Full Text

THE USE OF LOOK-SAY METHOD TO IMPROVE THE
STUDENTS’ READING COMPREHENSION

(A Class Room Action Research at the Seventh Grade of Students’ SMP Negeri
Satap 5 Baraka, Enrekang)
THESIS
Submitted to the faculty of Teacher Training and Education Makassar
Muhammadiyah University in Partial Fulfillment of the Requirement
For the Degree of Education in English Department
ASRI KUNNU
10535 3699 08
ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION
MAKASSAR MUHAMMADIYAH UNIVERSITY
2014
TINIVERSITAS MUHAMMADIYAII MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
PROGRAM STUDI PENDIDIKAN BAIIASA INGGRIS
LEMBAR PENGESAHAN
Skripsi atas nama Asri Kunnu, nim 10535 3699 08 diterima dan disahkan
;- ?anitia Uiian Skripsi berdasarkan Surat Keputusan Rektor Universitas
r-:.:madiyah Makassar Nomor: 019 Tahun 1436 IJl2Al5 M, Sebagai salah
:,:. - s-, arat guna memperoleh Gelar Sarjana Pendidikan pada Jurusan
:'-:;ikan Bahasa Inggris (S1) Fakultas Keguruan dan IImu Pendidikan
- ,;:sitas Muhammadiyah Makassar pada hari Sabtu tanggal23 Februari 2015
25 Februari 2015 M
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06 Jumadil Awal 1436 H
PANITIA UJIAN
!;nga*'as Umum Dr. H.Irwan Akib, M.Pd
hctua Dr. Andi Sukri Syamsuri, M.Hunt
\tr kretaris Khaeruddin, S.Pd., M.Pd
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'L Dr. H. Bahrun Arnin" M.Hum (
, Muh. Astrianto Setiadi, S.Pd., M.Pd (
3. Drs. Atld. Waris Harnid, M.Hum )t

4. Yasser Mallapiang, S.S., M.Pd
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Motto
LEARNING BY DOING
TALKLESS DO MORE
I dedicate this thesis especially to my parents and all people who

always support me.
v
ABSTRACT
ASRI KUNNU, 2015. The use of Look-Say Method to Improve the Students’ Reading
Comprehension at the Seventh Grade of Students’ SMP Negeri Satap 5 Baraka, Enrekang,
under the thesis of English Education Department, the Faculty of Teachers Training
and Education, Muhammadiyah University of Makassar. Supervisor by Nurqalby and
Abd Waris Hamid.
This research aimed at finding out the improvement of the students’ reading
comprehension in speaking through Look-Say Method at the Seventh Grade of
Students’ SMP Negeri Satap 5 Baraka, Enrekang.
The method of this research was a Classroom Action Research that consisted
of two cycles. One cycle consisted of four meetings. It means that there were eight
meetings for two cycles. The instrument of the research was observation and reading
test indicated that the students have high score in speaking achievement. The subject
of this research was the Seventh grade of Students’ SMP Negeri Satap 5 Baraka, Enrekang
academic years 2014-2015 by Look-Say Method. It consisted of 20 students.
The findings of this research indicated that the improvement of the students’
in reading comprehension through Look-Say Method and the students’ participation
in teaching and learning process. The means scores of speaking skill in diagnostic test
was 43.70 become 56.44 in first cycle, and after revision in the second cycle the mean
score in the second cycle was 82.41. The improvement of students’ ability to read
viewed from fluently and accuracy through Look-Say Method was presenting
descriptive paragraph material at the Seventh grade of Students’ SMP Negeri Satap 5
Baraka, Enrekang, improves the students’ ability signifincatly.
vi
ACKNOWLEDGEMENTS
In the name of Allah, Most Gracious, Most Merciful
Alhamdulillah… First and foremost, I would like to praise to Allah SWT, the
Almighty, for the blessing and leading so that I am able to finish my thesis. Best regards be
upon the Prophet Mohammad SAW, his family, his companions and all of his followers.
I realizes that many hands given their helps and useful suggestion for the completion
of this thesis.. Therefore, I would like to express my appreciation and sincere thanks to all
of them particularly:
1. Dr. Irwan Akib , M. Pd, the Rector of the Makassar Muhammadiyah University
2. Dr. A. Syukri Syamsuri, M. Hum, the Dean of Teacher Training and Education
Faculty.
3. Erwin Akib, S.Pd, M.Pd, the Head of English Education Department of FKIP
Makassar Muhammadiyah University.
4. Nurqalby, S.S., M.Hum, my first supervisor, for guiding and supporting me in
every step to make and complete this thesis, and to Drs. Abd Waris Hamid,
M.Hum, my second supervisor for his time, patience and carefulness in reading
and correcting this final project
5. My heartful thank to all lecturers of the FKIP UNISMUH especially to the
lecturers of English Department and all staff of Makassar Muhammadiyah
university of for their guidance during the years of my study.
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6. My deep appreciation for the Headmaster of SMP Negeri Satap 5 Baraka,
Enrekang, and all English teacher and all the students of SMP Negeri Satap 5
Baraka, Enrekang especially for the students of the second grade who have spared
their time and activities for being subject of this research.
7. My beloved parents (Kunnu and Niak), and my beloved brother Ancong, Ida,
Ilyas and Reni Lestari for their prayer, love, care, financial, motivation,
suggestions and sacrificed for his success, and their love sincerely and purely
without time. There is no appropriate symbol which suitable to state my thanks to
them.
Finally, I dedicate this thesis for my beloved Best friend sisters in
EDSA 2008 who are given to me great experience, make me be strong girls and
found the truly brotherhood. Love them with all my heart.
Makassar, Januari 2015
viii
LIST OF CONTENTS
TITLE PAGE ..................................................................................................... i
APPROVAL SHEET ......................................................................................... ii
CONSELLING SHEET ..................................................................................... iii
SURAT PERNYATAAN .................................................................................. iv
SURAT PERJANJIAN ...................................................................................... v
ABSTRAC ......................................................................................................... vi
AKNOWLEDGEMENTS.................................................................................. vii
TABLE OF CONTENTS................................................................................... ix
LIST OF TABLES ............................................................................................. xi
LIST OF GRAPHICS ........................................................................................ xii
CHAPTER I INTRODUCTION
A. Background ...................................................................................... 1
B. Problem Statement ........................................................................... 3
C. The Objective of the Study .............................................................. 4
D. Significance of the Study ................................................................. 4
E. Scope of the Study ........................................................................... 4
CHAPTER II REVIEW OF RELATED LITERATURE
A. Some Previous Related Research Finding…………………………. 5
B. Some Pertinent Ideas…………………………………………….… 6
C. Conceptual Framework .................................................................... 19
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CHAPTER III RESEACH METHOD
A. Research Setting................................................................................ 20
B. Research Variables and Indicators................................................... 20
C. Research Procedure ........................................................................... 21
D. Research Instrument .......................................................................... 24
E. The Technique of Data Collection .................................................... 24
F. Technique for Data Analysis …………………………………………… 26
CHAPTER IV FINDING AND DISCUSSION
A. Findings........................................................................................... 28
B. Discussion ....................................................................................... 32
CHAPTER V: CONCLUSION AND SUGGESTIONS
A. Conclusion ....................................................................................... 34
B. Suggestions ...................................................................................... 35
BIBLIOGRAPHY ............................................................................................. 38
APPENDIX
x
LIST OF CHARTS
Graphic 1: The Improvement of the Students’ Literal ................................................... 29
Graphic 2: The Improvement of the Students’ Reading................................................. 30
Graphic 3: The Improvement of the Students’ Activeness ............................................. 41
xii
LIST OF TABLES
Table 1: The Improvement of the Students’ Literal ....................................................... 28
Table 2: The Improvement of the Students’ Reading .................................................... 30
Table 3: The students’ observation result ................................................................... 31
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1
CHAPTER I
INTRODUCTION
A. Background
Language is a crucial thing in our life as a mean of communication,
which is used to convey people’s idea to the mind of the people. Franch (1958:
13) in Abdul Muis Ba’dulu defines language as an arbitrary system of articulated
sounds made use of by a group of humans as a means of carrying on the affairs of
their society. Through language, we can express our feeling, willingness and
ideas. We use language as key to learn science and technology such as
Linguistics, Sociology, Medicines, Economics, etc. In it is proportion, English as
an international language, certainly many people in the world intend to learn it,
including the Indonesian people, especially students in the junior high school,
senior high school, and the university. Furthermore, we should realize that we are
in the technological era; certainly, we have commitment that the new technology
comes from the western countries that most of them are written in English.
Today, there a lot of information, people should know, and they should
find many kinds of information sources that are written in English. Thus to get
information, people should read many kinds of information. Reading is a source
of getting information. No one can get much information without reading.
Actually, Reading is the easiest and the cheapest way to get information, because
it can help to know the simple information to the more complex one. In addition,
the main important thing that the readers should have the ability to comprehend
what they have read. Carrillo (1976:2) states that reading is a combination of
1
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mechanics, understanding, retention, and use. In this broadest of three views, the
reader should be able not only to perform the mechanics and comprehend the
meaning of the words, but to critically evaluate the ideas expressed and apply
them to his or her situation.
Reading is something that must be done by all students who are studying
language. Reading is considered as one of important skill, which has to be learn
because it can influent the other language skills.
In reading text, students often find some difficult word that they do not
know its meaning. In order to, before they translate the word, they must know or
understand through comprehension so that they can describe their ideas or can
give conclusion from English reading text through their comprehension.
The expand times and technology advance bring the positive impact in
increasing educational in teaching and learning process, so that the teaching
system always change into completing, particularly which related to their way of
teaching.
It is concerned with language learning and teaching, Pressley and Block
(2002:12) also suggested that teachers can learn by using strategy, how the
strategies work and become better able to teach them to their own students by
applying the strategies to their own reading. According to Person (1998:24) on
Eric Person 1998) states that one of strategy that can be use in teaching reading
is a "look say" method, the method introduces rigidly selected vocabularies in
progressive texts. Students memorize the appearance of words, or learn to
recognize words by looking at the first and last letter. Students taught to read by
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the "look-say" method are not taught to pronounce new words. It is known that
"look-say" students do not naturally learn to spell or write unless explicitly taught.
Related to the statement above, the writer is interested to do this research
by using Look-Say method in teaching. This method shows us that words are
pronounce before reading a text. John Amos said that not only introduced picture
as helps in learning but also formally suggested this method of teaching reading.
Because, besides reading the students also able to pronounce the word well that
found on the text reading.
Considering the statement above, the writer would like to conduct a
research under the title: “the use of Look-Say Method to improve the students’
reading comprehension at the Seventh Grade of SMP Negeri Satap 5 Baraka
Enrekang"
B. Problem Statement
In relation to the background mentioned above, the problem of the
research can be formulated in the following questions: “How is the students’
improvement in literal reading comprehension by using look-say method at the
Seventh Grade of SMP Negeri Satap 5 Baraka Enrekang?”
C. Objective of the Research
The objectives of the research is to find out the students’ improvement in
reading comprehension by using Look-Say Method at the Seventh Grade of SMP
Negeri Satap 5 Baraka Enrekang.

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D. Significance of the Research
The writer hopes that this research had been advantageous to writer it
self, the other researcher had been continued this research to make complete it and
the readers as useful information, especially for English teacher in learning
reading comprehension by using Look-Say Method at the Seventh grade of SMP
Negeri Satap 5 Baraka Enrekang?
E. Scope of the Research
This research was under the discipline of applied linguistics. This was
limited to the use of Look-Say is effective to improve the students’ literal reading
comprehension and students’ achievement by using Look-Say Method. This
strategy had been implemented to the Seventh Grade of Negeri Satap 5 Baraka
Enrekang
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Some Previous Related Research Finding
Many studies have been performed by the researcher related to the use of
strategies, approaches, techniques, or media, in motivating the learners to learn
English reading. Some of them are mentioned with their report as follows:
1. Hasnah (1999) found that Improving reading comprehension by using
Directed Activities Related to Text. stated that the reading
comprehension ability of the students were poor because it was
influenced by the low interest to reading especially English book.
2. .Aris (2000) in his research try to find out the effectivenes of pre-
questioning on the reading Comprehension Achievement of the first
grade student of SMK Tri Tunggal 45 Makassar. reported that 55, 5%
students own good and very good classification in reading
comprehension by using mass media.
3. Muh. Tahir (2001) in his thesis found that Improving the students
Reading Comprehension Ability by using authentic material can
improve the students reading comprehension ability.
4. Nursiah (1997) found that the ability of the sixth semester students of
English Department of IKIP Ujung Pandang by using reading
comprehension building reading was poor.
5. Sari (1995) found that increasing the students Reading Cmprehension
through paraphrasing strategy (A Classroom Action Research)
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conducted a research on the students of SMP Dian Hikma Ujung
Pandang. Reported that most of the students prefer to choose the
English text with picture in teaching reading.
Hasnah and Sari reported that the students low interest to read but
they interested with picture in teaching reading. in my research also will use
the picture but the difficult words breaking down into individual letter or
group of letters and show the printed word, perhaps accompanied by a
meaningful context.
Base on the explanation above the writer found that the factors causing of
the poor achievement of the students were lack of the learning because of the
monotonous teaching technique in presenting materials. In this case, the writer
would like to improve the students’ reading comprehension by using look-say
method.
A. Some Pertinent Ideas
1. Concepts of Look-Say Method
a. Definition of Look-Say Method
The look-see (or say) reading method is also called psycholinguistics
(looking at and recognizing the whole word). It is a whole-language approach
developed by psychologists. What it does is teach students to learn through rote
memorization, and deprives them of the tools used in the Phonics system. Because
of this kids become poorer readers as they are forced to “learn to read”. (Joseph
William, 2010 : 1).
The look and say teaching method, also known as the whole word method,
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was invented in the 1830s and soon became a popular method for teaching reading.
By the 1930s and 1940s there was a very strong focus on teaching children to read
by this method. In the 1950s, however, it was fiercely criticized in favor of
phonics-based teaching Stephanie, 2009: 1).
The look and say method teaches students to read words as whole
units,rather than breaking the word down into individual letters or groups of letters.
Children are repeatedly told the word name while being shown the printed word,
perhaps accompanied by a picture or within a meaningful context.
Eventually children learn to 'sight read' the word, recognizing it through
pattern recognition without any conscious attempt to break the word down into its
parts. Over time children build up a larger and larger vocabulary of whole words
which they can recognize. (Stephanie, 2009 : 2).
The method of teaching reading prescribed by Frank Smith (l: 183-184),
who contends that to “ensure that phonics skills are learned and used" is one of the
“12 easy ways to make learning to read difficult” obviously is the approach that has
long been used by look-say reading teachers. Although Smith offers a lengthy,
complex and intricate theory as to how children recognize words, which he calls the
"feature-analytic alternative" to both the whole-word view of teaching reading and
to phonics instruction, the teaching method he recommends is purely look-say. To
teach reading, Smith (4:225).maintains, "All the teacher can do is providing the raw
material, the written word, and its 'name". This is a precise and accurate description
of what has traditionally been called the look-say method. In traditional look-say
methodology, the child is shown a word, is told its name, and then is instructed to
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say the word's name. This procedure is then carried on or continued until the child
can read supposedly by sight a large number of words.
Based on definition above researcher can conclude that Look-Say method is
effective in improving students reading comprehension because Phonics involves
learning the sounds of letters. Students decode words by sounding them out or
recognizing the word by sight. Phonics teaches student’s to associate certain
spellings with certain sounds. Once children learn these sound-spelling
relationships, they can come up with the pronunciation of words. The theory is that
students need to become proficient at decoding words to quickly and accurately
read them.
b. The Advantages of Look-Say Method
Some of the advantages of look-say method, whether used with words,
phrase, sentences, or stories, disclosed by Lawrence (1976: 18) as follows:
1) Students associate meaning with their first attempts at reading; the
emphasis is on comprehension.
2) Appreciation of reading as an enjoyable activity may come rapidly since it
does not take long to develop ability to read a simple story in which many of
the words are repeated.
3) Learning larger units than smaller units such as letters tends to make
reading more rapid and adds to the speed of understanding in later stages to
development when speed becomes more necessary.
4) Students tend naturally to learn by larger units first, and then to learn about
components of the larger unit which they are already familiar. Therefore,
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this type of learning is relatively easy for students.
c. Teaching Principle of Look-Say
There are some teaching principles of look-say method (Stephanie, 2009: 2):
1) New words are systematically introduced to the child by letting him see the
word, hear the word and see a picture or a sentence referring to the word.
2) Flashcards are often used with individual words written on them, sometimes
with an accompanying picture. They are shown repetitively to the child until
he memorizes the pattern of the word.
3) Progressive texts are used with strictly controlled vocabularies containing
just those words which have been learned.
4) Initially the child may concentrate on learning a few hundred words. Once
these are mastered new words are systematically added to the repertoire.
Typically a child would learn to recognize 1,500 to 3,000 words in his first
three or four years of school.
2. The Theory of Reading
a. Definition of reading
Reading is a complex process, every writer gives reason in his or her
establish meaning, Charles, in Hamka, (2005:9) states that reading is a transmitting
of information process where the author is regarded as the informant and reader on
the other hand is receiver during reading process the readers interact with the
author directly.
According to Mark A. Clark, and Sandra, in Burhana, (2010:7) define that

10
reading is an active cognitive process of interacting with print and monitoring
comprehension to establish meaning
Jeremy, in Burhana (2010:7) defines reading as an exercise which
isdominated by the eyes and the brain. The eyes receive the message in the printed
page and the brain then has to work out or process the significance of the message.
According to oxford (1995:958), advance learner's dictionary of current
English states some definition of reading as follows:
1) The action of a person who reads
2) An amount indicates or registered by measuring instrument
3) A way in which something is interpreted words through the eyes and the mind
4) An entertainment at which is read to an audience
5) Each of the stage of debate through which a bill passes before it can become
law.
Based on explanation above about, the writer concludes that reading is
complex process that should lead to a modification of thought and behavior by
using the concepts developed in the process. Reading involves not only
understanding ideas, but also recognizing the relationships and structures among
ideas.
While, reading comprehension is the process of constructing meaning from
text. The goal of all reading instruction is ultimately targeted at helping a reader
comprehend text. Reading comprehension involves at least two people: the reader
and the writer. The process of comprehending involves decoding the writer's words
and then using background knowledge to construct an approximate understanding

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of the writer's message.
b. Kinds of Reading
Nars, (1984:78 - 79) classifies reading into two kinds namely, silent
reading and oral reading.
1) Silent reading
The main aim in silent reading understands. We can do oral reading
faster than silent reading because in silent these are not oral expression.
To develop the students understanding in silent reading we may give them short
reading passage in the beginning and ask questions after words. Oral reading
(reading aloud)
Someone has firstly good pronunciation to do oral reading well. In oral
reading, the students will get experience in producing the sound which should
be practiced as many as possible. By oral reading the students can improve their
mistake in pronunciation, intonation, and through reading they can increase
their vocabulary.
c. Some Reading Techniques
In English there are three kinds of reading techniques, namely: survey
reading, Skimming and scanning.
1) Survey Reading
In survey reading, a reader surveys some information he wants. Thus before
coming to reading process, he must set some kinds of information he needs. Brown
(1987:25) reading, a schemata or previous knowledge is very helpful because it
enables the readers to comprehend the main point in the text easily.
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2) Skimming
Skimming reading is a kind of reading that aims to get the main ideas in the
text by moving the eyes quickly David in Hariana (1998:22) states that skimming is
a reading technique that a reader eyes moves quickly to get the main ideas.
Skimming is a useful skill to be applied in reading as Hasnah (1999: 14) mentions
that in preview skimming a reader reads the introductory information, the headings
and the summary if one is provided. Find out the topic of the paragraph ad to answer
specific questions.
3) Scanning
Scanning means glancing rapidly through a text either to search for specific
information or to get an initial impression of weather the text is suitable for a given
purpose. When scanning the reader tries to located the specific in information and
often he does not even follow the linearity of the passage to do (CristineNuttal,
1987:34).
Kustaryo (1998:22) pointes out that scanning is reading technique that a
reader needs to read quickly in order to answer the give questions. This technique is
very important for the reader to get the main point of ideas concern with the given
questions.
4) The Reading Principles
Burns in Hasnah (1999:15) states twelve principle of teaching reading, as
follow:
(1) Reading is a complex act with many factors that must be considered
(2) Reading is the interpretation of the meaning of printer symbols.

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(3) There is no correct way to teach reading.
(4) Learning to read is continuant process.
(5) Student should be thought word recognition skill that will, allow them to
unlock the pronunciation and meaning of familiar words independently.
(6) The teacher should diagnose student reading ability and use the diagnosis
as a basic for planning instruction.
(7) Reading and the other language arts are closely interrelated
(8) Reading is integral part of all content area instruction within the
educational program.
(9) The students need to see why reading is important.
(10) Enjoyment of reading should be considered of prime importance.
(11) Readiness for reading should be considered of all level of instruction.
(12) Reading should be though in a way that allows each child to experience
success.
From the twelve applying principles of learning to read required both
teachers and students how to apply them either in the classroom or out of the clas
d. The Importance of Teaching Reading
Hedge (2003) states that any reading component of an English language
course may include a set of learning goals for:
1) The ability to read a wide range of texts.
2) Building knowledge of language which will facilitate reading ability.
3) Building schematic knowledge.
4) The ability to adapt the reading style according to reading purpose.

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5) Developing an awareness of the structure of written texts in English.
6) Taking a critical stance to the contents of the texts.
e. Definition of Comprehension
Comprehension as it is currently viewed is a process by which the reader
constructs meaning by interacting with the text (Anderson and Pearson, 1984). The
understanding the reader achieves during reading comes from the accumulated
experiences of the reader, experiences that are triggered as the reader decodes the
authors: words, sentences, paragraph, and ideas.
Comprehension strategies are conscious plans-sets of steps that good
readers use to make sense of text. Comprehension strategy instruction helps
students become purposeful, active readers who are in control of their own reading
comprehension.
According to C.R. Adler there are seven strategies appear to have a firm
scientific basis for improving text comprehension such as:
1) Monitoring Comprehension
Students who are good at monitoring their comprehension knows when they
understand what they read and when they do not. Comprehension monitoring
instruction teaches students to:
a) be aware of what they do understand
b) identify what they do not understand
c) use appropriate strategies to resolve problems in comprehension
a. Met cognition
Met cognition can be defined as “thinking about thinking. Good

15
readers use met cognitive strategies to think about and have control over
their reading. Students may use several comprehension monitoring
strategies:
1) Identify where the difficulty occurs
2) Identify what the difficulty is
3) Restate the difficult sentence or passage in their own words
4) Look back through the text
5) Look forward in the text for information that might help them to
resolve the difficulty.
b. Graphic and Semantic Organizers
Graphic organizers illustrate concepts and relationships between
concepts in a text or using diagrams. Graphic organizers are known by
different names, such as maps, webs, graphs, charts, frames, or clusters.
Graphic organizers are:
1) Help students focus on text structure “differences between fiction
and nonfiction” as they read.
2) Provide students with tools they can use to examine and show
relationship in a text.
3) Help students write well-organized summaries of a text.
c. Answering Questions
The question answer strategy encourages students to learn how to
answer question better. Questions can be effective because they:
1) Give students a purpose for reading

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2) Focus students’ attention on what they are to learn
3) Help students to think actively as they read
4) Encourage students to monitor their comprehension
5) Help students to review content and relate what they have learned to
what they already know.
d. Generating Questions
By generating questions, students become aware of whether they
can answer the questions and if they understand what they are reading.
Students learn to ask themselves questions that require them to combine
information from different segments of the text. For example, students
can be taught to ask main idea questions that relate to important
information in a text.
e. Recognizing Story Structure
In story structure instruction, students learn to identify the
categories of content (characters, setting, events, problem, and
resolution). Often, students learn to recognize story structure through
the use of story maps. Instruction in story structure improves students’
comprehension.
f. Summarizing
Summarizing requires students to determine what is important in
what they are reading and to put it into their own words. Instruction in
summarizing helps students:
1) Identify or generate main ideas

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2) Connect the main or central ideas
3) Eliminate unnecessary information
4) Remember what they read
f. Level of Reading Comprehension
The following are levels of reading comprehension according to Smith
inTusadiyah (2011):
1) Literal Reading that is skill of getting the primary direct literal meaning of
words, main idea, or sentences in the context.
2) Interpretative that is to take notes and making conclusion that are not
explicitly stated in writing.
3) Critical reading that is to evaluate what is read, and to examine critically the
thoughts of the writer.
4) Creative Reading that is to apply ideas from the text to new situation and
recombine authors ideas with others idea to from new concepts or to expand
old ones.
5) Sequencing comprehension is the material written in English generally
appears on a page in left to right, top to bottom, reader’s eyes must follow
this sequence when reading.
6) Summarization is a brief statement or set of statement used to show how a
reader can condescend information to get to the central message of a large
information.
g. Implementation of Reading Comprehension
Students learn to be successful readers by practicing the skill and students

18
who engages in independent reading are more likely to be successful (John J.
Pikulski). There are seven implementation of reading such as:
1) Tell the students that you consider a priority from the first day of school.
2) Select a variety of book types and at different reading levels for your
classroom library.
3) Create a comfortable reading center.
4) Allow students to take one book at time home to encourage out of school
reading.
5) Visit the school library on a regular basis.
6) Keep a list of each book a student reads.
7) Provide points for each book students’ read

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3. Conceptual Framework
Reading Comprehension The conceptual framework underlying in this
research is given in the following diagram:
The conceptual framework underlying in this research is given in the
following diagram:
Reading Comprehension
Look-Say
Classroom Action
Research
Replanning Action
Cycle I and cycle II
Reflection Observation
Observation
Reflection
Student’s Reading
Comprehension
Figure 1: Conceptual Framework
Reading as an important means of communication has its detractors today.

20
Learning Reading for learners is important because the ability of students to find
out more knowledge is determined by information that they read from many
sources.
Many factors can improve the students reading comprehension; one of them
is using look-say method. The one factor is the suitable process oriented strategy.
The wrong strategy in teaching can make the students lazy and raise impression
that subject not important so their motivation less and they consider that learning is
the fact of being forced.
Look-say is consists of reading comprehension. A teaching media is hoped
be a good device in teaching and learning reading. The implementation in the
classroom activities both teaching and learning through look-say method to
students' improvement in learning reading.
So, the following is the explanation of the conceptual framework of this
research:
1. Learning reading: teacher applied in reading. The writer gave the students task
as the process of learning. The kinds of the tasks are reading, and answering
the question.
2. Look-say method is a technique that taught to the students. The material of
reading text is taken from English textbook.
3. The result of the students by using look-say method might be seen in their
ability and their response after teaching learning process.

20
CHAPTER III
RESEARCH METHOD
A. Research Setting
This research took place at The Seventh Grade Student’s of SMP Negeri
Satap 5 Baraka.The subject of this research were the seventh year students in
2013-2014 academic years. The class consists of 25 students.
1. Research Location
This Classroom Action Research was conducted at the seventh Grade
Students of SMP Negeri Satap 5 Baraka, Enrekang. The subject of this
research were the seventh grade students in 2013-2014 Academic year.
2. Research Time
This research conducted on 2013-2014 Academic Year.
3. Classroom Action Research Cycle
This Classroom Action Research was conducted by two cycles, they
were: cycle I and cycle II. It aimed to observe the improve students’ Reading
Comprehension by using Look-Say Method.
B. Research Variable
1. Variables
There were two variables in this research; they were student’s
independents variable and dependent variable:

21
a. The independent variable was Look-Say Techniques, which is the teaching
aids that help the student to improve their reading comprehension.
b. The dependent variable was students reading ability in comprehending a
text.
2. Indicator
The following were the main indicators of each variable
The indicators of literal comprehension there were:
1) Main ideas
2) Supporting idea
C. Research Procedure
Cycle I
The first cycle in this classroom action research consisted of planning,
action, observation and reflection as follows:
1. Planning.
a. The teacher analyzed syllabus to know basic competency to be conveyed to
student by using Look-Say method.
b. The teacher Made lesson planning of Look-Say method, and also make
instrument evaluation will be use in classroom action research cycles
c. The teacher Arranged instruction evaluation instrument
d. The teacher Prepared observation forms for observer.

22
2 Action.
In this activity was scenario learning process, it was based on the
Look-Say Method in learning English especially in reading comprehension
through Look-Say method. After give pre-action, the students gave English
materials by using Look-Say Method for five times of meeting. Each meeting
spends 90 minutes. The activities like that:
a. The teacher explained about Look-Say Method that was used in learning
process.
b. The teacher distributed the text of material.
c. The teacher introduced the topic.
d. The teacher asked the students’ knowledge related to the topic. (What do
you know about topic?)
e. The teacher asked the students what did they want know about the topic.
(What do you want about topic?)
f. The material was given by the teacher to the students. (The students
answer the question accordance with the topic)
g. The teacher gave the students changes to explain their knowledge and how
to get information by the topic.
h. The teacher made conclusion.
3. Observation
a. The teacher Identified and made note all the problem that we need when
teaching and learning process based on observation paper that has been
arranged.
23
b. The teacher did the evaluations which use the result of the study to know how
far they have improvement.
c. The teacher gave the students’ chance for giving suggestion in action research.
4. Reflection
The result of data have been done continued in the analysis until can be
reflection after action research. The reflection discussed as well as a guidance
lecturer while teacher made research planning for the next cycle.
The research plan is planned for the next cycle which has been reparsed
from cycle.
Cycle II
Based on reflection of cycle I, this in cycle conduct four times meeting
include one time for test in cycle II. The main activities were:
1. Planning.
The way that has been done:
a. Continuing nation of activities that have done in first cycle.
b. Improving the weakness in the first cycle.
c. Making planning against in the scenario earning process from the result of
cycle I reflection.
d. Action research repair.

24
2. Action.
In the stage, action was done to improve the result based on the cycle
reflection I; the stages were done the same with the previous cycle that is to say,
to do improvement of the applied teaching strategy.
3. Observation.
In the reality the observation done at the cycle II is almost same with the
observation at cycle I.
4. Reflection.
According to the achieved result of the observation that had been collected
and analyzed. From the result of the research, the researcher can made conclusion
that Look-Say Method can improve the students’ reading comprehension.
There were two instruments used as follow.:
D. Research Instrument
1. Observation sheet
Observation sheet aimed at finding out the students’ data about their
presence and activeness in teaching learning process.
2. Test
Test aimed to get information about students’ improvement after teaching
learning process ends.
E. Technique of Data Collection
The researcher used some procedures in collecting the data as follow:
F. Observation
25
a. Identifying and making note of the activity. Research observed the
students response participation and everything which was found during
the teaching and learning process based on observation sheet that has
been arrange.
b. Doing evaluation to know the student improvement.
c. Giving the students’ chance for giving suggestion to complete the action
research
G. Test
I gave the test with the following procedures:
1) The researcher explained about the test to the students.
2) The researcher gave reading test at least 5 questions maximum 10 questions to
the students.
3) The researcher corrected the students answer and found the students errors in
reading questions
4) The researcher took the students value appropriate the procedure.
To Score the students’ answered of test literal comprehension, the
researcher used formula.
a) Main idea
Gist/ Main Idea Poin
The answer includes a clear generalisation that states or 4

implies the main idea
The answer states or implies the main idea from the story 3
Indicator inaccurate or incomplet understanding of main idea 2
The answer include minimal or no understanding of main idea 1

26
Harmer (1953:33)
b) Supporting idea
POINT CRITERIA
Student response includes at least 2 key details from the passage that
4
support the main idea of the passage
Student response includes at least 2 details with at least one key
3 detail from the passage that supports the main idea.
Student response includes 2 details which does not support the
2 correct main idea
Student response includes one detail that does not support the main
1
idea
Student did not provide any details.
0
or Student did not attempt to respond to the item
Dianne McKay (2007)
Maximum score = 4
Correct answer score

Scoring  x10
Maximum score
(Sudijono in MawaddaRahma, 2011: 50)
H. Technique for Data Analysis.
The data from cycle I and cycle II analyzed the following steps:
The Classification of the Students’ Score:
No Classification Score
1 Excellent 9.5-10
2 Very good 8.5-9.5
3 Good 7.5-8.5
27
4 Fairly good 6.5-7.5
5 Fair 5.5-6.5
6 Poor 3.5-5.5
7 Very poor 0-3.5
(Sudijono in Mawadda Rahma, 2005: 43)
1. Find out the mean score of students’ reading comprehension through Look Say
Method by using the following formula .
∑
X =
Where:
X = The mean score
X = The total raw score
N = The number of students(Gay, 1981: 298).
2. To know the percentage of the students’ development in reading
comprehension:
P= 100
Where:
P = Rate percentage
F = Mean score of cycle 1 or D-test
N = Mean score of cycle 2
MawaddaRahama.(2011:51.
1. Instrument (Reading Comprehension Test )
2. Lesson plan
3. Teaching Material
4. Attending List
5. The Result of Observation of Students’ Activeness
6. The Result of D-Test, Test Cycle 1 & 2
7. Observation Result of Students’Observation Sheet
8. Lembar Pengamatan Proses Belajar Mengajar
Appendix E
ATTENDANT LIST
Class: VIII
No Students’ Meeting
Code 1 2 3 4 5 6 7 8
1 A-01 a √ √ √ √ √ √ √
2 A-02 √ a √ √ √ √ √ √
3 A-03 √ √ √ √ √ √ √ √
4 A-04 a √ √ √ √ √ √ √
5 A-05 √ √ √ √ √ √ √ √
6 A-06 √ √ √ √ √ √ √ √
7 A-07 √ √ √ √ √ √ √ √
8 A-08 √ √ √ √ √ √ √ √
9 A-09 a √ √ √ √ √ s √
10 A-10 √ √ s √ √ √ √ √
11 A-11 √ √ √ √ √ √ √ √
12 A-12 √ √ √ √ √ √ √ √
13 A-13 √ √ s √ √ √ √ √
14 A-14 a a √ √ √ √ √ √
15 A-15 √ √ √ √ √ √ √ √
16 A-16 √ √ √ √ √ √ √ √
17 A-17 √ √ s √ √ √ √ √
18 A-18 √ √ √ √ √ √ a √
19 A-19 a √ √ √ √ a √ √
20 A-20 a √ √ √ √ √ √ √
Keterangan :
S = Sakit
I = Izin
a = Alpa
√ = Hadir
OBSERVATION SHEET FOR FIRST CYCLE/ First Meeting
NAMA SEKOLAH : SMP Negeri 6 Ajangale Bone

MATA PELAJARAN: BAHASA INGGRIS
Waktu : /8/2013
KRITERIA KET
KODE
NO SISWA SANGAT AKTIF KURANG TIDAK
AKTIF (A) AKTIF AKTIF
(SA) (KA) (TA)
1 Std-01 √
2 Std-02 √
3 Std-03 √
4 Std-04 √
5 Std-05 √
6 Std-06 √
7 Std-07 √
8 Std-08 A
9 Std-09 √
10 Std-10 √
11 Std-11 √
12 Std-12 √
13 Std-13 √
14 Std-14 √
15 Std-15 √
16 Std-16 √
17 Std-17 √
18 Std-18 √
19 Std-19 A
20 Std-20 √
N=34 1 9 10
OBSERVATION SHEET FOR FIRST CYCLE/ Second Meeting

Waktu : /8/2013
KRITERIA KET
KODE
(SA) (KA) (TA)
1 Std-01 √
2 Std-02 √
3 Std-03 √
4 Std-04 √
5 Std-05 √
6 Std-06 √
7 Std-07 √
8 Std-08 √
9 Std-09 √
10 Std-10 √
11 Std-11 √
12 Std-12 √
13 Std-13 √
14 Std-14 √
15 Std-15 √
16 Std-16 √
17 Std-17 √
18 Std-18 √
19 Std-19 √
20 Std-20 √
N=20 2 11 7
OBSERVATION SHEET FOR FIRST CYCLE/Third Meeting

WAKTU : /8/2013
KRITERIA KET
KODE
(SA) (KA) (TA)
1 Std-01 √
2 Std-02 √
3 Std-03 √
4 Std-04 √
5 Std-05 √
6 Std-06 √
7 Std-07 √
8 Std-08 √
9 Std-09 √
10 Std-10 √
11 Std-11 √
12 Std-12 √
13 Std-13 √
14 Std-14 √
15 Std-15 √
16 Std-16 √
17 Std-17 √
18 Std-18 √
19 Std-19 √
20 Std-20 √
N0.20 10 10 0
OBSERVATION SHEET FOR FIRST CYCLE/ Fourth Meeting

WAKTU : /8/2013
KRITERIA KET
KODE
(SA) (KA) (TA)
1 Std-01 √
2 Std-02 √
3 Std-03 √
4 Std-04 √
5 Std-05 √
6 Std-06 √
7 Std-07 √
8 Std-08 √
9 Std-09 √
10 Std-10 √
11 Std-11 √
12 Std-12 √
13 Std-13 √
14 Std-14 √
15 Std-15 √
16 Std-16 √
17 Std-17 √
18 Std-18 √
19 Std-19 √
20 Std-20 √
N= 34 4 14 2
OBSERVATION SHEET FOR FIRST CYCLE
P= ×100%
Note:
P : Rate Percentage
F : Frequency of the correct answer
N : Total Number of subject (students)
4 : The maximal score
1. Percentage of the students in the first meeting:
a. The First meeting b. The Second meeting

P= x 100 P= x 100
= x 100 = x 100
= 48,4 = 55,14
c. The Third meeting d. The Fourth meeting
P= x 100 P= x 100
=
80
x 100 = x 100
80
= 61,02 = 74,26
OBSERVATION SHEET FOR SECOND CYCLE/ First Meeting

MATA PELAJARAN : BAHASA INGGRIS
Waktu : /8/2013
KRITERIA KET
KODE
(SA) (KA) (TA)
1 Std-01 √
2 Std-02 √
3 Std-03 √
4 Std-04 √
5 Std-05 √
6 Std-06 √
7 Std-07 √
8 Std-08 √
9 Std-09 S
10 Std-10 √
11 Std-11 √
12 Std-12 √
13 Std-13 √
14 Std-14 √
15 Std-15 √
16 Std-16 √
17 Std-17 √
18 Std-18 √
19 Std-19 √
20 Std-20 √
N=20 8 12
OBSERVATION SHEET FOR SECOND CYCLE/ Second Meeting

Waktu : /8/2013
KRITERIA KET
KODE
(SA) (KA) (TA)
1 Std-01 √
2 Std-02 √
3 Std-03 √
4 Std-04 √
5 Std-05 √
6 Std-06 √
7 Std-07 √
8 Std-08 √
9 Std-09 √
10 Std-10 √
11 Std-11 √
12 Std-12 √
13 Std-13 √
14 Std-14 √
15 Std-15 √
16 Std-16 √
17 Std-17 √
18 Std-18 √
19 Std-19 √
20 Std-20 √
N=20 9 9 2
OBSERVATION SHEET FOR SECOND CYCLE/ Third Meeting
NAMA SEKOLAH : SMP NEGERI 2 BAROMBONG

Waktu : /5/2013
KRITERIA KET
KODE
(SA) (KA) (TA)
1 Std-01 √
2 Std-02 √
3 Std-03 √
4 Std-04 √
5 Std-05 √
6 Std-06 √
7 Std-07 √
8 Std-08 √
9 Std-09 √
10 Std-10 √
11 Std-11 √
12 Std-12 √
13 Std-13 √
14 Std-14 √
15 Std-15 √
16 Std-16 √
17 Std-17 √
18 Std-18 √
19 Std-19 S
20 Std-20 √
N=20 10 10
OBSERVATION SHEET FOR SECOND CYCLE/ Fourth Meeting

Waktu : /5/2013
KRITERIA KET
KODE
(SA) (KA) (TA)
1 Std-01 √
2 Std-02 √
3 Std-03 √
4 Std-04 √
5 Std-05 √
6 Std-06 √
7 Std-07 √
8 Std-08 √
9 Std-09 √
10 Std-10 √
11 Std-11 √
12 Std-12 √
13 Std-13 √
14 Std-14 √
15 Std-15 √
16 Std-16 √
17 Std-17 √
18 Std-18 √
19 Std-19 √
20 Std-20 √
N=20 15 5
OBSERVATION SHEET FOR SECOND CYCLE
P= ×100%
a. The Second meeting c. The Second meeting
P= x 100 P= x 100
= x 100 = x 100
80 80
= 80,14 = 88,23
b. The Third meeting d. The Fourth meeting
P= x 100 P= x 100
= x 100 = x 100
80 80
=83,08 = 94,85
NAMA SEKOLAH : SMP Negeri Satap 5 Baraka Enrekang

Waktu : / /2014
KRITERIA KET
KODE
(SA) (KA) (TA)
1 Std-01 √
2 Std-02 √
3 Std-03 √
4 Std-04 √
5 Std-05 √
6 Std-06 √
7 Std-07 √
8 Std-08 A
9 Std-09 √
10 Std-10 √
11 Std-11 √
12 Std-12 √
13 Std-13 √
14 Std-14 √
15 Std-15 √
16 Std-16 √
17 Std-17 √
18 Std-18 √
19 Std-19 A
20 Std-20 √
N=34 1 9 10
OBSERVATION SHEET FOR FIRST CYCLE/ Second Meeting

Waktu : / /2014
KRITERIA KET
KODE
(SA) (KA) (TA)
1 Std-01 √
2 Std-02 √
3 Std-03 √
4 Std-04 √
5 Std-05 √
6 Std-06 √
7 Std-07 √
8 Std-08 √
9 Std-09 √
10 Std-10 √
11 Std-11 √
12 Std-12 √
13 Std-13 √
14 Std-14 √
15 Std-15 √
16 Std-16 √
17 Std-17 √
18 Std-18 √
19 Std-19 √
20 Std-20 √
N=20 2 11 7
OBSERVATION SHEET FOR FIRST CYCLE/Third Meeting

WAKTU : //2014
KRITERIA KET
KODE
(SA) (KA) (TA)
1 Std-01 √
2 Std-02 √
3 Std-03 √
4 Std-04 √
5 Std-05 √
6 Std-06 √
7 Std-07 √
8 Std-08 √
9 Std-09 √
10 Std-10 √
11 Std-11 √
12 Std-12 √
13 Std-13 √
14 Std-14 √
15 Std-15 √
16 Std-16 √
17 Std-17 √
18 Std-18 √
19 Std-19 √
20 Std-20 √
N0.20 10 10 0
OBSERVATION SHEET FOR FIRST CYCLE/ Fourth Meeting

WAKTU : / /2014
KRITERIA KET
KODE
(SA) (KA) (TA)
1 Std-01 √
2 Std-02 √
3 Std-03 √
4 Std-04 √
5 Std-05 √
6 Std-06 √
7 Std-07 √
8 Std-08 √
9 Std-09 √
10 Std-10 √
11 Std-11 √
12 Std-12 √
13 Std-13 √
14 Std-14 √
15 Std-15 √
16 Std-16 √
17 Std-17 √
18 Std-18 √
19 Std-19 √
20 Std-20 √
N= 34 4 14 2
OBSERVATION SHEET FOR FIRST CYCLE
P= ×100%
Note:
P : Rate Percentage
F : Frequency of the correct answer
N : Total Number of subject (students)
4 : The maximal score

P= x 100 P= x 100
= x 100 = x 100
= 48,4 = 55,14
P= x 100 P= x 100
=
80
x 100 = x 100
80
= 61,02 = 74,26
OBSERVATION SHEET FOR SECOND CYCLE/ First Meeting

MATA PELAJARAN : BAHASA INGGRIS
Waktu : / /2014
KRITERIA KET
KODE
(SA) (KA) (TA)
1 Std-01 √
2 Std-02 √
3 Std-03 √
4 Std-04 √
5 Std-05 √
6 Std-06 √
7 Std-07 √
8 Std-08 √
9 Std-09 S
10 Std-10 √
11 Std-11 √
12 Std-12 √
13 Std-13 √
14 Std-14 √
15 Std-15 √
16 Std-16 √
17 Std-17 √
18 Std-18 √
19 Std-19 √
20 Std-20 √
N=20 8 12
OBSERVATION SHEET FOR SECOND CYCLE/ Second Meeting

Waktu : / /2014
KRITERIA KET
KODE
(SA) (KA) (TA)
1 Std-01 √
2 Std-02 √
3 Std-03 √
4 Std-04 √
5 Std-05 √
6 Std-06 √
7 Std-07 √
8 Std-08 √
9 Std-09 √
10 Std-10 √
11 Std-11 √
12 Std-12 √
13 Std-13 √
14 Std-14 √
15 Std-15 √
16 Std-16 √
17 Std-17 √
18 Std-18 √
19 Std-19 √
20 Std-20 √
N=20 9 9 2
OBSERVATION SHEET FOR SECOND CYCLE/ Third Meeting
NAMA SEKOLAH : SMP NEGERI 2 BAROMBONG

Waktu : / /2014
KRITERIA KET
KODE
(SA) (KA) (TA)
1 Std-01 √
2 Std-02 √
3 Std-03 √
4 Std-04 √
5 Std-05 √
6 Std-06 √
7 Std-07 √
8 Std-08 √
9 Std-09 √
10 Std-10 √
11 Std-11 √
12 Std-12 √
13 Std-13 √
14 Std-14 √
15 Std-15 √
16 Std-16 √
17 Std-17 √
18 Std-18 √
19 Std-19 S
20 Std-20 √
N=20 10 10
OBSERVATION SHEET FOR SECOND CYCLE/ Fourth Meeting

Waktu : / /2014
KRITERIA KET
KODE
(SA) (KA) (TA)
1 Std-01 √
2 Std-02 √
3 Std-03 √
4 Std-04 √
5 Std-05 √
6 Std-06 √
7 Std-07 √
8 Std-08 √
9 Std-09 √
10 Std-10 √
11 Std-11 √
12 Std-12 √
13 Std-13 √
14 Std-14 √
15 Std-15 √
16 Std-16 √
17 Std-17 √
18 Std-18 √
19 Std-19 √
20 Std-20 √
N=20 15 5
OBSERVATION SHEET FOR SECOND CYCLE
P= ×100%
P= x 100 P= x 100
= x 100 = x 100
80 80
= 80,14 = 88,23
P= x 100 P= x 100
= x 100 = x 100
80 80
=83,08 = 94,85
Appendix G
THE RESULT OF D-TEST
INDICATORS 25,50.75
Students’
No. L/P
Code
Main Idea Supporting Idea
1 A-01 L 7.5 5.0

2 A-02 L 5.0 5.0
3 A-03 P 5.0 7.5
4 A-04 L 5.0 2.5
5 A-05 L 5.0 5.0
6 A-06 L 5.0 5.0
7 A-07 P 5.0 5.0
8 A-08 P 5.0 5.0
9 A-09 L 5.0 5.0
10 A-10 P 5.0 5.0
11 A-11 P 5.0 5.0
12 A-12 P 5.0 5.0
13 A-13 P 7.5 7.5
14 A-14 L 7.5 7.5
15 A-15 P 5.0 5.0
16 A-16 P 5.0 5.0
17 A-17 P 7.5 5.0
18 A-18 L 7.5 5.0
19 A-19 L 5.0 5.0
20 A-20 L 5.0 5.0
Total Score 110 105
Mean Score 5.5 5.25
CALCULATION DIAGNOSTIC TEST
A. MEAN SCORE OF STUDENTS’ INDICATORS SCORE
1. LITERAL COMPREHENSION
a. Main idea
62.5
= = .
b. Supporting idea
67.5
= = 3.75
Appendix H
The Result of Cycle 1
INDICATORS
Students’
No. L/P
Code
1 A-01 L 5.0 7.5

2 A-02 L 7.5 7.5
3 A-03 P 7.5 7.5
4 A-04 L 7.5 7.5
5 A-05 L 7.5 7.5
6 A-06 L 7.5 5.0
7 A-07 P 7.5 5.0
8 A-08 P 7.5 5.0
9 A-09 L 7.5 5.0
10 A-10 P 7.5 5.0
11 A-11 P 7.5 5.0
12 A-12 P 5.0 5.0
13 A-13 P 5.0 7.5
14 A-14 L 7.5 7.5
15 A-15 P 7.5 5.0
16 A-16 P 5.0 7.5
17 A-17 P 7.5 7.5
18 A-18 L 7.5 7.5
19 A-19 L 7.5 7.5
20 A-20 L 5.0 7.5
Total Score 137 130
Mean Score 6.87 6. 5
CALCULATION OF CYCLE I
a. Main idea
137
= = 6,87
b. Supporting idea
130
= = 6. 5
Appendix I
The Result of Cycle 2
INDICATORS
Students’
No. L/P
Code
1 A-01 L 5.0 7.5

2 A-02 L 7.5 7.5
3 A-03 P 7.5 7.5
4 A-04 L 7.5 7.5
5 A-05 L 7.5 7.5
6 A-06 L 7.5 5.0
7 A-07 P 7.5 5.0
8 A-08 P 7.5 5.0
9 A-09 L 7.5 5.0
10 A-10 P 7.5 5.0
11 A-11 P 7.5 5.0
12 A-12 P 5.0 5.0
13 A-13 P 5.0 7.5
14 A-14 L 7.5 7.5
15 A-15 P 7.5 5.0
16 A-16 P 5.0 7.5
17 A-17 P 7.5 7.5
18 A-18 L 7.5 7.5
19 A-19 L 7.5 7.5
20 A-20 L 5.0 7.5
Total Score 175.5 167.5
Mean Score 8.7 8.37
CALCULATION OF CYCLE II
a. Main idea
175.5
= = 8.7
b. Supporting idea
167.5
= = 8.37
APPENDIX I
OBSERVATION RESULT
THE RESULT OF OBSERVATION SHEET OF STUDENTS’
PARTICIPATION IN THE CYCLE I AND CYCLE II
CYCLE 1 CYCLE 2
NO Sample Meeting Meeting
1st 2nd 3rd 4th 1st 2nd 3rd 4rd
1 Std-01 2 33 4 2 3 4 4
2 Std-02 3 33 3 2 2 3 4
3 Std-03 4 24 4 2 3 3 4
4 Std-04 3 23 3 3 4 3 4
5 Std-05 2 23 4 3 4 3 4
6 Std-06 3 23 3 2 4 4 3
7 Std-07 2 34 3 2 3 3 4
8 Std-08 A 33 4 2 3 4 4
9 Std-09 3 23 4 S 2 4 4
10 Std-10 3 23 4 3 4 4 4
11 Std-11 3 34 4 3 4 3 4
12 Std-12 2 24 3 3 3 4 4
13 Std-13 2 22 3 2 3 4 3
14 Std-14 3 33 3 2 4 4 4
15 Std-15 2 42 4 3 3 3 4
16 Std-16 3 33 3 2 3 4 4
17 Std-17 3 33 4 3 4 3 4
18 Std-18 2 33 4 3 4 4 3
19 Std-19 A 43 4 2 3 S 3
20 Std-20 2 33 3 3 4 3 4
f 47 54 62 71 42 67 67 76
P 48,52% 61,02% 80,14% 88,23% 55,14% 74,14% 83,08% 94,85%
Keterangan
4 : Very Active A : absen
3 : Active S : sakit
2 : Less Active I : ijin
1 : Not Active
P : percentage
F : frequency
Percentage of the Students’ Activeness in Cycle I
P= x 100 P= x 100
= x 100 = x 100
= 48,52 = 61,02
P= x 100 P= x 100
= x 100 = x 100
= 80,14 = 88,23
Percentage of the Students’ Activeness in Cycle II

P= x 100 P= x 100
= x 100 = x 100
80
= 55,14 = 74,14

P= x 100 P= x 100
= x 100 = x 100
80 80
=83,08 = 94,85
UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221
APPROVAL SHEET
Title : THE USE OF LOOK-SAY METHOD TO IMPROVE THE

STUDENTS’ READI G COMPREHENSION ( A Classroom
action Research at the Seventh Grade Students’ of SMP
Negeri Satap 5 Baraka, Enrekang 2013/2014)
Name : ASRI KUNNU
Reg. Number : 10535 3699 08
Program : ENGLISH DEPARTMENT / STRATA 1 (S1)
After being checked and observed this thesis had been fill qualification to be
examined.
Makassar, November 2014
Supervisors
Consultant I Consultant II
Nurqalby, S.S., M.Hum Drs. Abd Waris Hamid, M.Hum
Dean of FKIP Head of English

Unismuh Makassar Education Department
Dr. A. Sukri Syamsuri, M.Hum Erwin Akib, S.Pd, M.Pd

BIBLIOGRAPHY
Arikunto, Suharsini. 2005. Procedure Penelitian (suatu pendekatan praktik,

Ediri revisi IV). Jakarta. PT RINEKA CIPTA
Aris. 2000. The effectiveness of pre-questioning on the readingComprehension
Achievement of the first grade student of SMK TRI TUNGGAL 45.
Makassar.
Basri D, Muhammad. H. Prof. Dr. M. Hum. 2007. Fundamental of Research
Methodology. Makassar.
Bowen, J. Donald. 1985. Tesol Techniques and Procedures. London: Newbury
House Publishers, INC.
British National Corpus , 2003. Oxford Advanced Learner's Dictionary. Oxford
University of Chicago and London.
Brothers, laid law,1962. Volume 10,11,12, New jersey. Laid law brother
published.
Brown , George and Atkins, Madeleine. 1997. Effective Teaching In Higher
Education. London and New year.
Cenoz, Jasone. 2009. Towards Multilingual Education: Basque Educational
Resaerch in International Perspective.
Gay, L. R. 1981. Educational Research Competencies Analysis and Application, 3rd ed.
Singapore: Macmillan Publishing Company.
Harmer, Jeremy .2007.How to teach english. .England, Longman
Harmer, Jeremy. 2001. The Practice in English Teaching. New York : Longman
Hasnah.2005. Improving reading comprehension by using Directed Activities
Related to Text. Makassar
Khaeruddin, Akib Erwin. 2006. Methodology Penelitian. Makassar.CV Berkah
Berani.
Larense, Diane and freeman,2000. Techniques and Principles in
languageTeaching, oxford University of Chicago and London.
Logman. 2009. Magazine Style Theme Mag Essentials.
Article.http://www.pearsoTilorigmari.coiw'teachine-tips/engage-study-
motivate.html
Tahir Muhammad. 2001. Improving the students Reading Comprehension
Ability by Using authentic Material. Thesis.Unismuh Makassar.
Mustamin, Nurhuda. 2005. Teaching Reading Comprehension by using English
Magazine Articles at the first years students of Madrasah Aliyah
Muhammadiyah Jauhpandang WAJO. Thesis.Unismuh Makassar
Nunan, David. 1995.Language Teaching Methodology.Newyork PHOENIX ELT
Nursiah, 1997.Improving Vocabulary through reading English
Newspaper.Thesis Unismuh Makassar
Pardiyono,M.Pd. 2007. Pasti Bisa'TeachingGenre_Based Writing.Yogyakarta.
Richards, Jack.C.2002. Methodology in language teaching.Cambridge :
University press.
Sari. 1995. Increasing The Students' Reading Comprehension thorough Paraphrasing
strategy ( A Classroom Action Research at XI I PA of SMA Negeri 14
Makassar). Thesis OfUnismuh
Team Of Five. 2002. Improving Reading Skill in English for University Students.
Jakarta.
Tuckman, R. W. 1999. Conducting Educational Research.5th ed. America: Harcourt
Brace and Company.
Ur, Penny. 1996. A Course in Language Teaching Practice and Theory,
CambridgeUniversity press.
Widdowson, H.G. 1983. Teaching Language as Communication.New York:
Oxford University press.
Wiriaatmadja, Rochiati. 2008. MetodePenelitian Tindakan Kelas. Bandung: PI
Remaja Rosdakarya.
28
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter consists of findings of the research and its discussion. The
findings of the research presented the result of the improvement of the students’
reading comprehension that covers the students’ Literal comprehension and the
discussion of the research covers further explanation of the findings.
A. The Findings
1. The improvement of the students’ Literal comprehension
The application of Look-Say Method in improving the students’
Literal comprehension is dealing with main idea and supporting ideas. The
improvement of the students’ Literal comprehension dealing with main idea
and supporting ideas can be seen clearly in the following table:
Table 1: The Improvement of the Students’ Literal Reading Comprehension
CI CII Improvement (%)
No Indicators Score % Score % CI-CII
1 Main Idea 6.87 68.7 8.7 87 26.63
2 Supporting idea 6.5 65 8.37 83.7 28.76
∑ 55.39
13.37 133.7 17.07 170.7
27. 69
6.68 66.8 8.53 85.3
The data in the table above shows the students’ reading comprehension in
literal as the result of calculating cycle I reading’ test at the students’ reading
comprehension by using Look-Say Method. Where the students score in cycle I.
The mean score in cycle I is 6.68 (66.8%). and in cycle II is 8.53 (85.3 %). The
29
assessment of cycle II is greater than cycle I and diagnostic test (85.3 %. > 66.8%)
and classified as good.
Based on the percentages above there are significant improvements of the
students by using Look-Say Method. To see clearly the improvement of the
students’ reading comprehension in literal, the following graphic is presented.
30
28,76 27,69
26,63
25
20
15
10
5
Main idea
0
0
C I - C II improvement Suporting Idea
Figure 1: The Improvement of the Students’ Literal Comprehension
The chart above shows the improvement of the students’ organization
in cycle I (6. 68%) to cycle II (8. 53%). from cycle I to cycle II (27.69%).
Therefore there is the improvement of the students’ in literal and the target
can be achieved. Finally, the Look-Say Method is effective for students the
main idea and supporting idea in their literal comprehension .
2. The Improvement of the Students’ Reading Comprehension
The implementation of Look-Say Method in improving the students’
writing ability covered literal. The improvement of the students’ reading
comprehension could be seen clearly in the following table:

30
Table 2: The Improvement of the Students’ Reading Comprehension
CI CII Improvement (%)
No Variables % % CI-CII
1 Mean score 6.68 8.53 27.69
The table above indicates that there is improvement of the students’
reading comprehension from cycle I and cycle II. Which in cycle I the students’
reading comprehension becomes (6.68%) and categorized as fair and cycle II
(8.53%) which categorized as very good. The improvement of students’ reading
comprehension achievement from cycle I to cycle II (27.69%)
The table above proves that the use of Look-Say Method in teaching and
learning process is able to improve the students’ reading comprehension after
taking action in cycle I and II where the students’ achievement in cycle II is
greater than cycle I.
To see clearly the increase of the students’ reading comprehension, the
following chart is presented:
Figure 3: The Improvement of the Students’ Reading Comprehension
9
8 8,53
7
6,68
6
5
4
3
2
1
0
CI CII
31
The chart above shows, that the improvement of the students’ reading
comprehension in cycle is 6.68% and in the cycle II is 8.53%, the giving score is
classified from fairly good to good. After evaluation in cycle I and cycle II, there
is a significant improvement of the students’ literal comprehension that shown
clearly in the chart after taking an action in two cycles through Look-Say Method.
3. The Observation Result of Students’ Activeness
The following table and graphic show the observation result of the
students’ activeness in learning reading comprehension from cycle I to cycle II
Table 3. The students’ observation result during teaching and learning process
Activeness
Cycles 1 Meeting(%) 2 Meeting(%) 3rdMeeting(%) 4thMeeting(%)
st nd
Cycle 1 48,52 61.02% 80.14% 88.23%

Cycle 2 55.14% 74.14% 83.08% 94.85%
The students’ observation can be shown through the graphic below:

Graphic 4: The Improvement of the Students’ Activeness During Teaching and
Learning Process
94,85
10000% 83,08 88,23
80,14
74,14
8000%
61,02
55,14
6000% 48,52
Cycle I
4000% Cycle II
2000%
0%
1st Meeting 2nd Meeting 3rd Meeting 4th Meeting
The result of the students’ observation in teaching and learning
process improved significantly through Look-Say Method in improving the

32
students’ reading comprehension. It is proved by the improvement of
students’ participation in the first meeting of cycle I was 48,52% and in the
last meeting of cycle II students’ participation became 83,08%. It indicates
that the application of Look-Say Method can stimulate the students’
activeness in teaching and learning process.
The following table and graphic show the observation result of the
students’ activeness in learning writing from cycle I to cycle II
B. Discussion
In this part, discussion deals with the interpretation of findings derived
from the result of findings about the observation result of the students’ reading
comprehension in terms of literal comprehension dealing with main idea, and
supporting idea.
1. The Improvement of the Students’ Literal comprehension
The result of the data analysis through the reading test shows that the
students’ Literal comprehension in term of main idea and supporting idea
improved significantly. It is indicated by the percentage of the result of the
students’ diagnostic test and the percentage of the result of the students’ test
in cycle I and II that are difference one another. The mean score of the
students’ diagnostic test was 3.17 with percentage 31.7%. It is lower than the
mean score of the students’ in cycle I was 6.13 and cycle II was 8.2. These
scores got from two indicators; main idea and supporting idea. The
improvement of such two indicators is explained in detail as follow:
a. Main idea
33
The result of the data analysis presented in the finding above
shows that the mean score of the students’ main idea was getting higher
from diagnostic test to cycle I and cycle II. This result was lower than
the result in the cycle II was 8.7. The improvement is 26.63%. Then in
the cycle II the students’ mean score was 8.7. By seeing the result of the
students’ in the cycle II that was higher than cycle I indicate that the
application of Look-Say Method could improve the students’ ability to
identify the supporting idea in reading comprehension significantly.
b. Supporting idea
The result of the data analysis showed that the mean score of the
students’ in term of supporting idea was getting higher cycle I to cycle
II. In the cycle I was 6.5. This result was lower than the result in the
cycle II was 8.37. The improvement is 28.76%. So, the improvement
from diagnostic test to cycle II was 81. 5%. By seeing the result of the
students’ in the cycle II that was higher than cycle I indicate that the
application of Look-Say Method could improve the students’ ability to
identify Supporting idea in reading comprehension significantly.
In order to see the students’ score achievement of literal
comprehension in any level of scoring classification, it is presented as follow:
C. The Observation Result of Students’ Activeness
The result of the students’ observation in teaching and learning
process improved significantly through Look-Say Method in improving the
students’ reading comprehension. It is proved by the improvement of
students’ participation in the first meeting of cycle I was 48,52% and in the
34
last meeting of cycle II students’ participation became 83,08%. It indicates
that the application of Look-Say Method can stimulate the students’
activeness in teaching and learning process.
Based on the explanation above, the writer concludes that the
application of Look-Say Method in teaching reading comprehension could
improve the students’ ability in literal comprehension significantly. So, the
target that was stated in the background to improve the students’ mean score
until 7.00 could be successfully achieved. In the other word, teaching reading
comprehension through Look-Say Method is able to improve the students’
achievement at SMP Negeri Satap 5 Baraka Enrekang.

35
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research findings and discussions in the previous chapter,
the following conclusions are presented:
1. The Use of Look-Say Method is able to improve main idea and supporting
idea the students literal at the second year students’ of SMP Negeri Satap 5
Baraka Enrekang in cycle1 and the improvement main idea is 26.63%. and
their supporting idea is 28.76%.
2. The Use of Look-Say Method is able to improve the students’ reading
comprehension at the second year students’ of SMP Satap 5 Baraka
Enrekang.
3. The Use of Look-Say Method is able to improve the students activeness at
the second year students’ of SMP Negeri Satap 5 Baraka Enrekang in
cycle1 and the improvement of the students activeness is 48.52% and the
last meeting of cycle II students’ participation became 83,08%..
B. Suggestions
In relation to the reading comprehension in terms of Literal
comprehension and interpretative comprehension in this thesis, the researcher
would like to give some suggestions to the students (learners), the English
teacher and the next researchers as follows:
1. For students
36
a) Being aware that reading is an important skill in English
communication. The students should try to read individually or in
group because it can stimulate to read more and to get natural
communication.
b) The students are expected to improving their intensity in learning
reading trough Look-Say Method.
c) The teacher should apply various kinds of suitable method in teaching
reading to make students more interested in reading English text and to
increasing the quality of studying and teaching.
2. For the English teacher
a) The application of Look-Say Method can significantly improve the
students’ reading comprehension in terms of Literal comprehension
dealing with main idea and supporting idea at the first year students’ of
SMP Negeri Satap 5 Baraka Enrekang. So it is strongly suggested to be
applied in teaching English reading in the classroom in order to
improve the students’ reading comprehension.
b) It is suggested that the English teacher apply the Look-Say Method as
one of alternative in teaching method and learning process.
3. For the next researchers
a) To improve the students’ reading comprehension generally, there are
many cases which must be improved such as: main idea, supporting
idea, taking notes and cause-effect relationship, etc. But in this
research, the researcher focused attention on improving the students
reading comprehension in term Literal comprehension. So for the next

37
researcher, they can take the other case of reading comprehension to be
improved neither they use this method nor other methods. But it is
better to use this method in order to know the students’ reading
comprehension improvement with different discussions.
b) The result of this research can also be used as an additional reference
or further research with different discussion for the next researchers.
c) The writer hopes the researches use Look-Say Method to improving
students’ reading comprehension.

RENCANA PELAKSANAAN PEMBELAJARAN
(RPP 1)
Sekolah : SMPN Satap 5 Baraka Enrekang
Mata pelajaran : Bahasa inggris
Kelas/Semester : VII
Alokasi waktu : 2 x 40 menit
A. Standar Kompetensi
5. Membaca
Memahami makna dalam teks tulis fungsional pendek sangat sederhana
yang berkaitan dengan lingkungan terdekat.
B. Kompetensi dasar
5.1 Membaca nyaring bermakna kata, frasa dan kalimat dengan ucapan
tekanan dengan intonasi yang berterima yang berkaitan dengan lingkungan
terdekat.
C. Indikator Pencapaian Kompetensi
Kognitif : Produk
1. Melafalkan kata, frasa dan kalimat dengan baik dan benar.

2. Membaca kata, frasa dan kalimat dengan intonasi yang benar.
3. Membaca nyaring dengan baik dan benar.
Kognitif : Proses
1. Menggaris bawahi kata-kata sulit & mencari artinya.

2. Membedakan macam-macam kata seperti kata benda (noun), kata kerja
(verb) atau kata sifat (adjective).
Afektif
1. Melakukan komunikasi : Presentasi, bertanya dan berpendapat.

2. Melakukan kerjasama.
D. Tujuan Pembelajaran
Penngetahuan : produk
1. Agar siswa dapat menghafal kata, frasa dan kalimat dengan baik dan
benar.
2. Agar siswa dapat membaca kata, frasa dan kalimat dengan intonasi yang
benar.
3. Agar siswa dapat membaca nyaring dengan benar.
Pengetahuan : Proses
1. Siswa dapat menggaris bawahi kata-kata sulit dan mengingatnya dengan

mudah.
2. Siswa dapat membedakan jenis-jenis kata sepeti kata benda (noun), kata
kerja (verb) dan kata sifat (Adjective).
Afektif
1. Dengan terlibat aktif dalam pembelajaran, siswa dapat melakukan

komunikasi dengan benar dan santun yang meliputi presentasi, bertanya
dan berpendapat.
2. Dengan terlibat secara efektif dalam pembelajaran, siswa dapat
melakukan kerjasama dengan baik dalam kelompok.
E. Materi Pembelajaran
Teks fungsional pendek berbentuk :
The Old Grandfather and His Grandson

Once upon a time there was a very old grandfather. His eyes were almost blind,
his ears were deaf, and his knees shook. When he sat at the table, he could not hold
a spoon strongly. He spilled soup on the tablecloth. Besides this, some of his soup
would run back out of his mouth.
His son and his son's wife were annoyed by this. Finally, they made the old
grandfather sit in the corner behind the stove. They gave him not enough food in a
clay bowl. He sat there and looked sadly at the table. He was almost crying.
One day the old grandfather could not hold the bowl because his hands were
too weak. The bowl fell to the ground and broke. The woman scolded. However, the
old grandfather did not say anything. He could only cry. Then, they bought him a
wooden bowl and made him eat from it.
Once when they were all sitting there, the four year old grandson put some
pieces of wood together on the floor. His father asked him what he was doing. The
little grandson said that he was making a little trough for his father and mother to
eat from when he was big."
The man and the woman looked at one another. They began to cry. They
brought the old grandfather to the table immediately. Since then, they always let
him eat there. If he spilled a little, they did not say anything.
F. Metode Pembelajaran
Metode : Look- Say Method

G. Kegiatan Pembelajaran
Kegiatan Fase Kegiatan Guru Terlaksana/tidak

(waktu}
Pendahuluan Menyampaikan  Memotifasi Terlaksana
(10menit) tujuan memotifasi saiswa akan
siswa pentingnya
materi.
 Menanyakan Terlaksana
kesulitan-
kesulitan
siswa tentang
pelajaran
sebelumnya.
Inti (60 menit) Menyajikan  Memberikan Terlaksana
Informasi Informasi
tentang
membaca
menggunakan
Brain Power
Method.
 Meminta
siswa Terlaksana
membaca teks
dengan baik
dan benar.
Mengorganisasikan Membentuk 4 Terlaksana
siswa kedalam kelompok belajar :
kelompok belajar anggota kelompok
beragam (dari segi
kemampuan, jenis
kelamin, dan ras) dan
membagikan tugas
Membimbing Membinmbing Terlaksana
kelompok kelompok :
mengawasi saat
kelompok
mengerjakan tugas
yang diberikan .
Penutup (10 Penghargaan  Memberikan Terlaksana
menit) penghargaan
(Misalnya
dalam bentuk
pujian)
terhadap
kelompok
yang
kinerjanya
baik.
 Merangkum: Terlaksana
membantu
siswa
merangkum
hasil belajar
yang
diperoleh
H. Penilaian Hasil Belajar

1. Penilaian produk : Lembar penilaian 1
2. Penilaian sosial : Melakukan komunikasi dan kerjasama
I. Sumber Pembelajaran
1. Buku siswa : English On sky
2. Internet : google and scribd.com
Mengetahui:
Mahasiswa
Asri Kunnu
(RPP 2)
5. Membaca
B. Kompetensi dasar
terdekat.
C. Indikator pencapaian Kompetensi
Kognitif : Produk

Kognitif : Proses

Afektif

benar.
benar.

mudah.
Afektif

dan berpendapat.
Teks fungdional pendek berbentuk :
The Lamb and the Wolf
One day the wolf was slaking his thirst at a stream when he chanced to see a lamb,
also drinking, at some distance down the stream. Outraged, he growled, "You are
muddying my drinking water, now I shall eat you." The lamb protested, "But, Sir,
how can I be muddying your drinking water? I am farther downstream than you are.
The water is flowing from your part of the stream to where I am." "Upstream or
downstream, your drinking is muddying my water, and I shall eat you." So saying,
the wolf leaped upon the lamb and devoured him.
Metode: Look – Say Method


(waktu}
siswa pentingnya
materi.
kesulitan-
kesulitan
siswa tentang
pelajaran
sebelumnya.
Informasi Informasi
tentang
membaca
menggunakan
Brain Power
Method
 Meminta
siswa Terlaksana
membaca teks
dengan baik
dan benar.
beragam (dari segi
kemampuan, jenis
membagikan tugas
Membimbing Membimbing Terlaksana
kelompok kelompok :
mengawasi saat
kelompok
mengerjakan tugas
yang diberikan .
menit) penghargaan
(Misalnya
dalam bentuk
pujian)
terhadap
kelompok
yang
kinerjanya
baik.
membantu
siswa
merangkum
hasil belajar
yang
siperoleh

 Penilaian produk : Lembar penilaian 1
 Penilaian sosial : Melakukan komunikasi dan kerjasama
 Buku siswa : English On sky
 Internet : google and scribd.com
Mengetahui:
Mahasiswa
Asri kunn
(RPP 3)
5. Membaca
B. Kompetensi dasar
terdekat.
Kognitif : Produk

Kognitif : Proses

Afektif

benar.
benar.

mudah.
Afektif

dan berpendapat.
Once there lived a rich king. His name was Midas. However he was not happy
because he wanted to be the richest king all around the world. One day as Midas sat
on his throne; his servant came to him with an old man. “Master,” said the servant.
”We have found this person around your orchard. He’s Silenus, the friend of the god
Bacchus.” Midas had an idea. He welcomed the old man as his guest for ten days. At
the end of the ten days, Midas took Silenus back to the god Bacchus. Bacchus was
very happy to see his lost friend. He said to Midas,” I will grant you any wish you
make.” Midas was very happy. Then, he asked everything he touched would turn
into gold. On his return to his place, Midas tried out his new power. Everything he
touched, it became gold. Then, he went for a walk in the garden. His children ran up
to him. Without thinking he touched his children and instantly they turned into little
gold statues. Midas cried. He hurried to Bacchus. Bacchus felt sorry for Midas and
ordered him to go to the River Pactolus and wash his hands in its water. This would
take away the golden touch. Midas had found out that all gold in the world did not
bring any happiness.
Metode : Look – Say Method


(waktu}
siswa pentingnya
materi.
kesulitan-
kesulitan
siswa tentang
pelajaran
sebelumnya.
Informasi Informasi
tentang
membaca
menggunakan
Brain Power
Method.
 Meminta
siswa Terlaksana
membaca teks
dengan baik
dan benar.
beragam (dari segi
kemampuan, jenis
membagikan tugas
kelompok kelompok :
mengawasi saat
kelompok
mengerjakan tugas
yang diberikan .
menit) penghargaan
(Misalnya
dalam bentuk
pujian)
terhadap
kelompok
yang
kinerjanya
baik.
membantu
siswa
merangkum
hasil belajar
yang
siperoleh

Mengetahui:
Mahasiswa
Asri Kunnu
(RPP 4)
5. Membaca
B. Kompetensi dasar
terdekat.
Kognitif : Produk

Kognitif : Proses

Afektif

benar.
benar.
1. Siswa dapat menggarisbawahi kata-kata sulit dan mengingatnya dengan

mudah.
Afektif

dan berpendapat.
The Tortoise and the Hare
Once there was a speedy hare who bragged about how fast he could run. Tired
of hearing him boast, the tortoise which was slow and steady challenged him to a
race. All the animals in forest gathered to watch.
Hare ran down the road for a while and then paused to rest. He look back at
slow and steady and cried out, “How do you expect to win this race when you are
walking along at your slow, slow race?”
Hare stretched himself out alongside the road and fell asleep, thinking, “There
is plenty of time to relax.
The animals who were watching cheered so loudly for tortoise that they woke
up Hare. Hare stretched and yawned and began to run again, but it was too late.
Tortoise was over the line. After that, Hare always reminded himself, “Don’t brag
about your lightning pace, for slow and steady won the race!”


(waktu}
siswa pentingnya
materi.
kesulitan-
kesulitan
siswa tentang
pelajaran
sebelumnya.
Informasi Informasi
tentang
membaca
menggunakan
Brain Power
Method.
 Meminta
siswa Terlaksana
membaca teks
dengan baik
dan benar.
beragam (dari segi
kemampuan, jenis
membagikan tugas
kelompok kelompok :
mengawasi saat
kelompok
mengerjakan tugas
yang diberikan .
menit) penghargaan
(Misalnya
dalam bentuk
pujian)
terhadap
kelompok
yang
kinerjanya
baik.
membantu
siswa
merangkum
hasil belajar
yang
siperoleh

Mengetahui:
Mahasiswa
Asri Kunnu
(RPP 5)
5. Membaca
B. Kompetensi dasar
terdekat.
Kognitif : Produk

Kognitif : Proses

Afektif

benar.
benar.

mudah.
Afektif

dan berpendapat.
A shepherd took his sheep out to pasture, but when it was time to return to the
sheep pen, he found that some wild goat had become mixed up with his flock.
Nonetheless, he was very pleased that the flock had grown by itself, and he closed
the goats into the pen along with the sheep.
The next day was rainy. And the shepherd decided to go out. He gave his sheep
only small handful of food, while he gave much bigger rations to the goats. He
thought that if he treated them well, they would stay with him. In spite of this, as
soon as the shepherd opened the gate, the goats ran out and he was unable to catch
the again.
“Ungrateful beasts,” shouted the shepherd after them, “I treated you better
than the other!” “That’s why we’re going,” answered one of the goats. If you prefer
us new animals to your sheep, how will you treat us if you find some more animals
in your flock?” So do not be too happy if someone shows you that they prefer you to
their old friends, you too will soon be an old friend and could be replaced just as
easily.


(waktu}
siswa pentingnya
materi.
kesulitan-
kesulitan
siswa tentang
pelajaran
sebelumnya.
Informasi Informasi
tentang
membaca
menggunakan
Brain Power
Method.
 Meminta
siswa Terlaksana
membaca teks
dengan baik
dan benar.
beragam (dari segi
kemampuan, jenis
membagikan tugas
kelompok kelompok :
mengawasi saat
kelompok
mengerjakan tugas
yang diberikan .
menit) penghargaan
(Misalnya
dalam bentuk
pujian)
terhadap
kelompok
yang
kinerjanya
baik.
membantu
siswa
merangkum
hasil belajar
yang
siperoleh

Mengetahui:
Mahasiswa
Asri Kunnu
(RPP 6)
5. Membaca
B. Kompetensi dasar
terdekat.
Kognitif : Produk

Kognitif : Proses

Afektif

benar.
benar.

mudah.
Afektif

dan berpendapat.
It was a beautiful day. Everybody in the Kawar village was happy. The farmers
had just had their harvest. The villagers were planning to hold a party to celebrate
the good harvest. On one beautiful day, all the villagers gathered in a field. They
wore beautiful dresses and made delicious food. Everybody was having good times!
They were singing, laughing, and of course, eating delicious food.
Did everyone go to the party? Unfortunately, there was on old woman still
staying at her house. She was too old and weak to go to the party. Her son, her
daughter-in-law, and her grand children all went to the party. At home, the old
woman felt very sad and lonely. She was very hungry too. She tried to find some
food in the kitchen, but she was very disappointed. Her daughter-in-law did not cook
that day. At the party, the son asked her wife, “Why don’t you take some food from
the party and give it to my mom. Ask our son to delivery.” Then the little boy
brought the food to her grand mother.
The old woman was so happy. But her happiness turned into sadness when she
saw the food was not in a good condition. It seemed that someone has eaten the
food. She just got little rice and fish bones. The old woman was very sad. She
thought bad things about her son. The old woman did not know that it was her
grandson who had eaten the food on the way from the party to the house. She
cursed her son. Then, a terrible thing happened. There was a great earthquake!
Thunder struck the village. And heavy rains started to fall. All the villagers were so
scared. They wanted to save themselves. They tried to find shelters. Slowly, the field
turned into a lake, the lake was getting bigger and bigger and finally the whole
village turned into a big lake. People then named the lake Lau Kawar.

(waktu}
siswa pentingnya
materi.
kesulitan-
kesulitan
siswa tentang
pelajaran
sebelumnya.
Informasi Informasi
tentang
membaca
menggunakan
Brain Power
Method.
 Meminta
siswa Terlaksana
membaca teks
dengan baik
dan benar.
beragam (dari segi
kemampuan, jenis
membagikan tugas
kelompok kelompok :
mengawasi saat
kelompok
mengerjakan tugas
yang diberikan .
menit) penghargaan
(Misalnya
dalam bentuk
pujian)
terhadap
kelompok
yang
kinerjanya
baik.
membantu
siswa
merangkum
hasil belajar
yang
siperoleh


Mengetahui:
Mahasiswa
Asri Kunnu
(RPP 7)
5. Membaca
B. Kompetensi dasar
terdekat.
Kognitif : Produk

Kognitif : Proses

Afektif

benar.
benar.

mudah.
Afektif

dan berpendapat.
A poor boy sold goods from door to door to pay his school fee. One day he had
only a little money left and he was very hungry. He decided to ask for some food at
the next house he visited. However he was so nervous when a lovely young woman
opened the door. He only asked for a glass of water. The woman thought that the
boy was hungry so she gave him a large glass of milk. He drank it slowly, and asked.
“How much do I owe you?” “You don’t owe me anything,” she replied, “Mother has
thought us never to accept pay for kindness.” He said, “Then I thank you from my
heart.” As the poor boy left that house, he felt stronger. His faith in God was getting
stronger too. He had been ready to stop his study but now he got a spirit to continue
it until he became a doctor.
Some years later that young woman became critically ill. She was sent to the big
city to cure her disease. The poor boy was the doctor. When he knew the name of
the town she came from. He went to meet her. He recognized her at once. He tried
hard to save the woman’s life. From then on he gave special attention to sick
woman. After a long struggle, the woman could be cured. The poor boy paid all the
bill. He wrote “Paid in full with one glass of milk” under the bill. When the woman
opened the bill, tears of joy flooded her eyes as her happy heart prayed, “Thank you,
God, that your love has spread abroad through human hearts and hands.


(waktu}
siswa pentingnya
materi.
kesulitan-
kesulitan
siswa tentang
pelajaran
sebelumnya.
Informasi Informasi
tentang
membaca
menggunakan
Brain Power
Method.
 Meminta
siswa Terlaksana
membaca teks
dengan baik
dan benar.
beragam (dari segi
kemampuan, jenis
membagikan tugas
kelompok kelompok :
mengawasi saat
kelompok
mengerjakan tugas
yang diberikan .
menit) penghargaan
(Misalnya
dalam bentuk
pujian)
terhadap
kelompok
yang
kinerjanya
baik.
membantu
siswa
merangkum
hasil belajar
yang
siperoleh


Mengetahui:
Mahasiswa
Asri Kunnu
(RPP 8)
5. Membaca
B. Kompetensi dasar
terdekat.
Kognitif : Produk

Kognitif : Proses

Afektif

benar.
benar.

mudah.
Afektif

dan berpendapat.
On day, a man stopped at a flower shop to order some flowers. He wanted to

send to his mother who lived far in another town through a delivery company.
Meanwhile, he was looking at a sad young girl who was sitting in front of the flower
shop. He asked her what was wrong, and she replied, “I wanted to buy a red rose
from many mother, but my money is not enough.” The man smiled and said, “Come
on in with me. I’ll buy you a rose.” He bought the little girl a rose, and he ordered for
his own mother flowers too.
After buying a rose flower for the girl, the man offered the girl a ride to her
home. She said, “Yes, please! You can take me to my mother.” She directed him to a
cemetery. The girl placed the rose on her mother’s fresh grave. Knowing the girl’s
mother had died, the man realized that he must show his love to his mother while
she was still alive. Then the man returned to the flower shop. He canceled the
flower delivery order, picked up the rose flowers and drove to reach his mother’s
house.

(waktu}
siswa pentingnya
materi.
kesulitan-
kesulitan
siswa tentang
pelajaran
sebelumnya.
Informasi Informasi
tentang
membaca
menggunakan
Brain Power
Method.
 Meminta
siswa Terlaksana
membaca teks
dengan baik
dan benar.
beragam (dari segi
kemampuan, jenis
membagikan tugas
kelompok kelompok :
mengawasi saat
kelompok
mengerjakan tugas
yang diberikan .
menit) penghargaan
(Misalnya
dalam bentuk
pujian)
terhadap
kelompok
yang
kinerjanya
baik.
membantu
siswa
merangkum
hasil belajar
yang
siperoleh


Mengetahui:
Mahasiswa
Asri Kunnu
SURAT PERJANJIAN
Saya yang bertandatangan di bawah ini:

Nama : Mutmainnah Amin
NIM : 10535 3055 08
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : Using Snips (Start, Note, Identify, Plug And See) Strategy
To Improve Reading Comprehension At The Second Year
Student Of Smp Negeri 2 Barombong (A Classroom Action
Research)
Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya,
saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapapun.
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan
pembimbing.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi
ini.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2
dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang
berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, februari 2014
Yang membuat perjanjian
Mutmainnah Amin
Diketahui oleh:
Ketua Jurusan Bahasa Inggris
(Erwin Akib, S.Pd., M.Pd)

NBM: 860 934
iv
SURAT PERJANJIAN
Saya yang bertandatangan di bawah ini:

Nama : ASRI KUNNU
NIM : 10535 3699 08
Judul Skripsi : The use of Look-Say Method to Improve the Students’ Reading
Comprehension at the Seventh Grade of Students’ SMP Negeri
Satap 5 Baraka, Enrekang
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya,
saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapapun.
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan
pembimbing.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi
ini.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2
dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang
berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, 25 Januari 2015
Yang membuat perjanjian
Asri Kunnu
Diketahui oleh:
Ketua Jurusan Bahasa Inggris
(Erwin Akib, S.Pd., M.Pd)

NBM: 860 934
iv
SURAT PERNYATAAN
Saya yang bertanda tangan di bawah ini:
Nama : Andi Mardani

NIM : 10535 3059 08
Judul Skripsi : Increasing the Students Reading Comprehension thought
Reciprocal Teaching Technique (A Classroom Action
Research at the First Year Students of SMP Negeri 6 Ajang
Ngale, Bone Regency)
Dengan ini menyatakan bahwa :
Skripsi yang saya buat di depan Tim penguji adalah ASLI karangan sendiri bukan
hasil ciplakan atau di buat oleh siapapun.
Demikianlah pernyataaan ini saya buat dengan sebenar-benarnya dan saya
bersedia menerima sanksi apabila pernyataan ini tidak benar.
Makassar, Januari 2014
Yang Membuat Pernyataan
Andi Mardani
Diketahuioleh:
Pembimbing I Pembimbing II
Prof. Dr.H.M Basri Dalle,MS Yassir Mallampiang, S.S., M.Pd
iii
SURAT PERNYATAAN
Saya yang bertanda tangan di bawah ini:
Nama : ASRI KUNNU

NIM : 10535 3699 08
Judul Skripsi : The use of Look-Say Method to Improve the Students’ Reading
Comprehension at the Seventh Grade of Students’ SMP Negeri
Satap 5 Baraka, Enrekang
Dengan ini menyatakan bahwa :
Skripsi yang saya buat di depan Tim penguji adalah ASLI karangan sendiri bukan
hasil ciplakan atau di buat oleh siapapun.
Demikianlah pernyataaan ini saya buat dengan sebenar-benarnya dan saya
bersedia menerima sanksi apabila pernyataan ini tidak benar.
Makassar, 25 Januari 2015
Yang Membuat Pernyataan
Asri Kunnu
Diketahuioleh:
Pembimbing I Pembimbing II
Nurqalby, S.S., M.Hum Drs. Abd Waris Hamid, M.Hum
iii
Teaching Materials
(Cycle I)
 The first meeting
 The teacher explain about component of Literal comprehension to the students, such
as:
 Main idea
 Supporting idea
 The teacher give the students reading text (narrate;ve text)
 The teacher ask the student to read the text below:
Text 1
The Prince and His Best Friend
Once upon a time, there lived a kind young prince named Jonathan. He was loved, and adored by
his people. His to close friends were Peter Piper, the servant of the place and Franklin Greedy,
the son of an Aristocrat. One day, the Prince, Peter Piper, and Franklin Greedy were talking
trough the forest. Suddenly a group of the bandit attacked the three boys near and old house.
They entered the old house and blocked the gates and doors. The three boys were trapped inside
the house.
Franklin was very terrified and asked the prince to surrender immediately, but Peter was not
afraid. He urged and supported the prince not to give up. The Prince decided not to surrender
because he realized that he would become a hostage for the bandits to ask for ransom to his
father, but Franklin was scared and wanted to make up a plane for him and prince to escape.
Early at down, Franklin opened the front gate and unlocked the doors. The bandits entered the
house in search of the Price. When they came to the room where the Prince was supposed to be
sleeping, no one was there. Suddenly they heard a hoarse running outside the house and saw over
the window that Peter Piper and the Prince were riding a way on one of the bandit’s houses.
It turns out, Peter piper sneaked out of the house and waited in the yard, while the Prince was
hiding behind the house. The bandits were very angry at Franklin and took him with them while
the Prince and Peter went safety going back to the capital.
 The teacher ask the students to look the difficult words in the text and underline
the text
 The students write down the difficult words in their notebook.
 The teacher asks the students to look for the meaning of the difficult word.
Example:
No. Underlined Words Meaning

1. ............................................ ......................................................
2. ............................................ .......................................................
3. ............................................ ......................................................
4. ............................................ .....................................................
5. ............................................. .....................................................
6. .............................................. ........................................................
7. ............................................ ......................................................
8. ............................................ .....................................................
9. ........................................... ......................................................
10 ............................................. ......................................................
 The second meeting

 The teacher ask the students to read the text below:
Text 2
Little Brother Little Sister
Maltreated by their stepmother, who was a witch, a little brother and sister fled into the
woods. After running for a while, the brother said: I’m so thirsty. Let’s find a spring and
have a drink.
However, as the young boy bent down to drink, her sister heard a voice which said: “who
drink from me will turn into a fawn.” It was the witch! Too late, thee sister tried to
prevent her brother from drinking. The young boy changed at once into a fawn. In tears,
the little girl made a lead and collar out of her belt, and led the fawn off into the woods.
There they found an abandoned cottage and lived together, far from any danger.
One day, however, the king was hunting in the woods, and he spied the fawn, which could
not resist thee urge to wander away from the cottage. The king and his hunters chased
the fawn all the way back home. There, the king followed it into the cottage, where he
found a young girl stroking the frightened animal. She was beautiful and gentle that the
king fell in love with her at once. He asked her to be his wife, and his words caused the
maiden to cry for joy.
When one of her tears fell on the fawn, it changed back to her brother once more. Their
goodness and love had overcome the witch’s evil spell, and they lived safely and happily
with the king for ever later.
 After read the text, the teacher asks the students to see the main idea of each
paragraph.
 The teacher asked the student to underline each main idea of paragraph.
 The teacher asked the student to say what is the main idea and supporting idea
each paragraph and write down in their notebook.
Example:
paragraph Main idea Supporting idea

1. ............................................ ................................................................................
2. ............................................ ................................................................................
3. ............................................ ................................................................................
4. ............................................ ................................................................................
 The third meeting
 The teacher give the students reading text
Text 3
LAZY JACK
There was once lived a boy named jack. His mother earned money by sewing. Even
though she worked hard, she was still poor. She could not get her son to do anything for her.
Since he did not do any work, everyone called him Lazy Jack.
One day his mother said sternly. “Jack, if you don’t you go out and do some work. I will
turn you out of the house.
The threat frightened Jack, and he wandered the nearest farmhouse. The farmer offered
him a silver coin for the day’s work. On his way home from work that evening, he kept flipping
the coin into the air. Just as he was a stream, the coin slipped from his hand and fell into the
water.
When he got home, his mother asked him what he had earned for the day “A silver coin,”
Jack said, ”but it slipped from my fingers while I was crossing the stream and fell into the
water.”
“You stupid boy,” said his mother, “you should have put it in your pocket.”
“Well, I’ll do so the next time,” said Jack.
The next day Jack went in to another farmer, who owned some cows. This farmer gave
him a jar of milk as his wages. Jack stuffed the jar into his pocket and started for home. But all
the milk was split before he arrived home.
“Oh, dear !” his mother cried.” You should have carried it on your head.”
“I’ll do that the next time.” said Jack.
The next day Jack went to work for another farmer, who gave him a large piece of cheese
for the day’s work. Jack remembered his mother’s words and put the cheese on his head. By the
time he got home most of the cheese had broken and fallen off. All that was left was stuck in his
hair.
“You idiot!” cried his mother. “You should have carried it carefully in your hands.”
“I’ll certainly do better tomorrow,” said Jack.
The following day Jack worked for a baker. All the payment he got was a large cat. Jack
carried it carefully in his hands. The cat nothing to show for his efforts expect scratches hands.
“You silly boy,” sighed his mother. “You should have put a rap around the cat’s neck
and made it walk behind you.”
“I assure you will do better next time,” said Jack.
On the last day of the week, Jack went to work for a butcher, who gave him a meet for his
day’s work. He tied a cord around he meat and dragged it behind him. By the time he arrived
home, the meat was dirty and not fit to eat.
This time his mother was angry with him. The meat would have made a delicious Sunday
dinner. Now they would have nothing to eat expect cabbage.
“Won’t you ever learn, you fool?” Jack assured her.
The following week Jack work for a cattle keeper, who gave him donkey as his pay. Jack
lifted the donkey on to his shoulders and began to walk home.
On his way home, Jack had to pass the house of a very rich man who had a daughter. She
was a very beautiful girl, but was affected by a strange illness. She neither spoke her laughed.
The doctor said that she would never get well until somebody made her laugh. Many people had
tried, but nobody had succeeded in doing more than make her smile. At last, her father offered
her hand in marriage to the first man who could make her laugh.
Just by chance, the beautiful was looking out the window as Jack passed by with the
donkey on his shoulders. It was extremely funny sight to see Jack with the donkey, wriggling and
kicking its legs in the air. The girl burst out laughing.
“Look, “she said to her father. “Did you ever see anything so silly?” and she laughed
again.
Her father was very happy that she could laugh, talk and be normal again. He called
Jack in and told him what a wonderful thing he had done and what he rewards was. Jack
married the girl, and became a rich man. He lived with his wife and mother in a fine house.
 The teacher ask the students to translate all the text in to Indonesia
 The teacher ask the students to see the difficult word and underline the words.
 The forth meeting

 The teacher gave the students reading test of cycle one to measure the
students literal comprehension specially to measure their knowledge about
main idea and supporting idea in the text.
Teaching Materials
(Cycle II)
 The fifth meeting
 The teacher give the students reading text

 The teacher asked the students to read the text carefully
 After read the text the teacher asks the students look some different pictures.
 The teacher ask the students to say the suitable paragraph each pictures
THE STORY OF TIMUN EMAS
Long time ago in the island of Java, Indonesia, lived a couple of farmer. They had married for some
years but they had no children. So they prayed to a monster called Buta Ijo to give them children. Buta
Ijo was a ferocious and powerful monster. He granted their wish on one condition. When their children
had grown up, they had to sacrifice them to Buta Ijo. He liked eating fresh meat of human being. The
farmers agreed to his condition. Several months later the wife was pregnant.
She gave birth to a beautiful baby girl. They named her Timun Emas. The farmers
were happy. Timun Emas was very healthy and a very smart girl. She was also very diligent. When she
was a teenager Buta Ijo came to their house. Timun Emas was frightened so she ran away to hide. The
farmers then told Buta Ijo that Timun Emas was still a child. They asked him to postpone. Buta Ijo
agreed. He promised to come again. The following year Buta Ijo came again. But again and again their
parents said that Timun Emas was still a child.
‘Timun, take these things’
‘What are these things?’

‘These are your weapons. Buta Ijo will chase you. He will eat you alive. So run as fast as you can. And if
he will catch you spread this to the ground. Now go!’
Timun Emas was scared so she ran as quickly as she could. When Buta Ijo arrived she was far from
home. He was very angry when he realized that his prey had left. So he ran to chase her. He had a
sharp nose so he knew what direction his prey ran.
But soon Buta Ijo realized and started running again. When he was just several steps behind Timun
Emas threw her bamboo needles. Soon they turned into dense bamboo trees. Buta Ijo found it hard to
pass. It took him some time to break the dense bamboo forest. Meanwhile Timun Emas could run
farther.
Buta Ijo chased her again. When he almost catch her again and again Timun Emas
threw her dressing. This time it turned into a lake. Buta Ijo was busy to save himself so Timun Emas ran
way. But Buta Ijo could overcome it and continued chasing her.
Finally when Timun Emas was almost caught she threw her salt. Soon the land where Buta Ijo stood
turned into ocean. Buta Ijo was drowned and died instantly.
Timun Emas was thankful to god and came back to her home.
 The sixth meeting

The teacher gave the students reading text.
Story of Rabbit and Bear
Once upon a time, there lived as neighbours, a bear and a rabbit. The rabbit is a good
shot. In contrary, the bear is always clumsy ad could not use the arrow to good advantage.
One day, the bear called over the rabbit and asked the rabbit to take his bow and arrows
and came with bear to the other side of the hill. The rabbit was fearing to arouse the bear's
anger so he could not refuse it. He consented and went with the bear and shot enough buffalo to
satisfy the hungry family. Indeed he shot and killed so many that there was lots of meat left after
the bear and his family had loaded themselves and packed all they could carry home.
The bear was very gluttonous and did not want the rabbit to get any of the meat. Th e
rabbit could not even taste the blood from the butchering as the bear would throw earth on the
blood and dry it up. The poor rabbit would have to go home hungry after his hard day's work.
The bear was the father of five children. The youngest child was very kind to the rabbit.
He was very hearty eater. The mother bear always gave him an extra large piece of meat but the
youngest child did not eat it. He would take it outside with him and pretended to play ball with
the meat. He kicked toward the rabbit's house and when he got close to the door he would give
the meat with such a great kick. The meat would fly into the rabbit's house. In this way, the poor
rabbit would get his meal unknown to the papa bear.
 The teacher ask the students to look the adjective, noun and verb base in the text
 The students wrote down some adjective, noun and verb in their notebook.
 The students say the meaning of the words in to Indonesia
 The seventh meeting
 The teacher gave same reading text
Story of Rabbit and Bear
Once upon a time, there lived as neighbours, a bear and a rabbit. The rabbit is a good
shot. In contrary, the bear is always clumsy ad could not use the arrow to good advantage.
One day, the bear called over the rabbit and asked the rabbit to take his bow and arrows
and came with bear to the other side of the hill. The rabbit was fearing to arouse the bear's
anger so he could not refuse it. He consented and went with the bear and shot enough buffalo to
satisfy the hungry family. Indeed he shot and killed so many that there was lots of meat left after
the bear and his family had loaded themselves and packed all they could carry home.
The bear was very gluttonous and did not want the rabbit to get any of the meat. Th e
rabbit could not even taste the blood from the butchering as the bear would throw earth on the
blood and dry it up. The poor rabbit would have to go home hungry after his hard day's work.
The bear was the father of five children. The youngest child was very kind to the rabbit.
He was very hearty eater. The mother bear always gave him an extra large piece of meat but the
youngest child did not eat it. He would take it outside with him and pretended to play ball with
the meat. He kicked toward the rabbit's house and when he got close to the door he would give
the meat with such a great kick. The meat would fly into the rabbit's house. In this way, the poor
rabbit would get his meal unknown to the papa bear.
 The teacher asked the students to look for the main idea and supporting idea each
paragraph
 The students write down the main idea and the supporting idea in the table.
 The eighth meeting

 The teacher gave the students reading test (last test) to measure the students
improvement from cycle I to Cycle II.

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THE USE OF LOOK-SAY METHOD TO IMPROVE THE

STUDENTS’ READING COMPREHENSION

ENGLISH EDUCATION DEPARTMENT

hctua Dr. Andi Sukri Syamsuri, M.Hunt

\tr kretaris Khaeruddin, S.Pd., M.Pd

, Muh. Astrianto Setiadi, S.Pd., M.Pd (

3. Drs. Atld. Waris Harnid, M.Hum )t

I dedicate this thesis especially to my parents and all people who

In the name of Allah, Most Gracious, Most Merciful

Makassar Muhammadiyah University.

4. Nurqalby, S.S., M.Hum, my first supervisor, for guiding and supporting me in

and correcting this final project

5. My heartful thank to all lecturers of the FKIP UNISMUH especially to the

lecturers of English Department and all staff of Makassar Muhammadiyah

university of for their guidance during the years of my study.

their time and activities for being subject of this research.

without time. There is no appropriate symbol which suitable to state my thanks to

Finally, I dedicate this thesis for my beloved Best friend sisters in

found the truly brotherhood. Love them with all my heart.

Makassar, Januari 2015

TITLE PAGE ..................................................................................................... i

APPROVAL SHEET ......................................................................................... ii

CONSELLING SHEET ..................................................................................... iii

SURAT PERNYATAAN .................................................................................. iv

SURAT PERJANJIAN ...................................................................................... v

LIST OF TABLES ............................................................................................. xi

LIST OF GRAPHICS ........................................................................................ xii

B. Problem Statement ........................................................................... 3

C. The Objective of the Study .............................................................. 4

D. Significance of the Study ................................................................. 4

E. Scope of the Study ........................................................................... 4

CHAPTER II REVIEW OF RELATED LITERATURE

A. Some Previous Related Research Finding…………………………. 5

B. Some Pertinent Ideas…………………………………………….… 6

C. Conceptual Framework .................................................................... 19

B. Research Variables and Indicators................................................... 20

C. Research Procedure ........................................................................... 21

D. Research Instrument .......................................................................... 24

E. The Technique of Data Collection .................................................... 24

F. Technique for Data Analysis …………………………………………… 26

CHAPTER IV FINDING AND DISCUSSION

CHAPTER V: CONCLUSION AND SUGGESTIONS

Graphic 1: The Improvement of the Students’ Literal ................................................... 29

Graphic 2: The Improvement of the Students’ Reading................................................. 30

Graphic 3: The Improvement of the Students’ Activeness ............................................. 41

Table 1: The Improvement of the Students’ Literal ....................................................... 28

Table 2: The Improvement of the Students’ Reading .................................................... 30

Table 3: The students’ observation result ................................................................... 31

Language is a crucial thing in our life as a mean of communication,

13) in Abdul Muis Ba’dulu defines language as an arbitrary system of articulated

sounds made use of by a group of humans as a means of carrying on the affairs of

ideas. We use language as key to learn science and technology such as

Linguistics, Sociology, Medicines, Economics, etc. In it is proportion, English as

information, people should read many kinds of information. Reading is a source

of getting information. No one can get much information without reading.

them to his or her situation.

language. Reading is considered as one of important skill, which has to be learn

because it can influent the other language skills.

give conclusion from English reading text through their comprehension.