Skripsi Circ

CHAPTER III
RESEARCH METHOD
3.1 Subject of the Study

The subjects of this study were of the seventh grade students of SMPN 1
Kerambitan on academic year 2012/2013. There were 34 students as the subject of
the study in class seventh F, which consisted of 19 male and 15 female. The
researcher decided to choose the seventh grade students of SMPN 1 Kerambitan
because they had crucial problem in reading. It could be clearly seen from the
participation of the students in every classroom activities where most of them feel
bored with the reading activities that had been applied by their teacher in every
classroom reading activities.
3.2 Research Design

This study was consistently designed by using classroom action research which is
aimed at improving students ability in reading comprehension through Cooperative
Integrated Reading and Composition (CIRC) to the students of SMPN 1 Kerambitan.
This study consists of two major cycles. Each cycle has two sessions each of which
contains of four steps namely: planning, action, observation, and reflection. This
classroom action research concerns on teaching reading comprehension and the data
was be collected by using two kinds of test that were pre-test and post test.
The pre test was administered to the seventh grade students of SMPN 1
Kerambitan in order to measure the real pre existing reading comprehension to
measure the real pre existing reading comprehension ability of the subject. The mean
score of pre test was compared to the corresponding mean scores of the post test
administered at the end of each session for the sake of establishing the degree of the
increasing reading comprehension ability of the subject.
This classroom action study was primarily intended to find out the
effectiveness of improving reading comprehension especially through Cooperative
Integrated Reading and Composition (CIRC). On account of this fact, the result of the
reflection or post test in cycle I has two sessions was used as valuable input and a
basis to accordingly revise the planning in cycle II. Therefore, cycle II has two
sessions was started with revised planning (RP) which was assumed to be more
effective than cycle I. Each cycle has two sessions. The degree of effectiveness of
teaching reading comprehension by using CIRC was figured out through comparing
the mean score of pre test (Xo) obtained by the subject with their corresponding mean
score of the reflection or post test in both cycle, such as cycle 1 (X I) and cycle II ( XII).
To make it apparent, the design of the present class action study can be described as
proposed by Kemmis and Mc Taggart in Denzin and Lincoln ( 2000:567) in the
following:
Planning
Action
Observation
Reflection
Observation
Action II
Reflection
Revise Planning
To gain clear understanding comprehension about the model pictured above, each
step or phase is described in detail below:
3.2.1 Planning
Before the present classroom action study could be successfully carried out,
the researcher had to prepare instructional planning for all sessions. The planning was
expected to be futuristic and flexible to face some non-anticipated effects. Deciding
the materials related to the topic to be taught in the class. Set up the teaching learning
scenario. The scenario will be as follows:
1. Seeking and preparing a series of reading text and writing exercise which
could be appropriately use in teaching reading comprehension by using
CIRC to seventh grade students of SMPN 1 Kerambitan. The reading texts
were completed with exercise and test to make sure that the study was
effective and efficient.
2. Designing lesson plan or setting up the teaching scenarios of the present
classroom action study. The researcher design and planned four lesson
plans or teaching scenarios that were used in cycle I and cycle II with four
sessions. Thus, each lessons plan used to teach reading once. Four lessons
plan were used in two cycles respectively. In line with the time schedule,
each sessions or meeting were planned to last about 80 minutes.
3. Constructing reflection or post test at the end of each session of the basis
of the reading text which was being taught at the time. The administration
of the reflection was used to measure the extent of the subjects progress
in reading comprehension.
4. Constructing questionnaire to the subjects under study. By the end of the
first cycle, the research also administered questionnaire which was
actually intended to measure quantitatively the changing learning
behaviors of the subjects in improving reading comprehension through
CIRC.
3.2.2 Action
The action was done by following the teaching learning scenario. If something
happens outside the scenario, then another action was be done to anticipate that.
Action refer to what the researcher did in the classroom and how to manage the class,
each of which was closely related to know what she or he planned in the lesson plans.
In this step, all the students were given a written achievement in order to know their
improvement in comprehending the passage that given. They were given about 30
minutes for doing the test. In relation to improving the comprehension of the seventh
grade students of SMPN 1 Kerambitan, there were three main activities as the
realization of the lesson plans stated in the planning they are pre-activities, whileactivities, and post-activities. The further explanation about what kind of activities
they were and their goals can be described as follows:
1. Pre-activities
The implementation of CIRC is to improve reading comprehension. In this
stage, the researcher did several activities, namely: greeting, checking
students attendance list, trying to active the students knowledge by giving
them motivation and a common description related to the material which
would be discussed in the class. This activity was done to lead the students
attention to the material; therefore, they could be involved in the learning
process actively.
2. Whilst-activities
The researcher who acted as classroom teacher applied CIRC as a method for
teaching reading comprehension. As the students were positive and just keep
silent. The researcher told the role to be the students. The rules are: first,
telling to the students to make a group, each group consists of 4 people.
Second, the researcher telling the students about the material based on the
topic. Third, the researcher told the students to read and find out the main idea
of the material with work together and give some opinion about the material
also write down in worksheet. Fourth, the students present about the result of
group work and the last, the researcher make a common result.
3. Post-activities
In this activity, the researcher administered reflection or post-test to measure
the students ability after being taught through group investigation method.
During the post-test activities, the students did the test individually.
3.2.3
Observation
In the classroom action research, the researcher also acted or behaved as a
classroom teacher as well as an observer. In the light of this class action research,
observation was intended to establish whether or not the teaching and learning
process being carried out, in this case teaching reading comprehension through CIRC
Method of the seventh grade students of SMPN 1 Kerambitan, could increase and
develop their achievement of reading.
3.2.4
Reflection
Reflection was the activity that used to find out the result of action and
observation in the process of learning. It also showed the strength and weakness of
the technique that we used. This activity was administered during the post activities
of the session. The result of the reflection was used as an input to improve the next
session.
3.2.5
Points of Revision
Based on the pre-test, post-test, and questionnaire in cycle 1, the researcher
will generally evaluate the teaching learning process to get a data about the subjects
improvement. In addition, base on this evaluation the researcher will do a revision for
cycle II. Some revision that may be done in the cycle II such as:
1. The teacher minimizes the commotion in the classroom by changing the
place of students who always make a noise in the class.
2. The students are divided into some groups. Thus, the teacher gives a
reading text to each group and they analyzed the reading text. Each group
makes some questions to other groups which related with reading text that
given by the teacher.
3. The teacher chooses the best group become a model to present their task in
front of the class.
3.3 Research Instrument

The researcher instruments were tools which were used by the researcher to
collect the required data. There are several instruments that were used in this study in
obtaining the data: lesson plan, test and questionnaire.
a. Lesson Plan
The lesson Plan was prepared in order to have a clear description of what to
do be done in classroom. It was a guideline for the teacher in conducting every steps
of the teaching plan. This lesson plan involved the activities that were conducted, the
time allocation, the teachers approach and the material used in teaching and learning
process.
b. Test
Tests were used to find out the students ability in reading comprehension.
There were two kinds of tests administered in this research. Those tests were pre-test
and post-test. The pre-test was used to know the students pre-existing ability in
reading comprehension before they were given the treatment through CIRC Method.
The post-test was used to find out the improvement that the students made in terms of
mastering reading text after CIRC was applied.
c. Questionnaire
The questionnaire was given to the seventh grade students of SMPN 1
Kerambitan after the completion of cycle II. It was carried out to measure the
changing behavior after the method had been applied, such as motivation, interest,
and reaction. It simply consisted of 10 items. The response of the subjects in the
questionnaire was in the form of objective test. The questionnaire was measure about
how they perceived reading and in order to know whether or not the students
responses toward the application of CIRC Method changed through the cycle.
3.4 Data Collection

In measuring the students comprehension on reading, the researcher used essay
tests that were administered at the end of every meeting.
There are considerably three kinds of raw score which was obtained, those are as
the following:
1. Scores indicate the subjects pre-existing mastery in reading. The researcher
gave pre-test to test the students in order to know their ability.
2. Scores show the subjects progress achievement in reading comprehension
collected after administering post test. The researcher administered post test at
the end of the each cycle to find out the result of the action.
3. Scores show the subjects changing learning behaviors. The researcher gave
questionnaire to the students at the end of cycle II.
3.5 Data Analysis

The obtained data show changing learning behaviors of the subject under study
and data showing the reading comprehension of the subject were descriptively
analyzed. The mean score obtained by the subject in IR was compared with its
corresponding mean scores in reflection or post tests for both cycle I and cycle II. The
comparative corresponding means between IR and reflection scores were also
presented in the form of block graph. The mean scores of IR and post tests scores will
be calculated and computed.
The grand mean of cycle I and cycle II are calculated by totaling the mean score
in each cycle. The grand mean of cycle I and cycle II was finally compared. The
amount of the difference between the two means show increasing effectiveness of
cycle I and cycle II.
The analyzed data involved four stages:
1. Correcting the students answers in every cycle
2. Computing the data with the following formula
X
M=
N
3. Questionnaire
The calculated of questionnaire can be computed by using the following formula
The total score of each option
X=
x 100
Grand total score all options
The total correct of each student (X)

The total correct answers
X=
x 100
The total number of items
4. Determining qualification of the students achievement

Finally, the students achievement will be calculated into the following criteria
Percentage
Criteria
80% - 100%
Excellent
70% - 79 %
Good
60 % - 69 %
Fair
50 % - 59 %
Poor
0% - 49 %
Failure
CHAPTER IV
THE PRESENTATION OF THE FINDING
4.1 Data
To gather the data of the present classroom action study, the researcher used
three kinds of instruments; namely pre-test, post-test, and questionnaire. The data
required was meant to answer the research question through administering the
instrument mentioned above to seventh grade students of SMPN 1 Kerambitan.
The pre-test in reading comprehension was administered to the subject under
study to get their pre-existing ability in reading comprehension. In pre-test, the
subjects were given 20 of multiple choice test items and 5 of essays items to
determine their ability in reading comprehension. Post-test was administered in both
of cycle. This was the fact that in each session the researcher administered the posttest as the reflection in reading comprehension through CIRC Method that was
presented and discussed in that session.
As the result, there were 5 sets of raw scores got for the present classroom
action study that was pre test scores, and reflection scores for cycle I in session 1,
session 2, and cycle II in session 3, session 4. The five of scores which were collected
in this study could be tabulated as follows:
Table 4.1
Tabulation of Data Showing the Subjects Progressing Scores in Reading
Comprehension through CIRC Method
No
Subject
IR
XO
Cycle I
X1
Cycle 2
X2
X3
X4
Bagus Wisnu I Gst
17,5
40
45
70
80
Agus Mahendra I Pt
17,5
40
50
75
85
yuda I Made
30
50
55
75
80
Satria Krisna Dw Pt
20
35
50
70
80
Surya Wibawa I Pt
22.5
35
40
75
85
Pusparini Desak
27.5
45
55
70
80
Riska Werdiasa Md
20
35
50
75
80
Sri Astuti Ni Pt
25
50
55
75
85
Ayu Prima Dewi
35
45
60
75
80
10
Ari Widiani Ni Pt
15
40
55
80
85
11
Setia Permata Km
45
55
60
70
85
12
Yunda Yuantari Luh
35
65
80
85
100
42,5
60
70
75
90
13
Nia Sri Utami Kadek
14
Mita Dewiyanti Md
45
55
70
75
90
15
Dharana Yoga Kd
37
60
65
70
80
16
Diantari Ni Made
40
50
65
75
80
17
Putri Wahyuni Made
42,5
55
60
70
90
18
Feby Eka Kawi Pt
50
55
70
75
90
19
Ema Anggara Pt
47,5
55
65
70
90
20
Arianto I Gd
27,5
40
60
75
80
21
Adam Dewari
15
45
65
70
85
22
Tika Lestari Ni Pt
42,5
60
65
70
90
23
Ayu Linda Km
50
55
60
75
80
24
Santika Dewi Ni Pt
25
45
50
75
85
25
Alit Indra K
37
45
50
75
80
26
Diva Setiawan I Gd
30
40
50
70
85
27
Wahyu Adnyana Gd
35
45
60
70
85
28
Arta Wijaya I Pt
15
40
50
75
85
29
Arjun I Gst Pt
15
35
45
70
80
30
Kusuma Dana I Gd
45
50
60
75
80
31
Agus Wiarsana I Md
35
40
60
70
80
32
Yogi Apriliana I Kd
17,5
45
55
75
80
33
Wisnu I Pt
20
40
50
70
85
35
40
70
85
1585
1940
2490
34
Alit Wijaya Kusuma

Total
20
1044
2950
The additional data required for this study were collected through
administering questionnaire to the subject under study at the end of cycle II. The
answer of the questionnaire was quantitatively scored using the rating scale 0-3. They
scored from administering questionnaire showed the subjects changing attitudes and
motivation in reading comprehension through CIRC Method. The obtained data
shown the subjects total scores for items of the questionnaire was tabulated as the
following:
Table 4.2
Tabulation of Data Showing the Subjects Changing Motivation and Attitude in
Learning Reading Comprehension through CIRC Method
No
Items
Score
Score
Score
Score
Total
16
48
18
36
84
15
45
19
38
83
15
45
17
34
81
14
42
14
28
76
12
19
38
11
11
61
21
42
10
10
61
24
24
48
74
21
20
40
68
27
21
42
73
10
24
19
38
69
730
4.2 Data Analysis

From the result above, there were five sets of raw scores, which showed the
students progress in reading comprehension by using CIRC Method, that based on
the research instrument in which the researcher administered pre-test and post-test in
each session.
Before the above data were analyzed, data showing frequency
distribution is tabulated as the following:
Table 4.3
Tabulation of the Data Showing Frequency Distribution of Initial
Reflection (IR) and Post Test Scores in Reading Comprehension by using CIRC
Method
IR
Cycle I
Cycle II
X0
F0
X1
F1
X2
F2
X3
F3
X4
F4
50
65
80
85
100
47.5
60
70
80
90
45
55
65
75
17
85
12
42.5
50
60
70
15
80
15
40
45
55
37
40
50
35
35
45
30
40
27.5
25
22.5
20
17.5
15
4
After getting the data as showed on Table 4.1, all of the gathered data were
computed in order that could find the mean of initial reflection scores (X0) and the
mean of post-test scores for four sessions (X1, X2, X3, X4, ). The computation of the
data could be shown as the following:
1. The main score of Pre test: X0 = 1044 = 30.70
N
2.
The main score of S1:
X1 = 1585 = 46.61
N
3. The main score of S2:
34
X3 = 2490 = 73.23
N
34
X2 = 1940 = 57
N
34
34
X4 = 2950 = 86.76
N
34
After the computation of the main scores of all sessions it is continued by

computing, the grand mean of cycle I and II which could be shown as the following:
a. The grand mean of the post-test scores in cycle I
X1+ X2 = 46.61+ 57 = 103.61 = 51.80
2
b. The grand mean of the post-test scores in cycle II

X3+ X4 = 73.23+ 86.76 = 160 = 80
2
The results of the above analysis were considered as the findings of the
present classroom action study.
Table 4.4
Summary of the Research Finding Showing the Mean of Each Session
And the Grand Mean for Cycle I and Cycle II
Pre-test/ IR
Cycle I
Cycle II
X0
30.70
X1
46.61
X2
57
X3
X4
73.23
86.76
Grand Mean
Students
Achievement
Fair
X I= 51.80
Good
X II= 80
The additional supporting data were collected by means of administering

questionnaire by the end of the study research. The data obtained from the
questionnaire had to be computed. The computation of the comparative percentages
for the scores of the items the questionnaire showed the total subjects answers for
items of A, B, C, and D were shown as follow:
The Percentage of Questionnaire
1. Total Percentage of item A = 297
X 100% =
40.68%
X 100 % =
52.60%
X 100 % =
6.71%
730
2. Total Percentage of item B = 384
730
3. Total Percentage of item C = 49
730
4. Total Percentage of item D = 0 %
In Table 4.4, it showed the first finding of the mean score of pre- test (X0) 30.70
The second, it presented the mean of the post- test scores of cycle I S1 is 46.61, S2 is
57 attained by the subjects under study. Next third, it showed post- test in the cycle II,
S3 is 73.23, and S4 is 86.76. From these data, it was found that the mean score from
cycle I until cycle II significantly increased. The grand means obtained by the
subjects under study for both cycle I and cycle II which showed the grand mean
scores of XI is 51.80 and XII is 80 were rationally much higher than the
corresponding of mean score of pre-test X0 is 30.70. The data showed that
vocabulary mastery of subjects under study increased from cycle I until cycle II. The
difference was obviously significant.
The finding of this present study viewed the rising comparative mean scores
of the initial reflection (IR) with the posttest scores obtained by the subjects under
study for the cycle I and cycle II.
57
60
46.61
50
40
30.7
30
20
10
0
X0
X1
X2
Figure 4.1.Figure depicting the Subjects Progressing Mastery in reading

comprehension after Being Taught CIRC Method in Cycle I.
86.76
90
80
73.23
70
60
50
40
30.7
30
20
10
0
X0
X3
X4
Figure 4.1 .Figure Depicting the Subjects Progressing Mastery in Reading

comprehension after Being Taught CIRC Method in Cycle II.
80
80
70
60
51.8
50
40
30.7
30
20
10
0
X0
Cycle I
Cycle II
Figure 4.1.Figure showing the Subjects Grand Mean Taught in teaching reading
comprehension by using CIRC Method.
4.3 Discussion of the Findings
The data analysis of the present classroom study indicated that the mean of the
Pre-test scores which were collected from the subjects under study in reading
comprehension showed the mean figure of 30.70. This means the students ability in
reading comprehension was low. That is call low because the standard achievement in
SMPN 1 Kerambitan is 7.5. The mean figure obviously showed that the ability of the
subject under study is relatively low. It was hard to figure out why the ability of the
students in reading comprehension was quite low as there were many factors dealing
with it such as: finding the word meaning, main idea, and general information.
The researcher conducted the CIRC Method in teaching, the reading

comprehension of the subjects under study increased significantly in cycle I S1 is
46.61 and S2 is 57. The grand mean score obtained by the subjects under study in
cycle 51.80. Comparatively, the grand mean score of cycle I much higher than mean
score of the pre test is 30.70.
The data that were found in improving students reading comprehension was
showed by the analysis of data of reflection or post- test in cycle II S3 is 73.23 and S4
is 86.76. The grand mean score of posttest in cycle II is 80 was also much higher
than the grand mean of post-test in cycle I is 51.80 and the mean score of pre- test or
IR is 30.70. This data showed that students reading comprehension improved after
the researcher applied CIRC Method, from cycle I until cycle II, it was improved
significantly. The study was also followed by the positive changing behaviors in
reading comprehension by using CIRC Method. The proportional percentages scores
of the total response of the questionnaire were A is 40.68%, B is 52.60 %, C is 6.71
%, and D is 0 %. The result of the questionnaire showed that almost all of the
students liked and agreed learning reading comprehension. The result of the present
classroom action study were in line with the presented research findings, teaching
reading comprehension by using CIRC Method gave significant improvement.
The discussion above showed that the students reading ability was really
improved through CIRC Method. It means that the Method was effective in
improving the subjects reading comprehension ability
CHAPTER V
CONCLUSION AND SUGGESTIONS
The discussion throughout the present classroom action study which dealt
with teaching reading comprehension through CIRC Method to the seventh grade
students of SMPN 1 Kerambitan could finally be concluded in this chapter. Some
practical suggestions in reference to the significance of the established research
findings were also recommended in this chapter, so that the findings of this study
could really provide some benefits for the English teacher, the seventh grade students
of SMPN 1 Kerambitan, and other researchers.
5.1 Conclusion
The present classroom action study was conducted to help students under
study improve and develop their reading comprehension ability. In this study the
researcher used CIRC Method. This method was used to improve the students ability
in reading comprehension by helping the students to solve the problem that they meet
in a group. In this present action study the researcher used classroom action research
to know the students ability in reading comprehension. The data obtained for showing
the students progress in reading comprehension to the seventh grade students of
SMPN 1 Kerambitan were descriptively analyzed by the The means of the post test
scores for cycle I obtained by the subjects under study
showed the increasing means figures S1 is 46.61 and S2 is 57. The grand means of
the reflection scores in the cycle I figured the means figure of X1 is 51.80.
After following the second cycle treatments, the grand mean of the students
achievement increased enormously to 80. This grand mean was established after
calculating the two sessions in cycle II, there were S3 is 73.23 and S4 is 86.76. As a
result, it can be accomplished that the teaching reading comprehension by using
CIRC Method was able to improve the students ability in reading comprehension.
The students felt happy in learning reading comprehension, it was showed
from the students answers in the questionnaires. Based on the result the options A is
40.68%, B is 52.60%, C is 6.71%, and D is 0%. It proved that the attitude and the
learning motivation of the subjects under study were heightened. These findings
clearly suggested that teaching reading comprehension by using CIRC Method made
the students active in learning reading comprehension. This was an account of the
fact that an action classroom study was mainly undertaken for helping of student who
had problems in learning reading comprehension. This research was basically
accomplished to improve the poor reading comprehension of the seventh grade
students of SMPN 1 Kerambitan in academic year 2012/2013 and could be
accomplished that the teaching reading comprehension by using CIRC Method was
able to improve the students ability in reading comprehension. In the end, the
English teacher used the findings of the present classroom action study to devise
more effective use CIRC Method in teaching classroom.
5.2 Suggestions
Based on the findings of the study, CIRC Method is very effective applied to
increase students' ability in reading comprehension of the seventh grade students of
SMPN 1 Kerambitan in academic year 2012/2013, the researcher would like to
suggest the following things:
1. For the teacher
Based on the research that has been done by the researcher, it is suggested
to the English teacher of SMPN 1 Kerambitan to use CIRC Method as the
teaching method. Because by using it the teacher can help the students to
solve the problem in reading comprehension. The teacher also should have
some various types of teaching material and teaching method. By using
some of various methods the teacher can have many kinds of choice for
using in teaching learning process. Therefore, the students will have more
experience in learning English by using many methods. The result of the
study is also expected to enrich the teachers knowledge about the method,
in addition, the teacher must have many references about the method that
can be used to improve the students ability in reading comprehension.
2. For the students
The students should practice all the time if they do not want to lose their
skill in English. The students are expected to be more active in teaching
learning process and to keep the importance of reading and concepts of
understanding text effectively in mind by reading the door knowledge can
be opened and welcome the readers with wider vision.
3. For the other researcher
It is recommended to another researcher to examine and investigate the
effectiveness of the implementation of CIRC Method in teaching another
language skill in teaching English for the students of Junior High School.
The researcher also can use another teaching method or CIRC Method to
improve the students ability in reading comprehension.
4. For the institution SMPN 1 Kerambitan
It is suggested to give more attention in reading comprehension, because
some of the students still have difficulty in comprehend many kinds of
text. It was proved to be very effective to use CIRC Method in learning
process and make effective use of reading mastery. CIRC Method helps
the students to solve the problem that they faced in reading
comprehension process by finding the solution I the group.
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Eskey, in Thomas. 2002. Teaching Reading to English Language Learners.England:
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Harmer, Jeremy. 2001. How to Teach English. England: Longman Group, Ltd.
Harmer, Jeremy. 2007. The Practice of English Language Teaching. England:
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Heinemann. 2009. Reading Process. Portsmouth: Miami University Oxford.
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APPENDICES
LIST OF APPENDICES
Appendix 1
: List of Students Name
Appendix 2
: Initial Reflection (Pre-Test)
Appendix 3
: Lesson Plan
Appendix 4
: Reflection (Post-Test)
Appendix 5
: Questionnaire
Appendix 6
: Surat Keterangan Penelitian Universitas Mahasaraswati Denpasar
Appendix 7
: Surat Keterangan Penelitian dari SMPN 1 Kerambitan
Appendix 8
: Statement of Authenticity
Appendix 9
: Auto Biography
APPENDIX 1
List of Students Name
No
Students Name
Sex
Bagus Wisnu I Gst
Male
Agus Mahendra I Pt
Male
yuda I Made
Male
Satria Krisna Dw Pt
Male
Surya Wibawa I Pt
Male
Pusparini Desak
Riska Werdiasa Md
Sri Astuti Ni Pt
Female
Ayu Prima Dewi
Female
10
Ari Widiani Ni Pt
Female
11
Setia Permata Km
Female
12
Yunda Yuantari Luh
Female
13
Nia Sri Utami Kadek
Female
14
Mita Dewiyanti Md
Female
15
Dharana Yoga Kd
Male
16
Diantari Ni Made
Female
Female
Male
17
Putri Wahyuni Made
Female
18
Feby Eka Kawi Pt
Male
19
Ema Anggara Pt
Male
20
Arianto I Gd
Male
21
Adam Dewari
Male
22
Tika Lestari Ni Pt
Female
23
Ayu Linda Km
Female
24
Santika Dewi Ni Pt
Female
25
Alit Indra K
Male
26
Diva Setiawan I Gd
Male
27
Wahyu Adnyana Gd
Male
28
Arta Wijaya I Pt
Male
29
Arjun I Gst Pt
Male
30
Kusuma Dana I Gd
Male
31
Agus Wiarsana I Md
Male
32
Yogi Apriliana I Kd
Male
33
Wisnu I Pt
Male
34
Alit Wijaya Kusuma
Male
PRE TEST
School
Subject
Class
Day/date
: SMPN 1 Kerambitan
: English
: VII F
: April, 30rd 2013
Read the text carefully and choose the best answer by crossing A, B, C, or D
Peter is the youngest in our family. He is fourteen years old and four years
younger than me. He has long, straight hair, bright eyes and a friendly smile.
Sometimes he is rather naughty at home, but he usually does what he is asked
to do.
Peter is interested in sports very much, and at school, he plays football and
tennis. He is the best badminton player in our family.
1. How old is Peter? He is . years old.
A. four
B. fourteen
C. forty
D. ten
2. The writer is . years old.
A. fourteen
B. sixteen
C. eighteen
D. nineteen
3. Which of the following statement is not true about Peter?
A. He has long and straight hair.
B. He has bright eyes.
C. He is interested in sports.
D. He likes playing basket ball.
4. According to the passage, we know that Peter is .
A. the writers youngest brother
B. the writers elder brother

C. a naughty boy
D. a friendly boy
5. It is implied in the passage that .

A. Peter is naughty.
B. Peter is lazy.
C. Peter is unfriendly.
D. Peter is diligent.
6. From the text, we may conclude that .
A. many people do not like Peter.
B. people is older that the writer.
C. peter is a welcoming person.
D. peter is not diligent at all.
7. What is the text mostly about?
A. Peter
B. Peters hobby
C. Peters family
D. peters elder brother
8. He is fourteen years old . than me.
The underlined word refers to .
A. Peter
B. the writer
C. the writers brother
D. the writers family
9. Peter is interested in sports very much, and at school he plays football and
tennis. The underlined phrase can be replaced by .
A. dislike sport
B. really likes sport
C. hates sport very much
D. finds sport not really entertaining
10. but he usually does what he is asked to do

The underlined phrase means .
A. He does anything he wants.
B. He always asks.
C. He is lazy.
D. He is diligent.
Read the text carefully and choose the best answer!

My lovely mother
I have a super mother. My mother is now in her late fifties. She comes from
a family of traditional Cantonese middle class people. She has some knowledge of
traditional .(11). for fever, loss of appetite and minor cough. She is quite tall
and medium built. She looks much younger than her age. She .(12). Mandarin
fluently and English quite well. She is an excellent cook, and her grandson once said
that her cooking skills could match those of a chef in a restaurant. She is very friendly
and ....(13).. She never fails to help anyone to who needs her help. She likes to
travel and, like any other woman, she likes to shop.
11. .
A. food
B. menu
C. beverage
D. remedies
12. .
A. asks
B. learns
C. cleans
D. speaks
13. .
A. rude
B. smart
C. pretty
D. helpful
14. I read a few lines,
What does the underlined phrase mean?
A. Words in a postcard
B. Text on the book
C. Museum guiding
D. Gardens rules
Read the text then find the suitable words to complete the sentences as an
answer of question number 15-20
Last week I .(15) my grandmothers house. I (16) public
transportation to reach the house. On the trip, I(17) so many beautiful scenery
there. My grandmother greet me, when I (18) her house. She looked so glad. She
(19) me her delicious food, then we (20) together.
15. The suitable word for number 15 is
A. go to
B. goes to
C. went to
D. gone to
A. took
B. takes
C. taken
D. takked
A. See
B. Seen
C. Saw
D. Sawed
A. came
B. come
C. comed
D. coming
A. give
B. gift
C. given
D. gave
A. eat
B. eated
C. ate
D. eating
Read the following text carefully and answer the questions!

The Hawk hunts the chicks
Once upon a time, there is a hawk. The hawk falls in love with a hen, the
hawk falls in love with a hen, and the hawk flew down from the sky and asked the
hen, Will you marry me?
The hen loved the brave, strong hawk and wished to marry him, but she said,
I cannot fly as high as you can, if you give me time, I may learn to fly as high as
you. Then we can fly together.
The hawk agreed with the hens will. But before the hawk went away, the
hawk gave the hen a ring. This is to show that you have promised to marry me, said
the hawk.
It so happened that the hen had already promised to marry a rooster, so, one
day the rooster saw the ring that wore by the hen. The rooster became very angry.
Throw that ring away at once!Shouted the roosters anger that she threw a way the
ring immediately.
When the hawk came a few months later, the hen told truth to the hawk. The
hawk was so furious that he cursed the hen. Why didnt you tell me earlier? Now,
you will always be scratching the earth, and I will always by flying above to catch
your children, said the hawk.
21. Who falls in love with a hen?
Answer:
22. What did the hawk ask to the hen?
Answer:
23. What did the hen say to the hawk?
Answer:
24. What did the hawk give to the hen?
Answer:
25. What did the hen promise to the hawk?
Answer:
LESSON PLAN
School
: SMPN 1 Kerambitan
Subject
: English
Skill
: Reading
Grade/ Semester
: VII/II
Time allocation
: 1 x 40 minutes
Standard Competency
: Understanding meaning in short simple functional

reading text according to speech acts which is
correlated to nearest environment.
Basic Competency
: Understanding meaning correctly and efficiently

that is expressed implicitly in written functional
text and short essay in narrative and descriptive
related to the closest environment or in academic
context.
I. Indicator
: 1.Identifying the main idea of the text.

2. Deducing the meaning of text.
3. Answering the questions based on the text.
II. Learning Objective:

1.1 After the method applies, the students are able to determine general and
specific information of the text.
1.2 After the method applies, the students are able to deduce the meaning of
the text.
1.3 After the method applies, the students are able to answer the questions
based on text.
III. Learning Material
Giving narrative text and descriptive text about snow white story and my pet, the
students answer the question based on the text given.
IV. Teaching Media
1. Reading Text
V. Teaching Method
Cooperative Integrated Reading and Composition (CIRC).
VI .Learning Activities
No. Structure
1.
Learning Activity
Time
Introduction
Apperception
Greeting
and
check
the
students 5 minutes
attendance list
Giving the
students
topic
of
the
materials
Giving the purpose of the lesson
Motivation
Asking and answering question about 5 minutes

the materials
Whilst Activity
Exploration
Giving the students kind of narrative 10

and descriptive text and their meaning.
Elaboration
minutes
Leading the student to read the narrative 30

text and descriptive text with loudly minutes
based on CIRC method.
Giving the students exercises about the
materials.
Confirmation
covering the students exercise and so 15
Closing
observation some question to students
minutes
Reflection of the materials
15
Asking the students about the problem minutes

in the materials and giving the answer.
Giving assignments
VII. Learning Sources and Teaching Media

1. LKS Bahasa inggris untuk SMP
2. White board, marker, a set word
VIII. Assessment
1. Type of test
: Reading test
2. Form of test
: Answer the question
3. Criteria of evaluation : One correct answer get two score
Denpasar, 5 mei 2013

The Researcher
Km Ayu Widya Hapsari
LESSON PLAN
School
: SMPN 1 Kerambitan
Subject
: English
Skill
: Reading
Grade/ Semester
: VII/II
Time allocation
: 1 x 40 minutes
Standard Competency

Basic Competency

context.
I. Indicator


the text.
based on text.
Giving narrative text and descriptive text about Cinderella story and budis pet
the students answer the question based on the text given.
IV. Teaching Media
2. Reading Text
V. Teaching Method
No. Structure
1.
Learning Activity
Time
Introduction
Apperception
Greeting
and
check
the
students 5 minutes
attendance list
Giving the
students
topic
of
the
materials
Motivation

the materials
Whilst Activity
Exploration

and descriptive text and their meaning.
Elaboration
minutes
Leading the student to read the narrative 30

and descriptive text with loudly based minutes
on CIRC method.
Giving the students exercises about the
materials.
Confirmation
Closing
minutes
15

Giving assignments

VIII. Assessment
4. Type of test
: Reading test
5. Form of test

The Researcher
LESSON PLAN
School
: SMPN 1 Kerambitan
Subject
: English
Skill
: Reading
Grade/ Semester
: VII/II
Time allocation
: 1 x 40 minutes
Standard Competency

Basic Competency

context.
I. Indicator


the text.
based on text.
Giving narrative and descriptive text about Batara kala and a Theatre, the
students answer the question based on the text given.
IV. Teaching Media
3. Reading Text
V. Teaching Method
No. Structure
1.
Learning Activity
Time
Introduction
Apperception
Greeting and check the students 5 minutes

attendance list
Giving the students topic of the
materials
Motivation

the materials
Whilst Activity
Exploration

and
descriptive
text
and
their minutes
meaning.
Elaboration
Leading the student to read the 30

narrative and descriptive text with minutes
loudly based on CIRC method.
Giving the students exercises about
the materials.
Confirmation
Closing

minutes
15
75

Giving assignments

VIII. Assessment
7. Type of test
: Reading test
8. Form of test

The Researcher
76
APPENDIX 4
Post-test
In cycle 1 session 1
School
Subject
Class
Day/date
: SMPN 1 Kerambitan
: English
: VII/F
: May, 5 th 2013
Reading text 1
Read the text to answer the questions!
Snow white
Once upon a time, theres a little girl named Snow white. She lived with
her aunt and uncle, because her parents were dead.
One day, she heard her uncle and aunt talking about leaving snow white in
the castle because they both will go to American and did not have enough money
to take snow white. Snow white didnt want it happened, so she decided it would
be best if she ran away. The next morning she ran away from home when her aunt
and uncle were having breakfast. She ran away into the woods. She was very tired
and hungry then she saw a little cottage, she knocked, but no one answered so she
went inside and fell asleep.
Meanwhile, the seven dwarf, were coming home from work. They went
inside there they found snow white sleeping. Then, snow white woke up, she saw
the dwarf, the dwarf said whats your name? And snow white answered my
name snow white. The other dwarf asked if you wish, you may live here with
us. Snow white saidoh could I? Thank you! then snow white told the dwarfs the
whole story and they lived happily ever after.
1. What kind of text is?
A. Narrative
B. Descriptive
C. Recount
D. Report
2. What is the purpose of story?
77
3.
4.
5.
6.
7.
8.
A. To entertain the readers

B. To describe the way things
C. To retell an event with humorous twist
D. To persuade by presenting arguments
Why snow white ran away from her house?
A. Because she want it
B. Because she want to looking for some food
C. Because she heard that her aunt and uncle will leaving her in the castle
D. Because she afraid
.because her parents were dead
The synonym of the underlined word is
A. Lived
B. Loved
C. Ran away
D. Passed away
What the conclusion of this story?
A. The snow white is very sad
B. Snow white was dead
C. Snow white and the dwarfs lived happily ever after
D. Snow white went to American with her aunt
Raisa: Good! Do you think he will be a winner?
Zarra: I hope so. He has been training..since last month
Raisa: Im glad to hear that.
A. Softly
B. Hardly
C. Un seriously
D. Lazy
Fausan : My family and I will go to Bali next holiday
Donna: Oh, its nice. How will you go there?
Fausan: Im not sure. Go by plane or train
Donna: youd better go by plane its.
A. Comfortable
B. More comfortable
C. Less comfortable
D. Most comfortable
Rafli: what are you going to do this afternoon?
Medina: Ito the dressmaker. Can you take me there?
Rafli : Of course, I can. Id be delighted
Medina: thanks a lot.
A. Have gone
78
B. Am going
C. Went
D. Go
9. Mother: Dont forget to give the cloth to the dressmaker, Fira.
Fira: But I.it to her
Mother: Have you? when did you give it?
Fira: I gave it this morning.
A. Give
B. Will give
C. Have given
D. Gave
10. Dina: her father passed away
Budi: ..why didnt you tell me before?
Dina: I have just heard it
A. Its terrific
B. That a good news
C. Im glad to hear that
D. Im very sorry to hear that
Reading text 2
Reading the text to answer the questions!
MY PET
I have a pet. It is dog, and I call it brownie because the color is brownish
yellow.Brownie is a Chinese breed. It is small, fluffy and cute. It has brown fur.
When I cuddle it, the fur feels soft. Brownie doesnt like bone. Every day it eats
soft food like steamed rice, fish or bread. Every morning I give her milk and
bread. When I am at school, brownie plays with my cat. They get along well, and
never fight maybe because brownie doesnt bark a lot. It treats the other animals
in our house gently and it never eats shoes. It is really a sweet and friendly animal.
11. What is the title of the text above?
12. What is the name of the writers pet?
13. Does Brownie like bone?
14. When does Brownie drink milk and eat bread?
15. Is Brownie a sweet and friendly animal?
79
Post-test
In cycle 1 session 2
School
: SMPN 1 Kerambitan
Subject
: English
Class
: VII/F
Day/date
: May, 7th 2013
Read the text and answer the questions!

Budis pet
Budi loves animals. He often goes to the bird market not far from his
house. He likes watching different kinds of birds there. At home his father keeps
two birds. Every day he helps him look after the birds. He cleans the cages and
feeds the birds every afternoon. He gives them special bird food. He enjoys doing
all this. Budi has a pet too, it is a cat. His name is manis. He is three years old. He
eats meat, fish, or rice. He is really nice. He catches every mouse which comes
into the house. Budi likes manis very much.
1. What kind of pet does budi keep?
A. Dog
C. Donkey
B. Mouse
D. Bird and Cat
2. Who likes feeding the birds?
A. Budi
C. Brother
B. Mother
D. Father
3. ..and feeds the birds every afternoon.
The underlined words means.
A. Wash and clean C. Give drink to
B. Take and put
D. Give food to
4. Father likes playing chess but I it.
A. Love
C. Play
B. Learn
D. Dislike
5. I want tothese cake ingredients.
80
Please take me the..

A. Mix Mixer
C. Steam kettle
B. Boil kettle
D. Fry mixer
6. What do you like more?
A. I like flower very much
B. I like a little bit of coffee
C. I am alright
D. I repaired my table
7. Running and jogging are cheap sports because..

A. Need much money
C. They are harmful for our body
B. Not important for health
D. They make us healthy easily
8. I need of chocolate.
A. A bar
C. A basket
B. A slice
D. A kilo
9. Please take me ..of soup.
A. A Piece
C. A bowl
B. A chip
D. A spoon
10. I am very thirsty; please give me some..
A. Food
C. Money
B. Water
D. Books
Answer the questions based on the story!

Cinderella
Once upon a time, there was a little girl called Cinderella. She was pretty,
loving and clever. But she was very poor. She lived with her step mother and
stepsisters. They were very mean. They hated Cinderella very much. Fortunately,
she met a prince. He fell in love with her. Then Cinderella became a princess.
They lived happily ever after.
11. What is the title of the story?
12. What is the story about?
13. With whom did Cinderella live?
14. How did Cinderella look like?
15. Why did her stepsister hate Cinderella?
81
Post - Test
In Cycle 2 Session 1
School
Subject
Class
Day/date
: SMPN 1 Kerambitan
: English
: VII/F
: May, 12th 2013
Reading text 1
Batara Kala
Batara kala is a giant but it is not a common one. According to the puppet
story, Betara Kala is the messenger (= utusan) of God.
Betara Kalas food is only child. He always looks for it in the world
wheter it is a boy or a girl. Betara Kala will eat the only boy if his parents do not
hold a special ceremony for him. People call the special ceremony ruwatan.
The parents hold the ruwatan ceremony order to prevent their child from
Batara Kalas threat. When the parents hold the special ceremony with a puppet
show, the puppeteer is usually responsible for it. He must be an experienced
puppeteer does not the ruwatan ceremony
When the parents have held the special ceremony, their only child is free
from Batara Kalas treat. The giant will not eat the child then.
People say that Batara Kala means bad rack. Villagers believe that story.
That is why parents always hold the special ceremony when they have an only
child. They want their only child to have a good fortune.
1. According to the puppet story, Betara Kala is .
A. a young puppeteer
B. a gods messenger
C. an evil giant
D. A bad luck of god.
2. The main idea of the third paragraph is .
A. Batara Kalas treat for boy and girl.
B. Puppet story believed by all Indonesia people.
C. A special ceremony for an only child.
D. A good fortune for a new boy.
3. The text above is a ..story.
A. True
82
B. Folk tale
C. Fable
D. Legend
4. They want their only child tom have a good fortune. What does the
underlined word mean?
A. lucky
B. Skill
C. Lesson
D. Legend
5. Ema : Mom, is Andri at home?
Mother: Yes He is . in the garden.
A. Anywhere
B. Everywhere
C. Somewhere
D. Nowhere
6. I was waiting for my classmates in front of the school, but .came.
A. Anyone
B. Someone
C. Few
D. Many
7. Father: Prim, bring me .water here, please. I want to clean the car.
Prima: all right, dad.
A. Any
B. Some
C. Few
D. Many
8. Most of the farmers in the village held a special ceremony .they crop
rice plant.
A. Before
B. After
C. When
D. Although
9. Mother: You must brush your teeth go to bed.
Deny: All right, mom.
A. After
B. Before
C. If
D. When
10. Bali is a beautiful island. I think will like it.
A. No one
83
B. Everyday
C. Everything
D. Anybody
Reading text 2
A Theatre
A theatre is a place where people entertain the audience. The people who
perform called actors and actresses, act plays on a stage. A stage can be raised
platform. Or it can be part of the floor in a room, either in the centre of the room
or against a wall. The audience is a very important part of a theatre because it is
for the audience that the actors and actresses act, and the playwright writes.
Without an audience, they are only rehearsing or practicing.
A theatre can be anywhere in home, school auditorium, park and a hall.
Theatre means actresses. It is living theatre.
Theatre in the east differs greatly from that of the west. The Asian theatre
is, for the most part, non realistic or symbolic. Western theatre, on the other hand,
tends to be realistic.
11. What is a Theatre?
12. What is the difference between the eastern theatre and the western theatre?
13. What is the main idea of paragraph 2?
14. Why the audience is a very important in part of theatre?
15. What is an actor?
84
Post - Test
In Cycle 2 Session 2
School
Subject
Class
Day/date
: SMPN 1 Kerambitan
: English
: VII/F
: May, 14th 2013
Reading text 1
Read the text to answer question number 1-6
There were a girl named Bawang Putih, she lived with her step mother and
her step sister named Bawang Merah. Bawang Putihs life was sad. Her step
mother and her step sister treated Bawang Putih badly and always asked her to do
all the household chores.
One morning, Bawang Putih was washing some clothes in the river.
Accidentally, her mothers clothes fell down to the river. Finally she met an old
woman. The old woman returned the clothes. She also gave Bawang Putih a small
pumpkin. At home, Suddenly Bawang putih and her step mother and step sister
were surprised. Inside the pumpkin they found jewelries.
Bawang Merah, hurry up. Go to the river then found the old woman and
took big pumpkin. They were screaming. There were a lot of snakes inside the
pumpkin!
Finally both of them realized their mistakes. They apologized and Bawang Putih
forgave them.
1. What is the story about?

A. Malin Kundang
B. Bawang Putih & Bawang Merah
C. Sangkuriang
D. Tangkuban Perahu
2. What kind of text the story above?
A. Recount
B. Descriptive
C. Procedure
D. Narrative
85
3. Who is Bawang Merah?

A. Bawang Putihs mother
B. Bawang Putihs step sister
C. The old woman
D. The pumpkins owner
4. Who gave the clothes back to Bawang Putih
A. The old woman
B. Bawang merah
C. Her Step mother
D. River
5. Why were Bawang Merah and mother screaming?
A. They found jewelries
B. Mothers clothes fell down to the river
C. Both of them realized their mistakes
D. There were a lot of snakes inside the pumpkin
6. Why did Bawang Merah and mother say apologize to Bawang Putih?
A. They found jewelries
B. Mothers clothes fell down to the river
C. Both of them realized their mistakes
D. There were a lot of snakes inside the pumpkin
7. Complete the conversation bellow using one of the best choices!
Ani : Hi, buddy.
Budi : Oh hi!
Ani : Have you ever watched Laskar Pelangi?
Budi : Yes, I have
Ani : . that movie?
Budi : I think it was so amazing movie
A. I dont think so
B. Can I Have?
C. What do you think of?
D. Can you
Ayu : Jimmy, . your cell phones number please?
jimmy : Of Course!
86
A. i dont think so
B. can I Have?
C. what do you think of?
D. can you

Ayu : I think she is very strong girl
Bela : . , because somebody told me that she was crying
A. I dont think so
B. Can I Have?
D. Can you
Ana : Oh No! I forget to bring my pen.
lend me your pen, please?
Beno : Sure!
A. I dont think so
B. Can I Have?
D. Can you
Reading Text 2
My lovely home
My house is only a five minute walk from school. It is not very big, but
very cozy and quiet. This is the place where we can relax and find our own space.
In our home, we really enjoy our relaxing time from the pressure of school and
work.
87
It has a nice and warm living room. There is a beautiful painting of

scenery hanging on the wall. My father is a keen gardener. He puts some pots of
indoor plants near the door. In a low cabinet, you will see the trophies, pictures of
my family, small toys and some books.
I am lucky to have a room to myself. I paint the wall olive green. Its my
favorite color. There is a desk. I do my homework there. I also put a portable
radio-tape there. The kitchen is my mothers domain. My mother keeps it clean all
day. There is a blue wall cabinet in it. It harmonizes with the grey wall tiles.
However, only few will give my home a second glance. Still we are very
proud of it. It may not be a perfect one but all the same, it is home sweet home.
Answer the questions based on the text above! (Questions 11-20)
11. How is the writers house?
12. How is the living room?
13. What do you find in the living room?
14. What is the color of the writers bedroom?
15. What is the main idea of paragraph 4?
88
KWESIONER
Petunjuk Menjawab Pertanyaan :
-
Bacalah pertanyaan dibawah ini secara seksama.
Jawablah pertanyaan dibawah ini dengan cara menyilang (X) huruf A, B,

C, atau D Yng menjadi pilihan jawaban kamu, pada lembar jawaban yang
telah disediakan.
Kerjakan pertanyaan dibawah ini dengan sendiri tanpa bantuan teman,

karena pilihan jawaban yang tersedian semua benar, oleh karena itu
jawablah dengan jujur sesuai hati nurani kamu.
PERTANYAAN:
1. Bahasa inggris adalah bahasa internasional yang sangat bermanfaat
untuk semua orang. Apakah kamu setuju?
A. Sangat setuju
B. Setuju
C. Tidak setuju
D. Sangat tidak setuju
2. Menurut kamu, apakah belajar bahasa inggris menyenangkan?

A. Sangat menyenangkan
B. Menyenangkan
C. Tidak menyenangkan
D. Sangat tidak menyenangkan
3. Kesulitan yang dihadapi siswa dalam belajar membaca pada umumnya

terletak pada pengucapan, arti, dan penggunaan. Apakah kamu setuju
dengan pernyataan tersebut?
A. Sangat setuju
B. Setuju
89
C. Tidak setuju
4. Bagaimana pendapat kamu, bila guru mengajar reading ( membaca)

teks bahasa inggris dengan menggunakan CIRC Method?
A. Sangat setuju
B. Setuju
C. Tidak setuju
5. Apakah CIRC Method menyenangkan digunakan dalam belajar

membaca teks bahasa inggris?
A. Sangat menyenangkan
B. Menyenangkan
C. Tidak menyenangkan
D. Sangat tidak menyenangkan
6. Menurut kamu, apakah gampang menggunakan CIRC Method dalam

pembacaan teks bahasa inggris?
A. Sangat gampang
B. Gampang
C. Tidak gampang
D. Sangat tidak gampang
7. Apakah kamu merasakan ada peningkatan dalam kemampuan

membaca teks bahasa inggris mu setelah menggunakan CIRC Method?
A. Sangat merasakan
B. Merasakan
C. Tidak merasakan
D. Sangat tidak merasakan
90
8. Bagaimana menurut kalian jumlah teks bahasa inggris yang diajarkan?

A. Sangat banyak
B. Banyak
C. Tidak banyak
D. Tidak banyak sekali
9. Rasa percaya diri saya semakin bertambah setelah saya belajar dengan
CIRC Method, saat mengerjakan soal-soal bahasa inggris yang
berhubungan dengan teks bahasa inggris. Apakah kamu setuju dengan
pernyataan tersebut?
A. Sangat setuju
B. Setuju
C. Tidak setuju
10. Apakah kamu setuju, dengan menggunakan metode ini membuat kamu
dapat belajar lebih aktif?
A. Sangat setuju
B. Setuju
C. Tidak setuju
91
SURAT IJIN PENELITIAN
92
SURAT IJIN MELAKSANAKAN PENELITIAN
93
STATEMENT OF AUTHENCITY
94
APPENDIX 9
AUTOBIOGRAPHY
My name is Komang Ayu Widya Hapsari. I was born
in Tabanan on 13th September 1991. I live in Penyalin
village, Kerambitan, Tabanan.I am Balinese. I am the
third child from I Nengah Tela and A.A Ayu Sri
Dharmayanti. I have one brother and one sister. My
brothers name is I Gd Dharma Saputra and my sisters name is Kadek Wijayanti
Laksmi. I come from simple and ordinary family. Firstly, my education was
started in the pre-elementary school at TK Cahaya Pertiwi then continued to the
elementary school at SD N 1 Pangkungkarung. The third education was at SMP N
1 Kerambitan and the fourth was my senior high school at SMAN 2 Tabanan. My
fifth education is at Mahasaraswati University Denpasar. I really love studying
here because beside I have a lot of friends in class H and I also get some
experiences in organizing some events. The lecturers here also very friendly and
kindly.
95
96

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CHAPTER III

3.1 Subject of the Study

3.2 Research Design

3.3 Research Instrument

3.4 Data Collection

3.5 Data Analysis

Grand total score all options

The total correct of each student (X)

4. Determining qualification of the students achievement

Bagus Wisnu I Gst

Ayu Prima Dewi

Yunda Yuantari Luh

Nia Sri Utami Kadek

Putri Wahyuni Made

Feby Eka Kawi Pt

Alit Wijaya Kusuma

4.2 Data Analysis

Before the above data were analyzed, data showing frequency

distribution is tabulated as the following:

The main score of S1:

3. The main score of S2:

5. The main score of S4:

4. The main score of S3:

After the computation of the main scores of all sessions it is continued by

b. The grand mean of the post-test scores in cycle II

The additional supporting data were collected by means of administering

The Percentage of Questionnaire

1. Total Percentage of item A = 297

Figure 4.1.Figure depicting the Subjects Progressing Mastery in reading

Figure 4.1 .Figure Depicting the Subjects Progressing Mastery in Reading

The researcher conducted the CIRC Method in teaching, the reading

: List of Students Name

: Initial Reflection (Pre-Test)

: Surat Keterangan Penelitian Universitas Mahasaraswati Denpasar

: Surat Keterangan Penelitian dari SMPN 1 Kerambitan

Bagus Wisnu I Gst

Ayu Prima Dewi

Yunda Yuantari Luh

Nia Sri Utami Kadek

Putri Wahyuni Made

Feby Eka Kawi Pt

Alit Wijaya Kusuma

B. the writers elder brother

5. It is implied in the passage that .

10. but he usually does what he is asked to do

Read the text carefully and choose the best answer!

Read the following text carefully and answer the questions!

: Understanding meaning in short simple functional

: Understanding meaning correctly and efficiently

: 1.Identifying the main idea of the text.

II. Learning Objective:

III. Learning Material

Asking and answering question about 5 minutes

Giving the students kind of narrative 10

Leading the student to read the narrative 30

covering the students exercise and so 15

observation some question to students

Reflection of the materials

Asking the students about the problem minutes

VII. Learning Sources and Teaching Media

: Answer the question

3. Criteria of evaluation : One correct answer get two score

Denpasar, 5 mei 2013

Km Ayu Widya Hapsari