CHAPTER I
INTRODUCTION
A. Background
Emirfan T mulyadi (2011) says that reading
originates from English, because when we study and comprehend a text (English
text) we will comprehend everything about the text. Through reading, we will
comprehend sentence structure (grammar), words (vocabulary), we also can
comprehend how to make good paragraph. So, it is not exaggeration if reading is
originates of reading.
Reading is one of the skills that the
students should master in learning English. Reading skill becomes important in
the education field. This skill is needed to get the information from the
English sources. Therefore the learners have to be able to read the sources
effectively and efficiently.
Reading is also something crucial and indispensable
from the students because the success of their study depends on the greater
part of their ability to read. If their reading skill is poor, they are very
likely to fail in their study or at least they will have difficulty in making
progress. On the other hand, if they have a good ability in reading, they will
have a better chance to succed in their study.
The fundamental goal of reading
comprehension is to know science concept and the language its self. To
students, this is a bridge to understand specific book that is written in
English. Which they are required to read.
In reading comprehension, learners have
to be able to identify topic sentence and main idea, make inference, find cause
and effect, find out detail information, check reference word and check
vocabulary in context. Those are essential Aspects or elements to comprehend
the information in reading a text.
According to explanations above every
student should have good ability in reading to support their learning process. Good
reading ability will help student easier understand and comprehend their study
material, beside that through good reading ability will delivered student have
good ability in other English skill.
To create students who have good reading
ability is not an easy job. Teacher should choose and use good learning strategy.
Martinis Yamin ( 2011 ) says that there is no the best strategy, every strategy
is good according to situation and condition where and when it will be used. It
means teacher have big role to decide what strategy can be used in a class to
improve student ability because teacher is the first person who knows very well
her or his class.
Based
on the writer’s observation at Senior High School 6 Muaro Jambi Regency and the
strategy used in classroom reading
program tends to draw at leaser
four steps namely;1) read the passage of the text,2) find out the
difficult words,3) give the questions, and 4) answer the questions based on the
text (October 2012). The writer assume that this strategy still has a disadvantage, is student still confused to
comprehension the text and they cannot
interpret the idea in each written English paragraph. And the students don’t
feel attractive by class room reading. But the biggest problem of this learning
strategy is only some students whose active in learning activity, other
students never do anything and only be passive listener when learning process
and when teacher give question or test they hope they can take answer from some
other students whose study seriously. If teacher give oral question they only
follow what their friend said because they realize that their teacher never
have enough time to ask them one by one. In other word most students never
contribute anything in learning. If we let these conditions it will create most
and most student failed. We must overcome it as soon as possible through choose
new strategy that suitable to situation and condition of student. The students
at the preliminary study that reading test at the first semester 2012/2013 academic
year class there were most student got score under minimal passing grade. The
student cannot able to identify topic sentence and main idea, make inference
and find out detail information. Therefore comprehension is important element
in reading. One way to improve reading comprehension text is teacher must be able to create optimal
learning comprehension text by Elaborative Interrogation strategy because
Elaborative interrogation type is cooperative learning which the student cooperation with their friend as fair group.
Melvin
L. Siberman ( 2011 ) said that unforgettable learning can be created through
giving question and getting answer. These activities include in Elaborative
Interrogation strategy. Students work in fair group, make why questions and
formulated the answer, and then they will exchange their question to another
fair group, after that each group will hypothesize the answer of other group
question.
The
writer considers that Elaborative Interrogation Strategy is one off crucial
aspects that play an important role to achieve appropriate reading
comprehension and in improve student reading comprehension, because these
strategy to improve student reading comprehension, the teacher has to be able
to apply the strategy which are understandable and enjoy able for the students.
Elaborative
Interrogation is a learning strategy designed to enable students to learn
information that is divergent and a high level through fair or group work. The
group is an important concept, because will not be separated from the learning
context can be interpreted as a collection of two or more individuals who interact face to
face, and every individual realizes that he is part of the group, so they have
felt, and feel positive interdependence that is used to achieve a common goal.
This
strategy can optimize all the potential that exists in students in learning,
because during the presentation involving students actively, both mentally
andphysically.in this learning, student responsibility toward learning is
greater because the students more work than just to listen information.
Elaborative
Interrogation engages students in activating and using their prior knowledge
about a topic in order to improve their comprehensions and memory. (Dough
Buehl, 2001, p.50)
Elaborative
Interrogation is a strategy that emphasizes cooperative learning by giving
students the opportunity to actively help build mutual understanding. Use this
technique to assign students to read the group consist of the question that given by other groups and
also give question to other group. Each member group is responsible for the
“expert” to answer the questions. Therefore based on the explanation above, the
writer is deeply interested is doing a research about “ Improving Students Reading Comprehension by Using Elaborative
Interrogation strategies at the Eleventh Grades Student of the Senior High School
6 Muaro Jambi Regency ”.
B.
Identification
of The problems
In Senior High School 6 Muaro Jambi Regency, reading as
one of the English skills is also though. However, as it is observed, is still
occured the problem of low learning achievement. This can be seen from the
daily reading test at the first Semester 2012/2013,most students got score
under minimal passing grade. Student cannot identify topic sentence in main
idea, make inference and find out detail information. So, a strategy which
provides a better way in comprehending a text is needed taught to make them
understand well the problem above.
C. Limitation of The Problems
This
research is aimed at improving students reading comprehension through Elaborative
Interrogation strategy in Hortatory Exposition text at the second years student
of the Senior High School 6 Muaro Jambi Regency.
D. Formulation of The
problem
Based
on the background above, the problem of this study is formulated into the following
question;
“Is
students reading comprehension can be improved through Elaborative
Interrogation strategy ?”.
E. Significance of Research
This
study briefly discusses the applying Elaborative Interrogation strategy in
teaching reading in it may contribute to a useful insight in English teaching. Moreover,
by knowing the positive effect of Elaborative Interrogation strategy.
1.For the teacher, it will contribute to
the use of Elaborative Interrogation strategy in learning process. Teacher to
select appropriate method and motivate their students to learning English
especially in reading comprehension.
2. For student, by knowing
application cooperative learning Elaborative Interrogation, it will improve
student’s reading comprehension.
F. Research Purpose
The research purpose is an
attempt to discover the truth of a knowledge, which mentioned effort done with
the scientific method. In accordance with title suggest, the purpose of this
study is :
1.Want to know how students reading
comprehension be improved through Elaborative Interrogation Strategy at the
Eleventh Grades of State Senior High School 6 Muaro Jambi?
CHAPTER II
REVIEW
OF RELATED LITERATURE
A.
The
Nature of Reading Comprehension
Being a good teacher of
reading starts with an understanding of what reading is. What exactly happens
between text, brain, and eye when we engage in this delightful, magical
practice called reading? Reading is the practice of using text to create
meaning. The two keywords here are creating and meaning. If there is no
meaning being created, there is no reading taking place. ( Andrew p. johnson, 2008,p.3 )
Reading is an important way for learners
to get new language and practice language “reading is as an essential
interaction between language an through in which the writer encodes his thought
as language and the reader decodes the language into thought
Reading is composed of two main processes: decoding and comprehension. These
two processes are independent of one another, but both are necessary for
literacy. Decoding involves being able to connect letter strings to the
corresponding units of speech that they represent in order to make sense of
print. ( Patricia Wolf and Pamela Nefills, 2004,p. 9 )
Reading is
ability to draw meaning from the printed page and the interpret this
information appropriately; however, quibbling over the exact wording of such a
definition, it is, nonetheless , insufficient as a way to understand the true
nature of reading abilities. There are four important reasons why this simple
definition is inadequate;
1)
First,
it does not convey the idea that there are a number of ways to engage in
reading. A reading has several possible purposes for reading and each purpose
emphasis a somewhat different combination of skills and strategies.
2)
Second,
it does not emphasis the many criteria that define the nature of fluent reading
abilities, it does not reveal the many skill, processes and knowledge bases
that act in combination, and often in parallel, to create the overall reading
comprehension abilities that we commonly think of as reading .
3)
Third,
it does not explain how reading is carried out as a cognitive process that
operates under intense time constrains; yet, these very rapid time processing
constraints are essential to understanding how reading comprehension work for
the fluent reader .
4)
Fourth,
it does not highlight how the ability to draw meaning from a text and
interpret this meaning varies in line
with the second language proficiency of reader (William Grabe and fredrecka L
Stoler, 2002, p.9 )
Comprehension involves
higher-order cognitive and linguistic reasoning, including intelligence,
vocabulary, and syntax. Theoretically, reading comprehension is a process of interaction
between the reader with the text and the reader relates the idea from the text
to prior experiences and their knowledge .In other word, comprehension is a
process by which the reader constructs meaning by interacting with the text.( William Grabe and fredrecka L Stoler, 2002 p.9 )
Reading
comprehension is defined as the level of understanding of writing. Proficient
reading depend on the ability to recognize words quickly and effortlessly, if
word recognition is difficult. Students use too much of their processing
capacity to read individual words, which interferes with their ability to
comprehend what is the read.
Reading
comprehension is defined as the level of understand of writing. Reading
comprehension is defined has the level of understanding of a passage or text.
According to Rubin (1982 in Nuria Fitri 2011) two major abilities in reading
comprehension involve meaning of word and phases a well as the content and
reasoning with verbal concept. Besides, the states that comprehension involves
thinking the basis of good comprehension. Then is an understanding of the
manner in which word are used into meaningful phrases into sentence into
paragraph. Buehl (2002) reading comprehension the process of obtaining meaning
from print is fundamental to learning in the subject we teach. Reading
comprehension was described more as a skill than as an active mental process.
We conceived reading to be the skill of recognizing letters and words. Which lead
to the ability to connect words into sentence, sentences into paragraphs and
paragraphs in to longer discourse that represents various themes or idea. We
regarded getting the main idea, identifying the important details, making
inferences, and other such behaviors as the gist of comprehension.
Comprehension
is not always effortless and fast, of course. When beginning readers struggle
over individual words, reading is slowed to a near halt and deeper levels of
comprehension are seriously compromised. This happens when proficient adult
readers struggle with technical expository text on unfamiliar arcane topics,
such as a mortgage on a house or the schematics of computer’s operating system.
Cognitive strategies are particularly important when there is a breakdown at
any level of comprehension. A successful reader implements deliberate,
conscious, effortful, time-consuming strategies to repair or circumvent a
reading component that is not intact. (Daniel S. Mc Namara. 2007,p. 4)
To
be a reader who have good reading comprehension we have to practice and
practice. To create good student’s reading comprehension teacher have to
provide more practice for the student.
B.
Teaching
Reading in English Foreign Language Context
Teaching
reading in EFL is a bit different than the way native speakers are taught to
read. while vocabulary is an important part of reading, teaching the reading
skill of surveying. Skimming, scanning, inference, predicting, and guessing are
just as important
While
most of the strategies used in both the setting were similar, three
modifications indicated in bold had to made. Firstly, the strategy of skimming
for the writer’s thesis at the pre-reading stage was followed for ESL students,
but had to be delayed and moved to the while-reading phase for the EPL
students. The cognitive demands of using a global strategy as early as at this
stage, even before they had become comfortable with the text, was very
challenging for EPL students. .Secondly, at the while-reading stage, it can be
seen that with the ESL students I was able to delve straight into paragraph
level analysis. However, with the EFL students, I had o take a bottom-up
approach by focusing on difficult vocabulary (identified by them) in the text.
This is because I noticed that they were psychologically more comfortable only
if they had and understanding of the difficult words. Thirdly, identifying the
writer’s thesis came in only after the paragraph level analysis using SPORM, as
this would give the EFL student some idea of the information in the paragraphs
which can help them identify the thesis statement. This understanding from the
paragraph-level analysis can also enable them to identify paragraph-thesis
support. As can be seen the approach at this phase was more bottom-up.
Theoretically,
while a top-down approach was effective with ESL students, with the EFL students
I had to use a more bottom-up approach because they needed the focus of
teaching to be on the word and sentence level. This could be because of their
limited linguistic resources.
Though
cognitively challenged by the content, the use of their L1 enable then to
understand content and to express this understanding in English in spite of
their language constraints. Allowing them to use their L1 and the bilingual
dictionary transformed the classroom atmosphere into a more participatory
setting.
Researchers
in first language acquisition have contributed much to the understanding of how
reading process develop. First language research has found that reader’s
purposes and approaches to texts differ not only by text, but by the individual
reader. Second language researchers have drawn upon this information and have
found similarities between the reading strategies of first and second language
readers. Furthermore, second language researchers have learned how expectations defined by a reader’s culture
influence what the reader understand when reading.
By
the 1970s, research one reading one’s first language had been flourishing,
think of what is going on outside your classroom door. Once your students leave
your class, with language will they hear in the hallways or, in case you are in
the foreign language department hallways, out on the sidewalks and in the
stores ? second language learning context re those in which the classroom
target language is readily available out there. Foreign language context are
those in which student do not have ready
made context for communication beyond their classroom. Teaching English in
japan or morocco or Thailand is almost always a context of English as a foreign
language (EFL).
The
seemingly clear dichtonomy between ESL and EFL, however, has been considerably
muddied in recent years with increasing use of English worldwide for a variety
of purposes (Nayar, 1977) first, ESL context vary from an American or british
context, where monolingual native speakers abound, to countries such as India
or Singapore, where English widely used second language for education,
government and commerce, to Scandinavian countries, where English has no
official status but is commonly spoken by virtualy every educated person .
Communicative
language teaching in what we might broadly categorize as an EFL context is
clearly a greater challenge for students teachers. Often, intrinsic motivation
is a big issue, since students may have
difficulty in seeing the relevance of learning English (Douglas, third edition,p.135)
Scholar
and teachers have made a distinction between EFL (English as a foreign
language) and ESL (English as a second language) EFL described situations where
students were learning English in order to use it with any other English
speakers in the world-when the students might be tourists or business people.
The
distinction has become difficult to sustain, however for two reasons. Firstly,
many communities-whether in English-or on-English-speaking countries-are now
multilingual? Secondly, however, many students of EFL use English in global
context, as we have seen. Using English for international information
communication, especially on the internet, means that our students are in fact
part a global target language community ( the target language being not British
or American English but as we have seen , some form of world English.)
C.
Cooperative
Learning
Cooperative learning is a series of learning activities
undertaken by student in a group-specific group to achieve the learning
objectivies have been formulated. The presence of four important elements in
the SPK (cooperative learning strategy), namely; (1) of the participants in the
group (2) the group rules (3) the effort to learn (4) the goals that must be
accomplished (Sanjaya, 2010, p. 241 )
According
to slavin ( 1995) suggested two reasons, first, some studies show that the use
of cooperative learning can improve student achievement all at once can enhance
the ability of social relationships, develop
acceptance of self and others lack, and can enhance self-esteem .
second, cooperative learning can be realization needs of students in learning
to think, solve problems, and integrate knowledge with skilled from two
reasons, then the cooperative learning is a form of learning that can improve learning
systems so far have drawbacks .
According
to Roger and David Jhonson said that not all learning is considered biased
group cooperative learning. To achieve maximum results, five elements
cooperative learning should be applied,
1.
Positive
independence
2.
Personal
responsibility
3.
Face
to face promotive interaction
4.
Interpersonal
skill
5.
Group
processing
In
class students learn together cooperatively in small groups of 4-6 students on
an equal but heterogeneous, ability, gender ethnicity /race and each other to
help each other. Purpose of the establishment of this group is for member only
opportunity for all students to be actively involved in process the member an
opportunity for all students to be actively involved in the process of thinking
and learning activities. During the study in a group , test group members is to
achieve completeness of material presented by the teachers, and friends help
each other to achieve through group learning (Trianto, 2007, p,41)
Lungren
(in Ratumanan ,2002) have cooperative skills in detail in three skill levels.
The level of cooperative skills early, intermediate, advanced level
a) Inteal level of cooperative
skill, among other ;
1. Being in the task, which
perform tasks, in accordance with its responsibilities
2. Turn retrieval and sharing
of tasks , namely to replace friend with a specific tasks and take some
responsibility in the group
3. Encouraging participation,
ie to motivate all members of the group to contribute
4. Using the opportunity,
which is the same perception/opinion
b) Skilled cooperative
secondary level among others;
1. Active listening, using
physical and verbal message to the speaker know you are energetic absorb
information
2. Asked, namely request or
ask for further information or clarification ;
3. Examine the accuracy, ie
comparing the answer, ensure that the correct answer
c) Cooperative skills advanced
level
This
advanced level cooperative skills, among others, collaboration namely expanding
concepts, making inferences and connecting the gazebo-opinion with specific
topics (Trianto, 2007,p.46)
1. Principles of cooperative
learning
There are some
basic principles cooperative learning, as described below
a)
Principle
of positive dependence
In the study group, the successful completion of a task
so is dependent on doing business in every member of the group.
b)
Individual
responsibility
This principle is a consequence of the first principle,
because of the success of the group depend on each of its members, then each
group member should have responsibility in accordance with their duties
c)
Face
to face interaction
Cooperative learning to train students to be active and
capable communication participation . this capability is very important to
equip then in community life in the future, therefore, before doing
cooperative, teachers need to equip students with communication for exampke the
ability of listening and speaking abilities, but the success group is
determined by the participation of each member. (Sanjaya, 2010, p.246)
d) Participation and
Communication (participation Communication )
Cooperative learning to train students to be able to
participate actively and communication, skilled is very important to equip them
in life later. Therefore, before doing cooperative, teachers need to equip
students with to ability to communicate
2. Cooperative learning
procedures
Cooperative
learning in principle procedure consists of four stages, namely:
a)
Explanation
of material
The explanation phase is defined as the delivery points
of the subject matter before the students work in groups.
b)
Learning
in groups
After the teacher explains the general picture of the
main frame of the subject matter, then students are asked to learn in
cooperative each of which has been established previously, heterogeneous
grouping of students based on group mean differences in each of its members,
both different gender, religious background, socio-economic and ethnic, as well
as differences in academic competent.
After the teacher explains the general picture of the
main frame of the subject matter, then students are asked to learn in
cooperative each of which has been established previously. Heterogeneous
grouping of students based on group mean differences in each of its members,
Both different gender, religious background ,socio
economic and ethnic as well as differents in academic competent.
c)
Assessment;
Assessment of the SPK can be don’t with a test or quiz.
Tests or quizzes done both individually and group. Individual test will give
the information capabilities of each student; and test the ability of the group
will provide information on the group. The end result of each student is a merger of the two and divided by
two. The values of each group are shared values and his group is the result of
cooperative of each member of the group.
d)
Recognition
of the team
Recognition of team ( team recognition ) is establishing
a team that is considered the most prominent or most accomplished team then
given an award or prize. Recognition and
awards are expected to motivate the team to continue to excel and also
motivating other team to be better able to improve their performance. (Sanjaya,
2010,p.248)
D.
Elaborative
interrogation Strategy
Learning
with the Elaborative Interrogation strategy begins with the introduction of the
topic that will be discussed by the teacher. The teacher writes down the topic
to be learned on the board (white board) power point or etc. The teacher
impression ask learners what they know about the topic. Brainstorming activity
is intended to active schemata or cognitive structures of learners to be better prepared to face new lesson
activities .
In
Elaborative interrogation strategy student in fair or small group will have
chance to giving and getting questions from other group. The questions is about
learning material but only can give questions use “ WHY ”.After every one have
their questions they will be able to answer the questions use this formulations
:
What I already know about this
|
|
WHY
?
Use
this formulations is very advantage for student because student not only learn
the material but also add their knowledge and comprehensions of the text.
The
strength of the Elaborative Interrogation strategy lies in the process of
analyzing important information for possible relationships. By asking why,
students are engages in a much deeper level of processing then if they merely
read the material; they are making connections and drawing possible
conclusions. (Dough Buehl, 2001, p.51)
Elaborative Interrogations Steps :
1.
Model
for students appropriate why
questions about the material the class is studying.
2.
Select
a series of factual statement from the material and present them to the
student.
3.
After
students review the statements, ask a series of why questions that will focus
students attention on implied cause or effect relationship in the material.
4.
Present
student with a formula for conceptualizing Elaborative Interrogations.
5.
As
students study new information, have them work with partner to generate why
questions about the material and to brainstorm possible responses to their
questions.
6.
Have
them exchange their questions with those of another student pair, each pair
will then reread the appreciate sections to hypothesize answer’s to their
classmate questions.
7.
Eventually
student should fell comfortable generating why questions on their own with a
variety of materials they encounter.
Advantages
1.
Student
are engaged in a more active form of questioning, which goes beyond questions
that target a literal level of understanding
2.
Students
come expect connections among information their might formerly have regarded as
isolated facts.
3.
Students are encourage to adopt a more
aggressive self-questioning attitude as they learn new material or think about
a story. Why questions lead to the asking of other important questions.
4.
Students
remember better factual information and details when they are able to discern
significant relationships.
E.
Review
of related studies
According to study before Kiki Wulandari
(2011) in class action research about improving students’ reading comprehension
through Skimming technique at eleventh grade social science program of Islamic Senior High School 4 Talang Duku
Kabupaten Muaro Jambi it was clarified that reading not only leads the students
to obtain information but it can also be pleasurable activity. The teacher’s
task to provide an interactive an a productive method or technique in teaching
reading by taking into account that not all students have ability or skills to
comprehend the message in the reading text and there are are some component
that may help the student to read effectively like finding factual information’
main idea, reference and understanding inference. So, in conclusion reading
comprehension is acquiring information from context and combining disparate
element into the new hole. It is the process of one existing knowledge to
interpret text in order to construct meaning .
Meanwhile,
according to Nuria Fitri (2012) in class action research about the application
Jigsaw Strategy in improving reading comprehentions at the first year student
of Senior High School 1 Tanah Sepenggal Bungo Regency. It was clarified that
the fundamental of reading comprehensions is to know science concept and the
language it self. In reading comprehensions ,learner have to able to identify
tofic sentences and main idea, make inference, find cause and effect, find out
detail information, check reference word and check vocabulary in context. Those
are essential aspects or elements to comprehend the information in reading a
text. So, in conclusions to get full comprehensions of a text material a reader
should get all of essential aspect of a text.
Based
on the reviews study before, it can be conclude that the problem that arises
how is the efforts of teachers to improve student’s learning with the right
approach, technique and various strategies especially in reading comprehension.
One way to improve student’s comprehension is the student’s have to be more
active than the teacher and he student’s also have to confidence. As the
teacher we have to choose the strategy which is suitable with our students’, in
other word, the review study before can be improved student’s reading comprehension
by using strategy. Because these strategy will influence the result of reading
comprehensions.
CHAPTER III
RESEARCH METHOD
A.
Design
of research
The
design of this research is a classroom action research (CAR), which adapted
from Hopkins. Classroom action research is a accurate to form an action
learning activities , which deliberately raised and occur in a class by joint
action is given by the teacher or the guidance of teachers by students. In the
implementation of actions in the classroom, then work together (collaboration)
it is very important. (Arikunto, 2006, p.3)
The
researcher used a collaboration action research in which the researcher and
collaborative teacher became a team work who worked together for solving the
problems in teaching English in order to improve students’ reading
comprehension at Senior High School 6 Muaro Jambi Regency.
Procedure
research of this classroom action research (CAR) done to improve student’s
reading comprehension, the process implemented gradually until the
implementation of this research successful. This type of research comprises
four stages, followed proceed by preliminary study, planning the action,
implementing the action, observing the action and reflecting the action
These stages
form a spiral;
Figure3.1 below
describes the activities of each step o this study
Spiral Class Action
Research (Hopkins, 1992
Model Picture Class Action Research By Hopkins
Plan 
Reflective
Action/ Observation
Revised
Plan
Reflective
Action/
Observation
Revised
Plan
Reflective
Action / observation
B.
Setting
and Subject of the research
This
research will be conducted at the Senior High School 6 Muaro Jambi Regency.
This action class is to apply Elaborative Interrogation strategy in improving
students reading comprehension at the second years there are 15 boys and 14
girls student of Senior High School 6 Muaro Jambi Regency.
The
subject of this research are the students class XI IPS 2 of Senior High School
6 Muaro Jambi Regency second semester .
The
writer choose State Senior High School 6 Muaro Jambi because it close to
writer’s home, so easier for writer to go there. Besides that, the writer is
graduated of this school it make writer can communicated with the English
Teacher intensively.
C.
General
Procedure Of Research
1. Preliminary Study
The
preliminary study identified the problems of teaching learning of reading
comprehension class XI IPS 2 at Senior High School 6 Muaro Jambi Regency From
the observation on October 2012 it was found that in Senior High School 6 Muaro
Jambi Regency. The Strategy used in classroom reading program tends to draw at
least for step namely; 1) read the passage of the text 2) find out the
difficult words 3) pose the questions and 4) answer the questions based on the
text. The writer assume that this strategy still has a disadvantage, that is
students still confused to comprehend
the text and they cannot interpret the idea in each written English
paragraph the students that reading test at the first semester 2012 / 2013 academic
year class there were most students got score under minimal passing grade. The
students cannot able to identify topic sentence and main idea, make inference
and find out detail information at Senior High School 6 Muaro Jambi Regency.
But the biggest problem of this learning strategy is only some students whose
active in learning activity, other students never do anything and only be
passive listener when learning process and when teacher give question or test
they hope they can take answer from some other students whose study seriously.
If teacher give oral question they only follow what their friend said because
they realize that their teacher never have enough time to ask them one by one.
In other word most students never contribute anything in learning. If we let
these conditions it will create most and most student failed.
2. Planing the action
In relation the application of collaborative action
research, the research and the collaborator design a plan of action in order to
bring about improvement in a specific area of the research context. At this stage,
the process of step Elaborative Interrogation;(a) design teaching reading
strategy by applying Elaborative Interrogation (b) a lesson plan (c) reading
material and (d) determine indicator of performance .
a) Designing Teaching Reading
Strategy
The researcher and collaborator design
by applying Elaborative Interrogation strategy in improving students reading
comprehension. Elaborative Interrogation is part of cooperative learning which
Elaborative Interrogation is an attractive strategy and effective to help students
in teaching reading. Elaborative Interrogation strategy can be used in subjects
such as science and social studies to improve comprehension in these areas as
well as reading . the process of creative Elaborative Interrogation strategy on
teaching reading comprehension that students divided into several small group
or fair group and each group was assigned to read the assigned section and
students limited only on several comprehension indicator namely ; finding main
idea, finding detail information and finding inference and answer questions
from the member of the group.
b) Designing a lesson plan
The lesson plans are deigned to be the guideline in
implementing action by applying Elaborrative Interrogation strategies.The lesson
plans are designed per meeting in each cycle. Which standard competences is
comprehend the meaning of functional written text and simple short essay in Hortatory
Exposition in interact in daily life context and in access the knowledge and
the basic competence is respond the meaning in simple short text accurately,
clearly and acceptly that using variety written text in daily life context.
Each lesson plan is conducted in three activities ; introduction, core
activity, and closing
.
c) Preparing reading material
Reading material prepared based on the instructional
objectives stated in each lesson plan. The material used in each meeting are
taken from different sources namely in the book English Alive Senior High School Grade XI,
Interlanguage English for Senior High School XI, Students Worksheet for Senior
High School XI and also other related sources.
d) Determining indicator
performance
The applicator of this strategy can be
said successful if there are 85% of the students involved actively in teaching
in learning process. The researcher determines 70% of the students successful
in doing the test and successful in gain minimal passing grade with score more
than or equal to 75. The researcher also determine 85% of students have good
responds in questionnaire about applying Elaborative Interrogation to improve
students reading comprehension .
3.
Implementing
the action
The research acts as the English teacher while the
collaborator as an observes the teaching learning process in reading
comprehension. The researches apply Elaborative Interrogation strategy to
improve student reading comprehension. Following the implementation of the
strategy conducted by researchers in the Elaborative Interrogation ;
a. Model for students
appropriate why questions about the
material the class is studying.
b. Select a series of factual
statement from the material and present them to the student.
c. After students review the
statements, ask a series of why questions that will focus students attention on
implied cause or effect relationship in the material.
d. Present student with a
formula for conceptualizing Elaborative Interrogations.
e. As students study new
information, have them work with partner to generate why questions about the
material and to brainstorm possible responses to their questions.
f. Have them exchange their
questions with those of another student pair, each pair will then reread the
appreciate sections to hypothesize answer’s to their classmate questions.
g. Eventually student should
fell comfortable generating why questions on their own with a variety of
materials they encounter.
4.
Observing
the Action
In
the classroom, the collaborator observes and monitors the implementation of the
action directly to observe the students responses and interaction on learning
process from first time of teaching learning process until the end. The
collaborator seen, listened that happened in the classroom. The researcher
makes a checklist in reading comprehension.
5.
Reflection
It
is the final step in doing classroom action research. The research intended to
evaluate whether the implementation is successful or not. Analyzing the data
collected in accordance with the criteria of success.If the implementation of
cycle one is successful. The research will stop the research and If the
implementation of cycle one is unsuccessful, the research will revise and
conducted the next cycle.
D.
Technique
Of Collecting Data
In collecting data. The
researcher uses some method as follow;
1.
Observation
checklist
An observation checklist is a list of things that an
observer is going to look at when observing a class. In the classroom, the
collaborator observes the students and interaction on learning process from
first time of teaching learning process until end, the researcher and
collaborator determine 14 items checklist. The first phase in pre reading the students
by paying attention on strategy Elaborrative Interrogation strategies to
activate students’ schemata determined numbers 2 to 3, the second phase in during
reading to apply by Elaborative Interrogation strategy 5 to 11 the third phase
giving students a few questions to check their understanding of the material in
post reading determined numbers 12 the researcher and collaborator make a
checklist to evaluate students reading comprehension by giving a mark (√) on
provided qualifications.
With the
pattern; (H;R) X 100%
H : the number of all students
R : the number of student that giving mark
2. Field Notes
Field
notes are one means employed by qualitative researchers whose main objective of
any research is to try to understand the true perspectives of the subject being
studied. Field notes allow the researcher to access the subject and record what
they observe in a unobtrusive manner. It includes the setting of class, the
class atmosphere, the interaction between the teacher and the students, and
interaction among students.
3. Test
The
test is amount of questions or exercises or instruments which used to survey
the skill, knowledge, intelligent, ability, or trance, was possessive by
individual.
The
researcher determines the multiple choice test to measure the student’s reading
comprehension. 30 item the multiple choice test given to the students at the
end of a cycle. The highest score is 100.if each student answer one questions
correctly get score1. Each student answer one questions incorrect the score
0, student can’t answer the question that
B
Score is 0 with the pattern S = - x 100 N
S
: Score
B : Correct answer
N : Max score
4. Questionner
The questionnaire is a data collection technique that is
done by giving a set of questions or respondents to a written question to
answer ( Sugyono, 2009,p. 199)
Distributing
questioner to the subject of this research aims to obtain data or information
concerning with the students attitude by applying Elaborative Interrogation to
improve students reading comprehension
E.
Data
analysis
There
are two kinds of data to be collective: quantitative data are in the form of
numbers of scores taken from test. These are the main data to determine the
criteria of success. Quantitative data analyzed by compare score of each cycle
with criteria of success. Meanwhile, quantitative data are descriptive data
about the teaching ̶ learning process of reading comprehension class XI derived
from student’s and teachers activities to illustrate the applying Elaborative
Interrogation strategy in teaching learning process. Analysis of qualitative
data (observation) is : reduction of data, display and conclusion /
verification .
1. Reduction of data
The
data obtained from the field is quite a lot. Because of it, then it should be
noted in a thorough and detail as has been stated, the longer researchers into
the field, then the amount of data will be more and more complex and
complicated. Therefore, there should be a reduction of the data,. To resume
namely data reduction, selecting basic things, focus important thing, just
focus on the student and teaching learning process in the class.
2. Data display
After
the data is reduced, then the next step is displayed data displayed can be done
in the form of tables, graphs, phi card, or pictogram. In this research,
display data is displayed in the form of table.
3. Verification
This third step is from reduction and
data display. This step researcher concluding the research.
F.
Schedule
of research
Table 3.1
Research Schedule
|
|
|
|
MONTH
|
|
|
|
December
|
January
|
February
|
March
|
April
|
May
|
|
No
|
Activities
|
1
|
2
|
3
|
4
|
1
|
2
|
3
|
4
|
1
|
2
|
3
|
4
|
1
|
2
|
3
|
4
|
1
|
2
|
3
|
4
|
1
|
2
|
3
|
4
|
|
1
|
Preparation of proposal
|
√
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
2
|
Improvement of proposal
|
|
√
|
√
|
√
|
|
√
|
|
|
|
|
√
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
3
|
Preparation of seminar
|
|
|
|
|
|
|
|
|
|
|
|
|
√
|
|
|
|
|
|
|
|
|
|
|
|
|
4
|
Improvement of seminar
|
|
|
|
|
|
|
|
|
|
|
|
|
|
√
|
|
|
|
|
|
|
|
|
|
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|
5
|
Research permit
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
√
|
|
|
|
|
|
|
|
|
|
6
|
Research preparation
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
√
|
√
|
√
|
√
|
|
|
|
|
|
|
7
|
Research improvement
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
√
|
√
|
|
|
|
|
8
|
Script arranged
|
|
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|
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|
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|
|
|
|
|
|
|
|
|
|
√
|
√
|
√
|
|
|
9
|
Scrip improvement
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
√
|
√
|
√
|
|
10
|
Final report
|
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|
√
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Getty Images Sport/Gonzalo Arroyo Moreno
