on the mean score of the pre-test which was 39.02, it was
categorized as very poor it was compared with the minimum passing grade used in
SMP Sapta Andika Denpasar which (i.e.71). Moreover, there were no subjects of
study who could reach the minimum passing grade. The subjects needed an
28
improvement. Immediate solution was a must to do in order to improve their
ability in reading comprehension. Thus, the researcher tried to improve subjects
reading comprehension by question-answering instruction.
4.1.2 Cycle I
In this cycle, the researcher applied classroom action research. Based on
the result of the pre-test in the pre-cycle, cycle I was a chance and also a challenge
for the researcher. It was a chance since the researcher could apply the technique
which was question-answering instruction. Cycle I was administered after the pre-
test and it was based on the result of the pre-test. In this case, the researcher
implemented the research procedure that had been prepared before. There were
planning, action, observation and reflection that could be described as follows:
In planning, the researcher prepared the materials which were included in
the lesson plan, learning material which consisted of suitable reading texts that
were used in the eighth grade students of junior high school and fixed with the
time allotment 2 x 80 minutes and also applicable with the technique used which
was question-answering instruction. The materials were descriptive text and the
topic of cycle I was My Lovely Mother. More detail information about the
lesson plan cycle I session1 , could be seen in appendix 3.
After making planning, the action was then conducted. The researcher did
the teaching learning activities based on the lesson plan which had been designed.
There were two sessions in cycle I. Session 1 was done on January 8th 2014 and
session 2 was done on January 10th 2014. It was a great chance to apply the
technique as well as to collect the data. In cycle I, the researcher spent 80 minutes.
The researcher introduced the material to the subjects. The subjects were taught
29
descriptive text for the first and second session. Then, the subjects learned the
material and discussed in post-test cycle I session 1. The reading text entitled My
Lovely Mother (see appendix 3). This test consisted of 10 essay items.
While doing the action, the researcher also did the observation by signing
the subjects who participated in the teaching reading comprehension. The
researcher was not only as a teacher but also an observer. The observation was
mainly focused on identifying the situation of the lessons and analyzing the data
taken from the action. Here, the researcher acted as observer to know the subjects
response toward the technique. The first reaction of the subjects when they were
taught reading comprehension through question-answering instruction was
enthusiastic but just a half subject of the class.
Then, the researcher used 80 minutes for doing exercises and post-test.
The post-test was administered in the end of the lesson. It required the subjects to
answer 10 questions after reading text. The post-test of cycle I session 1 could be
seen in appendix 4. In session 2, the reading text entitled My Bag and
Climbing (see appendix 5) and the post-test cycle I session 2 could be seen in
appendix 6. The result of the post-test 1 and post-test 2 can be seen in table 4.1 in
which the total score of post-test cycle I session 1 was 1940 and the total score of
post-test cycle I session 2 was 2505. In this study, the researcher did some steps
that had been planned such as pre-activity, whilst-activity and post-activity could
be seen in appendix 3 and appendix 5.
To know whether the subjects ability had improved or not, the results of
the post-tests were calculated to have the mean score as could be seen below:
X1 1940
Mean score of Post-Test 1 53.89
N 36
30
X2 2505
N 36
In cycle I post-test 1, there were no subjects who got 71 and most of the
subjects still failed in doing the test. On the other hand, the technique used was
also new for them, it may cause confusion since they did not used to the
technique. The score of post-test 2 indicated that a better improvement was
achieved. The result of this second post-test also showed that 11 subjects
successfully obtained minimum passing grade 71. One subject even could obtain
80. Thus, the researcher continued this study to cycle II. In addition, the success
indicator had not yet been achieved in the first cycle. Therefore, the researcher
decided to continue this study to the second cycle.
4.1.3 Cycle II
Cycle II was conducted based on the result of the post-test 2 in cycle I. In
this cycle, there were four steps which were the same with the steps in cycle I. As
the same as cycle I, cycle II was also divided into two sessions, session 1 and
session 2 and there were four interconnected activities including planning, action,
observation and reflection. However, there were some changes in constructing the
planning in the second cycle based on the result of cycle I. In general, the teaching
learning process in cycle II was also the same with cycle I.
In planning, the first preparation was about material. Reading texts were
also well-prepared to be as interesting as possible in order to attract the subjects
willing to read. To assess the subjects reading comprehension, post-tests were
provided also. Then, those things were well-contracted to fix the time allotment 2
x 80 minutes within good arrangement of lesson plans for two sessions.

31
In action, the researcher started adopting the change of the planning. The
action of each session consisted of three main activities. They were pre-activities,
whilst-activities, and post-activities. In action of cycle II, question-answering
instruction was used in two sessions of the teaching learning process in the
classroom. It was done on January 15th 2014 and January 17th 2014. Here, the
main duty of the researcher was to do all the planning that had been made before,
besides treating the subjects with the application of question-answering
instruction, of course to explore the subjects knowledge about reading text, the
researcher showed pictures and video related to the topic.
In the observation, the researcher was not only a teacher, but also as an
observer. The observation was done to know the mean score of both post-tests that
had been administered in cycle II. The researcher gave some questions for the
subjects then the subjects wrote the answers on the whiteboard. The purpose of
this activity made the learning process more interesting and made the subjects
more focused in receiving the lesson. The purpose of this observation was to
improve the subjects activities in comprehending text.
In session 1, the subjects of the study had an opportunity to practice
reading as well as to identify the general information, find specific information,
recognize textual meaning, and recognize textual references contained in the
reading text. Then, they practiced individually to answer questions in student
worksheet. In session 2, the subjects were more focused on learning the generic
structure of the descriptive text and also practiced in reading comprehension. The
last was to assess the subjects by administering the post-test 3 and post-test 4. The
reading passages in post-test 3 entitled Yuta and My Brother is a Postman

32
(see in appendix 7), while in post-test 4 the reading passages were Losari Beach
and Kuta Beach (appendix 9). The result of the post-tests can be seen in the
table 4.1. The means scores were then compared to see the improvement of the
subjects ability as it can be seen as follows:
X3 2690
N 36
X4 2845
N 36
To support, the researcher also used questionnaire. A questionnaire was
given to the subjects on January 17th, 2014. The scores gathered from
administering the questionnaire showed the subjects responses on the
implementation of question-answering instruction in teaching reading
comprehension. The questionnaire consisted of 10 statements that were aimed to
know the subjects responses after having lessons that applied question-answering
instruction. The data were taken to find out the percentage of subjects who
strongly agreed (A/4), agreed (B/3), quite agreed (C/2), and disagreed (D/1) of the
technique applied based on the questionnaire given.
Based on table 4.2, the total response of option A was 964, B was 345, C
was 8 and D was 0. The total responses were then accumulated and it was found
that the total responses of all options were 1317. Then to figure out the
percentages of each response, the researcher used the formula mentioned in
Chapter III. The result of the calculation was as follows:
964
1. Total Percentage of item A x 100 % 73.20 %
1317
345
2. Total Percentage of item B x 100 % 26.19 %
1317
33
8
3. Total Percentage of item C x 100 % 00.61 %
1317
As the reflection, a very good improvement was achieved in the post-test
3. It showed that question-answering instruction did help a lot. Even though the
subjects mean score in post-test 3 was really satisfying in which it was more than
minimum passing grade used in SMP Sapta Andika Denpasar; however, the study
could not be stopped yet because from 36 subjects; there were only 25 subjects
could obtain score 71. Based on the success indicator mentioned in chapter I, the
study only could be stopped if 80 % of the subjects could obtain 71. The result of
the post-test 4 was good news. The mean score, 79.03, was more than enough to
prove that a great improvement was achieved by the subjects. In addition, 31
subjects could obtain the minimum passing grade. It meant that there was
significant improvement of the subjects in reading comprehension and the mean
score had reached success indicator. Thus, the study could be stopped.
The result of the questionnaire could be seen as what had been presented
in the table 4.2. Based on the result of the data of the questionnaire above, it can
be seen the percentages of the subjects strongly agreed, agreed, quite agreed, and
disagreed were 73.20%, 26.19%, 00.61% and 0%. From the result of
questionnaire, it could be stated that most of the subjects gave positive responses
about the application of question-answering instruction in teaching reading
comprehension in classroom of the eighth grade students of SMP Sapta Andika
Denpasar in academic year 2013/2014. To make it understandable, the resulted
data of the Pre-Test, Post-Test 1, Post-Test 2, Post-Test 3, Post-Test 4 and
questionnaire could be graphically presented as the following:

34
100
90
79.03
80 74.72
69.58
70
60 53.89
50
39.02
40
30
20
10
0
Pre-Test Post-Test 1 Post-Test 2 Post-Test 3 Post-Test 4
Graph 4.1 Depicting the Subjects Progressing Achievement of Reading

Comprehension in Pre-Test, Post-Test 1, Post-Test 2, Post-Test 3 and
Post-Test 4
100.00%
90.00%
80.00% 73.20%
70.00%
60.00%
50.00%
40.00%
26.19%
30.00%
20.00%
10.00% 0.61% 0%
0.00%
Item A Item B Item C Item D
Graph 4.2 Depicting the Subjects Responses on the Implementation of

Question-Answering Instruction in Teaching Reading Comprehension
35
4.2 Discussion
In this research, the researcher used classroom action research and there
were two cycles of two sessions in each cycle. According to the findings in the pre
cycle, cycle I, and cycle II, it needed to do deep discussion in order to clarify
those data to create deeper understanding.
The improvement of the subjects ability in reading comprehension of the
eighth grade students of SMP Sapta Andika Denpasar was seen from the result of
the subjects post-tests that had been collected during the study. Then, there were
compared with result of the pre-test to see how far the improvement was achieved.
The raising graph in graph 4.1 showed that subjects of the study had successfully
achieved a very significant improvement from the pre-cycle, cycle I, and cycle II.
In the pre-cycle, the subjects were still difficult to comprehend text
especially in identifying the general information, finding specific information,
recognizing textual meaning, and recognizing textual references in the text. The
subjects ability in reading comprehension was poor; therefore, immediate
improvement was really needed. The subjects mean score was 39.02. It was far
away from what it supposed to be. If it was compared with the minimum passing
grade 71, of course, the subjects ability was considered low. Most of them failed
in understanding the reading text given that indicated the lack of grammar and
vocabulary. This problem absolutely needed an immediate solution.
In cycle I, the subjects ability in reading comprehension was improved. It
could be seen from the result of the subjects score compared with the pre-test
(see table 4.1). In cycle I of post-test 1, there were no subjects got 71 and most of
the subjects still failed in doing the test. The subjects still had difficulties in
36
identifying the general information, finding specific information, recognizing
textual meaning, and recognizing textual references in reading text. On the other
hand, the technique used was also new for them, it may cause confusion since
they were not used to the technique. The score of post-test 2 indicated that a better
improvement was achieved. It can be reflected that the subjects of the study were
getting comfort with the technique and grammar lesson was really useful to build
comprehension, especially in reading. The result of this second post-test also
showed that 11 subjects successfully obtained minimum passing grade 71.
Therefore, based on this reason, the researcher conducted cycle II.
Cycle II was started by doing grammar lesson in the session 3. The mean
score the post-test 3 improved to 74.72. This score was more than minimum
passing grade used in SMP Sapta Andika Denpasar; however, if it was compared
with the data presented in graph 4.1. There were only 25 subjects who achieved
the minimum passing grade in the session 3 of cycle II. This meant that the
success indicator had not yet been achieved. Therefore, the study cannot be
stopped yet. In session 4 cycle II, there were 31 subjects who achieved the
minimum passing grade that was 71; even some of them got more that the
minimum passing grade. This result also showed that this research could be ended
since it had achieved the success indicator that had been decided.
The result of the questionnaire could be seen as what had been presented
in the table 4.2. The data of questionnaire showed that 73.20% of the subjects
strongly agreed with the application of question-answering instruction. Based on
this result, it could be stated that most of the subjects gave positive response about
the application of question-answering instruction in teaching and learning process

37
in the classroom. Next, 26.19% of the subjects agreed with the technique used. It
meant that there were still a lot of subjects who supported to use question-
answering instruction in reading comprehension. There were 00.61% of the
subjects who quite agreed with the application of question-answering instruction.
In addition, there were no subjects who disagreed with the application of the
technique. It meant that the subjects gave positive responses about the application
of question-answering instruction in reading comprehension.
The conclusion was question-answering instruction could improve reading
comprehension of the eighth grade students of SMP Sapta Andika Denpasar in
academic year 2013/2014. It was also supported by the result of the questionnaire
in which the subjects responses were positive with the technique.

CHAPTER V
CONCLUSION AND SUGGESTION
The discussion of the present study in all above chapters which dealt with
improving reading comprehension through question-answering instruction
technique of the eighth grade students of SMP Sapta Andika Denpasar could
finally be concluded in this chapter. In addition, some practical suggestions in
reference to the significance of the establish finding are also recommended.
5.1 Conclusion
It had been stated in chapter I that the objective of conducting this research
was to improve reading comprehension of the eighth grade students of SMP Sapta
Andika Denpasar in academic year 2013/2014 especially in class VIII C, and
because of this objective, the researcher applied classroom action research. In this
classroom action research, the researcher acted as the teacher in teaching the
students in the class by using question-answering instruction.
The data of the tests were collected from the pre-test, post-test 1, post-test
2, post-test 3, and post-test 4 where their results were 39.02, 53.9, 69.58, 74.72,
and 79.03. In the first cycle, there were no subjects who achieved the minimum
passing grade in post-test 1 and 11 subjects who achieved the minimum passing
grade in post-test 2. Then, in the post-test of cycle II, the subjects achievement
increased significantly. There were 25 subjects who achieved the minimum
passing grade in the first post-test of cycle II. Then, in the last post-test of cycle II,
there were 31 subjects who achieved the minimum passing grade. In addition, the
mean score and the subjects who achieved the minimum passing grade in the post-
test 4 was much higher than pre-test, post-test 1, post-test 2, and post-test 3.
Therefore, the present study was stopped.
38
39
Based on the analysis of the questionnaire, it was shown that there were
73.20% of the subjects who strongly agreed with the implementation of question-
answering instruction, 26.19% of the subjects agreed if this technique was applied
in the teaching reading comprehension, 00.61% of the subject quite agreed, and
none of the subjects disagreed on the application of question-answering
instruction. These findings clearly suggested that improving reading
comprehension through question-answering instruction could make the subjects
more active in learning and significantly improve their ability in reading.
Based on the results of the data which had been discussed, question-
answering instruction could improve reading comprehension of the eighth grade
students of SMP Sapta Andika Denpasar in academic year 2013/2014.
5.2 Suggestion
Based on the findings of the present study, the researcher would like to
suggest the English teachers, the eighth grade students of SMP Sapta Andika
Denpasar, the institution, and other researchers as follows.
For the English teachers of class VIII of SMP Sapta Andika Denpasar in
general are suggested to be more active, creative, and innovative in teaching
reading comprehension and also in other language skills. They should
immediately start to help their students in identifying the general information,
finding specific information, recognizing textual meaning, and recognizing textual
references in reading text, and collecting different kinds of teaching materials.
Therefore, the students will have the experience of learning various kinds of
questions and answers for their general knowledge.
For the students of the eighth grade students of SMP Sapta Andika
Denpasar are suggested to keep on motivating and improve their reading
comprehension more intensively. The teacher can give more assignments or

40
homework in the form of different kinds of reading text. In this way, the students
would be able to develop and improve their reading comprehension more quickly.
Moreover, the eighth grade students of SMP Sapta Andika Denpasar are
suggested to self motivate themselves to learn reading comprehension more
seriously not only in the classroom but also outside classroom as well.
For Institution, the school management especially to the headmaster of
SMP Sapta Andika Denpasar is also suggested to improve the teaching facilities
to make learning process more interesting, enjoyable, and comfortable and
communicate. It is suggested that the institution can use the result of this research
as a contribution in teaching reading comprehension for the eighth grade students
of SMP Sapta Andika Denpasar, contribution to enrich existed syllabus and also
to increase the number of catalogues in the library.
For other researchers who are going to conduct an action based research
are suggested to apply question-answering instruction technique to solve reading
comprehension problems faced by students especially in identifying the general
information, finding specific information, recognizing textual meaning, and
recognizing textual references in reading text.

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Broadway, (2006). Reading Comprehension Questions 3rd edition. New York:

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Improving Year 5 Reading Comprehension. Australia. Unpublished Thesis:
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Language Pedagogy (2nd ed.). San Francisco, California: Pearson
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Murtado. (2011). Using Question-Answer Relationships (QAR) Strategy to

Improve the Reading Comprehension. Malang. Unpublished Thesis: State
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NNamdi, K. A. (2005). Guide to Teaching Reading at the Primary School Level,

Paris: the United Nations Educational, Scientific and Cultural Organization
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Birmingham
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Warsnak, D. A. (2006). The Effects of Activating Prior Knowledge before

Reading on Students with and Without Learning Disabilities. Dissertation
Abstracts International of Education Sciences
Watson, T. (2002). Reading Comprehension Skills And Strategies Level 7. USA:

Saddleback Educational Publishing
Yount, D. R. (2006). Observation the Problem Obstacles Practical Suggestions

(4th ed).
APPENDIX 1
LIST OF SUBJECTS
1. Putu Adi Darmawan

2. Ni Luh Ayu Notiva Sari
3. A.A. Putu Danan Jaya
4. Dera Ramadani
5. Putu Desi Meliantini
6. Dwi Yanti Rahma Putri
7. Si Putu Intan Pratiwi
8. Dewi Ayu Kartini
9. Dwi Rasty Pangesti
10. Muhammad Indra Adhi Pradana
11. Kadek Nodi Anggara
12. I Made Jody Mahendra Putra
13. Ni Putu Alia Kusuma Wardani
14. Anisa Lusiani
15. Diah Septiary Kurnia Dewi
16. Dimas Prasetyo
17. I Kadek Mahardika Putra
18. Putu Abdi Anandya Swari
19. Wayan Aditya Surya Darma
20. Agus Arif Prasetiyo
21. Ida Ayu Chandra Regita Pidada
22. Devinda Prichilia
23. Wayan Deva Widiarta
24. Agung Fauzan
25. Komang Ayu Indriyani
26. I Gede Bayu Dwipa Negara
27. Dewi Lestari Rahma Wati
28. Ni Made Putri Yuniari
29. Putu Ayu Cintya Dewi
30. Ni Made Anggraeni Putri
31. Chintya Jani Aditya Manopo
32. Ayu Putri Sri Undari Dewi
33. Lidia Astuti
34. A.A Raka Helga Chintyana
35. I Kadek Mailano
36. Made Ari Sawitri Dewi
44
APPENDIX 2
PRE-TEST
Read the text silently and carefully and answer the questions based on the
following text!
Family and Nina live in a small house. It has six rooms in my house; there
are three bedrooms, a living room, a bathroom, and a kitchen. Although Ninas
house is small but she likes living in here for fill out her spare time. When the
door is open, she can see the living room. It is so small with four chairs and a
table, nothing else. She prefers reading a book in this room.
Ninas bedroom is in the left side of the living room. In this room, there
are some equipment such as a TV, a table, a radio, and a computer. When being
bored of reading, she usually plays online games, chat with her friends via
Facebook and so on. In the right side of the living room there is the kitchen. In the
kitchen she has everything when she gets hungry. It is very pleasure when Nina
mother cooks and the smell fills her whole house. She knows it is a very small
house but it is the best place she has ever seen.
1. What is the text about?

Answer: ..
2. How many rooms are in Ninas house?
Answer: ..
3. What does Nina do in her living room?
Answer: ..
4. Who is staying in a small house?
Answer: ..
5. What does Nina do when she feels bored of reading?
Answer:
6. She knows it is a very small house but it is the best place she has ever seen.
What is antonym of the word small?
Answer: ..
7. What does she do if she gets hungry?
Answer: ..
8. What is the main idea of the first paragraph?
Answer: ..
9. Can she find some equipments in the living room?
Answer: ..
10. She prefers reading a book in this room. What does the word She refer to?
Answer: ..
45
APPENDIX 3
LESSON PLAN
(Cycle I Session 1)
Name of School : SMP SAPTA ANDIKA DENPASAR

Subject : English
Class/ Grade : VIII/ Eighth
Semester : II
Theme : Reading Comprehension
Time Allocation : 2 X 40 Minutes
A. Standard Competence
Understanding the meaning of written text and short writing simple functional
form of descriptive related to the environment
B. Basic Competence
Responding meaning in simple short essay accurately, fluently and acceptable
related to the environment in the form of descriptive text
C. Indicator
a. Identifying general information
b. Finding specific information
c. Recognizing textual meaning
d. Recognizing textual references
D. Learning Objective
After the students are given a chance to read short passages, they are able to
identify the general information, find specific information, recognize textual
meaning, and recognize textual references of descriptive text correctly (71).
E. Learning Materials
1. Definition of Descriptive Text
Descriptive text is a text which says what a person or a thing is like, its
purpose is to describe and reveal a particular person, place, or thing.
46
47
2. The generic structure of description text are :

- Identification : it means that indentifying the phenomenon to be
described. Example: My mother is a beautiful person.
- Description : it means that describing the phenomenon in parts,
qualities, and characteristic. Example: She is not tall but not short, and
she has curly hair and brown.
- Language feature : Simple Present Tense
Subject I, You, We, They =S + infinitive (verb1)
Subject She, He, It = S+ infinitive (verb 1) + s/es
Subject + To be (is, am, are + Noun Adjective/Adverb
3. Example of Descriptive Text
Read the text and please answer the questions based on the following text!
My Lovely Mother
My mother is a beautiful person. She is not tall but not short, and she has
curly hair and brown. Her eyes colours are like honey and her skin is brown, and
she has a beautiful smile. She is a very kind person. She is very lovely, friendly,
patient, and she loves to help people. I love my mom, because she is a good
example to me. She always takes care of her family. She likes her house to be
clean and organized. She always has a smile on her face. She is so sweet and
lovely. I like when I am going to sleep or went I wake up or when I am going to
go to some places, she always give me a kiss, and when the family have a problem
she always be with us to helps us and to give us all her love.
1. What is the main idea of the text?
2. She likes her house to be clean and organized. What does the word she refer
to?
3. My mother is a beautiful person. What is antonym of the word beautiful?
4. Does she take care of her family?
F. Method of Teaching/ Technique

Question-Answering Instruction is useful technique that improves reading
48
G. Teaching and Learning Activity :

Teachers activities Time
A. Pre- activities
- Greeting and checking the students attendance list
- Introducing the topic of the material
- Asking the students some questions related to the topic
15 minutes
being discussed
- Explaining the students roles in doing the activity and the
objective of the lesson
B. Whilst- activities
1. Exploration :
5 minutes
- Asking the students what they know about the topic
2. Elaboration :
- Explaining about what the descriptive text is and its
generic structure
- Explaining example of descriptive text entitled My
Lovely Mother and telling the text to the students
- Explaining to the students the generic structure of the 25 minutes
example given, general information, specific information,
textual meaning, and recognizing textual references from
the text
- Guiding the students how to answer the questions
grammatically correct
3. Confirmation :
- Giving positive feedback about the students participation
in the learning process
- Asking the students about what they have just learnt 10 minutes
- Summarizing the lesson
- Asking the students whether they still have questions
about the lesson or not
C. Post- activities
- Giving the students post-test and asking them to answer the 25 minutes
text individually
49
- Collecting the students worksheet

- Closing the meeting by saying Good Bye
H. Teaching Sources
1. Cermat Bahasa Inggris SMP Eighth Grade Students
2. Learners Pocket Dictionary
I. E valuation
1. Form : Essay
2. Instrument : Post test
J. Assessment
Indicators of Competence Technique In form of Instrument
Identifying general information,
specific information, recognize
textual meaning, recognize Written Written test Post-test
textual references in function text
in the form of descriptive text
Scoring Rubric
Total
Denpasar, 8th January 2014

Reseacher
Ni Made Wahyuni
NPM: 10.8.03.51.31.2.5.3945
APPENDIX 4
POST- TEST
(Cycle I Session 1)
Hello, my name is Nina. I have two pets. They are dogs because I like
dogs very much. I keep my dogs in my house. I love them because my dogs are
very clever. I can train them to do many things. My dogs can sit down when I ask
them to sit down. They can also catch a ball with their mouth.
My dogs names are Bella and Brown. Bella is a collie and she has long
and thick fur with brownish colour. Shes very beautiful and clean. Brown is a
dachshund. He is short with long body, four strong legs and brown colour. I
always take care of my dogs. I feed them three times a day. Every evening my
sister and I take the dogs out and walk them. I bathe them twice a week and brush
them. Once in two months, I take my dogs to the veterinarian to have them
checked.
1. What is Brown like?

Answer: ..
2. How often does Nina take her dogs to the veterinarian?
Answer: ..
3. Why does Nina keep dogs as her pets?
Answer: ..
4. What is the suitable title of the text about?
Answer: ..
5. He is short with long body, four strong legs and brown colour. What is
antonym of the word long?
Answer: ..
6. They can also catch a ball with their mouth. What does the word their refer
to?
Answer: ..
7. How many dogs does Nina have?
Answer: ..
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51
8. What does she do after bathing her dog?

Answer: ..
9. I love them because my dogs are very clever. What is the synonym of the
word clever?
Answer: ..
10. I bathe them twice a week. What does the word them refer to?
Answer: ..
APPENDIX 5
LESSON PLAN
(Cycle I Session 2)

Subject : English
Semester : II
K. Standard Competence
L. Basic Competence
M. Indicator
N. Learning Objective
O. Learning Materials
- Reviewing about Descriptive text
- Reviewing about generic structure of descriptive text
52
53
Example of Descriptive Text

TASK 1 Read the text and please answer the questions based on the
following text!
My Bag
I have a bag. Its color is blue. I always bring it whenever I go to school. It

is made of strong fabric.
My bag is not expensive, but it is very useful to me. My bag has several
different parts. The first part is the pocket where I put hand phone, double tip,
mirror, and tissues. The second part is the main part. I always put my books, my
pencil case, my lunch box, and my electronic dictionary. And the last part is small
pocket at the right and left side of the bag. I keep a big bottle of plain water in this
pocket. And I always wash my bag once six month, because it makes my bag keep
clean.
My bag is simple, but it helps me to bring everything what I need. I love
my bag.
2. It is made of strong fabric. What does the word my refer to? And the last
part is small pocket at the right and left side of the bag. What is antonym
of the word small?
3. Can you find several different parts in the text?
TASK 2 Read the text and please answer the questions based on the following
text!
Climbing is one of the most interesting hobbies. Many people like it
because climbing is a unique hobby. Climbing is also very useful for us because it
can make us love our environment however, climbing is an extreme sport. We
must prepare for the physical and logistical mature.
Before going climbing you need to prepare simple equipments. It makes
our feeling more comfortable when we climbing. They are ropes, harness, shoes,
helmet and so on.
1. What is the title of the text?
54
3. Do you prepare some equipment before climbing?

4. It makes our feeling more comfortable when we climbing. What is antonym
of the word comfortable?
5. They are ropes, harness, shoes, helmet and so on. What does the word they
refer to?
P. Method of Teaching/ Technique

Q. Teaching and Learning Activity :
A. Pre- activities
- Reviewing the topic of the material before
- Asking the students some questions related to the topic 15 minutes
being discussed
1. Exploration :
- Reviewing the students what they know about the topic 5 minutes
- Showing the picture about the topic
2. Elaboration :
- Reviewing about what the descriptive text is and its
generic structure
- Giving example and some exercises of descriptive text
entitled My Bag and Climbing.
- Reviewing to the students the generic structure of the
25 minutes
example given and what the general information, specific
information and textual meaning, and recognize textual
references from the text
- Guiding the students how to answers the questions with
correct grammatical
55
3. Confirmation :
C. Post- activities
- Giving the students post-test and asking them to answer
the text individually 25 minutes
R. Teaching Sources
S. E valuation
3. Form : Essay
T. Assessment
textual meaning, recognize
Written Written test Post-test
textual references in function
text in the form of descriptive
text
56
Scoring Rubric

Total

Researcher
Ni Made Wahyuni
NPM: 10.8.03.51.31.2.5.3945
APPENDIX 6
POST- TEST
(Cycle I Session 2)
Camping is one of the most interesting hobbies. Many people like it
because it is not too expensive. They do not need to spend a lot of money.
Camping is also very useful for us. It can make us love our environment. It can
also make us friendlier to anybody. It can also train us to work cooperatively.
Before going camping you need to prepare simple equipments. They are
the tent, ropes, sticks, cooking utensils, eating utensils, first aid, etc. There are
some activities while you have camping such play sports, enjoy the landscape of
the mountain, enjoy the forests and enjoy the fresh air.
1. What is the title of the text?

Answer:
Answer:
3. Do you prepare some equipments before camping?
Answer:
4. What will you prepare before camping?
Answer:
5. What activities do you do while you have camping?
Answer:
6. It can make us love our environment. What is antonym of the word love?
Answer:
7. Do you need to spend a lot of money for camping?
Answer:
8. Why do many people like camping?
Answer:
9. Why is camping very useful for us?
Answer:
57
58
10. They are the tent, ropes, sticks, cooking utensils, eating utensils, first aid, etc.
What does the word they refer to?
Answer:
APPENDIX 7
LESSON PLAN
(Cycle II Session 3)

Subject : English
Semester : II
U. Standard Competence
V. Basic Competence
W. Indicator
X. Learning Objective
After the students are given a chance to read short passage, are able to identify
the general information, find specific information, recognize textual meaning,
and recognize textual references of descriptive text correctly (71).
Y. Learning Materials
59
60
TASK 1 Example of Descriptive Text

Yuta
Yuta is my best friend. He is from Japan. He grew up in Japan, and he is

15 years old. There are six people in his family, a father, a mother, three sisters
and himself. He is the youngest in his family. He is also the only boy in his
family.
Yuta likes the United States very much and he thinks everything is cheap.
Yuta thinks his English classes are excellent and the teachers are professionals.
Yuta thinks someone in his class is noisy so he doesn't like that. In his free time he
spends too much time sleeping

2. Yuta likes the United States very much and he thinks everything is cheap.
3. What is antonym of the word cheap?
4. How many people in his family?
5. He is the youngest in his family. What does the word he refer to?
TASK 2 Example of Descriptive Text

My Brother is a Postman
I have a brother. His name is Johny. He is a postman. My brother works at
the Central Post Office. Every day he delivers letters to many people. He usually
starts his job at 8 a.m.
First, he goes to the addresses near his office. Then he continues to
the addresses far from his office. He stops working at 2 p.m. He never bored with
his job. He is happy to be a postman.
2. What is the profession of Johny?
3. He goes to the addresses near his office. What does the word he refer to?
4. He is happy to be a postman. What is antonym of the word happy?

61
Z. Method of Teaching/ Technique

AA. Teaching and Learning Activity :

A. Pre- activities
15 minutes
being discussed before
1. Exploration :
5 minutes
- Reviewing the students what they know about the topic
- Showing the pictures about the topic
2. Elaboration :
generic structure
- Giving example of descriptive text entitled Yuta and My
Brother is a Postman to the students
- Reviewing to the students the generic structure of the 25 minutes
correct grammatical
3. Confirmation :
62

C. Post- activities
- Giving the students post-test and questionnaire and asking
them to answer individually 25 minutes
H. Teaching Sources
I. E valuation
5. Form : Essay
J. Assessment
textual meaning, recognize
Written Written test Post-test
textual references in function
text in the form of descriptive
text
63
Scoring Rubric

Total

Researcher
Ni Made Wahyuni
NPM: 10.8.03.51.31.2.5.3945
APPENDIX 8
POST- TEST
Santi is a nurse in hospital in her town. It is a small but clean hospital.

There are only four buildings in the hospital. There are main building, south
building, north building, and west building. In the centre of the yard, there are
many kinds of beautiful flowers.
The entrance is in the main building. There is a parking area in front of the
main building. The office is clinic and emergency unit. The laboratory is in the
north building. It is open from morning to evening. Next to this room is surgical
room, the room is in south building. It is for doctors doing operation. In the west
building there are childrens ward and pavilion. Next to the pavilion are the rooms
for doctors and specialists. Santis duty is looking after the children patients. She
helps the doctors treat the patients. She loves her job very much.
1. Who is Santi?
Answer: ..
2. How many buildings are in the hospital?
Answer: ..
3. Where do the surgeons do an operation?
Answer: ..
4. What does Santi do in the hospital?
Answer: ..
5. Where can people find the beautiful flowers in the hospital?
Answer: ..
6. What is the suitable title of the text above?
Answer: ..
7. It is open from morning to evening. What is antonym of the word open?
Answer: ..
8. Does she love her job very much?
Answer: ..
64
65
9. What is the main idea of paragraph one?

Answer: ..
10. She loves her job very much. What does the word her refer to?
Answer: ..
APPENDIX 9
LESSON PLAN

Subject : English
Semester : II
BB. Standard Competence

CC. Basic Competence

DD. Indicator
EE. Learning Objective

FF. Learning Materials

66
67
Example of Descriptive Text (TASK I)

Losari Beach
Losari Beach is a beautiful beach located in the western part of Makassar,

South Sulawesi. The beach has been an icon of Makassar for years and well-
known for its beautiful sunset scenery. Many people spend their afternoon and
evening times enjoying the panorama when the reddish sun looks like to sink to
the sea.
Located near the center of Makassar city, Losari Beach is easy to access. It
only takes 10 minutes to drive from the harbor of Makassar and 30 minutes to
drive from Sultan Hasanuddin Airport. Residents in Makassar usually go to Losari
Beach by car, motorcycle or on foot.
i. What is the main idea of the first paragraph?

ii. Losari Beach is a beautiful beach located in the western part of Makassar,
South Sulawesi. What is antonym of the word forget?
iii. Where is located Losari Beach?
iv. Many people spend their afternoon and evening times enjoying the panorama
when the reddish sun looks like to sink to the sea. What does the word their
refer to?
TASK II Read the text and please answer the questions based on the
following text!
Kuta Beach
Kuta Beach is a beautiful beach in a southern Bali. Its location is in
Badung Regency, 9 km from Denpasar.
It is also well-known as the right place for people to see scenic sunset in
the afternoon. People who come to Bali will be very unlucky if they do not see the
panoramic sunset in this town. It is real that tourists feel happy to be there. They
can sunbathe, swim, surf, play soccer beach, kite flying, play volleyball or just
take a walk. Yes, they can do many activities in this beach for its complete beach
activities. For persons who like playing soccer, do not forget to try the game with
68
some locals. The locals usually set up the goal posts between Hard Rock Cafe and
Discovery Shopping Mall at 16.00.

2. For persons who like playing soccer, do not forget to try the game with
some locals. What is antonym of the word forget?
3. Can we do many activities in Kuta Beach?
4. They can do many activities in this beach for its complete beach activities.
What does the word they refer to?
4. Method of Teaching/ Technique

5. Teaching and Learning Activity :

A. Pre- activities
- Greeting and checking the students attendance list 15 minutes
being discussed before
1. Exploration :
- Reviewing the students what they know about the topic 5minutes
- Showing the picture about the topic
2. Elaboration :
generic structure
- Giving example of descriptive text entitled Kuta Beach
and telling the text to the students
- Reviewing to the students the generic structure of the 25 minutes
69

correct grammatical
3. Confirmation :
- Giving positive feedback about the students 10 minutes
participation in the learning process
- Asking the students about what they have just learnt
C. Post- activities
- Giving the students post-test and asking them to answer the 25 minutes
text individually
6. Teaching Sources
7. E valuation
7. Form : Essay
8. Assessment
textual meaning, recognize Written Written test Post-test
textual references in function text
in the form of descriptive text
70
Scoring Rubric

Total

Researcher
Ni Made Wahyuni
NPM: 10.8.03.51.31.2.5.3945
APPENDIX 10
POST- TEST
Read the text carefully and answer the questions based on the text!
Dreamland Beach
Dreamland Beach is one of beautiful beaches in Bali. This is located in
Pecatu, on the South part of Bali Island. You need about 40 minutes to reach this
beach from Ngurah Rai International Airport. To get into this beach, you just need
to pay 5000 rupiahs for parking. It is very cheap compared to the happiness
brought by this beach.
The panorama in this beach is beautiful. On the beach, you can do many
things that you want. You can just walk along the beach, playing volleyball with
your friends and after that seeing the wonderful scenery. There are some facilities
that make you more comfortable to enjoy your holiday. There are umbrellas that
you can rent if you want to relax without getting dark because of the sunlight. If
you want to swim but you do not bring any swimsuit, you can buy one there. If
you are hungry or thirsty, just go to the restaurant or buy things in the stands that
selling food and drink. There are also toilets to change clothes and other facilities
that you can find in the beach. Dreamland Beach is good choice for your holiday
and your vacation.
1. Where is the Dreamland beach located?

Answer:
2. How long do we take to reach Dreamland beach from Ngurah Rai
International Airport?
Answer:
3. How much do we spend to pay the parking lot?
Answer:
4. What can we do at the beach?
Answer:
5. What are facilities that we can find at the place?
Answer:
71
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6. Have you ever come to Dreamland Beach?

Answer:
7. What can you see after you play volleyball with your friends?
Answer:
8. The panorama in this beach is beautiful. What is the antonym of the word
beautiful?
Answer:
9. There are some facilities that make you more comfortable to enjoy your
holiday. What does the word some facilities refer to?
Answer:
10. What can you do if you feel hungry at Dreamland beach?
Answer:
APPENDIX 11
ANSWER KEY
Pre-Test
1. Family and Nina live in a small house
2. There are six room in nina house
3. She likes living in her living room for fill out her spare time
4. Family and Nina are staying in a small house
5. When she feels bored of reading, she usually plays online games and chat
with her friends via facebook.
6. Antonym of the word small is big
7. She goes to the kitchen because she has everything when she gets hungry
8. The main idea of the first paragraph is family and Nina live in a small house
9. Yes, she can
10. The word she refer to Nina
Post-Test Cycle I Session1

1. Brown likes a dachshund. He is short with long body, four strong legs and
brown colour
2. Nina takes her dogs to the veterinarian once in two months
3. Nina keeps dogs as her pets because she likes dogs very much
4. The suitable title of the text is about My Lovely Dogs
5. The antonym of the word long is short
6. The word their refer to Nina dogs
7. Nina has two dogs
8. After bathing her dog, she brushes her dogs
9. The synonym of the word clever is smart or intelligent
10. The word them refer to Nina dogs
Post-Test Cycle I Session 2

1. The title of the text is camping
2. The main idea of the first paragraph is camping is one of the most interesting
hobbies
3. Yes, I do
4. Before going camping we need to prepare simple equipments
5. There are some activities while you have camping such play sports, enjoy the
landscape of the mountain, enjoy the forests and enjoy the fresh air
6. Antonym of the word love is hate
7. No, I dont
8. Many people like camping because it is not too expensive
9. Camping is very useful for us because it can make us love our environment
10. The word they refer to equipments
73
74
Post-Test Cycle II Session 1

1. Santi is a nurse in hospital in her town
2. There are only four building in the hospital in her town
3. The surgeons do an operation in surgical room, the room is in the south
building
4. Santi helps the doctors treat the patients
5. People can find the beautiful flowers in the centre of the yard
6. The suitable title of the text above is Santi is a Nurse
7. The antonym of the word open is close
8. Yes, she does
9. The main idea of paragraph one is Santi is a nurse in hospital in her town
10. The word her refers to Santi
Post-Test Cycle II Session 1

1. Dreamland Beach is located in Pecatu, on the south part of Bali Island
2. We take to reach Dreamland Beach from Ngurah Rai International Airport is
about 40 minutes
3. You just need to pay 5000 rupiahs for parking
4. You can do many things that you want
5. There are some facilities that make you more comfortable to enjoy your
holiday such as restaurant, umbrellas, toilets and etc
6. Yes, I have
7. I can see the wonderful scenery
8. The antonym of the word beautiful is ugly
9. The word of some facilities refer to restaurants, umbrellas, toilets, etc
10. You just go to the restaurant or buy things in the stands that selling food or
drink
APPENDIX 12
KUESIONER
Petunjuk mengerjakan:
a. Jawablah kuesioner dibawah ini dengan memberikan tanda silang (X) pada
jawaban yang sesuai dengan kondisi anda.
b. Semua jawaban adalah benar, oleh karena itu jawablah dengan sejujur-
jujurnya.
1. Penerapan teknik question-answering instruction membuat pelajaran

membaca dalam bahasa Inggris menjadi lebih jelas dan mudah.
A. Sangat setuju
B. Setuju
C. Kurang setuju
D. Tidak setuju
2. Penerapan teknik question-answering instruction memberi kontribusi yang

signifikan terhadap ketrampilan peningkatan membaca.
A. Sangat setuju
B. Setuju
C. Kurang setuju
D. Tidak setuju
3. Teknik question-answering instruction penting digunakan untuk

memudahkan mencari informasi dalam menjawab pertanyaan.
A. Sangat setuju
B. Setuju
C. Kurang setuju
D. Tidak setuju
4. Teknik question-answering instruction dapat membantu dalam menjawab

pertanyaan tentang descriptive text.
A. Sangat setuju
B. Setuju
C. Kurang setuju
D. Tidak setuju
5. Kegiatan belajar secara terbimbing dengan menggunakan teknik question-

answering instruction membuat pelajaran membaca menjadi lebih
menyenangkan.
A. Sangat setuju
B. Setuju
C. Kurang setuju
D. Tidak setuju
75
76
6. Proses pembelajaran membaca di dalam kelas menjadi lebih jelas dengan

menggunakan teknik question-answering instruction.
A. Sangat setuju
B. Setuju
C. Kurang setuju
D. Tidak setuju
7. Latihan-latihan yang diberikan dengan menggunakan teknik question-

answering instruction dapat mempermudah pemahamaan dalam bacaan
descriptive text.
A. Sangat setuju
B. Setuju
C. Kurang setuju
D. Tidak setuju
8. Teknik question-answering instruction membuat pelajaran membaca menjadi

tidak membosankan.
A. Sangat setuju
B. Setuju
C. Kurang setuju
D. Tidak setuju
9. Teknik question-answering instruction dapat membuat anda lebih mudah

dalam memahami bacaan yang ada dalam descriptive text.
A. Sangat setuju
B. Setuju
C. Kurang setuju
D. Tidak setuju
10. Teknik question-answering instruction membuat kepercayaan diri meningkat

pada saat menjawab pertanyaan tentang descriptive text.
A. Sangat setuju
B. Setuju
C. Kurang setuju
D. Tidak setuju
BIOGRAPHY
Ni Made Wahyuni was born in Denpasar on

June 10th 1992. She comes from Denpasar and she
lives at Jl. Gunung Talang II Gang Nangka no.7
Padang Sambian Denpasar. Her hobbies are dancing
and watching movie. She is the second child of I
Wayan Surata and Ni Made Yasmini. She also has two
brothers and one sister; her brothers names are I
Wayan Budiasa, S.E and I Made Siki and her sisters
name is Ni Putu Linda Lestari. Her parents are from
Bali; therefore, she is truly Balinese and Hindu. Her father and her mother are
entrepreneurs. In her education, she started her kindergarten at TK Simon Petrus
Denpasar in 1997 until 1998. Furthermore, she continued her elementary school at
SD 11 Padang Sambian Denpasar in 1998 until 2004. After she graduated from
elementary school, she continued her study to junior high school at SMP PGRI 1
Denpasar in 2004 until 2007. In 2007, she continued her senior high school at
SMA PGRI 2 Denpasar that she spent 3 years to finish until 2010. After that, she
decided to continue her study at Mahasaraswati Denpasar University in 2010 until
2014. While studying at Mahasarawati Denpasar University, she works as a
computer teacher in SDN 7 Dauh Puri Denpasar and also she works as an English
teacher in British Plus International. She wants to be an English teacher because
she wants to share her knowledge with other people and certainly she wants to
make her parents proud of her.

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THESIS

IMPROVING READING COMPREHENSION

ENGLISH EDUCATION STUDY PROGRAM

IMPROVING READING COMPREHENSION

ENGLISH EDUCATION STUDY PROGRAM

IMPROVING READING COMPREHENSION

ENGLISH EDUCATION STUDY PROGRAM

This thesis entitled Improving Reading Comprehension Through

Drs. I Nengah Astawa, M.Hum.

Dean of the Faculty of Teacher Head of the English Education

Prof. Dr. Wayan Maba I Komang Budiarta, S.Pd., M.Hum.

Denpasar, 5th February 2014

Wahyuni, N. M. (2014). Improving Reading Comprehension through

Reading comprehension is a process to recognize the text and remember

Keywords: improving, reading comprehension, and question-answering

CHAPTER I INTRODUCTION .................................................................... 1

CHAPTER II THEORETICAL AND EMPIRICAL REVIEW ...................... 6

CHAPTER III RESEARCH METHOD............................................................ 13

CHAPTER IV FINDING AND DISCUSSION ................................................ 23

CHAPTER V CONCLUSION AND SUGGESTION ..................................... 38

Table 3.1 Scoring Rubric.................................................................................. 19

Table 4.1 Tabulation of Data Showing the Subjects Progressingng Scores

Table 4.2 Tabulation of Data Showing the Subjects Responses on the

Graph 4.1 Depicting the Subjects Progressing Achievement in Reading

Graph 4.2 Depicting the Subjects Response on the Implementation of

Appendix 1 List of Subjects ............................................................................ 44

Appendix 4 Post-Test 1 ................................................................................... 50

Appendix 5 Lesson Plan 2 ............................................................................... 52

Appendix 6 Post-Test 2.................................................................................... 57

Appendix 7 Lesson Plan 3 .............................................................................. 59

Appendix 8 Post-Test 3.................................................................................... 64

Appendix 9 Lesson Plan 4 ............................................................................... 66

Appendix 10 Post-Test 4 ................................................................................... 71

Appendix 11 Answer Keys Pre-Test and Post-Test........................................... 73

Appendix 12 Questionnaire .............................................................................. 75

1.1 Background of the Study

Everyone has a way to comprehend and understand the information that

able to understand the information if they cannot understand the information

master in order to be successful in school and in life.

students to understand about the text which has been read.

However, in reality, reading is difficult skill in language especially the

dictionary and the students do it individually or work with their partner.

specific information, recognize textual meaning and recognize textual references

the questions with correct grammatical forms.

reading comprehension. To build the students motivation in learning reading

technique which can be used to improve reading comprehension of the students.

The technique is question-answering instruction.

Question-answering instruction is a technique which could be useful as an

alternative strategy which is expected to improve reading comprehension of the

eighth grade students of SMP Sapta Andika Denpasar. Question-answering

instruction is a technique that can help students to determine general information,

find specific information, recognize textual meaning and recognize textual

references in the reading text. Therefore, question-answering instruction is a

technique that makes the learning process more interesting, enjoyable,

understandable, and more communicative.

Based on the explanation above, it is important to conduct a research to

improve reading comprehension through question-answering instruction. The

researcher decides to conduct a research that concerns on improving reading

comprehension through question-answering instruction of the eighth grade

students of SMP Sapta Andika Denpasar in academic year 2013/2014.

1.2 Research Problem

Considering the background of the research above, the problem to be

improved through question-answering instruction?