developing reading fluency through choral repeated...

DEVELOPING READING FLUENCY THROUGH CHORAL

REPEATED READING STRATEGY FOR THE EIGHTH GRADE

STUDENTS OF SMP N 3 GETASAN IN THE ACADEMIC YEAR

2018/2019

A GRADUATING PAPER

Submitted to the Board of Examiners as a Partial Fulfillment of the

Requirements for Degree of Sarjana Pendidikan ( S.Pd )

English Education Department of

Teacher Training and Education Faculty

State Institute for Islamic Studies ( IAIN) Salatiga

BY :

ANIS NURUR ROHMAH

113 14 143

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES ( IAIN )

SALATIGA

2019

v

MOTTO

“Start where you are. Use what you have. Do what you can”

(Arthur Ashe)

vi

DEDICATION

This graduating paper is dedicated to :

1. Allah SWT and Prophet Muhammad SAW who always bless me and listen

all my wishes.

2. My beloved parents (Mr. PodhoParyono and Mrs.Aminah), who always

support me. They are my best inspiration.

3. My beloved husband (SyaefulAnas).

4. My beloved son (Muhammad ArsyadAlfariq)

5. My sisters, brother (Rozak, Rina, Lila, and Ana)

6. All of my family, who always support me.

7. My beloved friends: Fatia, Ainun, Umami, Mella, Dwi Aceh, Lila, Ayuk

and all of my friends that I cannot mentioned one by one.

8. All of my friends (TBI Fams’14)

9. All of my classmate (TBI E’14).

10. All of my friends in PPL (Shintia, Ja’far, Intan, Sigit, A’am, Arif, Mae,

Erika, Nadil)

11. All of my friends in KKN (Ayuk, Ulya, Ulfa, Fara, Umi, Ikin, Wahid, Jalal).

vii

ACKNOWLEDGEMENT

ْحَمنِالرََّّ ِحْيمَِّبِْسِمالّلِهالرَّ

Assalamu’alaikum Wr. Wb.

Alhamdulillahirabbil’alamin, all praises be to Allah SWT the Most Gracious

and Most Merciful who always blesses and helps the researcher, so the researcher

can finish the graduating paper. Bless and mercy be upon great Muhammad SAW

for his guidance that leads the researcher to be truth.

However this graduating paper will not be finished without support, advices,

help, and encouragement from several people and institution. Hence, the researcher

would like to express special thanks to:

1. Dr. H. Rahmat Hariyadi, M.Pd. the Rector of State Institute for Islamic

Studies (IAIN) Salatiga

2. Suwardi, M.Pd. as the Dean of Teacher Training and Education Faculty

3. Noor Malihah, Ph.D. the Head of English Education Department

4. Dr. Setia Rini, M.Pd. as the Counselor. The countless hours of reading and

revising are invaluable to this graduating paper. Thank you so much for your

guidence

5. All lecturers, especially the lecturers of English and Education Department

of State Institute for Islamic Studies (IAIN) Salatiga

6. All staff and officials of State Institute for Islamic Studies (IAIN) Salatiga

viii

7. All teachers, staff and officials of SMP 3 Getasan

8. My big familly, who always cares and prays for me, thanks a lot for your

love, for your sacrifices

9. All of my friends and others who cannot mentioned one by one. Thank you

so much for any helps, support, guidance and advises which are given to the

researcher.

Wassalamu’alaikum Wr. Wb.

Salatiga, March 15 2019

The researcher

Anis NururRohmah

113 14 143

ix

ABSTRACT

Rohmah, Anis. 2018. Developing Reading Fluency Through Choral Repeated

Reading Strategy for the second grade Students of SMP 3 Getasanin

the AcademicYear of 2018/2019. A Graduating Paper, English

Education Department, Teacher Training and Education Faculty,

StateInstitute for Islamic Studies (IAIN) Salatiga. Counselor: Dr.

SetiaRini, M.Pd.

The objectives of the study are: (1) To know the profile reading fluency

before implementing choral repeated reading (2) To find out is there any

improvement after implementing choral repeated reading to enhance the students’

reading fluency for the eighth grade student of SMP 3Getasan in the academic year

2018/2019.

The methodology of this research was Classroom Action Research

(CAR).The research consisted of two cycles and each cycle consisted of four steps,

they were: planning, acting, observing, and reflecting. The subject of this research

was 28 students of VIII B of SMP 3 Getasan. The data collected were qualitative

but also supported by quantitative data. The qualitative data were gained through

observation and documentation. The data were in the form field notes, observation

checklist and photographs. Meanwhile, the quantitative data was collected from the

test. The researcher used SPSS based 20.00 for analyzing the test.

The result of this research shows that (1) the profile of students’ reading

fluency before implementing choral repeated reading still low. It can be seen from

the score of pre test and post test cycle I. The result of the cycle I the mean of pre

test is 57.5714. In this cycle 3,57% student who pass the passing grade. The mean

of post test is 66.7143. In this cycle 25% students who pass the passing grade. It

means that the students reading fluency improve after using choral repeated reading

in recount text. (2) The improvement of using picture series in improving the

students’ fluency in recount text is significant. It can be seen from the cycle I up to

the cycle II. The result of the cycle I, the mean of post-test is higher than the mean

of the pre-test. The mean of post-test is 66.7143 and pre-test are 57.5714. In the

cycle II, the mean of post-test is higher than the mean of the pre-test. The mean

post-test is 76.2857 and pre-test are 67.9643. The result of T-test in cycle I is

11.138 and cycle II is 13.035. Moreover, the t-test in the cycle II is bigger than the

t-test of the cycle I. From the result, the researcher concluded that using choral

repeated reading can improve the reading fluency for Second grade students’ of

SMP 3 Getasan in the academic year 2018/2019.

Keywords:Reading fluency; Choral reading; Repeated reading.

x

TABLE OF CONTENTS

TITLE ...................................................................................................... i

DECLARATION .................................................................................... ii

ANTTENTIVE COUNSELOR’S NOTE .............................................. iii

CERTIFICATION PAGE ...................................................................... iv

MOTTO .................................................................................................. v

DEDICATION ....................................................................................... vi

ACKNOWLEDGMENT ........................................................................ vii

ABSTRACT ........................................................................................... viii

TABLE OF CONTENTS ....................................................................... ix

LIST OF FIGURES ................................................................................ xii

LIST OF TABLES ................................................................................. xiii

LIST OF APPENDIX…………………………………………………… xiv

CHAPTER I INTRODUCTION

A. Background of the Research ....................................................... 1

B. Research Questions .................................................................... 4

C. Objectives of the Research ......................................................... 5

D. Significances of the Research ..................................................... 5

E. Research Methodology ................................................................ 6

xi

F. Graduating Paper Outline ............................................................ 18

CHAPTER II LITERATURE REVIEW

A. Review of Previous Research ..................................................... 20

B. Supporting Theories ................................................................... 26

Definition of Reading Fluency ..................................................... 26

Reading Fluency Rate ................................................................... 27

Choral Reading.............................................................................. 28

Repeated Reading.......................................................................... 29

CHAPTER III IMPLEMENTATION OF RESEARCH

A. The Procedure of The Research ................................................ 30

Cycle I ................................................................................. 30

Planning ........................................................................ 30

Action ............................................................................ 31

Observation ................................................................... 32

Reflection ...................................................................... 33

Cycle II ................................................................................ 34

Planning ........................................................................ 34

Action ............................................................................ 35

Observation ................................................................... 36

Reflection ...................................................................... 37

xii

B. The Minimal Standard of Successful ........................................ 37

CHAPTER IV

The Result of the Research ..................................................... 38

Research Finding

Cycle I ......................................................................... 38

Cycle II ....................................................................... 50

Discussion ......................................................................... 62

CHAPTER V

A. Conclusion ................................................................................ 63

B. Suggestion ................................................................................. 65

BIBIOGRAPHY

APPENDICES

CURICULUM VITAE

xiii

LIST OF FIGURES

Figure 1.1 The Procedure of Classroom Action Research ..................... 8

xiv

LIST OF TABLES

Table 1.1 The List of Students in the Second grade of SMP 3 Getasan . 10

Table 1.2 Research Schedule ................................................................ 12

Table 1.3. Students Observation Checklist ............................................. 14

Table 1.4 Teacher Observation Checklist ............................................... 14

Table 4.1 The Result of Students Observation Checklist of the Cycle I. 43

Table 4.2 The Result of Teacher Observation Checklist of the Cycle I . 44

Table 4.3 Students’ Score Pre test and Post Test of Cycle I ................... 45

Table 4.4 Count of Passing Grade of the pre test post test of Cycle I .... 47

Table 4.5 Descriptive Statistic of the Cycle I ......................................... 47

Table 4.6 Paired Sample Test of the Cycle I ........................................... 49

Table 4.7 The Result of Students Observation Checklist the Cycle II ... 54

Table 4.8 The Result of Teacher Observation Checklist of the Cycle II 55

Table 4.9 Students’ Score Pre test and Post Test of Cycle II ................. 57

Table 4.10 Count of Passing Grade of the pre test post test of Cycle II 58

Table 4.11 Descriptive Statistic of the Cycle II ...................................... 59

Table 4.12 Paired Sample Test of the Cycle II ....................................... 60

Table 4.13 Data Analysis ....................................................................... 62

xv

LIST OF APPENDICES

A.Syllabi

B.Lesson Plan

C.Result of Students Activity

D.Field Notes

E.Note of Counselor

F.Research Permission Letter

G.Official Statement from SMP N 3 Getasan

H.SKK

I.Consultation Sheet

J.Documentation

K.CV

1

CHAPTER I

INTRODUCTION

In this chapter the researcher presents background of the research, research

questions, objective of the research, limitation of the research, significance of the

research, definition of key terms, research of methodology and graduating paper

outlines.

A. Background of the Research

People in this worldwide, recognized an English language to be the

first international language among another languages as a means of oral and

written form. Many people use English as medium of communication to

interact or cooperate with people in different countries. In Indonesia, English

become the first foreign language that plays an important role primarily in

education. It is the reason why English taught at school compulsory from

Elementary School till Senior High school and some semesters at the

university(Ramelan, 1984:1).In this research, the researcher will focus on

reading aspect. According to Anderson et al. (2005:) “Reading as the process

of making meaning from written texts”. It needs the harmony of a lot of

related sources of information.

2

Reading is one of the requirements that enhance individuals’ ability of

adaptation to social life and fulfill their needs. People use their reading skills

from childhood to the end of life. It is an active process that builds new

learning by combining new information with the current knowledge

(Gunes,2008:160). In order to achieve adequate of level reading, individuals

should gain the fluent reading skill, which is one of the basic rudiments of

reading (National Reading Panel Report [NRP], 2000:160 ).

Reading fluency is defined as the skill of reading a text fast, accurate

and with an appropriate an expression (NICHD, 2000:14). Rasinski (2004:12)

noticed that comprehension should be included into this definition. A reader

with fluent reading makes reading effortless by using appropriate meaning

units and immediately recognizes word. As the students with fluent reading

make an automatic reading, they know how to associate word quickly in order

to comprehend text (Tankersley, 2003:16) thefoundation of reading fluency

depends theoretically on LaBerge and Samuel (1974:69) theory of automatic

processing. According to this theory, students who automatically recognize

word during reading devote much of their cognitive energy to higher level of

cognate processes such us comprehending the text. Also, students don’t really

get accurate skills and certain level of reading fluency have difficulty with

understanding the text because they devote much of their energy to articulate

word accurately.

3

Most of the students reading skill is low. I conducted an interview on

Wednesday, August 8th 2018 with Mr. Widi, the teacher of SMP N 3 Getasan.

The researcher asked some questions to the teacher. The first question is about

the most difficult skill among the four skills, and the teacher said reading is

the most difficult skill and the students’ product are not good.

The second question is about the problem in learning English

especially in reading subject. The teacher said that the problem are the

students’ sometimes can’t understand the text and they confused when they

find the long text, so they were not interest read the text. Beside when they do

assignment, they just do it without knowing the mean of text.

The third question is about the Standardized of Minimum Score

(KKM) of English subject and the Curriculum that is used for eighth-grade

students of SMP N 3 Getasan. The teacher said that the Standardized of

Minimum Score (KKM) of English subject is 70 and SMP 3 Getasan uses

curriculum 2006.

The conclusion of the interview in term of students' difficulties in

reading was the eighth-grade students of SMP 3 Getasan. I got some problem

faced by students in reading activities. The students can’t understand meaning

of the text. In addition, the students are not interested in reading English text

because the students are still difficulty in pronouncing words in English. To

4

improve students reading fluently the writer mustuse choral repeated reading

as a strategy to teach English especially reading text..

The writer concludes that choral reading aims to build an

understanding of a text. It is an activity to build understanding of the meaning

of a text which can be translated using its own language. Reading also needed

to make easier the readers to memorizing something. The readers can repeat

on reading something in order to achieve comprehension.

Based on the background, the researcher is interested in committing a

research under the title “DEVELOPING READING FLUENCY

THROUGH CHORAL REPEATED READING STRATEGY FOR THE

EIGHTH GRADE STUDENTS OF SMP 3 GETASAN IN THE

ACADEMIC YEAR 2018/2019”. The researcher conducts a classroom

action research to know that Choral Repeated Reading can improve reading

fluency.

B. Problem of the Research

Based on the background of the research, the researcher formulates the

research questions as follows:

1. How is the students’ profile of reading fluency before implementing

choral repeated reading strategy for the eighth grade students of SMP

3Getasan in the academic year 2018/2019?

5

2. How to implement the choral repeated reading strategy to reading fluency

for the eighth grade students of SMP 3Getasan in the academic year

2018/2019?

3. Is there any improvement after implementing choral repeated

readingstrategy for the eighth grade students of SMP 3Getasan in the

academic year 2018/2019?

C. Objectives of the Research

Based on the formulation of the problem above, the aims of the study

are mentioned below:

1. To know the student’ profile of reading fluency before implementing

choral repeated readingstrategyfor the second grade student of SMP

3Getasan in the academic year 2018/2019.

2. To know the student’ profile of reading fluency after implementing choral

repeated readingstrategyfor the second grade student of SMP 3Getasan in

the academic year 2018/2019.

3. To find out is there any improvement after implementing choral repeated

readingstrategyfor the second grade student of SMP 3Getasan in the

academic year 2018/2019.

D. Significances of the Research

6

The results of this research positively will present contribution to

English teaching and learning, they are:

1. Theoretical

The result of study can be used as the reference for those who want

to conduct a research in English teaching and learning process.

2. Practical

a. The researcher

This study can be used as the reference for those who want to

conduct a research in English teaching to build students’ reading

fluency.

b. For the students

The finding of this study can improve their reading fluency

through choral repeated reading.

c. For the English Teacher

To improve the teaching in English teaching learning process,

especially reading fluency. This method also helps the teacher to

explain the material.

E. Success Indicator

The success indicator of this research is taken from the students' Basic

Competence shown in Lesson Plan (RPP). The students' success and failure in

doing the activities in cycle I and cycle II will be assessed by referring to the

7

criterion of the passing grade (KKM). The passing grade of English lesson in

SMPN 3 Getasan is 70. The teacher and the researcher expect that there are at

least 85% of the students who pass the passing grade.

F. Research Methodology

1. Research Design

This research has purposes to enhance reading fluency. So, this

research can be categorized into classroom action research study (CAR).

According to Creswell (2012:576) action research has an applied focus, it

has aim to improve the practice of education by studying issues or

problem that face. The research uses action research because the

researcher wants to know the profile of reading skill and the result of

using CRR in improving reading fluency.

This research is conducted in particular setting, that is, in a

classroom situation. In order to be able to enhance reading fluency

through choral repeated reading, there are some steps to be followed.

There are many different model of action research from many experts. The

researcher useKemmis and McTaggart’s model. Those steps are namely

planning, acting, observing, and reflecting (Kemmis and McTaggart’s in

Burns 1999: 32). Improvement of the problem in this research is brought

about by a series of two cycles.

8

The figure of those steps is represented as below:

Figure 1.1 : The Spiral Model by Kemmis and McTaggart

Based on Kemmis and McTaggart’s in Burn (1999:32) action

research occurs through a dynamic and complementary process, which

consists of four steps, those are planning, action, observation and

reflection. All those steps can be explained as follows:

a. Planning

In this stage, according to Burns (1999:37) involves

developing a viable plan of action for gathering the data, and

considering and selecting a range of appropriate research methods.

9

In this step, the researcher needs to prepare the instrumentas to

learning process as follows:

a) Arranging lesson plan according to the syllabus that had been

used by teacher during learning process.

b) Developed learning activities.

c) Preparing learning source such as the material or books and

instrument such as learning media.

d) Preparing pre-test, post-test and scoring rubric.

e) Preparing research instrument.

b. Acting

After preparing plans, the researcher should implement action

research as follow:

a) Giving pre-test

b) Giving explanation about the material

c) Apply the Choral repeated reading in teaching

d) Giving post-test.

c. Observation

During the action, the researcher observe the teaching

learning process including the students’ reading. The crucial

things that to be focused on this stage were the improvement of

using choral repeated reading the students’ responses to the

material in the classroom, and their reading products.

10

d. Reflection

The researcher makes a reflection and evaluation toward

the actions that are figured out. The focus one is on the

improvement after implementingchoral repeated reading in

teaching reading whether it is successful or not. If it had not been

successful yet, another cycle should be continued.

2. Subject of the Research

The subject of this study is the eighth grade students of SMP 3

Getasan in the academic year of 2018/2019.It consists of 28 students.

Table 1.1 List of the Students’ Name of 8B Class of SMP Negeri 3 Getasan

No Students’ name Sex

1 AMS Female

2 AS Male

3 AEP Male

4 BC Male

5 D Male

6 DRF Male

7 DS Male

8 DU Female

9 DUS Female

10 DFA Female

11 FNR Male

12 GR Male

11

13 HDR Female

14 IHB Male

15 KK Female

16 MAK Male

17 MFK Male

18 RM Male

19 RA Female

20 RAW Male

21 RW Male

22 RYNK Male

23 RC Male

24 SM Female

25 S Male

26 S Female

27 TS Male

28 TS Female

3. Steps of the Research

In conducting the research, the researchers carry out the steps which

summarized in the following research schedule. The research schedule is

shown in the table 1. 2.

Table 1.2 Research Schedule

No Date and time Activities Place

12

1. August 6th,

2018

Giving observation the letter to the

one of the administration staff at

SMP Negeri 3 Getasan

Office staff SMP Negeri

3 Getasan

(09.00 WIB)

2. August 8th,

2018

Interview with the English teacher

in the Preliminary Study (Before

Classroom Action Research)

Teacher room

SMPNegeri 3 Getasan

(10.00 WIB)

3 January 11th,,

2019

Meet the English teacher to do a

consultation the lesson plan

Teacher room

SMPNegeri 3 Getasan

(11.00 WIB)

4 January17th,

2019

Doing action in the class (cycle 1)

Pre-test

In the classroom of VIII

grade

(09.00 WIB)

5 January 22nd,

2019


Treatment

In the classroom

of VIII grade

(08.35 WIB)

6 January

24th,2019


Post-test


grade

(09.00 WIB)

7 January 29th,

2019


Pre-test


grade

(08.35 WIB)

8 January 31st,

2019

Doing action in the class (cycle

Treatment

in the classroom of VIII

grade (08.35)

9 February 2nd,

2019

Doing action in the class (cycle 2

Post-test

in the classroom of VIII

grade (09.00)

13

4. Technique of Data Collection and Research Instrument

Data collecting is used to gather information. In this study the

researcher uses four data collection methods namely; interview,

observation, tests, and documentation.

a. Interview

According to Denzin in Gotezet al. (1984) in Rochiati

(2005:117), interview is questions that addressed verbally to the

informant who give any information and in order to get important

explanation. In this study, the writer uses the method to know the

problem of reading fluently by teacher and student.

b. Observation

Arikunto (2010:139) mentions that observation focused on the

activities of the research subjects or objects involving all of the five

senses. This method is easily used to find concrete data.

In conducting action research, the researcher observes the

learning process. The learning process is taught by the teacher, while

the researcher only observes the teaching learning process. The

observation consists of two cycles. There are the cycle I and cycle

II.The researcher uses observation checklist in order to make more

systematic. The observation sheet consists of students’ and teachers’

observation checklist. The students’ observation checklist as follows:

14

Table 1.3 Students’ Observation Checklist

No. The Students’ Activity Yes No Description

1. Paying attention

2. Asking question

3. Responding to question

4. Accomplish task

5. Being enthusiastic of reading class

Table1.4 Teacher’ Observation Checklist

No. The teachers’ activity Yes No Description

1. Prepared the material well

2. Greeting students before the lesson

begin

3. The teacher checking the students

4. Giving motivation

5. Reminding previous material

6. Giving an explanation of the material

7. Use CRR to teach reading fluency

8. Giving opportunity for asking the

questions

9. Help students’ difficulties during

learning

10. Giving feedback after lesson

15

c. Test

To get the data, the researcher will give the students the test

that consists of pre-test and post-test. Pre- and post-tests provide a

useful approach for diagnosing strengths and weaknesses of classes

(Henning, 2009:280).

a) Pre-test

A pre-test is given before the unit or lesson begins. Pre-test

results can identify strengths and weaknesses of students. The

purpose of pre-test is to know how far the students' achievement in

reading fluency before using "choral repeated reading" (without

treatment)

b) Post-Test

A post-test is a test given after a teaching intervention. Post-

tests data can provide helpful insights into student learning and the

effectiveness of teaching strategies. The aim of post-test is to know

the students' achievement in reading fluency after using "choral

repeated reading" (using treatment).

d. Documentation

Documentation might take several forms, including (at the

individual student level) curriculum materials, textbooks, instructional

16

manipulative, attendance records, test scores, previous grades,

discipline records, cumulative folders, and (at the school or district

level) attendance rates, retention rates, graduation rates, newspaper

stories about school events, minutes from faculty or school board

meetings, and standardized test scores perhaps disaggregated by grade

level, gender, or ethnicity (Johnson, 2008; Mills, 2007; Schmuck,

1997).

5. Data Analysis

In analyzing data, the researcher uses mixed methods to analyze

the data (Creswell, 2005).

a. Qualitative Data

In analyzing qualitative data collected based on words from a

small member of individual, thus the participants’ views are obtained

and analyzed the data for description (Creswell, 2012:16). In this

research, the data of observation checklist is analyzed by qualitative.

b. Quantitative Data

In the other hand, quantitative technique data analysis is used to

process the data. The quantitative data is processed by the teacher and

the researcher to get the score of the students. The maximum score is

100. The process measurement based on:

1) Score the students’ test

17

There are three components in scoring reading, are

comprehension, fluency, and pronunciation. The researcher uses

an analytical scoring rubric to analyze the data related to the

students’ reading test.

2) Calculate the result of the test

After the scoring of students’ test, the researcher calculates

the data using the t-test to determine there was a significant

difference in cycle I and cycle II. This research uses Statistical

Package for the Social Science (SPSS) for analyzing the data. In

practice, the researcher will use SPSS version 20.0. The

researcher used One Sample T-test formula in SPSS program in

analyzing the data. Below are the steps for operating the SPSS

program:

a. Open SPPS

b. Klik variable view in name row 1 type pre-test, then in

row 2 type post-test

c. Klik data view input the score of pre-test and post-test

d. Klik analyze, klik compare mean, klik one sample t-

Then after getting the result of the calculation of data, the

researcher would know whether or not there is an improvement in

18

students’ reading fluency through choral repeated reading. Here

are the following instructions regarding the result of t-test:

a. If the sig 2 tailed is higher than the sig value 0.05 at the

significant level degree of 95%, it means there is no

improvement of the students’ reading fluency through

choral repeated reading ( p < α ).

b. If the sig 2 tailed is lower than the sig value 0.05 at the

significant level degree of 95 %, it means there is an

improvement of the students’ reading fluency through

choral repeated reading ( p> α ).

c.

B. Outline of the Paper

In this Chapter I section, the researcher describes the content of each

chapter. Introduction to the research, such as background of the problem,

formulation of the problem, objective of the study , significance of the study,

limitation of the study, definition of key terms and outline of the paper.

Chapter II describes the review that related speaking, cooperative learning

fishbowl and improve students’ activeness using cooperative learning

fishbowl technique. The researcher uses the some references that support the

study. Chapter III discusses the research method. It covers research method,

data and source, population, method of data collection, research procedure and

technique of data analysis. Chapter IV presents research findings and

19

discussion. The researcher show the result of the research and it includes the

analysis how cooperative learning fishbowl technique improve students’

activeness. Chapter V, last part of closure, contains conclusion and

suggestion. The last is there bibliography and appendix.

20

CHAPTER II

THEORETICAL FRAMEWORK

In this chapter consists of supporting theories and the review of previous

research. Supporting theories describes some information involving: reading fluency,

choral reading, and choral repeated reading.

A. Review of Previous Researches

There is some previous research which is used in this research. The

researcher takes tenth previous researches comparison.

The first research was conducted by Ayuningtiyas (2013). The objective

of her research is the effect of choral reading technique on students’ English

consonant pronunciation. The methodology of this research is quantitative

research. The subject of the research is students of SMP 1 Raman Utara Lampung

Timur. The researcher use pretest in this research was to find out the students’

pronunciation before the treatment. Pretest and posttest were administered to

determine whether choral reading technique can be used to increase students’

pronunciation. Pretest was administered before treatment to determine the

students’ standard of pronunciation. Posttest was administered after treatment was

given to determine the increase of students’ pronunciation ability after being

taught through choral reading technique. The class had both pretest and posttest in

two times treatments.. In the pretest, the researcher evaluated the students’

pronunciation in form of isolated words. After the researcher conducted the

21

pretest, the researcher found that the students’ average score of the pretest in

isolated words. The average score of isolated words is 11.15, meanwhile the

maximum score is 30. The mean score of students’ pronunciation of isolated

words in posttest is 15.5. The distribution of students’ pronunciation score after

treatment is 3 students (15 %) who got score 7-12, 14 students (70%) who got

score 13-18, and 3 students (15%) who got score 19-24. The total score of the

posttest is 310, so the mean is 15.5. The highest score is 20, and the lowest score

is 11. The median score is 15.5 and the modes are 13 and 16. Additionally, it can

be concluded that students’ overall performance in pronunciation ability on the

post-test as compared to the pre-test.

The second research was conducted by Dacian D (2017). The research

question was conduct Does CRR improve Reading Fluency when reading text in

Foreign Language compare with reading activities focus on comprehension?.The

population of the research was eighty eight sixth-grade students (aged 12-13)

attending one of four parallel classes of the same urban middle school from

Romania were initially considered to be included in our study, which was part of

a school project aimed to enhance reading skills in English. All six grader stook

part in our intervention program because they all attended the participating

classes. After the researcher distributed the four classes to one of the two

treatments (see Procedures), the researcher controlled the two groups by the

English and general academic performance. The final sample of participants that

was included in our analysis had 61 students, distributed to either the choral

22

repeated reading (n = 32, 17 boys) and reading comprehension (n = 29, 15 boys)

treatment (See Procedures). All participating students attended three hours per

week of English classes, and they all started formal English lessons in the 1st

grade. None of them came from a Socio-economic disadvantaged environment (as

reflected by school records), and neither one belonged to a linguistic minority

group. The result of the study is CRR can have positive effects on reading

fluency performance of foreign language learners at the lexical level, but that it

has a limited effect on fluency at syntactic level. A recommendation for foreign

language teachers is to limit the CRR activities to lesson sequences that focus on

decoding enhancement, and not to sequences aimed at improving general reading

abilities (and especially reading comprehension).

The third research was conducted by Zorrela (2017). The objective the

research is to find out that the choral reading study can increase the students’

reading comprehension. The methodology of the research is classroom action

research. The subject of the research is MTs Al-Jami’Alkautsar (31 students). The

researcher used pre-test and post-test to measure students’ reading skill before and

after the treatment. In data collection procedures, the researcher collected the data

and analyzed by using qualitative and quantitative. Then, to investigate the

differences between the two groups, in quantitative when the pre test were

computed for the results is 16.13% or five students who got score up 75. And the

post test was computed for the result is 100% or 31 students who got score up 75.

The result is he current research shows that choral reading strategy could be said

23

worked well which helped students to increase their reading and more interesting

and enjoyable in reading.

The fourth research, Khairiah (2012) conducted a research about the effect

of choral reading strategy toward students’ reading fluency. The objectives the

research is the effect choral reading strategy toward students reading fluency. The

methodology of the research is CAR. The subject of the research is MTs Kuntu

Kampar (53 students). Data were collected by using oral reading test.

Additionally, it can be concluded that students’ overall performance in reading on

the post-test as compared to the pre-test.

The fifth research, Nurhidayah (2012) conducted a research about the

effect of using repeated reading toward reading fluency. This research is

experimental research, precisely a quasi experimental research. The sample of this

research is the second year student of SMP 3 Kabun. The instrument of this

research is test. The data were analyzed by using T-test. Based on the analysis of

data, the result of post test experimental class and post test on control class show

that mean score of experiment class is 55.47and standard deviation of experiment

class is 3.42. While, mean score of control class is 46.52 and standard deviation

of control class is 2.41. Show that, mean score and standard deviation of

experiment class is greater than mean score and standard deviation of control

class. It means teaching reading fluency by implementing repeated reading at the

second year student of SMP 3 Kabun is better than without implementing

repeated reading strategy.

24

The sixth research, Prasetya (2016) conducted the research about

improving students’ reading fluency through sight word strategy. This research

applied a Classroom Action Research (CAR). The subject of this research is

second grade social IV of SMA 1 Ngunut. The research instruments of this

research are observation, interview, test, and field note. The criteria of success

were determined in two term: a) the student can read fluently and accurately at the

least 70% from the whole short passage given by the researcher. b) the student get

score 75 as the minimum standard reading fluency. The result showed that there

were 17 out of 29 student can’t pass the test because they got scores under 75 as

the minimum grade scores. The result of cycle I is reached the criteria of success

yet. The result of cycle II showed that most of students passed in reading text,

there were showed that 24 out of 29 students reached the criteria of success; in

happen because the researcher modified the strategy. Based on the result of cycle

II, the sight word strategy is an effective innovative strategy to solve ability in the

reading text, and also can improve the students’ scores in reading fluency.

The seventh previous research was conducted by Hanik (2016).The

research about the correlation between reading fluency and reading

comprehension. The subject of research is the second grade of MTs Paradigma.

This research use quantitative research. The data were collected by using oral

reading fluency and reading comprehension test. The data were analyzed by test

analysis. The result showed that 58.8% student had poor reading fluency (at risk

25

category), 38.5% student had average reading fluency (some risk). Besides that,

the result also showed 76.4% student had poor reading comprehension.

The eighth previous research was conducted by Ima (2018).The research

about the use of choral reading in teaching reading comprehension. The subject of

research is second grade of SMP 4 Pandeglang. Method used for this research is

an experimental research with two classes, called experimental and control class

using pre test and post test technique. This research involves 76 students as a

sample among second class of SMP 4 Pandeglang year 2018 as population. The

result of this research shows that the students reading comprehension who use

choral reading strategy achieve better than who do not use choral reading strategy.

The ninth previous research was conducted by Asyifa (2016). The

research talked about the use of repetition drill and short story to improve the

students reading fluency. The design of the research was classroom action

research. It was conducted two classes. The researcher analyzed the students

reading fluency in each cycle. The result showed that the use repetition drill and

short story can improve student reading fluency step by step from cycle I and II.

The result of T-test of cycle II was 1.72. Before the effect has not seen by the

researcher in the cycle I. the result of T-test of cycle I was 5.92. The passing

grade was 70 and the target of the passing grade was 80%. The outcome of the

post-test of cycle II was 83.3% from the students. The students passed the passing

grade.

26

B. Supporting Theories

Reading Fluency

a. Definition of Reading fluency

Reading fluency can be defined as reading fast, but fluently and

accurately in reading the text. With good pronunciation and adjusting the

reading rate to suit the purpose for reading. It is important to note that

reading fluency doesn’t refer to oral reading, however, because it is

possible for someone to read a passage aloud fluently and not comprehend

it at all. Fluency in silent reading promotes improved comprehension by

allowing the student to read for ideas rather than for individual words.

Reading fluency encompasses the speed or rate of reading, as well

as the ability to read materials with expression. Based on Mayer and

Felton (1995 : 284) that the ability to read connected text rapidly,

smoothly, effortlessly, and automatically with little conscious attention to

the mechanics of reading, such as decoding. The students successful with

decoding when the process used to identify words are fast and nearly

effortless or automatic. The concept of automaticity refers to a student’s

ability to recognize words rapidly with little attention required to the

word’s appearance. Ability to read words by sight automatically is the key

to skilled reading, Ehri (1998:107). The students have developed accurate

word pronunciation skills but read slowly. For the student’s, decoding is

27

not automatic or fluent, and their limited fluency may affect performance

in the following ways, According to Mather and Goldstein et al on their

journal (2001), In reading fluency, they are two parts that important in

reading fluency:

b. Reading fluency rate

Determining a student’s reading rate

The student’s reading rate may be calculated by dividing the

number of words read correctly by the total amount of reading

time. The teacher may count out 100 words in a passage and then

time the students as he or she reads the passage. Ex : student 1 was

given a passage to read with 100 words. Student 1 read 92 words

correctly in 1.5 minutes, or 61 words per minute (wpm)

Adjusting reading rate.

Most of people or student’s have a content rate when reading.

This rate is the fastest pace at which a person can understand

complete thoughts in successive sentences of relatively easy

material. As long as the material is relatively easy to read, a

person’s or student’s rate stays constant. For different types of

tasks, however, the readers often alter their rate. Students with

28

slow reading rates are often not aware that good readers adjust

their rate depending on the purpose of reading.

Activities for increasing reading rate.

Based on Chard and Osborn in Mather (2001 : 89).

There are three steps activities for increasing reading rate :

1. The reader or student listen to text as they follow along

with the book.

2. The reader or studentread the text using their fingers as

guides.

3. Reading materials are used that students would be

unable to read independently.

c. Choral reading or neurological impress method.

The neurological impress method based on Hamman

(2001 : 127) is a method for choral or concert reading. In this

method, the teacher read aloud with a student for 10-15

minutes daily. For successing and to begin reading aloud

together again, select a high-interest book or content from the

classroom. Sit next to the students and read aloud as you point

to the words with the index finger. Read at a slightly faster

pace than the student and encourage him or her to try and keep

29

up with you. Reading aloud with the students can help them to

practice phrasing and intonation.

d. Repeated readings.

Based on Samuel in Mather (1994 : 234) the repeated

readings technique is designed for the students who read

slowly despite adequate word recognition. For this procedure,

the students read the same passage over and over again. To

begin, select a passage that is 50 – 100 words long a book that

is slightly above the student’s independent reading level. Have

the student read the selection orally while time them in reading

and count the number of words that are pronounced

incorrectly. Record the reading time and the number of words

that are pronounced incorrectly. If desires, set a realistic goal

for speed and number of errors.

Based on the definition above, it can be concluded that

choral repeated reading is one of the tools variety of teaching

that helps students’ build their fluency, self-confidencel and

will motivate students in teaching learning process.

30

CHAPTER III

IMPLEMENTATION OF RESEARCH

A. Procedure of the Research

The researcher used theCAR principle in collecting the data. There are

four steps in one cycle for doing actions research those are planning, acting,

observing and reflecting. In this research, the researcher conducted the research

into two cycles: cycle I, and cycle II. The researcher collaboratedwith the English

teacher who teaches in the class of VIII B. The activities in each cycle as

follows:

1. Cycle I

a. Planning

The researcher used CRR (Choral Repeated Reading) which can be

enhanced the students’ reading fluency. The topic tells about my holiday

at home, the procedure as below:

In this stage, the researcher planned what action would be done in using

CRR in teaching reading fluency, the activity in the planning was

presented as below:

1) Preparing the syllabus about recount text, lesson plan, rubric,

material

2) Preparing the research instrument that planned appropriate with the

material

31

3) Preparing teaching aids with the theme “holiday at home”

4) Preparing students’ and teachers’ observation checklist of the cycle

I, to know the situation of the teaching-learning process when the

media is applied.

5) Preparing the pre-test of cycle I

6) Preparing the post-test of cycle I

7) Preparing the list of students’ name and scoring of cycle I

8) Preparing the camera to take the pictures and videos

The preparation was designed in order to reach the purpose of the

teaching-learning process. Students are supposed to improve their

understanding by the materials give.

b. Acting

After the preparation finished, the learning process is led by the

teacher. In acting stage as the stage of implementation the preparation, the

researcher presented as below:

1) Giving pre-test for the students

2) Giving the warm up to stimulate’ students before learning teaching

activities began.

3) Giving the material and explain the material

4) Giving some examples of recount text with the theme “holiday at

home”

5) Giving opportunity for the students to give question about the material

32

6) The teacher lead read the recount text

7) The teacher and students reading together

8) Giving opportunity for the students to ask about spelling the word

9) The students read the recount text one by one

10) Giving feedback, reinforcement, and motivation for the students

11) In the end of lesson, giving post-test for the students

c. Observation

The researcherobserved the teacher how teacher teaches the students in

the classroom. The researcher also observed the students, and it starts

from pre-test until post-test. The researchercollected the score of the

students. The researcher uses field note checklist of the teacher’s activity

are listed below:

1) The researcher observed students and teacher activity by using

observation checklist.

2) Prepared the material well.

3) Greeting students before the lesson begins

4) Checking students’ attendance

5) Giving motivation for the students

6) Reminding previous materials

7) Giving an explanationof the materials

8) Use CRR to teach recount text

9) Help student’s difficulties during learning

33

10) Giving feedback after the lesson

The field note cheklist of the students’ activities were listed below:

1) Paying attention to the material delivered by the teacher

2) Asking question about the teacher

3) Responding the questions

d. Reflecting

Reflection is the feedback process of the action. In this step, the

researcher reflects, evaluates, and describes the effect of the action. This

is to evaluate what happens in the classroom during observation. The

reflection is used by the researcher and teacherto makea decision for the

next cycle. The reflection of cycle I are:

1) The researcher evaluated the activities that have been done before

2) The teacher and the researcher discussed to make a reflection

whatwill they do to repair the problems.

3) Analyzig the data from the observation checklist and students’

score of the test in the cycle I.

2. Cycle II

34

The second cycle dobase on the result of reflection from the first cycle.

If the result from observation shows that the quality of the students was still

low, it is needed another action in order to make improvement of the quality

for the next cycle. The topic tells about study tour. The procedures are as

follow:

a. Planning

Planningis a step to prepare the classroom instructional strategy to

be developed in the study to solve the instructional problems. In this

stage, the researcher planned what action would be done in using choral

repeated reading in teaching writing recount text, the activity in the

planning was presented as below:

1) Preparing the syllabus about recount text, lesson plan,scoring rubric,

material

2) Preparing the research instrument that planned appropriate with the

material

3) Preparing teaching aids with the theme “holiday in bandung”

4) Preparing students’ and teachers’ observation checklist of the cycle I,

to know the situation of the teaching-learning process when the

media is applied.

5) Preparing the pre-test of cycle I

6) Preparing the post-test of cycle I

7) Preparing the list of students’ name and scoring of cycle I

35

8) Preparing the camera to take the pictures and videos

The preparation was designed in order to reach the purpose of the

teaching-learning process. Students are supposed to improve their

understanding by the materials give.

b. Acting

After the preparation finished, the learning process is led by the

teacher. In acting stage as the stage of implementation the preparation, the

researcher presented as below:

1) Giving pre-test for the students

2) Giving the warm up to stimulate’ students before learning teaching

activities began.

3) Giving the material and explain the recount tex.

4) Giving the video about choral repeated reading

5) Giving opportunity for the students to give question about the video

6) Giving some examples of recount text with the theme “holiday in

bandung”

7) The teacher lead reading aloud the recount text

8) The teacher and students reading together

9) Giving opportunity for the students to give question about spelling the

word

10) Asking the students to make group consists of 14 students

11) The students reading aloud in front of class

36

12) Giving feedback, reinforcement, and motivation for the students

13) In the end of lesson, giving post-test for the students.

e. Observation

The researcherobserved the teacher how teacher teaches the students in

the classroom. The researcher also observed the students, and it starts

from pre-test until post-test. The researcher collected the score of the

students. The researcher uses field note checklist of the teacher’s activity

are listed below:

1) The researcher observed students and teacher activity by using

observation checklist.

2) Prepared the material well.

3) Greeting students before the lesson begins

4) Checking students’ attendance

5) Giving motivation for the students

6) Reminding previous materials

7) Giving an explanationof the materials

8) Use CRR to teach recount text

9) Help student’s difficulties during learning

10) Giving feedback after the lesson

The field note cheklist of the students’ activities were listed below:

1) Paying attention to the material delivered by the teacher

2) Asking question about the teacher

37

3) Responding the questions

c. Reflecting

1) The researcher evaluated activities that have been done

2) The teacher and researcher disscused to make a reflection what

should the students do to solve their problems.

3) Analyzing the data from the observation cheklist and

students’score of the pre-test and post test in cycle I.

3. The Minimal Standard of Successful

The students’ success and failure in doing the activities plan

above will be assessed by referring to the criterion of passing grade

(KKM). The passing grade of English lesson in SMP Negeri 3

Getasan is 70. The teacher and the researcher expect that there are at

least 85% of the students who pass the passing grade.

38

CHAPTER IV

RESEARCH FINDINGS AND DATA ANALYSIS

This chapter focused on analyzed the collected data. The researcher collected

the data from the eighth-year students of SMP Negeri 3 Getasan. The researcher was

given the details of the findings. This chapter is likely the main discussion of the

research conducted. It displayed the finding of the collected data since in the

beginning until the end of the research. The findings consist of the result of the cycle

I and cycle II. The two cycles are the treatment of the implementation in using choral

repeated reading to improve reading fluency in recount text.

1. Research Finding

The research consists of two cycles, each cycle consists of planning,

acting, observing, and reflecting. The whole steps of this research would be

explained in the description below:

a. Cycle I

1) Planning

The researcher prepared several instruments, they are as follows:

a) Lesson Plan

The lesson plan was used to control the teaching and learning

process in this research. The researcher used it as a guide to

managing time and activities during teaching and learning process

in the class.

39

b) English syllabus of Junior High School

English syllabus is an important guidance to arrange the

lesson plan. The researcher used English Syllabus of SMP Negeri

3 Getasan.

c) Observation Checklist

Observation checklist was prepared in order to know the

students’ and teachers’ activities during the teaching and learning

process.

d) Material

The material of recount text consists of the meaning, generic

structure, example, and language feature.

e) Teaching Aid

The researcher prepared some instrument. They are board-

marker, video choral repeated reading, and handout for students

(recount text). The researcher also provided the material and tools

to succeed the action.

f) Pre-test and post-test

The researcher used pre-test and post-test in her action. The

pre-test was done before using choral repeated reading to know

the fluency of students in reading recount text. Then, the

researcher used post-test. Post-test was done after using choral

40

repeated reading to see the result of the study before and after

using CRR.

2) The Implementation of Action

The cycle 1 was conducted on January 17th, 2018.The teacher

is Mr. Widi and the researcher rolled as an observer. The cycle 1 was

divided into three parts.

The first part of cycle 1 was conducted on January 17th, 2018,

at 08:45 a.m., the teacher, the researcher, and the partner entered the

class. Before started the lesson, the teacher mentioned the purposed of

coming to the class, then the researcher introduced herself and inform

the students that a few days later the class would be observed by the

researcher. The teacher started the lesson by greeted and asked about

their condition such following the short conversation:

Teacher : “Good morning class”

Students : “Good morning sir”

Teacher : “How are you today?”

Students : “I am fine and you?”

Teacher : “I’m fine too thank you”

The teacher checked the students’ attendance list. After

checked the attendance list the teacher gave a sheet of pre-test about

41

the meaning of recount text for the students. He asked the students to

do the test by themselves and they are allowed to open the (LKS).

The implementation begins with explanation about recount text

and choral repeat reading.“Apakah kalian tau choral repeated

reading (CRR) itu?” “Do you know, what is the meaning of choral

repeat reading (CRR)?”, said the teacher. One of the student answer,

“membaca teks Pak”. From the student answered, it was indicated the

students did not know the different techniques of reading text. Then

the teacher gave more explanation about choral repeated reading

(CRR) in teaching learning. The teacher explained some important

point about choral repeated reading such as rate, accuracy, phrasing,

expression, and volume. Besides, the teacher explained about recount

text “My Holiday at Home”.

When the students were doing the pre-test, the teacher walked

around the class to check the students along doing the pre-test. They

looked so confused to . They did not know how to spelling the word.

Devi one of the students in the class asked the teacher “bagaimana

cara membaca kata (worst) ini pak?” “sir, how to spell the word?”.

The teacher answered, “OK bapak akan memberi contoh bagaimana

cara membaca kata (worst) ” “ OK, I want to teach how to spell the

word (worst)”.“ya pak” “yes sir” said the students. “tirukan bapak”

“repeat after me”. “Ok pak” “Ok sir” said the students. The teacher

42

start to spelling the word “ “worst: w-o-r-s-t”. The students try to spell

the word after the teacher. In the pre-test, some students got the

difficulties to spell the word. The students read recount text one by

one .At the first meeting, choral repeated reading didn’t conducive

and effective.

The second part is treatment. It was conducted on Tuesdayy,

January 22nd, 2019. In the class, the researcher observed the students’

and the teacher activities during the teaching and learning process. The

researcher had a partner to take photos and short videos for

documentation.

The teacher and observer enter the class, teacher opened the

lesson and asked the last meeting about that they have learned. The

teacher tried remembered to the students about what did learn in the

last meeting, there were some students did not remember about choral

repeat reading (CRR), but other students knew and tried to answer.

Before begin the lesson, the teacher reinterred role of choral repeated

reading (CRR). Students used LKS same as the previous meeting for

practice choral repeated reading. Next, the teacher gave students

handbook (Holiday Granma’s home) to implement post-test, which

students asked came forward with their group to reading aloud that

handbook.

43

In closing, the teacher discussed the example of some group

reading aloud by correcting of the rate, accuracy, phrasing, expression

and volume of choral repeated reading to improve reading fluency.

Then the teacher gave opportunities to students to ask all about the

lesson, and share their opinion related the lesson that day.

3) Observation

Arikunto (2010:139) mentions that observation focused on the

activities of the research subjects or objects involving all of the five

senses. This method is easily used to find concrete data.

In this cycle I, the researcher observed the process of teaching

and learning in the class by using observation cheklist in the process.

This observation cheklist was purposed to know how far the situation

of the students’ and teachers’ activity during teaching and learning

process. The purpose of this activity was to evaluate the teaching and

learning process, collected the data and monitored the class.

Table 4.1 Form the Result of Students’ Observation Checklist Cycle I

No The Students’

Activity

Yes No Description

1 Paying attention

√ All of the students were paid

attention to the teachers’ explanation

44

2 Asking question √ Few students who asking

3 Responding to

question

√ There were students answered

teacher question

4 Accomplishing task √ All of students did the task

5 Being enthusiastic

in using of Choral

repeated reading

(CRR)

√ They felt enjoy the using of Choral

Repeated Reading

Table 4.2 Form of Result Teachers’ Observation Checklist Cycle I

No The Teachers’

Activity

Yes No Description

2 Checking student

attendant

√ The teacher called the students one

by one

3 Reminding

previous material

√ The teacher immediately explain the

current material

4 Giving an

explanation of the

material

√ The teacher explained the material,

she used mix language, Indonesia and

English Language

5 Use of choral

repeated reading

(CRR)to teach

√ The teacher used choral repeated

reading (CRR) and in accordance

with the material which showed to

45

reading fluency the students

6 Giving opportunity

for asking question

√ The teacher gave time to the students

about everything to asked question

7 Answer the

students' question

√ The teacher answered the students'

questions related to the topic

8 Help student’s

difficulties during

learning

√ Teacher helped students to solve the

difficulties

9 Giving feedback

after the lesson

√ The teacher gave feedback to the

result of the learning

10 Praying after the

lesson

√ The teacher and the students'prayed

together after the lesson

The researcher got the data from the test of the cycle I and

analyzed the data of pre-test and post-test based on rubric reading

fluency. There are five aspects in scoring such as: rate, accuracy,

phrasing, expression and volume . Each aspect of reading fluency test

gave the point that divided into excellent togood, Good to adequate,

fair to poor and very poor. The researcher analyzed the data of pre-test

and post-test. The calculation and the result of both tests are presented

below:

46

a) The Score of pre-test and post-test cycle I

Table 4.3 Students’ Scores of Pre-Test and Post-Test Cycle I

No Students’ name

Score

pre-test

(X)

Score

post-test

(Y)

D D2

1 AMS 55 65 10 100

2 AS 50 60 10 100

3 AEP 65 70 5 25

4 BC 55 60 5 25

5 D 70 72 2 4

6 DRF 62 70 8 64

7 DS 54 65 11 121

8 DU 50 67 17 289

9 DUS 55 65 10 100

10 DFA 63 70 7 49

11 FNR 67 69 2 4

12 GR 58 67 9 81

13 HDR 66 70 4 16

14 IHB 53 65 12 144

15 KK 59 68 9 81

16 MAK 67 70 3 9

17 MFK 60 68 8 64

18 RM 54 70 16 256

19 RA 50 67 17 289

20 RAW 53 63 10 100

47

21 RW 55 65 10 100

22 RYNK 54 68 14 196

23 RC 58 65 7 49

24 SM 52 67 15 225

25 S 56 64 8 64

26 S 50 68 18 324

27 TS 56 65 9 81

28 TS 60 65 5 25

= 57.57143 66.71429 264 3006

From the students’ score in the pre-test and post-test of cycle

I, the researcher can calculate the number of the students who

passed the passing grade.

Table 4.4 Count of Passing Grade of the Pre-test and Post-test Cycle I

Criteria Grade of

Pre-test

Presentation of

Pre-test

Grade of

Post-test

Presentation of

Post-test

70 0 0% 1 3,57%

Total 28 100% 28 100%

b) Descriptive statistic cycle I

The writer calculates the deviation standard by using

SPSS 20.00. it can be shown as follows:

48

From the table above it can be seen that the mean of

pre-test in the cycle I is 57.5714 with standard deviation

5.71825. Then, mean of post test in the cycle I is 66.7143 with

standard deviation 2.97965. The quantity (N) of the students is

28 students.

(1) The passing grade of the cycle I

Cycle I also has shown that the students can improve

their English score especially in reading fluency the mean of

post-test 66.7143. It is better than the mean of pretest is

57.1825 . From the result, it is shown that the score still lower

than the passing grade. so the researcher decided to conduct

cycle II in order to get better result in the case to enhance

reading fluency through Choral Repeated Reading (CRR).

(2) Significant

To know there is a significant improvement in reading

fluency, the researcher analyzes the result of pre-test and post-

test by using SPSS 20.00. The significant level that the

researcher uses is 0.05 from the quantity (N) 28 and Df = N-1

(28-1=27). So, the T-table is 1.703.

Table 4.5 Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

PRE-TEST 1 28 50.00 67.00 57.5714 5.71825

POST-TEST 1 28 60.00 72.00 66.7143 2.97965

Valid N

(listwise) 28

49

c) Paired sample test cycle I

Table 4.6 Paired Samples Test

Paired Differences T df Sig. (2-

tailed) Mean Std.

Deviatio

n

Std.

Error

Mean

95% Confidence

Interval of the

Difference

Lower Upper

Pair

1

postte

st –

pretest

9.14286 4.34370 .82088 7.45855 10.82717 11.138 27 .000

From the table above can be seen that:

1) T-test cycle I is 11.138

2) T-table (=0,05) from the Df 27 is 1,703

3) T-test > T-table = 11.138 > 1,703

4) Reflection

Based on the result of the cycle I, the teacher and researcher

discussed about the teaching and learning using choral repeated

reading in VIII-B class was not effective yet. The researcher should be

more interested in teaching for improve student’s attractiveness to

practice reading aloud with choral repeated reading. In pre-test and

post-test the observer gave advised for call the student’s one by one in

front of the class.

50

The other weakness was the students did not achieve the

passing grade in the pre-test and post-test. The passing grade (KKM)

was 70, and the target of the passing grade was 85 %, there was only

one (25%) of students’ pre-test score above from the passing grade

(KKM). Meanwhile, there were 28 students (100%) who could reach

the target of passing grade in post-test. Therefore, the researcher

would conduct the cycle II.

b. Cycle II

1) Planning

The researcher prepared several instruments, they are as follows:

a) Lesson Plan

The lesson plan was used to control the teaching and learning

process in this research. The researcher used it as a guide to

managing time and activities during teaching and learning process

in the class.

b) English syllabus of Junior High School

English syllabus is an important guidance to arrange the lesson

plan. The researcher used English Syllabus of SMP Negeri 3

Getasan.

c) Observation Checklist

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Observation checklist was prepared in order to know the

students’ and teachers’ activities during the teaching and learning

process.

d) Material

The material of recount text consists of the meaning, generic

structure, example, and language feature.

e) Teaching Aid

The researcher prepared some instrument. They are board-

marker, video choral repeated reading, and handout for students

(recount text). The researcher also provided the material and tools

to succeed the action.

f) Pre-test and post-test

The researcher used pre-test and post-test in her action. The

pre-test was done before using choral repeated reading to know

the fluency of students in reading recount text. Then, the

researcher used post-test. Post-test was done after using choral

repeated reading to see the result of the study before and after

using CRR.

2) Action

The acting of the cycle II was held on Tuesday, January 29th,

Thursday, January 31st, and Tuesday 2nd, 2019. The teacher is Mr. Widi

52

and the researcher rolled as an observer. In this cycle, the researcher

wanted to conduct in three part.

The first part of cycle II, the teacher and the researcher entered

the class at 08.45 a.m. on Tuesday, January 29th, 2019. Before started

the lesson, the teacher greeted the students in the class by saying

“Good Morning students”. All of the students answered the greeting

of the teacher. The teacher asking about the condition of the student by

“How are you today?” then, the students answered “I am fine thank

you, and you?”. The teacher answered, “I am fine too, thank

you”.Before started the lesson the teacher checked the students’

attendance list. Before begin the implementing action, the teacher gave

pre test to students for reading aloud recount text (A Beautiful day at

Jogja) with called one by one. The result of pr-test showed that

students got complicatedly in reading text aloud.

The steps of this phase were same as before. In the first

meeting, there were pre activities and main activities (implementing of

choral repeated reading). To begin the lesson, the teacher asked to the

students did pre-test. Before pre-test, students get recount text (A

beautiful day at Jogja). “Ok class! I have recount text about ‘a

beautiful day at Jaogja’ for pre-test and I called you one by one

forward”. “Ok class! Saya mempunyai teks recount dengan tema ‘a

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beautiful day at jogja’ untuk pre test dan seperti biasa saya akan

panggil satu persatu kedepan”.

After completed pre-test, furthermore implement choral

repeated reading to enhance students reading fluency. Before the

implementation the teacher recalled steps to practice choral repeated

reading and asked students return to the group was made. All the

students should brought recount text was distributed by the researcher.

After implemented of choral repeated reading. The teacher

explained to the students more about what they had done. The students

received the instruction well. The goal of the activities, students

should have competence, especially how to reading aloud text

correctly, which focus rate, accuracy, phrasing, volume and

expression. Finally the teacher explained about choral repeated

reading, recount text and explained about rate, accuracy, phrasing,

volume and expression. The activities were done after students

understood about it. The last the teacher closed the lesson.

The second part is treatment. The teacher gave treatment to the

students at 08.45 a.m. on Thursday, January 31st, 2019. The teacher

opened the lesson and asked about the last meeting that they had

practiced. The teacher review of the last meeting that had been learned

“ok class! Kita akan praktek choral repeated reading lagi ya!, are you

ready?” asked the teacher. “yes sir we are ready!” students answered.

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Furthermore, students prepared the recount text and return to their

groups that have been made previously. In the last implantation,

students seemed compact and more interested with choral repeated

reading activities.

After choral repeated reading activities was time up, the

teacher do post-test for all students and asked students came forward

with their group to practice choral repeated reading and giving recount

text “My Holiday in Bandung” to the students. The researcher

prepared recorder to record students’ voice when they read together.

3) Observation

In this cycle II, the researcher observed the process of teaching

and learning in the class by using observation cheklist in the process.

This observation cheklist was purposed to know how far the situation

of the students’ and teachers’ activity during teaching and learning

process. The purpose of this activity was to evaluate the teaching and

learning process, collected the data and monitored the class.

Table 4.7 Form the Result of Students’ Observation Checklist Cycle II

No The Students’

Activity

Yes No Description

1 Paying attention

√ All of the students were paid

attention to the teachers’ explanation

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4 Accomplishing task √ All of students did the task

5 Being enthusiastic

in using of Choral

repeated reading

(CRR)

√ They felt enjoy the using of Choral

Repeated Reading

Table 4.8 Form of Result Teachers’ Observation Checklist Cycle II

No The Teachers’

Activity

Yes No Description

1 Greeting and

praying before the

lesson begins

√ The teacher greeted the students and

students answered the greeting. Then

they are prayed together

2 Checking student

attendant

√ The teacher called the students one

by one

3 Reminding

previous material

√ The teacher immediately explain the

current material

4 Giving an

explanation of the

material

√ The teacher explained the material,

she used mix language, Indonesia and

English Language

5 Use of choral

repeated reading

(CRR)to teach

reading fluency

√ The teacher used choral repeated

reading (CRR) and in accordance

with the material which showed to

the students

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6 Giving opportunity

for asking question

√ The teacher gave time to the students

about everything to asked question

8 Help student’s

difficulties during

learning

√ Teacher helped students to solve the

difficulties

9 Giving feedback

after the lesson

√ The teacher gave feedback to the

result of the learning

10 Praying after the

lesson

√ The teacher and the students'prayed

together after the lesson

The researcher got the data from the test of the cycle II and

analyzed the data of pre-test and post-test based on rubric reading

fluency, its same with the explanation of cycle II. There are five

aspects in scoring such as: rate, accuracy, phrasing, expression and

volume . Each aspect of reading fluency test gave the point that

divided into excellent togood, Good to adequate, fair to poor and very

poor. The researcher analyzed the data of pre-test and post-test. The

calculation and the result of both tests are presented below:

Table 4.9Students’ Scores of Pre-Test and Post-Test Cycle II

No Students’ name Score

pre-test

Score

post-test

D D2

57

(X) (Y)

1 AMS 65 75 10 100

2 AS 68 75 7 49

3 AEP 70 78 8 64

4 BC 60 65 5 25

5 D 68 70 2 4

6 DRF 72 80 8 64

7 DS 70 75 5 25

8 DU 69 80 11 121

9 DUS 73 80 7 49

10 DFA 67 70 3 9

11 FNR 68 76 8 64

12 GR 60 75 15 225

13 HDR 65 75 10 100

14 IHB 70 75 5 25

15 KK 72 80 8 64

16 MAK 74 80 6 36

17 MFK 68 75 7 49

18 RM 70 80 10 100

19 RA 70 76 6 36

20 RAW 65 80 15 225

21 RW 60 75 15 225

22 RYNK 73 80 7 49

23 RC 70 80 10 100

24 SM 66 75 9 81

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25 S 67 80 13 169

26 S 68 76 8 64

27 TS 65 75 10 100

28 TS 70 75 5 25

= 67.69429 76.28571 233 2.247

From the students’ score in the pre-test and post-test of cycle

II, the researcher can calculate the number of the students who

passed the passing grade.

Table 4.10 Count of Passing Grade of the Pre-test and Post-test Cycle II

Criteria Grade of

Pre-test

Presentation of

Pre-test

Grade of

Post-test

Presentation of

Post-test

70 5 17,85% 25 89,28%

Total 28 100% 28 100%

b) Descriptive statistic cycle II

The writer calculates the deviation standard by using

SPSS 20.00. it can be shown as follows:

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From the table above it can be seen that the mean of

pre-test in the cycle I is 67.9643 with standard deviation

3.75630. Then, mean of post test in the cycle II is 76.2857

with standard deviation 3.68035. The quantity (N) of the

students is 28 students.

(1) The passing grade of the cycle II

Cycle II also has shown that the students can improve their

English score especially in reading fluency the mean of post-test

76.2857. It is better than the mean of pretest is 67.9643. So, the

researcher can concluded that there was an improvement of

students reading fluency through choral repeated reading.

(2) Significant

To know there is a significant improvement in writing

skill, the researcher analyzes the result of pre-test and post-

test by using SPSS 20.00. The significant level that the

researcher uses is 0.05 from the quantity (N) 28 and Df = N-1

(28-1=27). So, the T-table is 1.703.

Table 4.11 Descriptive Statistics

N Minimum

Maximu

m Mean

Std.

Deviation

PRE-TEST 2 28 60.00 74.00 67.9643 3.75630

POST-TEST 2 28 65.00 80.00 76.2857 3.68035

Valid N (listwise) 28

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d) Pair sample test cycle II

Table 4.12 Paired Samples Test

Paired Differences t df Sig. (2-

tailed) Mean Std.

Deviation

Std.

Error

Mean

95% Confidence

Interval of the

Difference

Lower Upper

Pair 1 posttest -

pretest 8.32143 3.37807 .63840 7.01155 9.63131 13.035 27 .000

From the table above can be seen that:

1) T-test cycle I is 3,947

2) T-table (=0,05) from the Df 27 is 1,703

3) T-test > T-table = 13.035 > 1,703

4) Reflection

Based on the result above, the teacher and the researcher felt that

teaching recount text through choral repeated reading can enhance

students reading fluency at VIII B grade of SMP N 3 Getasan. The

classroom action research of enhancing reading fluency was

successful. The use choral repeated reading is one of factor that

influences the result of the study. By using choral repeated reading,

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students’ interest to read a text orally with expression and phrase of

students were enthusiastic in joining the lesson.

The passing grade (KKM) for English subject was 70, The

students’ scores in the post-test of the cycle II show that there are 85%

of the students who get the score higher than KKM. The post-test of

the cycle II were better. The students’ generate their idea in recount

text coherently. In the pre-test of cycle 2, there are17,85% of the

students who get the score higher than KKM. It means that after

reflection from the cycle I was applied in the action of the cycle II,

there was an enhancement of implementation of students reading

fluency through choral repeated reading for the eighth grade students

of SMP Negeri 3 Getasan. Finally, the teacher and the researcher stop

the cycle because 89,28% of the students have already passed the

passing grade.

2. Discussion

After analyzing the students’ score in the cycle I and cycle II the

researcher concluded there is a significant improvement of the students

reading fluency through choral repeated reading. The improvement can

be seen as follows:

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Table 4.13 Data Analysis

No. Analysis Cycle 1 Cycle 2

1 Mean of pre-test

Mean of post-test

56,64

61,96

65,50

74,46

2 Total of the students who pass

developing reading fluency through choral repeated...

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