Abstract
This purpose of the research is to describe the
way Presentation, Practice and Production technique improve reading skill for
the first year student of MTs N 1 Paron, Ngawi.The method used in this research
was a action research. This research is
conducted at MTs N 1 Paron, Ngawi. The students were at the seventh grade
especially 7D. The research findings show that in general, the implementation
of teaching reading by using Presentation Practice Production technique ran
well. By using this technique, the students could improve their reading skill.
The students were not easy to get bored and could improve their motivation and
their reading skill. Teaching reading by using Presentation Practice Production
technique is effective, which was seen from the result of post-test that all of
the students are in fair level. There were some indicators which showed that
there was an improvement in their reading skill. They were: The students’
reading scores improved from cycle to cycle. The mean score increased from
57,74 in pre-test to 74,36 in post-test 1 and 78,46 in post-test 2. Basically,
a technique of teaching reading indicates to be successful if the students can
give good understanding in reading a text. First, most of the students to be
interested in the implementation of Presentation Practice Production technique.
Second most of them are interested that Presentation Practice Production
technique is effective, appropriate and not bored.
Keywords: reading skill, presentation,
practice and production technique
There are four skills that the students of senior and junior high
school in Indonesia have to learn. There are listening, speaking, reading and
writing. Reading is regarded as a decoding skill that is, interpreting codes in
to ideas. Wallace (1992, p. 4) states that reading is interpreting which means
reacting to a written text as a piece of communication; in other words, we
assume that reading is interpretative part of written communication. Written
communication indicates both a writer and a reader. A writer puts his ideas
onto the page and the reader tries to understand the author’s meaning and
thinks about what he has read.
According to Bond and Wagner (1963, p. 5) reading is a
process through which the reader tries to share an author’s point of view, idea, and
experiences in order to communicate with the author. From
reading, the reader can get clear and vivid meaning from written material only
to the extent that the reader has clear and vivid concepts to associate with
the written symbols.
The fact is reading becomes a significant skill
considering the need of understanding English written texts. The national
curriculum supports this view by concerning reading as the most primary
portions in national examination of junior high school. It is in lines with Permendiknas No. 78 year 2008 about the
standard competence of national examination for junior high school is
containing reading as the main core tested.
The Standar
Kompetensi (SK) and Kompetensi Dasar
(KD) of English for eighth grade students of junior high school in the
second semester, in reading, are as follows:
Standar Kompetensi (SK) 11. Memahami makna
dalam esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi
dengan lingkungan sekitar.
Kompetensi Dasar (KD):
11.1 Membaca nyaring bermakna teks
fungsional dan esei pendek pendek sederhana berbentuk descriptive dan procedure
dengan ucapan , tekanan dan intonasi yang berterima yang berkaitan dengan
lingkungan sekitar.
11.2 Merespon makna dan langkah retorika
dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan
dengan lingkungan sekitar dalam teks berbetuk descriptive dan procedure.
11.3 Merespon makna dalam teks tulis
fungsional pendek sederhana secara akurat, lancar dan berterima yang berkaitan
dengan lingkungan sekitar.
From SK and KD above, it can be assumed that ideally in
reading the students should be able to: (1) infer meaning of words; (2)
identify the main idea of the text; (3) find the implicit information of the
text; (4) find the explicit information of the text, and (5) determine the
reference.
Unfortunately, the fact the researcher found after doing
the pre–research activity which cover pre-observation, interview and pre-test,
the ideal competence that the students should have in reading as mentioned
above cannot be reached by most of the students in MTsN 1 Paron.
After analyzing the results of pre- research, the
researcher identified the problems during reading activity conducted in the
class into two categories. The first category deal with the student’s reading
comprehension problems. The problems that the researcher found were: (1)
students had difficulty in inferring meaning of certain words in the text; (2)
students had difficulty in identifying the main idea of the text; (3) students had
difficulty in finding the implicit information of the text; (4) students had
difficulty in finding the explicit information of the text, and (5) students
had difficulty in determining the reference. Furthermore, the fact that the low
of student’s reading comprehension is also identified from their pre-test
scores which mostly unsatisfying. After being analyzed has been obtained that
the student’s mean score of test was
57.74. This mean score is considered still low since the English standards
score (KKM Bahasa Inggris) in that
school was 75.
The second category deals with the problems of class
situation during teaching and learning process conducted. They are as follows:
(1) Low attention of the students during reading lesson when teaching learning
process conducted; (2) Almost of the students did non-academic activities
rather than academic activities. They preferred spending their time for useless
activities such as, chatting with their friend, daydreaming, or doing other
lesson’s homework in English class; (3) Most of the students were passive
during teaching learning process. They did not want to ask to the teacher when
they had difficulty. They tended to be silent and just gave little response
during teaching learning process occurred. Moreover, they did not produce any
question dealing with teacher’s explanation when the teacher invited them to do
so. The result was when they were asked to do the reading assignments related
to teacher’s
explanations before it, they could not do it well; (4) Most of the students
were lazy to fulfill the reading assignment the teacher instructed. They just
tended to copy their friend’s work.
When analyzing two problems mentioned above, the
researcher found that those problems are caused by some sources. The cause of
those problems could be categorized into three aspects. They are viewed from
student’s aspects, teacher’s aspects and teaching material aspect. From the
student’s aspect, the causes are the students had low motivation to read
English text, and most of the students were passive.
From the teacher’s aspect, the cause is teaching
technique used by the teacher was so monotonous. The teacher had never taught
the students by different methods and techniques in his instructional process.
She used only student’s worksheet to teach reading. Based on the
pre-observation, it showed that in teaching learning process, the teacher
taught the students by activity as follows: first, she asked the students to
read aloud the text, one student one paragraph. Second, the teacher and the
students tried to translate the text one paragraph by one paragraph together.
Third, the teacher analyzed the generic structure of the text. Fourth, the
teacher asked the students to answer the questions below the text individually
for school assignment and student’s homework. Those activities were applied in
every meeting of reading class. Therefore, the monotonous teaching and learning
activity made the students were not interested and get bored during reading
class.
From the teaching material aspect, the cause is teaching
material used in every meeting is monotonous. It can be said that there is the
lack of variation in teaching material used. Teacher used only student’s
exercise book (LKS) to teach reading in every meeting. It made the students get
bored and did not have interest during teaching and learning process.
Based on the identified problems that the students had
in reading, it is very important to find the solution to solve the student’s
problem in order to improve their comprehension in reading the text. For
solving the problem, the researcher proposes the use of presentation, practice
and production technique, especially to increase the ability of the student’s
comprehension in reading the text. In this procedure the teacher introduces a
situation which contextualizes the language to be taught. The students practice
the language using accurate reproduction techniques such as choral repetition,
individual repetition, and cue-response drills.
Based on the situation above the writer is inspired to
conduct study entitled: “Improving Reading Skill Using Presentation, Practice and
Production Technique In The First Year Of Mts N 1 Paron, Ngawi”.
Method
The
research used action research design. A model of Action Research which is used
in this research is Action research based on Kemmis and Mc Taggart model.
According to Kemmis and Mc Taggart (1998) in Burns (1999, p. 32) explain that
action research occurs through a dynamic and complementary process, which
consists of four essential moments: planning, action, observation, and
reflection.
This research is conducted at MTs N 1 Paron, Ngawi. The
students were at the seventh grade especially 7D. There were thirty nine
students in the class. This class consists of 19 female and 20 male. The
research was conducted on April while the students were at the second semester.
In that semester the student have descriptive text for English lesson.
The research procedures covered some activities. The
first was research preparation. The next was planning of the action. The third
was implementation of the action. The fourth was observation and the final
activity was reflection.
Considering that the research was designed to help
English teacher solving the problem that, the researcher and the collaborator
decided that the indicator of successful implementation of the cycle was the
students’ score on reading skill test. The score decided to be 80. The reason
to take 80 was because based on the preliminary study; the student’s score on
comprehension question was 63. Besides, the passing grade of English at MTsN 1
Paron Ngawi was 75. Therefore, whenever
students reached 80 for their comprehension on reading test, it was consider to
be appropriate.
The researcher and the collaborator also evaluated
whether the first implementation failed or succeeded. It is regarded to be
successful when the students get 80 since the minimum score for the criteria of
success was g0. when the result did not meet the minimum score of the criteria
of success, the second cycle was implemented again. The second cycle would also
be conducted in the same procedure as the first cycle. However, some items
causing the failure or less effective of the first cycle such as teacher
response, students’ problems, classroom circumstances, time allotment or
teaching aids would be improved.
Results
1)
Preliminary Research
Before the researcher
implemented the research, he did the preliminary research through observation.
The result of the preliminary stage can be seen in this table.
Table 1. Result of the Pre-research
No
|
Issue
|
Indicators
|
1.
|
Students reading skill
|
1.
difficulty to interpret the difficult words
2.
difficulty to understand complex sentences
3.
difficulty to find main idea
4.
low reading comprehension
|
2.
|
Pre-test score 57.74
|
|
3.
|
Classroom situation
|
1. Not live atmosphere
2. Low participation of students
3. Teacher’s domination
4. Monotonous
|
In
more details, Table 1 the condition before the research is described
inthefollowing sections:
a. Students’ reading skill
This
study began when the researcher realized that the students hadproblem in
English especially in reading comprehension. It was based on thepreliminary
interview to the students who thought reading is regarded difficult.Then, he
conducted preliminary observation. The preliminary observation was conducted in
order to find out the problem faced by the students and the teaching learning
situation done by the previous teacher. To find out the teaching
learning situation, he observed the previous teacher in teaching and learning
process.
From
the preliminary research, he noted that the students had difficulty to interpret
the difficult words they found in the text so they could not comprehend the text
well. They also got bored with the lesson because they had difficulty
in understanding the complex sentences they found in the text. It caused to
their difficulty in understanding the main idea of the paragraph.
As
a result, they could not understand the reading text well. Moreover,they avoid
studying reading. Consequently, the result of their readingcomprehension test
was low.
The
low students’ reading comprehension could be caused by the teacherwho used to
apply traditional technique in teaching reading in which he onlyasked the
students to read loudly, translate the text, and answer the question, hejust
gave few portions for students to discuss the reading text, he only focused
onfinishing the material for national examination.
b. Class situation
Based on the preliminary
research through observation, he could describethat the teaching and learning
process before the research was not alive. Thecondition mostly caused by both
teacher and students.
He
found that the class situation of the English lesson, especially inreading was
monotonous, boring and the class was not active. Teacher used to askhe students
to read the text loudly, translate the text, and then answer thequestions. The
students tended to be passive during the lesson. They sometimesdid not pay
attention to the lesson. Besides, they said that when they were askedto answer
the questions, they could complete the tasks in reading material merelyby
matching the words and the sentences in the tasks with the words andsentences
in the text without understanding what the text told them about. Theytended to
be dependent to the teacher in the teaching learning process; they justwaited
for the teacher’s explanation when he explained it. The teacher dominatedthe
teaching learning process, while the students were just listening to his explanation;
they had no willingness to take part in the teaching learning process.
Due
to the fact above, it is necessary to make an attempt to improvestudents’
reading comprehension by applying other teaching technique. TheEnglish teacher
should be able to improve students’ interest and motivation tostudy English
better by creating an interesting atmosphere that makes them enjoythe teaching
and learning process and give fun. One of the teaching techniqueswhich cover
such kinds of those activities is the Presentation, Practice and Production
technique.
2)
Cycle 1
The table below showed that
there was an improvement of students’reading comprehension before and after the
action research based on theindicators of reading comprehension. It was proven
by the increase of thestudents’ correct answers on each indicator of the reading
comprehension.
Table
2. Distribution of Students’ Correct
Answers Based on the Indicators ofReading Comprehension
No
|
Indicator
|
Max Score
|
Pre-test
|
||
n
|
%
|
n
|
%
|
||
1
|
Main idea
|
195
|
20
|
155
|
27.53
|
2
|
General idea
|
195
|
20
|
134
|
23.80
|
3
|
Meaning of word
|
195
|
20
|
140
|
24.87
|
4
|
Detail information
|
195
|
20
|
162
|
28.77
|
5
|
Reference
|
195
|
20
|
134
|
23.80
|
Total Score
|
975
|
100
|
725
|
74.36
|
|
Table 3Summary of the Research
Findings
No
|
Pre-research finding
|
Before Action Research
|
After Action Research
|
1.
2.
|
Improving in students’
reading comprehension:
a.
Mean score
Improvement in teaching learning situation
a. Atmosphere
b. Participation in class
c. Domination in class
|
57.74
Not alive, uninteresting reading class.
Low, SS did not pay attention to the lesson, ignored to answer
the comprehension questions.
SS were passive, T dominated the activities.
|
74.36
Live, interesting activities
SS pay attention to the lesson, involve in the discussion.
SS were active, SS dominated the activities.
|
Based
on the table above, it could be concluded that the students had aprogress. Not
only the mean score of students’ reading comprehension of pre-testwas better
than in the post-test cycle 1 but also there were some improvementsrelated to
the teaching learning situation. Then, the researcher was eager to findout the
effectiveness and consistency of the Presentation, Practice and Production
technique to improve thestudents’ reading comprehension in comprehending a
text. After implementing theaction in cycle 1, he would like to know whether
there was a better progress ornot, there was consistency or not. The result of
the evaluation and theimplementation of the Presentation, Practice and
Production technique in cycle 1 were used to find the strengthand the weaknesses
of the implementation of the Presentation, Practice and Production technique in
cycle 1 inthe teaching learning process.
Cycle 2
The
table below showed that there was an improvement of students’reading
comprehension before and after the action research based on theindicators of
reading comprehension. It was proven by the increase of thestudents’ correct
answers on each indicator of the reading comprehension
Summary of the Research
Finding in cycle 2can be seen in this table.
Table 4 Summary of the Research
Finding in cycle 2
No
|
Pre-research
finding
|
Before
Action Research
|
After
Action Research
Cycle 1
|
After
Action Research
Cycle 2
|
1.
2.
|
Improving in students’
reading comprehension:
a.
Mean score
Improvement in teaching learning situation
a.
Atmosphere
b.
Participation in class
c.
Domination in class
|
57.74
Not alive, uninteresting reading class.
Low, SS did not pay attention to the lesson, ignored to answer
the comprehension questions.
SS were passive, T dominated the activities.
|
74.36
Live, interesting activities
SS pay attention to the lesson, involve in the discussion.
SS were active, SS dominated the activities.
|
78.46
interesting activities,
fun
involve in the
discussion actively
SS were very active
|
Based on the observation results, the researcher and collaborator had
reflection on the result of the action in second cycle. The positive results of
cycle 2 were as follow: (1) The class
became more enjoyable and fun, (2) The students could identify the explicit and
implicit information of the text, (3) The students’ reading scores improved,
(4) The students became more active individually and in groups, and (5) The
students’ motivation increased
After using the task-based learning, they did not feel depressed in learning
English. Because they did not feel depressed, they learned English joyfully.
Their self-confidence increased. These made them have the courage to explore
and express their idea. The enjoyable and fun situation affected the students’
motivation. From the result of reflection, the researcher concluded that the
presentation, practice, and production technique is a suitable to improve the
students’ reading skill in MTsN 1 Paron, Ngawi.
Discussion
From the test, it could be
concluded that the Presentation, Practice and Production Technique could improve
the students’ reading skill. The Presentation, Practice and Production
Technique allows students to manifest considerable improvement in writing
expression, vocabulary development, and reading skill. The advantages of using
the Presentation, Practice and Production Technique in teaching and learning
reading skill were:
The
PPP is a method that is widely used in teaching simple language at lower
levels. Furthermore, many modern course books contain examples of PPP lessons
which have retained elements of structural-situation methodology and
audio-lingualism. Harmer adds that there is a general consensus that PPP is
just one method among many, not taking into consideration other ways of
learning. It is very learning-based and takes little account of students’
acquisition abilities. However, I strongly believe that once the lesson is
finished and your students have actually achieved its aim, having been able to
produce language in an meaningful way, it means that the method applied was
successful and effective, and only then will the teacher feel that learning has
really taken place (Jeremy Harmer, 2009).
There
were some indicators which showed that there was an improvement in theirreading
skill. They were:The students’ reading scores improved from cycle to cycle. The
meanscore increased from 57,74 in pre-test to 74,36 in post-test 1 and 78,46
inpost-test 2.
Teaching
reading by using the Presentation, Practice and Production Technique made the
students easier to understand the content of the text. They became active in
learning reading. They showed their contribution in the discussion and
participated well in the teaching and learning process by giving some opinion
and asking some information they did not know. They enjoyed joining the lesson.
Conclusion and Suggestion
After conducting the research that was teaching reading by
using Presentation Practice Production technique, the writer comes to the
conclusion as follows:
1.
In general, the implementation of teaching
reading by using Presentation Practice Production technique ran well. By using
this technique, the students could improve their reading skill. The students
were not easy to get bored and could improve their motivation and their reading
skill.
2.
Teaching reading by using Presentation Practice
Production technique is effective, which was seen from the result of post-test
that all of the students are in fair level. There were some indicators which
showed that there was an improvement in their reading skill. They were: The
students’ reading scores improved from cycle to cycle. The mean score increased
from 57,74 in pre-test to 74,36 in post-test 1 and 78,46 in post-test 2.
3.
Basically, a technique of teaching reading
indicates to be successful if the students can give good understanding in
reading a text. First, most of the students to be interested in the implementation of
Presentation Practice Production technique. Second most of them are interested
that Presentation Practice Production technique is effective, appropriate and
not bored.
The researcher proposes the following
suggestions.
1.
For the teacher
It will be better for the teacher to apply the
Presentation Practice Production technique in teaching reading, especially to
improve the students reading skill and it will be better for the teacher to use
interesting technique in teaching English.
2.
For the students
The students are suggested to increase exercises in
exploring their reading skill using some techniques. One of them is
Presentation Practice Production technique and the students are suggested to
increase their participation in the class room.
3.
For the other researcher
The researcher realized that this research paper is not
perfect yet. There are still many weaknesses dealing with the theory or method,
because of the insufficient skill of the researcher herself. The researcher
also understand that this research paper can be used as one of the references,
for the other researchers in developing a better research. Other researchers
can analyze teaching reading skill from another point of view.
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