CHAPTER I INTRODUCTION

1.1 Background Despite its complexity, reading attitude has been defined as the feelings towards reading that causes a learner to read actively or avoid a reading situation. Similarly, feelings such as self-confidence or insecurity on the part of the teacher may easily influence a teacher to decide whether or not to do a reading activity in class. Therefore, this research aims to identify and analyze EFL students attitudes toward reading class instruction that could influence the teaching of reading. Furthermore, reading skill of the students must be developed through teaching reading activity in which the teacher trains the students to be effective and independent readers as the main target in reading comprehension. For that reason, the researcher has considered necessary to mention some basic reading conceptions teachers probably need to be reminded of. Even though the teaching of English especially reading had applied the integrated skill approach that integrate the content of language skill (listening, reading, speaking, and writing) and language component (vocabulary, pronunciation, structure, and spelling) in one teaching method, but there were some teachers still use the traditional style such as ask students to read the text and answer the question from the text. Teachers often assume that the students will learn to comprehend merely by reading, although some will but other students will not. Teaching comprehension to students is challenging because reading itself is a complex cognitive process. Teaching comprehension effectively requires appropriate materials, techniques to combine comprehension instruction with subject matter learning, and greatly upgraded teacher knowledge about how and when to do it. Traditional teacher preparation programs provide teachers with beginning knowledge base about how to teach comprehension, but not in the depth needed to deal with all learners, in particular with second language speaker and students with low vocabulary and restricted world knowledge. The objective of teaching reading at The Catholic Senior High School is to make the students can comprehend the reading texts. Comprehension is the main part in reading. Basically, reading is conducted for the purpose of conveying meaning through comprehension. When reading comprehension breaks down, the students need to find ways to repair their understanding. This is where the importance of knowing the methods and strategies of how to teach reading come in, so as to facilitate the reading process and give students a clear sense of what they are reading. Students can become easily frustrated when they do not understand what they are reading and as the matter of fact, they become unmotivated. A teacher needs to design and teach different approaches, methods or strategies in order to help students close the gaps in their understanding. The ultimate challenge for the teacher knows exactly which approach, method or strategy is useful, workable and most beneficial to teach, since each student needs something different. 1

Based on the consideration of the problem the teacher and students encounter that reading comprehension is a complex cognitive process that depends upon a number of ingredients all working together in a synchronous, even in automatic way where the implementation of teaching reading, aspect of teacher and students are two cases that automatically take very important role. The success of teacher to select and implement appropriate teaching reading can influence the students success or failure in developing their language skills. Vocabulary clearly plays a critical role in understanding what has been read. The reader must also be intentional and thoughtful while reading, monitoring the words and their meaning as reading progresses. The reader must apply reading comprehension strategies as ways to be sure what is being read matches their expectations and builds on their growing body of knowledge that is being stored for immediate or future reference. The forms of material are presented in National Examination frequently in the reading passages form. The students at this level are not independent readers who can read independently. They are not advanced students who have had reading skill to apply whenever they read materials. Considering the students condition of competence, the researcher assumes that students in particular need teachers guidance to become independent and effective readers. KTSP 2006 (School Based Curriculum) is applied at school in Indonesia where the integrated skills approach suit on the lesson plan that has been designed by the teacher , as it is being used in every schools curriculum. In this case, the flexibility in methodology also requires adaptation based on the known experiences of students beyond the classroom. The curriculum is based on the students need suit to each school capacity and capability. Each school has its own destination but still based on the KTSP curriculum. Language teaching in KTSP curriculum consists of: 1. language components, structure, vocabulary, pronunciation, intonation, and spelling are taught suit to the students situation. 2. teaching of language components point to supporting of the four language skills, listening, speaking, reading, and writing. 3. the teaching learning process all language components which students encounter some problems, can be solved out systematically and individually 4. the teaching learning process, the four language skills cannot be taught separately, so that teaching of language skill should be taught integratedly 5. all students should be involved each other in contextual language teaching to let the students be developed in science, technology, cultures and civilizations. 2

The researcher argues that the School Based Curriculum or KTSP is more comprehensive process curriculum. It includes the process that are used to determine the needs of students or the group of learners, to develop aims or objectives for a program to address those needs, to determine an appropriate syllabus, course structure, teaching methods and materials, and to carry out and evaluation of the language program that result from these processes. The implementation of School Based Curriculum is more suitable for English language teaching using integrated skills approach. It can cooperate and work together with the other needs in the society where students need to transfer learning what they have learned in class and use it directly to outside of class, because it can measure the students need. The target of teaching reading to the students is to enable them to cope with or to extract the content of reading material. So, in this case teachers effort always try to make their students try hard to improve themselves because students are the key participants in curriculum development project. A concept that can integrate or combine several components of language skills in teaching English lesson process is called Integrated Skills Teaching. Integrated teaching and material can help teachers to make the learning process more motivating by providing various tasks and activities and learner contribution in class and outside. Thus, a theme or a topic can form an excellent organizational focus for the development of integrated material and teaching. As the researchers experience in teaching English at The Catholic Senior High School, he found out that when the students were taught reading, they were commonly getting difficult in extracting the information from the passage. The students could not all comprehend question correctly, particularly in comprehension questions, identifying kind of text and its language feature, constructing the sentences, and fill the blank. For the researcher, this reading comprehension is crucial problem to solve where the objective of integrated skills approach is to enable students to be an independent reader. The researchers propose of teaching reading comprehension at The Catholic Senior High School is to enable the students to cope their problems in reading comprehension, the use of integrated skill approach by the teacher will help the students fulfill their reading comprehension. For this reason, the researcher justifies that integrated skills approach as the appropriate approach to be implemented in this research. 1.2 The Question of the Research In relation to the problems encountered by the students in reading comprehension as stated previously, the researcher formulates the question of the research as follows: How can the implementation of integrated skills approach improve students reading comprehension at XA grade of The Catholic Senior High School? 3

1.3 Action Hypothesis Based on the problem statement above, the researcher hypothesized that: The students reading comprehension at XA grade of The Catholic Senior High School can be improved through the implementation of integrated skills approach. 1.4 The Objective of the Research In connection with the question of the research that the researcher formulated, he conducted this research with the following objective: To improve the students reading comprehension at XA grade of The Catholic Senior High School Students by implementing integrated skill approach. 1.5 The Significance of the Research The researcher expected that the result of this research provided contribution for both teacher and students in the following ways: 1. To provide the good way for reading comprehension development and, hence, to solve reading comprehension of the students. 2. To provide an alternative solutions to the English teachers in selecting suitable technique for teaching reading to improve reading comprehension of the students. 3. To provide a meaningful contribution to the people who have interest and need data concerning about English teaching technique for the need of research. 1.6 Definitions of Key Terms 1. Integrated Skills Approach Variety of learning different points connected together or one activity flows into another, in a way both prevent boredoms and also allow practice of one skill to support the development of other particular skills. 2. Improving The action that must follow any preliminary thinking in order to make the space more usable or something to actually happen. 3. Implementation The carrying out, execution, or practice of a plan, a method, or any design for doing something. 4. Approach A particular way of putting a method or task to use, including risk factors, tips from experience, recommendations, and additional advice. 5. Reading Comprehension The ability to understand or get meaning from text (any type of written material). It is the reason for reading and a critical component of all content learning.

CHAPTER II REVIEW OF RELATED LITERATURE

2.1 Reading Reading is an active solution process. Fluent reading needs coordination of some skills. An efficient reading will choose appropriate skill or strategy to every tasks of reading. Somebody will determine their goal on reading first and make certain about the strategy that will be used to reach it. A reader also guesses about the kind information he gave from the text and also to determine if his guessing about is true. For instance, an efficient reading will use the different reading strategy if he reads both an entertainment in newspaper and read certain article scientific journal. First, when he reads an entertainment in a newspaper, he will read fast to look for information. The second case, it is not enough to find the main text only, but he will need the information about text in details. 2.2 Reading Purposes The ability to read and comprehend such a wide variety of material can be challenging task for any students, but for English language learners in particular. To achieve success, however, students must become efficient, accurate reader and they must be able to meet the demands for students reading that are outlined below. Reading Purposes for Students Setting Learning Objectives Example of Teaching Reading Purposes Learning Objectives Reading Text Read for understanding Studying involves Single focus passages, such reading to comprehend as descriptions, narrations, concepts and details. analyses. Do not merely These components present discrete ideas depend on each other. related to a topic, but Details help explain or develop and interrelated the support general concepts, ideas in some depth and and concepts provide a complexity. framework for remembering details.

Read for critically

evaluating Critical evaluation Multiple focus passages, involves understanding. It such as classification means approaching texts, compare and material with an open contrast text, and mind, examining causes problem/solution text, and effects, evaluating present information from ideas, and asking more than one perspective questions that test the or point of view, or writer's argument and involve information that assumptions. Critical can be classified into reading brings a level of different components. understanding that goes beyond basic information recall. Read for practical Read for practical Students read text in application application. A third various subject areas that purpose for reading is to may have one major focus gather usable information or more than one focus that can apply toward a specific goal. When you read a textbook preface or an instruction booklet for a new software package, your goal is to learn how to do or use something. Reading and action usually go hand in hand. Read for pleasure Reading for pleasure Find some reading sources gives the opportunity to from magazine or internet enlarge our life and to then in group, students enter into "alternate discus what message they realities." can grasp from the text. http://wiki.answers.com/Q/four_ reading_purposes_did_employ 2.3 Reading Comprehension Comprehension through discussion involves lessons that are "instructional conversations" that create higher level thinking opportunities for students. The purposes of the discussion are to promote critical and aesthetic thinking about text

and encourage full classroom involvement. According to Goldenberg (19921993:317) that class discussions help students to generate ideas and new questions. Good readers can do all of these, and can choose when each of these approaches to reading is appropriate. According to Nagy (1988:3): Reading comprehension is a communication process. It involves reconstruction of an authors message by using ones prior knowledge, especially the knowledge of language. Although language become one when a reader reads with understanding. However, the process of comprehension is not dependent surely upon the readers understanding of words and the way they are used. Decoding skills, the ability to reason in verbal and non-verbal terms, having a purpose for reading, and the characteristics of the text contribute as well. 2.4 Finding Main Idea, Specific Information and Location of References Main idea is one kind of information in the text that is mostly assumed as the key information. It is because the main idea in a text covers necessary messages as whole. For the reader, it is also necessary to understand the organization of the text. It is very common but not all, the main idea is found at the beginning of the text. However in some materials the first sentences does not indicate the central thought. For this reason, the readers should read the last sentences because it is usual to state or restate the central thought. Specific information in the text is basically the necessary points the readers can cover from the 5 WH plus 1 H questions. Specific information in the text can be found in any part of the text, with bold, italic printing, graphs or pictures. Those printings can help the readers to fulfill the need of information for they need easily. Location of references in the text can also be found in any part of the paragraph. Usually, it shows the reference to the people or the things that have been introduced previously. It can be both as the subject or the object. 2.5 Kinds of Reading Technique 2.5.1 Skimming According to Mc. Whorter (1989:362), there are some steps of skimming: read the title, read the instruction, read any headings and subheadings, notice any pictures, charts, or graphs; there are usually included to emphasize important ideas, concepts, or trends, if you do not get enough information from the headings or if you are working with material that does not have heading, read first sentences of each paragraph, glance at the remainder of the paragraph. Examples of Skimming: a) The LG Mobile Phone (quickly to get the general news of the technology) b) Newspaper (quickly to discover which articles you would like to read in more detail) 7

c)

Hotel and Travel Brochures (quickly to get informed)

2.5.2 Scanning According to Mc. Whorter (1989:372) there are some steps to locating specific information: state in your mind the specific information you are looking for, try to anticipate how the answer will appear and what clues you might use to help you locate the answer, determine the organization of material, use headings and any other aids that will help you identify which section might contain the information you are looking for, selectively read and skip through likely section on the passage, keeping in mind the specific question you formed and your expectation of how the answer might appear, when reach the fact you are looking for, you will find out quickly a specific information that she or he hopes from a text. Examples of Scanning: 1. The flooding happened in Wasior, Papua New Guinea regent. 2. Travel Agent Schedule. 3. A Training Guide. 2.6 Integrated Skill Approach 2.6.1 Definition and Objectives In this case teacher makes up his/her decision to choose which skills can be combined with speaking or reading skill with writing. Both language skills and language components can be taught integratedly according to the teachers program in running the teaching material. As Hammer (2005:267) suggests about teaching through integrated tasks: Skill integration is a major factor in lesson planning, as weaving threads of different skills and topic is a major art of teachers who plan for a sequence of lessons. Skill integration also happens when students are involved in project work, which may well involve researching through reading comprehension. Integrated skill approach is suitable to be used in the class to prevent boredom, where one activity is followed by another and gives the chance both the teacher and students to get the satisfaction as the changing activities and let the students to feel joyful in joining the lesson being delivered by teacher. Voelzke (1979) underlies the necessity of integrated skills in language teaching. He argues: Integrated skills activities are important because they provide for using language naturally, not just for practicing it, many pair and group work activities call for a variety of skills, sometimes simultaneously in order to involve all learners. Integrated skill also important because students seem to learn better when they are engaged in activities which involve more than one skill ..we should be looking for opportunities to knit skill together, because this is what happens in real life. The use of integrated skill approach where the teacher should give more emphasize to time division as teaching English in high school only has time 8

allocation 4 x 45 twice a week. Teacher should be able to use the time properly in conducting integrated technique in learning process. 2.6.2 Advantages and Disadvantages of Integrated Skills Approach This approach allows teachers to track students' progress in multiple skills at the same time. Integrating the language skills also promotes the learning of real content, not just the dissection of language forms. Finally, according to Read (1985), the integrated skill approach whether found in content-based or task-based language instruction or some hybrid form, can be highly motivating to students of all ages and backgrounds. In order to integrate the language skills in ESL/EFL instruction, according to Oxford (1990) that teachers should consider taking these steps: 1. Learn more about the various ways to integrate language skills in the classroom. 2. Reflect on their current approach and evaluate the extent to which the skills are integrated. 3. Choose instructional materials, textbooks, and technologies that promote the integration of listening, reading, speaking, and writing, as well as the associated skills of syntax, vocabulary, and so on. 4. Even if a given course is labeled according to just one skill, remember that it is possible to integrate the other language skills through appropriate tasks. 5. Teach language learning strategies and emphasize that a given strategy can often enhance performance in multiple skills. The previous statement, Read (1985:73) stresses that exemplify a number of important advantages in providing students with integrated skill practice as follows: Continuity, Input before Output, Realism, Appropriateness, Variety, Recycling, Confidence. The disadvantages of integrated skills approach are the emerging thinking to be the potential to provide a much richer understanding of comprehension instruction in the future (Pressley, 2001) as follows: The Limits of Word Recognition Instruction, Early Teaching, Rethinking, Cognitive Capacity Constraints, World Knowledge, Diverse Texts, Diverse text tasks, Diverse Populations 2.7 Segregated Skills Skill segregation is reflected in traditional ESL/EFL programs that offer classes focusing on segregated language skills. Even if it were possible to fully develop one or two skills in the absence of all the others, such an approach would not ensure adequate preparation for later success in academic communication, careerrelated language use, or everyday interaction in the language. An extreme example is the grammar-translation method, which teaches students to analyze grammar and to translate (usually in writing) from one language to another. This method restricts language learning to a very narrow, non-communicative range that does not prepare 9

students to use the language in everyday life. Frequently, segregated skill ESL/EFL classes present instruction in terms of skill linked learning strategies: reading strategies, listening strategies, speaking strategies, and writing strategies. Learning strategies are strategies that students employ, most often consciously, to improve their learning. Examples are guessing meaning based on context, breaking a sentence or word down into parts to understand the meaning, and practicing the language with someone else. 2.8 Teaching Reading Comprehension through Integrated Skill Approach The implementation of integrated skills approach in English Language Teaching, pairs work for learning activities is more suitable. Pairs work provides a good environment where students can comprehend the English class. It will help students to help each other to develop themselves, changing their opinion, and sharing their difficulties of ELT. This motion is very helpful in guiding students to work together sharing their experiences. Teaching focus in reading comprehension is determined by the needs of students. It particularly allows students to have a quick look at the text. To have a glance to the text the students can make assumption about the text then students answer questions related to reading text. In conclusion, small group activities in teaching reading will help students to develop themselves in a good way. Then, to build up reading comprehension skills, levels of reading must be considered well. It seems suitable to implement the two stages of reading in this case, both intermediate and inspectional reading are compatible to the level of difficulty at Catholic senior high school students. 2.9 The Characteristics of the Implementation Integrated Skill Approach Both teacher and students are actively involved in intensive reading class, students are familiarized with clue-question WH-Question, the target of Integrated Skill Approach is to enable the students to be independent readers, material/text is Narrative text, material length is not more than 250 words (Finnocciaro and Bonomo, 1973:123-125). 2.10 Procedure of the Teaching Reading Comprehension through the Implementation Integrated Skill Approach Step I Tell the students the objective of teaching, Visualize and facilitate the students with text, Make the students familiar with the text content by addressing them clue question WH-Questions, Let the students read the passage silently for several minutes, Mapping the students vocabularies problem well and guide them as their problem. 10

Step II The teacher drives the students to link their preliminary knowledge experiences to the content of the passage by giving 3 questions in pre activity orally. The teacher asks the students read the text in order they can understand the text well. Then, the teacher re-reads the text to make sure the student correct their pronunciation. After reading it, the teacher asks students some difficult words from the text then translate the meaning in English. It means that the teacher shows them clearly the paragraphs, lines, sentences, and phrases that will make them easily find the answer of the questions correctly. In short, the teacher makes the students maximally to enable them to comprehend the passage and to improve their reading skills, to build up their new understanding of everything they did not know before. This is to anticipate and overcome their problems of reading that might appear in the level of students studying and material variation.

2.11 Planning and Material Design In the process of teaching and learning, teacher must recognize well his teaching rationale. In other hand, he should provide and organize the plan well. In relation to this, he must possess some qualifications, Roberth (2010) states as follow: 1. teachers should identify expectations for student behavior and communicate those expectations to students periodically 2. rules and procedures are the most common explicit expectations. A small number of general rules that emphasize appropriate behavior may be helpful. Rules should be posted in the classroom. Compliance with the rules should be monitored constantly 3. do not develop classroom rules you are unwilling to enforce 4. School-Wide Regulations...particularly safety procedures...should be explained carefully 5. because desirable student behavior may vary depending on the activity, explicit expectations for the following procedures are helpful in creating a smoothly functioning classroom 2.12 The Collaboration Collaborator in CAR (Classroom Action Research) means as a philosophy of working together, building together, learning together, changing together, and improving together (http://www.flaguide.org/start/assess_intro.htm). The collaborator is a member in planning action together, act and observe individually or collectively, and reflect together. It is very common that in classroom action research, the members of collaborative are those whose work together at the same profession. The researcher, in this case will do a research in collaboration with his friends. For this 11

research, the researcher will make an investigation to his friend, she is the English teacher at The Catholic Senior High School who teach English at XI grade.

CHAPTER III RESEARCH METHOD

3.1 The Design of the Research Related to the problems faced by the first grade students of The Catholic Senior High School, the researcher designed his research in form of CAR (Classroom Action Research). This action research was employed in order to answer the research question. It can be inferred that the identified problems can be overcome by employing action research. It can also be understood that classroom action research is an action research conducted by the teacher in the classroom. Collaborative action research aims to establish group of learning. They learn something by doing something. They work together and commit to make a change of their students, themselves, and their educational works. 3.2 Setting and Subject of the Research The research conducted at The Catholic Senior High School where the researcher has been teaching English for seven years. The Catholic Senior High School is located at Jalan Danau Poso No. 23 Palu Barat. The subjects of the research were students of XA grade who registered in academic year 2010/2011. This class consists of 40 students: 21 girls and 19 boys. The students grouped into three parallel classes (XA, XB, and XC). The research was conducted in particular to the students of XA grade. 3.3 The Procedure of Classroom Action Research It is important to determine the design of the research before doing CAR (Classroom Action Research) because the design of the research can determine the success of a research program. The researcher employed descriptive qualitative research. The research was described in some stages. Flow Chart of CAR

12

The teacher implemented the plan well, thoroughly and correctly. The implementation of the plan must be observed naturally using instrument prepared. After the observation, the researcher began to analyze toward the events that occurred in the flow of the research as the part of critical thinking to the sequence of planning, implementation, observation and the reflection.

3.4 Technique of Data Collection 1. The researcher was helped by collaborator. He took place to observe and photograph the researchers performance and the students participation while teaching and learning process was running out. All of the data gained through observation was documented in observation check-list. Meanwhile, the researcher also observed the students activities while he was teaching. He wrote down all of important things had observed into field notes. 2. In collecting the data, the researcher applied questionnaire and achievement test. 3.5 Instrument of Data Collection 3.5.1 Questionnaire 3.5.2 Observation Check-List 3.5.3 The Field-Notes 3.5.4 The Achievement Test Scoring System of the Achievement Test No Name of Test Number of Score of Each Items Items 1 The Text Identification 3 3 Comprehension 2 10 3 Question 3 Sentence Constructing 5 3 4 Filling the Blanks 14 2.2 5 Choosing the Words 5 3 Total 3.5.5 The Photographs 3.6 Techniques of Data Analysis Individual Score Percentage Value = X 100 Maximum Score Adapted from Tuckman (1978:102)

Total Scores 9 30 15 31 15 100

13

The total of successful students Classical Achievement = X 100% The total students joining the test Adapted from Margono (1996:208) 3.7 The Criteria of Success In relation to the objective of the research, the criteria of success as a parameter to determine whether the cycle applied success or not in research. The success of cycles was determined by the students progress in achievement test. In other words, this research was successful if 70% percent of the students get scores equal or greater than 70.

CHAPTER IV DATA PRESENTATION AND ANALYSIS

4.1 The Result of the Achievement Test 4.1.1 Cycle I a. Planning In this planning the researcher designed his teaching by using three phases of teaching-learning steps namely; Pre-reading, While-reading and Post-reading. b. The Implementation of the plan and Observation 1) First Meeting In pre-activity, the researcher attracted the students learning interest, motivation and schemata by asking some questions: 1) Mention some patriots from Sumatra! 2) Did they fight to our freedom? 3) Are they still remembered by Indonesian as a brave patriot at the time? 2) Second Meeting The teacher reminded the students the comprehension questions they would recognize while reading (what commonly indicates thing, where indicates place, when indicates time, why indicates reason, who indicates person as a subject whom as the object and how indicates way of doing an activity). The teacher familiarized the students with pronoun and possessive pronoun by explaining and gave them examples. The researcher familiarized the students with the text organization by asking them to observe the text as a whole; paragraphs, sentences, lines, even words.

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c. Observation The observation was the researcher implemented integrated skills approach which concern to the teachers; way of implementing the approach and the process of students did tasks based on the instruction, procedure and guidance given by the teacher. d. Assessment 1) First Meeting To see the students reading skill development after the implementation of the technique, the teacher measured the students reading skill by accomplishing the reading tasks for the students after the teaching- learning process. 2) Second Meeting In the second meeting, the researcher measured the students reading comprehension concerning about the material they had learnt in teaching-learning process. The researcher gave the students assessment after they had engaged the real reading. The students frequency and percentage of success / failure in Learning achievement in the 1st and 2nd meeting of cycle I SCORE CATEGORY 90 - 100 80 89 70 79 70 < ACHIEVEMENT CATEGORY Very Good Good Average Low FREQUENCY (n) 2 9 3 26 PERCENTAGE (%) 5 22.5 7.5 65

No 1 2 3 4

The number of who successful were 14 of 40 students or 35%. There were 2 students or 5% at very good category, 9 students or 22.5% at good category and 3 students or 7.5% at average. The number of students who failed and need improvement was 26 students or 65%. The increase of students reading comprehension in the form of frequency and percentage is 13 students or 32.5% in the first meeting become 19 students or 49.5% in the second meeting. The increase is 17% namely from 32.5% in the first meeting to 46.5% in the second.

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f. Reflection 1). The researcher: a. The researcher did not sufficiently motivate the students to rise up their knowledge, thus some students asked each other about the text while they were asked to do the tasks. It means they still have not good recognition about the material. b. The researcher did not sufficiently explain thoroughly and give example about location of referent in the first meeting. c. The researcher did not effectively control the time use, thus some students spend too much time in reading the text. Some students need extra time in finishing their tasks in second meeting. d. The researcher did not maintain the students learning in group for all meeting. The students were also taught in the class as a whole. 2). The students: a. The students found some difficulties to understand the content of the text. They got difficult to conclude the idea in the text, particularly in the first meeting. b. The students tended to translate word of the paragraph to find out the difficult words. c. The students got difficult to cope perfectly the answers of Why and How questions (these questions need explanation). d. The students needed exercises to read with skimming and scanning reading strategies find the answers in the texts. The Progress of students Learning achievement in two meetings during cycle 1
50 40 30 20 10 0 Achievement I Achievement II
Meeting I Meeting II

The students progress during two meetings in cycle one is 17% (from the starting point 32.5% to the last 49.5%). The result of second meeting did not obtain the criteria of success. The researcher continued the research into cycle II. The reason was that the data obtained was still not completely support the need in obtaining teaching objectives. The process to train the students to be better and skill full in reading still need exercises. Sufficient training to minimize the students reading 16

comprehension development is still needed. The percentage of students who got score more than 70 or more based on the criteria of success were only 32.5% (in meeting 1) and 49.5% (in meeting 2). For those reasons above the researcher needs to revised the plan to be better implemented in cycle II. g. Revised Plan The percentage of students got score more than 70 as the criteria was only 14 students or 35%. It did not show yet significant improvement. The researcher should maximally motivate the students to rise up their knowledge by giving more explanations and examples. Then, the researcher needed to improve class management, it directly affect the success of the teaching learning process. Those reasons above the researcher needed to revise the plan to be better. 4.1.2 Cycle II a. Planning Based on the researchers experience in cycle I that the teaching-learning process in two meetings had not given significance improvement, this research would be continue to cycle II. b. The Implementation of the Plan 1). First Meeting In pre-activity, the researcher began his teaching by asking the students questions to raise up the students schemata relating to the topic. He asked the students some questions: to check whether the students were ready to attend the class. 2). Second Meeting The teacher asked the students to intensively read the sentences in the text. The first sentences, second, third and so fourth to the last. The teacher remained the students about comprehension questions and asked them to consider the correct answers in the text. In Post-activity, the researcher ended his teaching after collecting the students task 1 and task 2 and summarized material in the teaching. c. Observation 1). First Meeting The researcher informed to the students that the teaching-learning process with integrated skills approach would be done until the data needed in this research available in sufficient. The researcher would conduct his research until the data needed support the researchers report. To begin the class, the researcher started to teach by asking students some questions to lead them to the topic. The students were joyful in answer the researchers questions. They commonly ready to join the class. All students looked relax, but focus to the points they learnt. Three minutes later 3 17

students respond was they had been joining one of the students OSIS meeting. He made improvement to the cases that he failed to do well in cycle I. The students were ready to join the class. No one of them went out of the class until the end of teaching. They joined the class and assigned their tasks successfully.

2). Second Meeting The teacher motivated the students by asking about their experience in joining the reading class handled by the teacher. Some students answered that they got new experiences. The way the researcher began the class by asking the students questions seems could motivated the students. Students were enthusiast in answering the questions. When the researcher asked them questions about the story, the students could answer who were the participant in the story, the rising problem in the story and how the end of the story whether it was sad or happy ending. When the researchers distributed the text and gave instruction of what and how to do the task the students where involved in the situation of real teaching. d. Assessment 1). First Meeting In the meeting the students did two kinds of tasks. 2). Second Meeting The students frequency and percentage of success/failure in Learning achievement in the 1st and 2nd meeting of cycle II SCORE CATEGORY 81 - 100 80 89 70 79 70 < ACHIEVEMENT CATEGORY Very Good Good Average Low FREQUENCY (n) 6 21 10 3 PERCENTAGE (%) 15 52.5 25 7.5

No 1 2 3 4

Noticing the result of assessment showed in the table above, we know that there were 37 students or 92.5 % achieved the criteria of success. There were 6 student or 15% at the level very good, 21 students or 52.5% at level good, 10 students or 25% at level average, and the 3 students or 7.5% at level very poor. In short, the percentage of students success based on the criteria of success is more than 85%. The students result of assessment after the second meeting of cycle II was satisfied with a significant progress. 18

f. Reflection 1). The researcher: 1. The researcher understood more about the reading comprehension and implemented the integrated skills approach better than before. 2. The researcher maximally digs the students preliminary knowledge to activate their thought to recognize the materials the learnt. 3. The researcher optimally controlled the class, so the situation during teachinglearning- process was going on joyfully. 1) The students: 1. The students were more enthusiastic to join the teaching-learning process, no students were absent during the second meeting and only three students went out of the class for a while when the teaching-learning went on. 2. Some students were braver and felt free to communicate to the teacher when they have idea to consult. 3. The students were more interested to join the teaching-learning when they were engaged in the group of learning. The Progress of students Learning achievement in two meetings during cycle II
100 80 60 40 20 0 Achievement I Achievement II
Meeting I Meeting II

The reason was the criteria of success had been achieved. Every important case that activated the students reading sub-skills which support the development of students reading skill had been taught in the implementation of the technique. The most important thing is that the teaching objectives had been achieved and the positive effect of technique implemented in the teaching-learning process showed significant progress through five times of teaching. Thus, teaching-learning through integrated skills approach in this research was stopped.

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The students learning achievement in cycle II and the progress during the implementation of the plan, both in cycle I and cycle II can be seen in the following diagram: The Students Graphic of progress in learning achievement both in cycle I and cycle II
100 80 60
Cycle I

40 20 0 SILA (cycle I) SILA (cycle II)

Cycle II

Meeting 1 and 2 of cycle I, frequency: 14, percentage: 35% Meeting 1 and 2 of cycle II, frequency: 37, percentage: 92.5%

4.2 Discussion 4.2.1 The Implementation of Integrated Skills Approach As the focus of this research is to see the affect to the implementation of integrated skills approach to improve students reading comprehension, the main concern to be discussed in this case is how the researcher implements integrated skills approach in reading class to students of XA grade of The Catholic Senior High School. The process of implementing the technique step by step influenced the students competency in reading which automatically correlates to the students improvement of reading text. Teaching reading through integrated skills approach was expected to affect to the implication of reading strategies to the improvement of students reading comprehension. How the researcher specifically trained the students to understand the reading text such the skill in finding information in the text through the application of reading technique to enable students easily understood and extracted the content of the text they read. How the teacher improved his teaching better than before, hence it would become meaningful experiences for the students to become independent readers. The process of how the students reading comprehension be improved as the teaching objectives was done in some teachinglearning process. The teacher applied the strategy in such way in some meetings to 20

see if it can affect to the students reading comprehension, hence, the result of the students works in finding the information from the text during reading activities will be seen as a proof of the development of students reading comprehension. The frequency and the percentage of the students in each meeting of each cycle give us description of how the students learning process with technique and reading strategies bears progress to the development of students reading skill. 1. Cycle I In cycle I, the students joined teaching-learning with the technique implemented as a new experience. The reason was the researcher himself found the students not familiar with the three main points, particularly in the firs meeting. Therefore, the researcher tried to implement integrated skills approach as well as he could, although in the first and second meeting of cycle I, the researcher failed to do optimally. For the researcher, the implementation of integrated skills approach is something new. The researcher needs experiences to be able to implement it well. Through integrated skills approach the students were familiarized to the questions about main idea. Such as: comprehension questions, identifying kind of text and its language feature, constructing the sentences, and fill the blank. The students were trained to apply skimming and scanning technique that provided the students experience to find the main idea by reading first of three first sentences at the very beginning part of the text. The researcher asked the students to guess the meaning of difficult words in the text and asked them to link the meaning of words between the sentences, predict the clue in the paragraph to be able to get the main point in the text. Students were given explanation about the specification of the 5 W and 1H questions such: question What commonly need answer about the Thing, questions Where need answer about the Place, Question How need answer about the way of someone doing an activity. Moreover, it was crucial for the students to be given explanation of pronoun, personal pronoun and possessive pronoun that commonly used in expressing the location of referent. It pointed or referred to the something stated. The result of observation and the field notes was in accordance with the situation the researcher experienced during the implementation of the technique. The researcher did not implement the technique optimal, one of three main pointed in the first meeting and second were not explained well even tough it has been planned before. From the result of students learning achievement in the first and second cycle I, it could be seen that the frequency and percentage of students who failed to achieve the target based on the criteria of success was 67.5% in the first meeting, 52.5% in the second. This number shows that the implementation of the technique should make the implementation optimal to obtain the criteria of success significantly. The result shown in diagram 4.1 is the stages the students reading skill developed in two meetings and the value of 35% was an indicator that the criteria of success were not obtain at the end of cycle I. However, the researcher assumed this 21

was not a progress, hence the researcher continued the research to cycle II because there were two reasons he would the students developed. First, the students were commonly not familiar with the term of specific information including the specification of 5 WH and 1 H questions, location of referent and the thing that was built it up such as pronoun since the beginning of researchers teaching. Therefore, they need to understand them well through exercise. Second, the frequency and the percentage of the students who need improvement still showed high value that were 26 students or 65% failed to obtain the category of success. This level was the level at which students skill should be developed until they reach minimal the criteria of success. The condition above was because the students tend to answer the comprehension questions incompletely, particularly for the questions of How and why. Some of them tend to answer those two questions in simple (they did not copy the answer completely). This condition is the proof how the students should be trained to make them be skillful readers. When the students are able to extract the content of the texts they read, the objective of someone do reading activities is obtained. 2. Cycle II In cycle II, the teaching learning process conducted in two meetings. The plan of cycle II had been revised based on the lack in the first cycle. The teacher improved his teaching by doing the series of the teaching plan step by and noticing all aspect that support the teaching-learning process and the lack of the teacher in implementing the plan. Besides that the teacher explained and gave the students examples of the five points of how to answer comprehension question correctly, identifying kind of text and its language feature, constructing the sentences, and fill the blank, since this was not done completely in the first cycle. Since the assessment was given in every time after the implementation of the plan, the process of analyzing data was also organized in meetings. The result of students learning achievement would be interpreted in each meeting each in cycle II until it showed the significant result. The assessment result after the calculation in the first meeting of cycle II basically showed significant progress. It was assumed as the affect of the implication of revised plan that was stressed in some activities that the researcher felt to do in cycle I. For the researcher, he recognized the revised plan and the improvement in implementation as the way to make everything in teaching-learning process better. Every aspect that the researcher felt to do in cycle I was improved in such a way in cycle II. The amount and the percentage of the students who were success in four achievements in each cycle was the indicator of students reading skill development. It showed rising from the first cycle 14 students or 35% through second cycle 37 students or 92.5%). The progress from the starting point to the last meeting was 58 %. The findings above influenced the result of the students achievement in reading test. 22

The result of the test was satisfied. The percentage of students achievement met the criteria of success. 4.2.2 Students Reading Competence Students reading competence which refers to the students capability to comprehend the content of the text was developed in two cycles of teaching. The students competence before and after the implementation of the technique were different. The result of learning achievement in first meeting of cycle I, which also become the starting point showed percentage of the criteria. The four times of teaching through integrated skills approach, the students competence showed progress that was proved by the achievement result that showed 35% to 92.5%. Therefore, the progress was 58%. Considering the progress of students learning achievement, it was a satisfied result. The implementation of integrated skills approach affect to the students reading comprehension which automatically affect to the students competence in reading. The signification result as the cause the researcher stop the research in the second meeting of cycle II was automatically influenced by the technique implemented. In relation to the teaching reading to developed students reading comprehension through integrated skill approach, the students were taught through procedures.. They needed to be familiar with the text organization to be able to address the answers of the questions they need. Through the guidance they were trained to find the main idea, specific information and location of referents in the text.

CHAPTER V CONCLUSION AND SUGGESTION 5.1 Conclusion Based on the research question, the objective and data analysis in this research, the researcher finally drew conclusion that: the implementation of integrated skills approach in teaching reading comprehension is effective to improve the reading skill of XA grade students of The Catholic Senior High School. The effectiveness of implementation integrated skills approach can be achieved by preparing lesson plan, teaching material, teaching media, and implementation of integrated skills approach; preparing suitable teaching materials and media to create joyful teaching and learning process; preparing worksheets for helping students to organize their work during the implementation of integrated skills approach; moreover having the students concentration. 5.2 Suggestion 1. Since the integrated skills approach was easy for the students to adapt, this method could help students to solve the problem when they answer the comprehension 23

questions, identify the referent words, and construct sentences because it enables the students to comprehend a reading text as a whole. 2. To get satisfied result in implementation of integrated skills approach, the teacher should select the appropriate technique, even strategies to be implemented well and optimally. Integrated skills approach is one recommended to be recognized as an alternative choice and solution in improving the students reading comprehension and to have teaching-learning process successful, the teacher should teach the students interestingly based on the students need and interest, otherwise, the students would not perform serious and joyful learning condition, and automatically, it will affect to the students learning progress. 3. It is recommended for other researchers who are interested in conducting the similar research that integrated skills approach is a solution to cope the students difficulties in comprehending the reading text. The objective is to enable students to concentrate while reading.

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