COMPUTER-ASSISTED LANGUAGE LEARNING TO IMPROVE READING COMPETENCE OF MECHANICAL ENGINEERING STUDENTS: AN ACTION RESEARCH

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

COMPUTER-ASSISTED LANGUAGE LEARNING TO IMPROVE READING COMPETENCE OF MECHANICAL ENGINEERING STUDENTS: AN ACTION RESEARCH

A THESIS

Presented as a Partial Fulfillment of the Requirements To Obtain the Magister Humaniora (M Hum) Degree In English Language Studies

by Agustina Anna Rachmawati Student Number: 136332020

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY YOGYAKARTA 2015 i




DEDICATION PAGE “I believe that everything happens for a reason. People change so that you can learn to let go, things go wrong so that you can appreciate them when they’re, you believe lies so you eventually learn to trust no one but yourself, and sometimes good things fall apart so better things can fall together” Marilyn Monroe

“Tell me and I will forget. Show me and I will remember. Involve me and I will understand” Confucius

I dedicate my thesis to my patient husband and energetic daughter

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ACKNOWLEDGEMENTS

My first and foremost gratitude would be to my only Lord Jesus Christ. Without His Endless Love and Guidance, I could never finish my thesis. He has also given me loving people who supported me in completing this thesis and finishing my study. It is a wonderful opportunity for me to give my deepest gratitude to all of them I would like to express my deepest, special gratitude to my thesis advisor, Dr. B.B. Dwijatmoko, M.A. for his guidance and patience. I indeed thank him for his willingness, availability time and providing me with support, valuable criticism, opinions, suggestions for my thesis improvement. Without his support and guidance, I would not be able to accomplish my thesis. My sincere gratitude are also extended to all KBI lecturers, Dr. F.X. Mukarto, Ph.D., Dr. Novita Dewi, M.S., M.A. (Hons), Dr. Bismoko, Mr. Widya Kiswara, S.Pd., M.Hum., Mutiara Andalas, S.J., S.TD, Ms. Josephine Sri Murwani Pudji Lestari, M.Hum., for their insights, knowledge, encouragement and letting me learn great things during my study. I also thank to KBI Staff, Mbak lely and Pak Mul and all graduate staffs for helping me during my academic time. My deepest gratitude also goes to the Head of Mechanical Engineering Department, Vocational College, Universitas Gadjah Mada, all lecturers, and his Staff for giving me opportunity to have experience and improve my teaching knowledge. My deepest gratitude goes to my parents who always give me spirit, support and affection. Their prayer day by day has given me motivation and spirit to finish

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my thesis. I am also thankful for having my brother, Sigit Desiandana and sister-in law, Ani S. Widiyanti who always give me support and care to me. I am very grateful to all my Classmates KBI C 13, mas Tangguh, mbak Hening, mbak Maya, Ratrie, Mimi, Nita and GeRePe classmates, Mbak Desi, Ika, Mbak yunita, Levyn,Dewinta, Anin, shanty, Belinda, mbak Marga, Dian for their support and motivation during my study. I am also very grateful to my true friend, mbak Sutanti, who always shares problems and motivates one another to finish this thesis. It has given me a big power to end my long journey of my thesis. My deepest gratitude goes to my husband, Pandit Andriyanto, who always supports and understands me much in every condition. I am very thankful for being patient husband in my difficult time in finishing my thesis. For my lovely daughter, Maria Ovelia Dwiardhani, thank you for cheer me up when I am down. And thank you for your smile because it motivates me to finish my thesis. Finally my gratitude goes to those whom I cannot mention by the names. May God bless them with health and happiness whole the life.

Agustina Anna Rachmawati

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TABLE OF CONTENTS TITLE PAGE ................................................................................................................ i APPROVAL PAGE ..................................................................................................... ii DEFENSE APPROVAL PAGE.................................................................................. iii DEDICATION PAGE................................................................................................. iv STATEMENT OF WORK ORIGINALITY................................................................ v LEMBAR PERNYATAAN UNTUK PERSETUJUAN PUBLIKASI KARYA ILMIAH ...................................................................................................................... vi ACKNOWLEDGEMENTS ....................................................................................... xii TABLE OF CONTENTS ............................................................................................ ix LIST OF TABLES .................................................................................................... xiii LIST OF FIGURES .................................................................................................. xiv LIST OF APPENDICES ............................................................................................ xv LIST OF ABREVIATIONS...................................................................................... xvi ABSTRACT ............................................................................................................. xvii ABSTRAK ................................................................................................................ xix CHAPTER I INTRODUCTION .................................................................................. 1 A. Background ...................................................................................................... 1 B. Problem Identification...................................................................................... 7 C. Problem Limitation .......................................................................................... 8 D. Research Problems ......................................................................................... 10 E. Research Objectives ....................................................................................... 10 F. Research Benefits ........................................................................................... 11 CHAPTER II LITERATURE REVIEW .................................................................... 14 A. Theoretical Review ........................................................................................ 14 1. CALL .......................................................................................................... 14 a. The Concept of CALL .......................................................................... 15 b. The Benefits of CALL .......................................................................... 16

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2. Reading ....................................................................................................... 18 a. The Process of Reading......................................................................... 20 b. Reading Comprehension ....................................................................... 24 c. Teaching Reading.................................................................................. 27 d. Teaching Reading using Hot Potatoes in CALL ................................... 29 e. Learning Reading .................................................................................. 31 f. Learning Reading using Hot Potatoes in CALL ................................... 32 3. English for Mechanical Engineering........................................................... 38 4. Action Research .......................................................................................... 40 B. Review to Related Studies ............................................................................. 42 C. Theoretical Framework .................................................................................. 44 CHAPTER III METHODOLOGY ............................................................................ 47 A. Research Method............................................................................................ 47 B. Research Procedure ........................................................................................ 49 1. Planning ...................................................................................................... 50 2. Acting .......................................................................................................... 51 3. Observing .................................................................................................... 51 4. Reflection .................................................................................................... 51 C. Research Setting ............................................................................................. 52 D. The Instruments of Collecting Data ............................................................... 53 E. Technique of Collecting Data ........................................................................ 56 F. Technique of Analyzing Data ........................................................................ 63 1. Qualitative Data .......................................................................................... 63 2. Quantitative Data ........................................................................................ 63 G. Triangulation .................................................................................................. 66 CHAPTER IV RESULTS AND DISCUSSIONS ..................................................... 69 A. Results ............................................................................................................ 69 1. Initial Data Analysis .................................................................................... 69

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a. Observation before Action Research .................................................... 69 b. Interview before Action Research ......................................................... 71 c. The Result of Need Analysis of Reading Competence ......................... 72 d. Problems of Reading ............................................................................. 77 e. The Way of Solving problem ................................................................ 81 2. Action Research Cycles .............................................................................. 83 a. Cycle I ................................................................................................... 83 1) Material ........................................................................................... 85 2) Process of Reading .......................................................................... 89 3) Reflection ........................................................................................ 96 4) Test Result....................................................................................... 97 5) Planning for the Next Cycle ............................................................ 98 b. Cycle II ................................................................................................ 101 1) Material ......................................................................................... 101 2) Learning Process Improvement..................................................... 108 3) Reflection ...................................................................................... 110 4) Test Result..................................................................................... 112 5) Planning for the Next Cycle .......................................................... 112 c. Cycle III .............................................................................................. 115 1) Material ......................................................................................... 115 2) Learning Process Improvement..................................................... 122 3) Reflection ...................................................................................... 124 4) Test Result..................................................................................... 125 B. Discussions................................................................................................... 126 1. Learning Improvements ............................................................................ 126 a. Learning Process Improvement........................................................... 126 b. Learning Result Improvement............................................................. 131 CHAPTER V CONCLUSIONS AND SUGGESTIONS......................................... 133

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A. Conclusion ................................................................................................... 133 B. Implication ................................................................................................... 137 C. Suggestion .................................................................................................... 137 BIBLIOGRAPHY .................................................................................................... 140 APPENDICES ......................................................................................................... 143

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LIST OF TABLES Table 2.1. Skills which included in Reading………………………………………22 Table 3.1. Blueprint of The Need Analysis Questionnaire…...……………………57 Table 3.2. Blueprint of Students’ Reflection Interview…...……………………….60 Table 3.3. Blueprint of Students’ Feedback to the Techniques……...……………..60 Table 3.4. Template of Descriptive Statistics of Need Analysis Questionnaire Result…..……………………………………………………………….64 Table 3.5. The Way of Presenting Data interview…………………...……………..67 Table 4.1. Reading Competence of Second Semester of Mechanical Engineering...72 Table 4.2. Pre-Test of Reading Competence.………………………………. .. ..... .73 Table 4.3. Need of Reading Skills.…………………………………………….. .... 73 Table 4.4. Target Needs of Reading Competence……………………………....... .74 Table 4.5. Reading Competence and Technology………………………………….75 Table 4.6. Comparison between Test Result of Pre-Test and Cycle I……….. ..... ..98 Table 4.7. Comparison between Test result of Cycle I and Cycle II………… ..... 112 Table 4.8. Comparison between Test Result of Cycle II and Cycle III…….... ..... 126 Table 4.9. Result of Pre-Test and all Cycles.………...……………………………131 Table 4.10. . Result of T-Test from the Pre-Test and Cycle III Test….……….. ...132

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LIST OF FIGURES

Figure 2.1. Example of Multiple-Choice in JQuiz ................................................... 33 Figure 2.2. Example of Short-Answer of JQuiz....................................................... 34 Figure 2.3. Example of Matching in JMatch ........................................................... 35 Figure 2.4. Example of Scoring System in JMatch.................................................. 36 Figure 2.5. Example of JCross ................................................................................ 37 Figure 2.6. Example of Scoring System in JCross .................................................. 38 Figure 3.1. Self-Reflective Spiral in Action Research ............................................ 49 Figure 4.6.1. Template of Measuring Tools Reading Exercise................................ 85 Figure 4.6.2. Crossword Template in Measuring Tools ......................................... 86 Figure 4.6.3. Matching Template in Measuring Tools ............................................ 87 Figure 4.6.4. True-False Template in Measuring Tools........................................... 88 Figure 4.6.5. Matching Template in Measuring Tools ............................................ 89 Figure 4.6.6. Electricity Template ........................................................................ 102 Figure 4.6.7. Matching Template in Electricity ..................................................... 103 Figure 4.6.8. Gap-Filling Template in Electricity ................................................. 104 Figure 4.6.9. Template Multiple-Choice Template in Electricity .......................... 105 Figure 4.6.10. True-False Template in Electricity ................................................. 106 Figure 4.6.11. Crossword Template in Electricity ................................................. 107 Figure 4.6.12. Fuel Template ................................................................................ 116 Figure 4.6.13. Matching Template in Fuel ............................................................. 117 Figure 4.6.15. Crossword Template in Fuel ........................................................... 118 Figure 4.6.16. Multiple-Choice Template in Fuel.................................................. 119 Figure 4.6.17. Short-Answer Template in Fuel ..................................................... 120 Figure 4.6.18. Gap-Filling Template in Fuel ........................................................ 121

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LIST OF APPENDICES

Appendix 1. Transcript of Need Analysis Interview ............................................. 144 Appendix 2. Transcript of Reflection Interview1_Handy...................................... 147 Appendix 3. Transcript of Reflection Interview1_Esti .......................................... 149 Appendix 4. Transcript of Reflection Interview1_Aji ........................................... 152 Appendix 5. Transcript of Reflection Interview1_Sansan .................................... 154 Appendix 6. Transcript of Reflection Interview2_Handy...................................... 157 Appendix 7. Transcript of Reflection Interview2_Esti .......................................... 159 Appendix 8. Transcript of Reflection Interview 2_Aji .......................................... 162 Appendix 9. Transcript of Reflection Interview2_Sansan .................................... 164 Appendix10. Transcript of Reflection Interview3_Handy..................................... 167 Appendix 11. Transcript of Reflection Interview3_Esti ........................................ 169 Appendix12. Transcript of Reflection Interview3_Aji ......................................... 171 Appendix 13. Transcript of Reflection Interview3_Sansan ................................... 173 Appendix14. Transcript of Reflection Interview1_all Students ............................ 175 Appendix 15. Transcript of Reflection Interview2_all Students ........................... 177 Appendix16. Transcript of Reflection Interview3_all Students ............................ 180 Appendix 17. Need Analysis Questionnaire Instrument ........................................ 183 Appendix 18. Students’ Questionnaire Answer ..................................................... 186 Appendix 19. Test Model of Reading from Cycle I to Cycle III ........................... 188 Appendix 20. Students’ Works .............................................................................. 192 Appendix 21. Observational Notes ....................................................................... 198 Appendix 22. Photographs of Learning Process ................................................... 204 Appendix 23. Test Result ...................................................................................... 205 Appendix 24. Descriptive Statistics ....................................................................... 206 Appendix 25. Test Improvement from Cycle I to Cycle III................................... 207 Appendix 26. Test Improvement Diagram from Cycle I to Cycle III .................... 208

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LIST OF ABBREVIATIONS

ICT

: Information and Communication Technology

CALL

: Computer Assisted Language Learning

Adv

: Advantage

L. Im

: Learning Improvement

P

: Problem

S

: Solution

Sug.

: Suggestion

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ABSTRACT

Agustina Anna Rachmawati. 2015. Computer-Assisted Language Learning to Improve Reading Competence of Mechanical Engineering Students: an Action Research, Yogyakarta: The Graduate Program in English Education Studies, Sanata Dharma University. Reading is one of the basic skills in English which needs interpretation and background knowledge. It is categorized as input skill. It means when people read something they will get information from it. They consider reading as an important activity, so that they usually say that reading is a window of the world. By reading, they can get information widely without going anywhere. Mechanical engineering students’ reading competence needs to be improved so that the students can grasp meaning from the article which they have read because they have to read a lot of references which are mostly written in English. The researcher and students agreed that they had some reading problems in improving reading competence. All of the problems influenced their reading achievement. Their reading achievements were low. From the interview with the students, the reading aspects which were needed to be improved were vocabulary and reading comprehension. The researcher offered technology to solve the problems. The technology which was offered was using CALL to improve reading competence for mechanical engineering students. The researcher made reading exercises and performed the exercises in Hot Potatoes. The aims of this research were to figure out teaching and learning process of reading skills in Mechanical Engineering study program conducted using CALL and to improve mechanical engineering students in reading competence. The method was action research. The interview was gained from in-depth interview with the students and the observation was gained from a sequence of classroom observation in teaching practices and classroom situation. The quantitative data were gained from the questionnaire and test. In the first step, the research was started by collecting the information and data to gather students’ needs in English. Since it was an action research, the students were interviewed about the problems and their own solution to solve the problems. The need assessment questionnaire was also done to find out students’ real needs in reading skills. From the data, the learning technique was developed. The technique employed technology as a tool to solve students reading problems. The second step was the implementation of the action research cycles. All the students’ activities and attitudes were observed during the cycle. Based on the collected data, the reflection was done to find out whether there was any learning improvement using CALL or not. The test was conducted to find out the reading achievement in every cycle. The result of the research indicates that materials which were built using CALL could give an alternative reading exercise. The students can do the exercises to practice their reading. The activities can be visualized by using CALL which is used to enrich the teaching-learning process. The exercises consist of crossword, matching, xvii


multiple choice, true false, short answer and gap filling covers the reading skills which needed by mechanical engineering students. The observation and reflection indicated that the teaching learning process gradually improves. The students were more interested using CALL in developing reading competence. CALL becomes one of the alternatives for them to learn reading. The reflection indicated that reading text is not merely doing exercises in photocopier paper. They can practice the exercises using computer application. The improvement of the students’ reading competence is also supported by the result of the test score in every cycle. The starting competence was low (61.79). The improvement of each cycle shows that the use of CALL gradually improves reading competence as shown by the averages of the first, second and third cycle (M 1 = 67.50; M 2 = 75.00; M 3 = 78.21). The result from the pre-test to the third cycle test was processed using t-test to know the level of significant. I had to use t-test to confirm the significant level of the findings. The findings showed that the result was significant since the result was .000<.05 (sig. (2-tailed). The level of significant was 0.5 and .000 was below 0.5.

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ABSTRAK Agustina Anna Rachmawati. 2015. Computer-Assisted Language Learning to Improve Reading Competence of Mechanical Engineering Students: an Action Research, Yogyakarta: Program Pascasarjana Kajian Bahasa Inggris, Universitas Sanata Dharma. Membaca adalah salah satu keterampilan dasar dalam bahasa Inggris yang membutuhkan interpretasi dan latar belakang pengetahuan. Hal ini dikategorikan sebagai keterampilan input. Ini berarti ketika orang membaca sesuatu yang mereka akan mendapatkan informasi. Orang menganggap membaca sebagai kegiatan penting, sehingga orang biasanya mengatakan bahwa membaca adalah jendela dunia. Dengan membaca, orang bisa mendapatkan informasi secara luas tanpa terjadi di mana saja. Karena mahasiswa teknik mesin harus membaca banyak referensi yang sebagian besar ditulis dalam bahasa Inggris, kompetensi membaca harus diperdalam untuk membantu mahasiswa dalam menangkap makna dari artikel yang mereka baca. Peneliti dan mahasiswa setuju bahwa mereka memiliki beberapa masalah dalam membaca. Masalah-masalah yang mereka hadapi antara lain, memiliki minat baca yang rendah and kurangnya latihan. Semua masalah membuat mereka memiliki prestasi membaca yang rendah. Dalam membantu mahasiswa mengembangkan membaca, peneliti menawarkan teknologi untuk memecahkan masalah. Teknologi yang menawarkan adalah menggunakan pembelajaran dengan teknologi untuk mengembangkan kompetensi membaca bagi mahasiswa teknik mesin. Tujuan dari penelitian ini adalah untuk mengetahui bagaimana proses belajar mengajar dalam keterampilan membaca di program studi Teknik Mesin dilakukan dengan menggunakan aplikasi computer dan bagaimana kompetensi membaca mahasiswa Teknik meningkat. Metode ini merupakan penelitian tindakan kelas. Data dikumpulkan dari data kualitatif yang diperoleh dari wawancara mendalam dan observasi dan data kuantitatif dari kuesioner dan tes. Pada langkah pertama, itu dimulai dalam mengumpulkan informasi dan data untuk mengumpulkan kebutuhan siswa dalam bahasa Inggris. Karena itu penelitian tindakan kelas, siswa diwawancarai tentang masalah dan solusi mereka sendiri untuk memecahkan masalah. Kuesioner penilaian kebutuhan tentang bahasa inggris juga dilakukan untuk mengetahui kebutuhan riil siswa dalam keterampilan membaca. Dari data, teknik belajar mengajar dengan applikasi computer dikembangkan. Teknik ini digunakan Hot Potatoes untuk memecahkan siswa membaca masalah. Langkah kedua adalah pelaksanaan siklus. Kegiatan dan sikap semua siswa yang diamati. Berdasarkan data yang dikumpulkan, refleksi itu dapat menjelaskan untuk mengetahui apakah perbaikan belajar setiap menggunakan Hot Potatoes atau tidak. Tes ini dilakukan untuk mengetahui pencapaian membaca di setiap siklus. Dari hasil penelitian menunjukkan bahwa bahan yang dibangun menggunakan CALL bisa berkontribusi beberapa latihan yang bisa dilakukan oleh siswa untuk berlatih membaca mereka. Kegiatan dapat divisualisasikan dengan menggunakan CALL yang digunakan untuk memperkaya proses belajar-mengajar. Latihan terdiri xix


dari silang, pencocokan, pilihan ganda, benar salah, jawaban singkat dan kesenjangan mengisi meliputi keterampilan membaca yang dibutuhkan oleh mahasiswa teknik mesin. Dari pengamatan dan refleksi menunjukkan bahwa proses pembelajaran secara bertahap membaik. Para siswa lebih tertarik menggunakan CALL dalam mengembangkan kompetensi membaca. Hot Potatoes menjadi salah satu alternatif bagi mereka untuk belajar membaca. Dari refleksi menunjukkan bahwa teks bacaan tidak hanya melakukan latihan di kertas fotokopi. Mereka bisa berlatih menggunakan aplikasi komputer. Peningkatan kompetensi membaca siswa juga didukung oleh hasil skor tes. Kompetensi mulai rendah (61,79). peningkatan setiap siklus menunjukkan bahwa Pengunaan CALL dalam reading menunjukan bahwa nilai berangsur-angsur membaik. Kompetensi membaca seperti yang ditunjukkan oleh rata-rata dari yang pertama, kedua dan ketiga siklus (M1 = 67,50; M2 = 75,00; M3 = 78,21). Peningkatan kemampuan membaca didukung dengan hasil test dari setiap siklus. Kemampuan awal menunjukan score yang rendah ( 61.79) peningkatan di setiap siklus menunjukan bahwa pengunaan CALL meningkat secara bertahap. Hasil dari tes sebelum dan sesudah siklus ketiga diproses dengan menggunakan t-test. Ttest digunakan untuk mengetahui tingkat siknifikan dari tes. Hasil dari t-tes menunjukan ada perbedaan yang signifikan sebelum ada siklus dan sesudah ada siklus. Hasilnya adalah 000<.05 (sig. (2-tailed). Tingkat signifikan adalah 0.5 dan .000 dibawah 0.5.

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CHAPTER I INTRODUCTION The introductory chapter contains the background information related to the research problem. The purpose is to establish a framework for the study so that readers know the issue under study. The chapter contains six different parts. The first is background of the study which followed by identification of the problem. The next two are the limitation of the problem and statement of research questions. The last two present the research goals and the research benefits. A. Background English competences are supposed to be achieved because in education field, competence can be its goal to be achieved. Competence according to Raven and Stephenson (2001) is understood as a standardized requirement for an individual to properly perform in a specific job. It includes a combination of knowledge, skill and behavior utilized to improve performance. It can be said that competence is the quality of being adequately, having the ability to perform a specific role. The students’ competence in school is based on the empowerment of students themselves and teacher himself or herself. Competence can be related to the ability. Reading is one of the basic skills of English. It is categorized as input skill. It means when people read something, they will get information from it. Nunan (2004:68) states, reading is a fluent process of reader combining information from a text and their own background knowledge to build meaning. In reading, readers combine the information from the text and the information from their existing

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background knowledge. Reading, one of language skills, should be mastered well by the students because reading is an essential factor that influences one’s activity in communication. Reading is regarded as a decoding skill, which is, interpreting codes into ideas. The way of teaching reading has been developed to meet the students’ needs. The teaching and learning orientation has moved from the traditional one which puts attention on teachers’ role and the teaching method to the learners’ great involvement in the teaching learning process. How learners can maximize their own way to have better language learning is put on the priority. Teachers not only teach traditionally as a teacher centered, but also create activities and exercises which can make students active in learning process. The mix teaching method is used by employing technology as a supporting tool to complete the learning. By mixing between the traditional teaching with the teaching using media, students get easier to understand the lesson because they get involved in teaching learning process. Teaching learning process in reading also should be improved to get the students’ real needs. Reading competence is beneficial for mechanical engineering students since they have to comprehend the mechanical articles and manual books which are written in English. They have to comprehend the meaning of the text. It cannot be denied that they have to read lots articles related to mechanical terms which almost written in English. Unfortunately, most students of mechanical engineering have difficulty in comprehend English articles. The fact has shown that the students are hard to develop their reading competence. They are not accustomed to read text in English even though all the


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manuals books are in English. It makes them do not have motivation to read. It is also evidence that in class, the students have limited time to practice their ability. Meanwhile, practicing is so important in learning English. As the students in mechanical engineering class come from various educational backgrounds, problems appear in teaching learning process. They lack basic vocabularies in mechanical terms; their level of proficiency is different. Moreover, students lack practices. Those problems make the teaching learning process is not effective. They create other problems like, students daydreaming; listening to IPods, instant messaging on a cell phone, playing a laptop. The proportion of students visibly engaged in taking notes in most classes has become all-too-often rather small. One of the efforts to teach English especially reading is by employing the technology in learning language. Most educators put efforts to exploit technology in education for developing students’ competence. Educators are aware the existence of a digital technology can assist in the language education. They are being presented with a new opportunity to engage students in innovative ways. Technology can be employed as a tool to support the teaching learning process. The development of technology has already resulted friendly computer application which can help the teachers create various and innovative learning. As Beatty (2006) states “much of CALL in technology-driven with improvement in computer’s power, speed, storage and software tools help to define directions for pedagogy and research.” The use of multimedia will help students to enjoy the lesson inside and outside class. The teachers have tried to provide the students better learning environments by equipping them with the latest technology. This effort has


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encouraged teachers to use various assistive technologies such as computers and the internet in their classrooms especially over the last decade; this process is called integration of information and communication technologies (Hsu, 2010). In Indonesia, many teachers have applied their teaching techniques by using the information communication technology (ICT) to achieve English competences. The teachers are supposed to assist the students developing their English competences by using the ICT, so that the students will be ready to use English in any kinds of situations. The integrating multimedia presentation tools which are available to perform better teaching have become easier in today’s classroom. This study introduces a freeware named Hot Potatoes to investigate the use of the ICT to develop students’ competence. Teaching learning process using multimedia also can be equipped in English classroom in college. Since college students are already adult learners. They are supposed to be independent active in class and outside classroom. Learning using multimedia will give more benefits for them to be active and autonomous. Moreover, they will develop their English competences. English needs lots practice to be fluent. When they are not familiar with English, teaching learning process will be useless. In Mechanical Engineering Study Program, Vocational College, Gadjah Mada University, The use of multimedia has been familiar in teaching learning process. In English class, the teacher also uses multimedia to give the lesson. English for mechanical engineering is included in English for the specific academic purpose which aims on practical outcomes. It is more effective for them because ESAP is designed to meet the specific purposes of the learners.


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Since English which is taught in mechanical engineering is English for specific academic purpose, Mechanical Engineering students are expected to actively use English in their academic setting, that is to understand English texts which are useful for their study, to prepare themselves in international academic forums; in professional setting, that is in job market competitions; and even in international communication setting, that is to be able to communicate with colleagues or people from different countries. Therefore, these students need to be prepared to use English in terms of academic, professional and personal uses. The objectives of learning English in mechanical engineering are tailored to the need of second semester students. The course includes integrated skills in the areas which are needed by second semester students to prepare them in their daily life as mechanical engineering students such as capable to understand and speak in English in specific topic, capable to read and understand the manual books which mostly written in English and also capable to written short report in English. The focus of this study is reading skill because the information around the world grows fast and there are so many articles about mechanical terms released everyday and written in English. Reading is very important for students when they are in the workplace: they have to expand their knowledge through reading so they can adjust themselves with the growth of workplace needs. In answering those requirements, mechanical engineering students need to have the ability to read comprehensively. Hot Potatoes as one of computer-assisted language learning is used to improve reading competence. Hot Potatoes will serve some exercises which can help


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the students practice their reading skill. Hot Potatoes is a software suite containing six applications that are well-suited for use in an educational setting. It is a simple way of creating attractive, web-based interactive exercises with feedback for the students. Hot Potatoes Suite enables teachers to create interactive web-based teaching exercises which can be delivered to any internet-connected computer equipped with a browser. In Hot Potatoes, the teachers do not need to know anything about these languages in order to use the programs. All they need to do is enter the data for exercises (questions, answers, responses etc.). CALL can provide an available learning experience to students and give them the opportunity to practically experience the ideas presented and strengthen their learning. It is a motivating way to engage the students in language tasks presented through a computer screen. The course is not simply a computer version of textbook, instead, the material and exercises to provide interactive and engaging tasks for students. Action research is conducted in this study. The goal of this research is to solve the specific problems in classroom. It will help the teacher provide alternative teaching techniques and also help mechanical engineering students to improve their reading competence. Action research is used because it provides a process to improve, incorporate change involve educators to work together to improve their own practice (Ary: 2010). Action research is conducted through some steps by observing, planning, acting and reflecting. It is done in the cyclic. There are four steps in the cycles, first is planning, in this phase, the researcher and participants identify a problem or issue and develop a plan of the action in order to bring about improvement in a specific area of the research context. Second is action. In this


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phase, the plan puts into an action over an agreed period of time. Third is observation, this phase involves the researcher in observing systematically the effect of the action and documenting the action. Fourth is reflection, the researcher reflects on, evaluates and describes the effects of the action in order to make sense of what has happened and to understand the issue more clearly. This research is to bring about positive changes toward the education. The students actualize themselves to explore their potential to get better understanding result through various data and what they have got. They are willing to make better changes to overcome the problems. B. Problem Identification The vocational college provides graduates who are able to use English as mechanical engineering students and later will be used English as engineers. Reading competence, especially, it is taught with other skills in English integrately. It is needed by students to be able to comprehend mechanical texts. Based on the interview and need assessments which have been conducted to the participants, the researcher found out that students had some reading problems. The problems were found in the learning process and students’ reading achievement. The teaching learning process from the teacher and students were not well. It makes them get difficulty to learn reading skills well because they do not have adequate exposures and time to practice in English. The monotonous process of learning made students discourage to learn. The teacher still used ordinary way almost every day. Reading exercises employed using paper which had been given to


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the students one week before reading lesson. They were just asked to do the exercises which had been written in the photocopied paper exercises. The problem on students’ reading competence could also be found from the students’ achievement. The students’ reading competence was still low. It could be seen from the students’ reading score. The students’ reading competence was low because they had difficulties in understanding the text. They got it difficult in understanding sentences, finding the meaning of the sentences and drawing conclusions. The students needed a lot of time in understanding the text. Those all made their achievement low and caused failure in the learning process. This action research offers CALL which uses Hot Potatoes which can be used by students to improve their reading competence in English. CALL which offered can use the internet connection to support the exercises. It will foster students in achieving reading competence and it will make students more independent in learning English. They can practice what they have learnt in classroom by doing exercises outside the classroom. By using technology, the students will be able to enjoy the exercise seriously because while learning English, they can also play with their laptop. C. Problem Limitation To limit the study in order to be specific to conduct and find particular problems easier, this study covers classroom action research. Action research covers the teaching learning process which is conducted using CALL. The learning process which is conducted using CALL could involve the activities which were done by the students in practicing reading. The activities were included in one topic of reading. In


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a topic, the students should do the activities like crossword puzzle, matching for the pre-reading activities. Reading comprehension was served as while reading activities which include multiple choices, true false questions, and short answers. The postreading included gap fillings and crosswords. The roles of the teacher are to monitor the learning process and check the students’ understanding by asking related questions or giving feedbacks. There are some skills were explored in this research, namely, recognizing vocabularies related to the text, finding the main idea of the text, skimming, scanning the information in the text, drawing conclusion, interpreting the text based on the background knowledge. In a more specific area, this study is intended to improve reading competence using CALL for mechanical engineering students. Reading skills are explored more, since they need reading skill to make them easier to understand manual books which mostly written in English. It also will be useful for them when they enter a working field. The reading aspects which were explored in this study were vocabulary and reading comprehension. Vocabulary is needed by the students to enlarge their mechanical engineering term. Reading comprehension helped them to comprehend the meaning of the text. Exercises are created based on second semester’s syllabus. In my action research study, the target population is all students in the class room (n=30) of second semester students of mechanical engineering in Gadjah Mada University, students will be invited to identify their problems and together with the researcher find out the solution to make learning process improves and they can improve their English competence.


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D. Research Problems The research questions are formulated as following to guide my action research in solving the students’ reading competence: 1. How can teaching learning process of reading skills in Mechanical Engineering study program be conducted using computer-assisted language learning? 2. How does computer-assisted language learning improve the Mechanical engineering students’ reading competence? E. Research Objectives The objectives of the research are first; to describe the learning process using computer assisted language learning for mechanical engineering students. The researcher observed and reflected the activities from the first cycle to third cycle of the Action research. Through the observation and reflection, the activities in reading competence using CALL would be evaluated, reflected and re-designed for the next activity to improve students’ reading competence. The researcher would improve the learning process using CALL. All the activities which were indicated on the improvement would be reported. The second objective is to report the students reading improvement which is shown in the improvement in every cycle. The improvements of every cycle are reported in the test improvement of every cycle. The reading competence of mechanical engineering students was low. It could be proved from the result of the achievement at the pre-test. Some problems which appeared in learning reading make the students difficult to get better achievement in


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English competence. It is necessary for teachers to foster students to be active inside class. These challenged the researcher to find better techniques to teach them. The result of the observation and interview with the students showed that the students needed media to develop their reading competence. The objective of the research based on the research question was to improve the teaching learning process using CALL. The improvement of the research meant that students can comprehend reading passage using CALL. By comprehending the reading passage well, it is expected that the students can improve reading competence. Reading competence improves by achieving better result in reading competence. Exercises in CALL can also be used by the teacher to help students in achieving better competence. By using CALL, the students can engage their reading competence by practicing the activities. In learning process, this research wants to discover that computer-assisted language learning is effective to provide more exercises and more practices in classroom. It is hoped that CALL can help the learning process and are able to make learning effective. This research employs action research. It means that this research encourages learning empowerment of the students. The researcher explored the students’ opinion in problems of reading and how to solve the problems, reading improvement using CALL. The students can develop their competence by themselves inside and outside classroom. The students can also be autonomous learners so that, they could master and practice what they have learnt in class well.


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F. Research Benefits This study is expected to give the benefits for some parties. The researcher can learn a lot from this research. The crucial theories, methods and experiences of processing the various data would be beneficial for doing the similar research. Since it is action research, this study provides the benefits for the students in solving problems especially reading competence. They can get valuable experiences in improving their own competence by employing computer application. Practically, students are expected to be able to practice exercises in CALL so that, they can develop their English by practicing them. Students can also find out that learning English is not only monotonous by doing paper exercises. They can apply it by using their computer and they will get more motivation and exposure to improve their English. It offers very good visual impact and uses English in different situations. It allows and encourages interactive learning between the students and the computer. It allows student to make choice and progress at their own speed. the exercises enhance students’ motivation and provide more stimulation for learning. It also helps to enhance students’ language skills and enrich their vocabulary. Students could work under a pressure-free atmosphere when working on the computer. There was no public embarrassment even when they gave a wrong answer. All topics were designed in the same manner. The result of the action research can be used by English lecturers in mechanical engineering to give alternative teaching techniques and solve the problems which faced by students in learning English. Moreover, it can improve teaching learning process. CALL which uses Hot Potatoes can be used as one of task


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sources to teach English for students. The result can be used as one of tools to improve students’ reading competence and as reflection to improve materials. The result of the study can be used by other researchers as one of the references to conduct action research on English language teaching, especially in developing reading competence through CALL for mechanical engineering students. The results of the research would inspire the other researcher to do the action research using other application in developing reading competence. The result of the research can be used the other research to compare their finding using the other media in computer application or software. Theoretically, the result of the study is expected to enrich the English learning teaching literatures concerning with learning using CALL.


CHAPTER II LITERATURE REVIEW A. Theoretical Review Theoretical review is going to discuss four fundamental sections. The first involves the concept of CALL. The second is reading competence, the third is English for mechanical engineering, and the fourth is action research. 1. CALL The use of technology related to computers has been expansively increased and become a common feature of the classroom. There is no doubt that the use of computers in language learning brings some chances and advantages for developing second language acquisition. Its use will later occupy more roles in the second language classroom in the future (Richard and Renandya, 2002). However, utilizing the computer in language learning does not portray the teacher’s absence in the class that all aspects of learning are restrained by the computer. In fact, the teachers are the ones who possess the control over the quality of learning occurred in the classroom. Using computers in the classroom is important for both teachers and learners. Computers can handle a range of activities and carry out programmed functions at amazing speed. They can check exercises after they are done, move students gradually from easier to more difficult exercises according to their levels and abilities. When students fail to answer questions correctly or perform activities, the computer can simulate, drill, or explain the phenomenon in a way that makes it easier for the learner to understand (Hoffman, 1996).

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Some language practitioners and teachers believe that utilizing computer in second language learning brings a good influence for the learners to improve language skills. Providing the learners with CALL is not solely about providing an innovative learning and considering conventional class as no longer good. It provides students different learning atmosphere as they experience more interaction outside the class. a. The Concept of CALL The use of computer has been increased in word wide. The search for and study of applications of computer in language teaching and learning can be regarded as the definition of what is called the Computer – Assisted Language Learning (CALL) (Levy, 1997:1) Levy stated CALL is interdisciplinary in nature, and it has developed the effort to find ways of using the computer for teaching. Levy (1997:76) stated that a conceptualization of a CALL is an abstract notion that may go beyond a description of any particular set of CALL materials will shed light on the author’s conceptualization. It can be said that the concept of CALL is actually a reflection on how CALL develops materials. Levy (1997:77) stated that conceptualization of CALL depends on the material as well as how the materials are used in the learning process. The use of Computer Assisted Language Learning (CALL) can offer viable opportunities for the promotion of the concept of responsibility for one’s learning, by putting control of the learning in the hands of the students (Benson, 2006). CALL is also going to be applied in teaching reading to develop reading skills in Mechanical Engineering College. It will promote new teaching and learning


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atmosphere in class. The control of learning is not only from teacher, but also students themselves in understanding the material. b. The Benefits of CALL According to Donalson (2006), some of the benefits of CALL in teaching learning process that help students to develop their language competence. The first is learner autonomy. The learner can spend more time on those topics that are causing difficulty. Information can be reviewed and tasks can be repeated until the learner understand and move on to a new topic. The learner feels in control, which usually enhances satisfaction levels with the learning process. Successful language learners assume responsibility for their own learning. The second is privacy. Many learners are shy in a traditional classroom setting, not participating as much as they would like, for fear of making mistakes and being the object of ridicule. The computer offers a forum where learners can lose their self-consciousness. The computer will not expose them when they make any mistakes (although the errors may be stored for review). The learners can learn within the sheltered, protected confines of the CALL program. The third is access to Information. Another benefit of CALL is the control over access to information. A CALL program has the potential to provide more information to the learner (via links to electronic dictionaries, more detailed screens and links to other sites) With a CALL program, the user can leave when s/he wishes and come back to where s/he left off and start again. Thus, users have more control over the cognitive load they bear during a lesson. The fourth is interactivity.


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Computers promote interactivity. Learners have to interact with the computer and cannot hide behind their classmates. If the learner does nothing, nothing happens. At the very least, learners have to start the CALL program. The program can only pass from one section to another with the “consent” of the learner. Thus learners have to drive the program. Usually they have to use the target language in exercises within the program. They have plenty of opportunities to practice the language in a one-onone situation. They can practice the exercises as many times as they like, until they are satisfied with their results. The fifth is Non-Traditional Features. CALL programs should not just imitate what happens in a traditional classroom situation but enhance the learning process by doing things that are only possible with the use of the computer. One such area is that of examples. New exercise types have been introduced which can not only test the learner’s knowledge, but also avoid the boredom associated with constant repetition of the same types of exercises. The variety of exercises available helps to maintain the student’s interest. Audio and video are features possible in CALL that cannot be as smoothly integrated into the more traditional learning courses. The sixth is repetition. The last benefit of CALL is the ability to repeatedly review information. This repetition can aid reinforcement. This is obviously beneficial to the learner and is a definite advantage over the traditional classroom situation in which it is not that easy to ask the teacher to repeat something until it is understood by the learner. Understanding and creating language learning environments in applying CALL are important to make learning process effective. Some principles of CALL


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should be considered in teaching English using CALL. According to Egbert et.al., eight conditions should be considered for optimal language learning environments. First, learners have opportunities to interact and negotiate meaning. Second, learners interact in the target language with an authentic audience. Third, learners are involved in authentic tasks. Fourth, learners are exposed to and encouraged to produce varied and creative language. Fifth, learners have enough time and feedback. Sixth, learners are guided to attend mindfully to the learning process. Seventh, learners work in an atmosphere with an ideal stress or anxiety level. Eighth, learner autonomy is supported. Egbert and Hanson-Smith (1999) state that Internet communication can help teachers and learners create many of the conditions for an optimal learning environment. According to them, it increases self-esteem by empowering both the teacher and student regardless of certain physical challenges or social and cultural differences. They add that it encourages and motivates students to become involved in authentic projects Those benefits will be used in applying CALL in mechanical engineering class to make students develop their reading competence. Since CALL have many benefits, those will help students in learning English as foreign language. They will find that learning English is fun with CALL. 2. Reading Competence Competence includes skill and knowledge. In can be seen from Chomsky in Brumfit and Johnson (1998: 13) is “the speaker-hearer’s knowledge and ability thus includes concepts of appropriateness and acceptability”. The specific learning


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outcomes under language competence deal with knowledge of the language and the ability to use that knowledge to interpret and produce meaningful texts appropriate to the situation in which they are used. Language competence in this study deals with reading competence of mechanical engineering students. The ability to interpret and comprehend text suitable in content can be seen from reading. Language competence is best developed in the context of activities or tasks where the language is used for real purposes, in other words, in practical application. Competence is needed by mechanical engineering students because as mechanical engineering students, they should recognize the knowledge and they also have to use it in real situation. Reading is regarded as one of English skills that need reader’s interpretation from text. Nuttal viewed that reading essentially focuses on meaning, especially, delivering meaning from writer to reader (2005:3). It means that the reading activity builds thinking collaboratively among the reader, the writer and the text. In line with Nuttal, reading involves the recognition of the elements of meaning in their essential relations including accuracy and thoroughness in comprehension. Knowing nature of reading is one of requirements to facilitate the readers in comprehending the text well. In reading, we have ability to go back and find the meaning of difficult words. According to Nunan (2003:68), reading is a fluent process of readers combining information from text and their own background of knowledge to build the meaning. There was a shift in emphasis reading from passive skill (reading along with listening) to an active one (focus on reader). Thus, the readers were typically


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described as extracting meaning from a text. Reading is considered as interactive either than active. Readers are seen as negotiating meaning; meaning is partial within the text and writers’ intentions may not be privileged over reader’s interpretations (Carter & Nunan, 2001). a. The Process of Reading Reading is regarded as one of English skills that need reader’s interpretation from text. In this sense, according to Nuttal (2005) views that reading focuses on meaning, especially delivers meaning from reader. It means that, the reading activity builds thinking collaboratively among the reader, the writer and the text. Reading is a process where readers combine information from a text and their own background knowledge to build meaning (Nunan, 2003: 68). Reading is also an interactive process in at least two ways. First, the various processes involved in reading are carried out virtually simultaneously. While we are recognising words very rapidly and keeping them active in our working memories, we are also analysing the structure of sentences to assemble the most logical clause-level meanings, building a main-idea model of text comprehension in our heads, monitoring comprehension and so on. Combining these skills in an efficient manner makes general comprehension a timeconsuming ability to master. Reading is interactive in the sense that linguistic information from the text interacts with information activated by the readers’ background knowledge. These two knowledge sources (linguistic and background) are essential for building the reader’s interpretation of the text (Grabe &Stroller, 2002). The goal of reading is


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comprehension (Nunan, 2003, 68). It is to grasp of main ideas and supporting ideas and related to those main ideas to background knowledge as appropriate. The process of decoding word and comprehending meaning will be used in this study to develop students’ reading competence. The students actively work with their reading using their interpretation and also their background knowledge. There are five aspects to the process of reading: phonics, phonemic awareness, vocabulary, reading comprehension and fluency. These five aspects work together to create the reading experience (Wallace, 2003). Phonics is the connection between sounds and letter symbols. It is also the combination of these sound-symbol connections to create words. Phonemic awareness is closely related to phonics because both involve the connection between sounds and words. Fluency is a reader’s ability to read with speed, accuracy and expression. Thus, it requires him to combine and use multiple reading skills at the same time. Vocabulary is needed in order to read the written text. Fluency is intimately tied to comprehension. A reader must be able to move quickly enough through a text to develop meaning. Comprehension is what most people think reading is. This is because comprehension is the main reason why we read. It is the aspect of reading that all of the others serve to create. Reading comprehension is an understanding what a text is all about. It is more than just understanding words in isolation. It is putting them together and using prior knowledge to develop meaning. Reading comprehension is the most complex aspect of reading. It not only involves all of the other four aspects of reading, it also requires the reader to draw upon general thinking skills.


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Reading skills involve some skills that should be taught to make students comprehend reading text. The table below listed several skills which included in reading: Table 2.1. Skills which included in Reading No

Skills

1

Automatic decoding. Being able to recognize a word at a glance.

2

Previewing and predicting. Giving the text a quick once-over to be able to guess what is to come. Specifying purpose. Knowing why a text is being read.

3 4 5

Identifying genre. Knowing the nature of the text in order to predict the form and content. Questioning. Asking questions in an inner dialog with the author.

6

Scanning. Looking through a text very rapidly for specific information.

7

Recognizing topics. Finding out what the text is about.

8

Classification of ideas into main topics and details. Categorizing words and ideas on the basis of their relationships; distinguishing general and specific. Locating topic sentences. Identifying the general statement in a paragraph

9 10 11 12

13 14 15 16 17

Stating the main idea (or thesis) of a sentence, paragraph or passage. Knowing what the author’s point is about the topic. Recognizing patterns of relationships. Identifying the relationships between ideas; the overall structure of the text. Identifying and using words that signal the patterns of relationships between ideas. Being able to see connections between ideas by the use of words such as first, then, later Inferring the main idea, using patterns and other clues. Recognizing and using pronouns, referents, and other lexical equivalents as clues to cohesion. Guessing the meaning of unknown words from the context. Using such clues as knowledge of word parts, syntax, and relationship patterns. Skimming. Quickly getting the gist or overview of a passage or book. Paraphrasing. Re-stating texts in the reader’s own words in order to monitor one’s own comprehension.


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Table 2.1. Skills which included in Reading (continued). No

Skills

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Summarizing. Shortening material by retaining and re-stating main ideas and leaving out details. Drawing conclusions. Putting together information from parts of the text and inducing new or additional ideas. Drawing inferences and using evidence. Using evidence in the text to know things that are unstated. Visualizing. Picturing, or actually drawing a picture or diagram, of what is described in the text. Reading critically. Judging the accuracy of a passage with respect to what the reader already knows; distinguishing fact from opinion. Reading faster. Reading fast enough to allow the brain to process the input as ideas rather than single words. Adjusting reading rate according to materials and purpose. Being able to choose the speed and strategies needed for the level of comprehension desired by the reader. Adapted from Mikulecky, 1990

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This study will focus on some skills on reading. I will select some of them to be applied in developing reading competence from mechanical engineering students. In selecting skills, the needs of the students will be considered. It will be seen from the study program profile and the graduate competence. Furthermore, Mickulecky (1990) views the importance of building skills on reading besides background knowledge and conceptual framework activation. Learning not to read every word, improving bottom up processing, word knowledge, finding topic and main ideas, recognizing patterns of textual organization, as well as learning how skim and summarising are seen as prominent skills to maintain. As the result of reading process, there are also some factors that influence the students in their reading. Some experts have identified a number of factors affecting comprehension skill. One of them is Dawson and Bamman (1967: 220- 223). According to them, there are five factors which affect the comprehension skill. They


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are first, intelligence. Students have different intelligence, so it will be possible for them to produce different comprehension. The number of ideas that they understand and depth of their understanding will be largely dependent upon his general capacity to learn. The second is experience. Students with limited experience may have difficulty in comprehending many of the ideas and activities with which other students are familiar before they come to school. The third is mechanics of reading. Comprehension will be easier for the students if they have all mastered the skills of word attack and word meaning, and if they have learned to handle material books properly. Obviously, there must be a fine balance somewhat in each student between careful attention to word attack skills and to comprehension skills. The fourth is interest and interest span. It is truism that we all respond quickly to what we read if we are interested in the topic or at least familiar with it. The interest span is related to personality factors; a disturbed student who has encountered many unfortunate experiences at home or in the school may be unable to preserve when required for comprehending reading passages. b. Reading Comprehension Reading comprehension is discussed because this research is going to solve the problem in vocabulary and comprehension in reading skills. They are related each other. Reading comprehension depends on vocabulary knowledge and vice versa. The more students read, the better their vocabulary becomes. The more vocabulary they know, the better they can read. The question for teachers and second-language students, however, was always, “Which words should the students learn?” (Mikulecky, 2008). It is well established that good readers read with ease, accuracy


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and understanding. Good readers also read more, and by reading more, they increase their vocabulary and knowledge. According to Nation (2001), direct teaching of vocabulary should constitute about 25 percent of a vocabulary program. Instruction should be planned so that the students encounter a new word at least seven or more times in meaningful contexts. To motivate students, it is important to explain the usefulness of mastering the high-frequency words and how that will improve reading comprehension. Reading comprehension is about understanding written text and it is a complex activity that involves both perception and thought. It consists of two processes: word recognition and comprehension. Word recognition refers to the process of perceiving hoe written symbols correspond to one’s spoken language, comprehension is the process of making sense of words, sentences and connected text. Traders typically make use of background knowledge, vocabulary, grammatical knowledge, experience with text and other strategies to help them understand written text. Skilled readers generally are able to construct meaning through the integration of existing and new knowledge and use certain strategies to assist, monitor, regulate and maintain comprehension (Grow, 1996). Grabe and Stroller (2002: 4) states that reading a way to draw information from a text to form an interpretation of that information. Comprehension is the process of deriving meaning from connected text. It involves word knowledge (vocabulary) as well as thinking and reasoning. Therefore, comprehension is not a passive process, but an active one. The reader actively engages with the text to construct meaning. This active engagement includes making


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use of prior knowledge. It involves drawing inferences from the words and expressions that a writer uses to communicate information, ideas and viewpoints. Reading comprehension takes the greater attention in Mechanical Engineering Study Program. The students need to comprehend the text and instructional books which written in English because most of books used are in English. The students also need vocabulary development to help them comprehend reading texts. As we know that reading comprehension deals with language messages in written form and it also is seen as a way to draw information to interpret the meaning ( Grabe & Stroller, 2002). Knowing strategic of reading is beneficial for college students to understand text which is given. Since the college students almost deal with lots of reading text. They need to understand how to read text effectively. In sum up, reading comprehension is the process to grasp meaning of the text from writer that involves experience and prior knowledge that the reader has. This process can be harmonious with the purpose of reading. According to Grabe and Stroller (2002), the purpose of reading has been classified into four purposes. First, reading to search for simple information and reading to skim. It is common reading ability, here, the reader scan the text to find out a specific piece of information or specific word. Meanwhile, reading to skim is the strategy to form the general idea using basic reading comprehension and guesses the important point. Second, reading to learn from text. It happens in academic and professional context. It also requires remembering the main idea and the supporting idea, making a relation with the reader’s knowledge. This activity could bring stronger inference because it is to help remember information. Third, reading to integrate information, write and critique


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text. This skill needs critical evaluation where the readers integrate and decide the information that she or he wants. Then, it involves abilities such as composing, selecting, and making critique from material. Fourth, reading for general comprehension. It can be done by fluent readers very fast and automatically in the processing word, and effective coordination in many process of the text. c. Teaching Reading In teaching reading to second language students, reading should be taught in context so that they could recognize what reading. Reading in English or in any other language is a necessary life skill, yet one of the greatest challenges of teaching reading comprehension is motivating students to read. As considered by Harmer (2001), “reading is not a passive skill” (p. 70). However, when it comes to giving reading activities to students in the class, many times it is possible to see that students get bored or tired of reading because the material is not interesting for them, consists of long passages, or takes such a long time to be read that students start feeling frustrated or drowsy. Indeed, there are many other reasons why students do not have a successful reading process. Nuttall (2005, p. 35) listed some reasons of failure on reading process, namely, negative expectations, unsuitable tasks, the wrong procedures, expecting them to run before they can walk, the wrong texts. Nonetheless, even when the reading material is interesting for the students and the teacher plans different activities to study this material, students eventually get tired of working with the traditional paper-based approach, a situation which constitutes a great challenge for language teachers. Even so, this does not mean that language teachers are expected to devise teaching strategies from feel discouraged


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about their current teaching techniques. Indeed, using traditional approaches to teaching reading comprehension aided by technology can be help students developing reading competence. When we teach reading to students, there are principles to do. Nunan (2003:7477) suggested that there are several principles for teaching reading. They are exploiting the reader’s background knowledge, building a strong vocabulary case, teach for comprehension, working on increasing reading rates, teaching reading strategies, encourageing readers to transform strategies into skills, building assessment and evaluation into your teaching and strive for continuous improvement as a reading teacher. Teacher should be able to make students reduce their dependence to dictionary. Teacher should find the way to make balance on assisting students to improve students reading rate and students reading comprehension skills. As teachers, we should show student how they can adjust their reading behaviour to deal with a variety of situations, types of input, and reading purposes. They help students develop a set of reading strategies and match appropriate strategies to each reading situation. Strategies that can help students read more quickly and effectively include, first Previewing, in the strategy the students review titles, section headings, and photo captions to get a sense of the structure and content of a reading selection. Second is predicting which using knowledge of the subject matter to make predictions about content and vocabulary and check comprehension; using knowledge of the text type and purpose to make predictions about discourse structure; using knowledge about the author to make predictions about writing style, vocabulary, and content. Third is skimming and scanning which using a quick survey


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of the text to get the main idea, identify text structure, confirm or question predictions. Fourth is guessing from context. The strategy is used prior knowledge of the subject and the ideas in the text as clues to the meanings of unknown words, instead of stopping to look them up. The last is paraphrasing which stopping at the end of a section to check comprehension by restating the information and ideas in the text (Grellet, 1981). In the real teaching learning process in Mechanical Engineering, the passing standard for reading competence is to understand the meaning of interpersonal and transactional written text formal or informal in form of recount, narrative, procedure, descriptive and report in daily life in specific purposes context. Mechanical Engineering students should be familiar with texts in specific texts. The ability of reading especially for second language learners will help them to face the competition in the globalization era. So, teaching reading should be considering those aspects. d. Teaching Reading using Hot Potatoes in CALL Technology in the classroom support students’ learning process and increases collaborative work since students and teachers have to interact in the classroom to carry out activities that involve the use of technology. According to Brown (1994), collaborative work in the acquisition of a foreign language can be affected by using the new didactic applications of computer equipment and programs. The use of freeware such as Hot Potatoes in term of teaching and learning has strong relationship with the use of CALL. A lot of researchers have tried to connect the relationship between CALL, teaching and learning. Beatty (2003:1) “CALL is a subject tied tightly to other areas of the study with applied linguistic such as computer


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science”. This study uses computer as a tool for teaching and learning. CALL is employed in many different ways. Teaching and learning English using CALL can provide students with exciting new ways. CALL tools can promote teaching and learning English. Samuel and Bakar (2006: 4) agree that ICT are helpful for students to learn English. The utilization and integration of ICT tools can indeed assist students in acquiring English language competence as well as enhance their learning experience. Hot Potatoes is used to deliver exercises in CALL. It is made up of six different exercise creating tools which can be used to develop interactive activities (HalfBaked Software Inc., 2009). Each program has different kinds of activities. In teaching reading for mechanical engineering, I will use 3 kinds of activities. JQuiz creates multiple choices and short answer quizzes. It can also create multi-select items, which combine the multiple choice and short answer capabilities. JCloze is suitable for creating cloze and fill-in-the-blank exercises. It will help students to enlarge their vocabulary. JCross creates crossword puzzles that can be generated by typing words and creating a crossword grid manually or automatically at the user’s convenience. JMatch creates matching exercises. It has three formats, standard, drag/drop, and flashcard. The first two formats are convenient for individual work, and the last one for teacher-led activities. The use of Hot Potatoes in CALL opens new doors to teachers as they empower themselves to create and design materials suited to their students’ needs especially for mechanical engineering students. In reading, students can practice reading exercises in different ways. It will promote new atmosphere how to understand and


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comprehend different texts. Exercise in Hot Potatoes employs some activities which help students to understand text. The exercises in reading skill can be pre-reading, while-reading and post-reading activities. By providing the exercise in Hot potatoes, students can practice inside and outside of classroom. e. Learning Reading The definition of learning has been stated by many researchers, Newby, Shepich, Lehwan and Russell (2000: 21) define learning by stating that “we defined learning as a change in or potential to change one’s level of skill or knowledge and it is of central concern for both students and teachers”. Another definition of learning is stated by Brown (2000:7) (1)Learning is acquisition or “getting”. (2) Learning is retention of information or skill. (3) Retention implies storage systems, memory, and cognitive organization. (4) Learning involves active, conscious focus on and acting upon events outside or inside the organism. (5) Learning is relatively permanent but subject to forgetting. (6) Learning involves some form of practice, perhaps reinforced practice. (7) Learning is a change in behavior. Learning needs practice. According to Nation (2011), the practice must meet the conditions for fluency development or the four strands. First, the students’ focus is on receiving or conveying meaning. Second, all material should be largely familiar to them. That is no unfamiliar language, and there are largely familiar content and discourse features. In other words, it must be easy for them to do. Third, there is some pressure or encouragement to perform at a faster than usual speed. Fourth, there is a large amount of input or output. This is a matter of quality of practice. Learning reading in mechanical engineering students should involved four fluency development. They should learn from the materials which provided four


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requirements. In this research, the materials provide that fluency development practice. f. Learning Reading using Hot Potatoes in CALL Technology is one of many ways in learning words, as Hierbert and Kamil (2005:10) mention that the way of learning words also include technology and multimedia where students can interact with language orally, pictorially and in writing. Nowadays, the use of ICT in language teaching and learning has been the focus of a number of recent research review studies. Hot Potatoes offer us to learn English. The use of ICT has proposed the new ways of teaching and learning reading in English. Samuel and Bakar (2006:4) agree that computer applications are helpful for students to learn english as their statement “The utilization and integration of ICT tools can indeed assist students in acquiring english language competency as well as enhance their quality of their learning experience.” Learning reading using Hot Potatoes in CALL provides the students some exciting new ways (i.e. with several different types of feature that Hot Potatoes can offer). CALL tools can promote teaching and learning English. Learning reading using Hot Potatoes in this research can be done be through four types of module, they include JQuiz, JMatch and JCross. Jcloze.


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Figure 2.1. The Example Multiple-Choice in JQuiz In this research, the researcher uses multiple-choice, true-false and short-answer for JQuiz. At the multiple-choice type of exercise, the students are supposed to answer the correct answer directly by choosing four available answers. As we can see from figure, the students have to answer the correct answer after they read the passage. At this exercises, the score is done one by one. If the answer is wrong, the warning will show up indicating that the answer is wrong. If the answer is correct. The warning will show up with 100% score that indicating your answer is correct. At this stage, the students may continue to the next questions. The questions was designed 10 numbers each exercise and they have to answer all questions


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The role in the multiple-choice in the JQuiz will be similar to the true-false and short-answer in JQuiz. The different is in the available answer. In true-false, the students are asked to choose two choices; true or false. In short answer, the students are asked to answer shortly and correctly. At this exercises, the scoring roles will be calculated same like the multiple-choice.

Figure 2.2. The Example of Short-Answer in JQuiz The second type of exercises that is used is JMatch. Healey (2009:1) mentions that "A very easy hot Potatoes Potatoes to use is JMatch, which lets you create a matching exercise." The students just match the correct word from right column to the left one. The left is the vocabulary which related to the reading text; while the right column is the synonym of the vocabularies. If the matching is correct. The score


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will increase. On the contrary, if the matching is wrong, the score will reduce. There were 10 vocabulary exercises which related to the reading text.

Figure 2.3. The Example of Maching in JMatch The scoring system of matching exercises is the left and right can be mixed then the score will be shown after the check button has been pushed. The score shown depend on how many words are correct. The score will automatically do the calculation to show the final score. The students have to mach all the number of question to get the maximum score. However, the students may repeat the matching exercises as they wish until they achieve the maximum result.


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Figure 2.4. The Example of Scoring System in JMatch The third exercise is JCross. Healey (2009:4) mentions that "JCross creates crossword puzzles." The researcher just simply adds the words and the clues and then the software will automatically create the puzzle for them. Winke and MacGregor (2001:30) explain that "JCross can be used to design crossword puzzles with customized puzzle layout and optimal clues for each word." at this type of exercise, the students are able to fill the answer in which they wish to complete first. They can do the exercises randomly. If all the answer is correct, the score will automatically show up after the students push the check button.


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Figure 2.5. The Example of JCross If all the students are correct, the score will automatically show up after the students push the check button. Thus, the score shows 100%. The computation of the score is automatically done by the software, thus the students should not worry about how many scores they can achieve through the crossword exercises. The students may repeat the exercises as they wish to get the maximum result.


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Figure 2.6. The Example of Scoring System in JCross 3. English for Mechanical Engineering The proficiency in different language skills is very important to university students, who have to cover the enormous amount of reading materials like in Mechanical Engineering which need to read English references more. In the course of English for Specific Purposes (ESP), students face demanding tasks of learning subject-matter through English. The cornerstone of ESP is unfamiliar vocabulary and subject-matter concepts. In order to succeed, students need to develop proficiency in reading.


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Twenty to around thirty students from various cultural and educational backgrounds have to take English subject as their obligatory course for five semesters. As there is no placement test prior to their first semester English course, there are also various English proficiency levels in one class. Mechanical Engineering students are expected to actively use English in their academic setting that is to understand English texts which are useful for their study, to prepare themselves in international academic forums; in professional setting that is in job market competitions; and even in international communication setting. In other words, students is prepared to be able to use english in their daily life as mechanical engineering students and it will be employed in their future life as engineers. English for specific purpose is defined to meet specific needs of the learners and it should make use of underlying methodology and activities of the discipline it serves. English for Specific Purposes should also be concentrated on the language appropriate to these activities in terms of grammar, lexis, register, study skills and discourse. Meanwhile, English for Academic purpose will be paying more attention to reading textbooks, listening to lectures and proficiency in language use. It can be said that English for specific academic purpose is the language needed for particular academic studies, for example, mechanical engineering and its disciplinary culture, which can contain the language structure, vocabulary and the appropriate academic conventions among other things (Jordan, 1997). Therefore, English for mechanical engineering is included in English for specific academic purpose which aims on practical outcomes. It is more effective for them because ESAP is designed to meet the specific purposes of the learners, make use of


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underlying methodology and activities of the discipline it serves, and is centred on the language (grammar, lexis, register) skills, discourse and genres appropriate to these activities. 4. Action Research The aim of Action research is to solve the specific problem. Action Research is the answer of research problem. They are to improve English proficiency and learning process. The aim of action research is to solve problems engages people in the program to study the problems in order to solve the problem. Action research aims at solving problems with a program, organization or community. Action research explicitly and purposefully becomes part of the change process by engaging the people in the program or organization in studying their own problems in order to solve those problems (Whyte, 1989 in Patton 2002: 22). Action research is used to investigate teacher-initiated classroom to increase the teacher’s understanding of classroom and learning, and to bring about change in classroom practices ( Gregory, 1988; Kemmis and Mc Taggart, 1988) Action research involves small scale investigate project in the teacher’s own classroom and consist of a number of phases: plan, action, observation, and reflection ( Richards, 2005) Action research consists of investigations initiated by teachers who want to improve their teaching practice by understanding it more fully. An action researcher may undertake a solo project in his or her classroom, or involve colleagues in investigating a question of shared interest. While Burn (2003) states action research can be used to identify and investigate problems within a specific situation. It can be


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used to evaluate and reflect to bring about change and improvement in practice. “Change in practice is based on the collection of information or data which provides the impetus for change (Burn, 2003:30)”. Action research is used to solve a real problem or to describe how participant see the problem, select them, and solve it together. Based on the definition above dealing with action research, the researcher investigated the actual problem in reading competence. The students of second semester of Mechanical Engineering had the actual problem in reading competence. They needed some exercises to solve the reading problem. The researchers and also as the teacher with 28 students collaborated and tried to solve the problem together. According to Kemmis and McTaggart (1988), who are major authors in this field, Action research involves four broad phases in a cycle of research. The first cycle may become a continuing or spiral of cycles which recur until the action researcher has achieved a satisfactory outcome and feel it is time to stop. Action research involves a spiral cycles, namely: planning, action, observation, reflection. The first cycle is planning. In this phase the researchers identify a problem or issue and develop a plan of action. The goal is to bring about improvements in a specific area of the research context. This is a forward-looking phase where they consider: i) what kind of investigation is possible within the realities and constraints of the teaching situation; and ii) what potential improvements the researchers think are possible. The second is action. The plan is a carefully considered one which involves some deliberate interventions into the teaching situation that the researchers put into


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action over an agreed period of time. The interventions are ‘critically informed’ as the researchers question the assumptions about the current situation and plan new and alternative ways of doing things. The researcher implements the plans or changes as practice and collects data. Data may be collected from various sources. The third is observation. This phase involves the researchers in observing systematically the effects of the action and documenting the context, actions and opinions of those involved. It is a data collection phase where the researchers use ‘open-eyed’ and ‘open-minded’ tools to collect information about what is happening. The fourth is reflection. At this point, the researchers reflect on, evaluate and describe the effects of the action in order to make sense of what has happened and to understand the issue which have explored more clearly. They may decide to do further cycles of AR to improve the situation even more, or to share the ‘story’ of their research with others as part of the ongoing professional development. According to Kember and Kelly in Richards (2005) reflection refers to at the end of an action cycle. The researcher and the collaborator should reflect critically on what has happened. They evaluate the effective of the changes, what they have learned, and what the barriers.

B. Review to Related Studies In conducting the study, I also read and relate my research to some other researches. There are some studies about the use of Hot Potatoes in developing language competence. The study which was conducted by Rodriquez identifies the use of Hot Potatoes to improve effective paragraph writing. The study discussed the


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improvement of four grade students writing by identifying and learning the rhetorical structure of a paragraph in English and how it will help them to write paragraphs in an effectively. The aim is to know if the use of this technological tool helps learners to be aware of the rhetorical structure of a paragraph and if this knowledge improves their paragraph writing. The result of the study shows students improve their writing by using Hot potatoes. Other study discussed by Cahyadi entitled improving vocabulary mastery using Hot Potatoes in non formal education. This study investigated the use of ICT in improvement on acquisition on students’ vocabulary in non formal education. The study was conducted using quasi experimental design and the result showed that there was a significant difference in students’ vocabulary which uses Hot Potatoes in Non formal education. Therefore, Hot Potatoes program was effective to improve students’ vocabulary in no formal education. Research which was conducted by Sri Rejeki Murtiningsih found that Hot Potatoes could improve student engagement on writing classes. She tries to demonstrate the use of Hot potatoes as alternative activities for English teacher in teaching writing. This study will also use Hot Potatoes to help students in learning English, Hot Potatoes will provide the exercises which will be used by students in developing reading competence. Focus of this study that Hot potatoes will be used to build exercises in English for specific purposes. The students are mechanical engineering students so it will concern with their specific study.


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The reviews from those researches provide useful information about previous studies concerning the use of Hot potatoes to develop language competence. Reviewing these researches is beneficial for giving me consideration to my study.

C. Theoretical Framework In order to contextualizing the theoretical review on research questions of the study, theoretical framework is provided to help answering the research questions. From many theories explained previously. To begin with, it is important to get a broad view of what reading competence is. Reading about understands written texts. It is a complex activity that involves both perception and thought. Reading is the process of making sense of words, sentences and connected text. Students typically make use of background knowledge, vocabulary, grammatical knowledge, experience with text and other strategies to help them understand written text. Therefore, mechanical engineering students are hoped to be able to understand text well using their background knowledge. Mechanical engineering students should learn reading competence because they need to read a lot. A student reads a text to understand its meaning, as well as to put that understanding to use. He or she reads a text to learn, to find out information. By mastering that competence, it will make them easier to read and comprehend written article in English which they will find in their study and also in their working place. However, they lack exercises to help them in understanding the text. They need an exercise which can be done inside and outside classroom. In university life, the students cannot expected teachers to watch over them with everything they need to do


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and think. So learners have to extend their initiative to get whatever they need to be successful learners. CALL provides interactive exercises which will motivate them to do the exercises so that they can learn how to extent their reading skills. CALL serves as an alternative exercise for reading skills which can be used as a technique to assist students in comprehending written text and manual books. It can promote attractive reading exercises because the exercises which are usually written in handout can be displayed in CALL. It will make students curious to practice the exercise since they have never used it before and it make lesson more interesting. Hot Potatoes in CALL will be used various activities which based on the materials for mechanical engineering students. The purpose of this study is to improve the learning process and the reading competence in understanding the text which is related to mechanical engineering terms. The photocopied exercises were almost done in every reading text. Those make the students easily to get bored. The students needed another technique which gives a new learning atmosphere for the students. Hot Potatoes exercises in CALL enable better interaction between the teacher, the students and the media. Using CALL exercises would improve the learning process and the achievement of reading competence. The aim of action research is to solve problems engages people in the program to study the problems in order to solve the problem. Action research aims at solving problems with a program, organization or community. Action research explicitly and purposefully becomes part of the change process by engaging the people in the


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program or organization in studying their own problems in order to solve those problems (Patton: 2002). Since there are some problems in improving reading competence, Action research will be conducted to overcome those problems. Action research indentifies and investigates the problems in certain context and area. In this study, the problems which are going to solve is the problem in reading. Action research is aimed to assist students’ progress in their learning. The way to investigate in this research was from of the students work starting from the pre-test, first, second and third cycles, and the data were collected through the need analysis questionnaire, reflection interview, observation and test. This study will focus on the use of Hot Potatoes as software in which the researcher offers from students to provide more exercises for reading. Hot Potatoes software provides exercises to assist students in comprehending reading. Without Hot potatoes exercises in CALL, The mechanical engineering students had problems in improving their competence in reading. Hot Potatoes exercises help the students in understanding the reading text. CALL could give a new learning atmosphere to the students. Using CALL would improve the students’ reading competence in comprehending the text. Without CALL the students will have the problem in learning process. CALL will provide kinds of exercises which displayed in attractive features to improve reading competence. There will be various activities in Hot potatoes, namely, JQuiz, JCoze, Jmix. CALL can be implemented in the classroom to assist students’ problem in learning English. It can improve the leaning process in reading.


CHAPTER III METHODOLOGY Research method is a significant element in the research activity. In this chapter, some aspects will be used to conduct the study. They include the research method, research procedure, setting, technique of collecting data, and technique of analyzing data.

A. Research Method In conducting the study, this research used classroom action research. As starting point, it is necessary to present a definition of action research. Burn (2003:30) states that action research is the application of fact finding to practical problem solving in a social situation with a view to improve the quality of action within it. The aim is to solve the specific problems in classroom. It is used to improve the quality in teaching learning process in classroom and also development of reading competence. It will include the participant who has problems in learning English. The participant must take apart in solving their own problem. The researcher is only the person who helps participants to find out the real problem of learning English. The action research applies research method in cycle which suggested by Kemmis and Teggart. This study is aimed to identify learning process using Hot Potatoes for developing students’ competence in mechanical engineering study program and also improve students’ reading competence. In this study, Action research is a research

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tool that potentially facilitates a growth and change in teaching learning process in mechanical engineering and also their students. To conduct a useful research, a systematic way or a well-done plan must be made in order to obtain the valid answers of the research questions. It means that the appropriate research design has to be selected. In conducting this study, classroom action research would be used. This study attempts to describe the use of Hot Potatoes which is used to provide exercises so that, it aims to help mechanical engineering students to improve reading competence. During the process of action research, teachers should listen to their students’ thoughts and feedbacks to acquire useful data. Action research resembles cooperative teamwork because it connects the teacher-as-researcher, students, and colleagues to practice educational improvement. It is said that action research is a “learning by doing” action a group of people or researcher, identifies a problem, does something to resolve it, sees how successful the efforts which has been made, and if the result is not satisfying, that group or that person will try again the efforts in the next action. Action research is a form of selfreflective enquiry undertaken by participants in social (including educational) situation in order to improve the rationality and justice of these practices, their understanding of the practices, and the situations in which the practices are carried out (Burn, 2003). In this research, the researcher collaborated with her colleagues. The researcher arranged the schedule with her colleague. In the action, the researcher made lesson


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plan, teaching scenario which have been discussed with the participants and the test before action research and after action research in each final cycle. Applying the principle of an action research design, the researcher took the model of an action research proposed by Kemmis and Mc.Taggart model Aqib (2006: 23). The action research consists of four main steps, namely planning, acting, observing, and reflecting in which the cycle is shown in figure 1.1.

Reflect Plan

CYCLE 1

Action

Observe Reflect

Revised plan

CYCLE 2 Action

Observe

Figure 3.1. The Self-Reflective Spiral in Action Research

B. Research Procedure The procedure of this classroom action research was conducted in cycles covering four steps of activities, namely the planning, acting, observing and reflecting.


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1. Planning A classroom action research started from administering the need analysis in form of the questionnaire and interview. The need analysis was also done in order to recognize the participant real problems. The pre-test was conducted to measure students’ competence before cycles. The main purpose of the pre- test is to figure out the pr- existing reading achievement of the subject under study. The result of the pretest was used as starting points the undertaking action research. Before conducting the action, the observation was done to find out the condition of the students performance in learning process. Then, the researcher identified and diagnosed students' reading problem occurred in the class. At the time, the researcher analyzed the data which had been identified through the need analysis questionnaire, observation and interview and making conclusion. Before the action research can be successfully undertaken, the research has to carry out instructional planning for all the session. In order to achieve the objective of the classroom action, the researcher plans the instructional activities as follows: determining the subjects of study of Mechanical Engineering Study Program of Vocational College, preparing pre-test in reading, selecting the reading material, setting up the teaching scenario session for each, setting up the review in every cycle. 2. Acting Implementing the planned teaching scenario was the main activity in this classroom action research. In line with the objective of the study, action or classroom activities referred to what the research really did in the classroom setting during the process of teaching reading by CALL. The Hot Potatoes software was served as a


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media to make exercises. The researcher attempted to manage and conduct the planned classroom activities in the teaching scenario, so that the objectives of the learning teaching reading for each session could be most effectively achieved. In this study, the researcher and her colleague who are also as the teacher implemented the proposed technique by referring to the activities which were done in class. CALL was introduced to participants. The study was conducted in three meetings in which each meeting had a different topic. 3. Observing The observation was done during the process of teaching learning activity. During the process, the researcher observed the situation of the class and the ability of the students in reading. Since the treatment was using media in learning reading, the teacher just observed the students' attitude while they were doing the reading practice using computer application. The researcher monitored the students' activities if they got difficulty in operating the application. Observing is the process of recording and collecting data about any aspects which happened during the implementation of the action. It is actively done by the researcher. 4. Reflection During the implementation process of the use of CALL, the researcher got data. The data was got from the scores of every review which was done after the cycle. The researcher tried to criticize the strengths and weaknesses of her procedure in implementing the research plan. After the analyzing of data, the reflection was made from the action in cycle 1, based on observation, to decide and plan the next cycle’s


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step. The result of the analysis from next cycle had matched the criteria of success, the action was finished. The test of every cycle was administered in order to know the result of the application of CALL in reading. The analysis on the result of the achievement on reading through Hot Potatoes exercises can be seen from the scores which were got by the students in the mean score.

C. Research Setting The aim of this research is to solve the specific reading problem of mechanical engineering students. Therefore, the main participants of this research are twenty eight students of Second Semester in Mechanical Engineering, Vocational College, Universitas Gadjah Mada as the target learners in action research. The action research applied CALL in developing reading competence. Hot Potatoes was used as a software to make the exercises in Reading. Twenty eight students from various cultural and educational backgrounds had to take English subject as their obligatory course for five semesters. As there was no placement test prior to their first semester English course, there were also various English proficiency levels in one class. The students became the participants of the action research. Their reading problems were solved by themselves and the researcher. The researchers became the facilitator for them to solve the problems. The students also became the participants of needs analysis questionnaire, interview to gain the reflection after each cycle and test to see whether there is any improvement or not.


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This data gathering process was taken place in Mechanical Engineering Study Program, Vocational College, Gadjah Mada University, Yogyakarta.They studied in a comfortable room complete by AC and Wi-Fi connection. They came from different school and different level of proficiency. There is no placement test. It was done on February- May. Action research was conducted in three cycles which covered 3 lesson units.

D. The Instruments of Collecting Data The strategy of collecting data in this research divided into two, first, qualitative data gathering and quantitative data gathering. The instruments were the observation and interview, meanwhile, quantitative data gathering were the questionnaire and test. Observation was done dealing with the real situation of teaching learning process. “Observation is the process of gathering open-ended, firsthand information by observing people and places at a research site” (Creswell 2012:213). In this study, the researcher conducted observation to the target learners who were also the participants of the study. By doing so, the researcher was able to record actual information. Observation is conducted to get the real situation of mechanical engineering students when they are learning reading. The observation is done before treatment and also while doing the treatment. The researcher prepared the observation sheet before conducting the observation. It was used to record what is going during the class. It was also aimed to gets any information needed during the observation in the classroom.


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The other is interview. The researcher also as teacher interviewed from preresearch and at the end of each cycle. Pre-research was made in order to recognize the real problem which faced by the students especially reading. At the end of each cycle, the interview was made to gain students reflection from the activities in the cycle. Interviewing is a technique that primarily used to gain and understanding of the underlying reasons. In this research the researcher used the free-guided interview. It is an interview which is developed to gain detail information. Creswell (2012) states the advantage of interview, “they provide useful information when you cannot directly observe participants, and they permit participants to describe detailed personal information” (p. 218). The interview in this research is useful to explore the participants’ answers which could not be gained through the questionnaire. In the interview the participant could express their experiences, feeling and reflection in using The Hot Potatoes. Second, the strategies of collecting data were questionnaire and test. Questionnaire is one of instrument to get empirical data for need analysis. “Questionnaires are documents that ask the same questions of all individuals in the sample” (Gall, Borg & Gall 2003, p. 222). In questionnaire, it is the participants who control the data collection process. This research used the closed-ended and open-ended questions. Creswell (2012) explains that closed-ended questions are useful to support theories and concepts. On the other hand, the open-ended questions allow the researcher to find out the reason and comments on the closed-ended questions. The questionnaires were distributed to the students as the participants.


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Test was used to get the data result on learning process of reading. The tests were the pre-test, cycle I test, cycle II test and cycle III test. The tests were given in the written paper test. The pre-test was given before implementing Hot Potatoes exercises in reading. On the other hand, the test in every cycle was used to recognize the improvement. The test was held at the end of meeting in each cycle. According to Borg (2007) there are five validity criteria in evaluating the credibility and trustworthiness of action research studies. They are outcome validity, process validity, democratic validity, catalytic validity and dialogue validity. Outcome validity involves the extent to which actions occur that lead to a resolution of the problem under study or to the completion of a research cycle that result in action. Borg (2007: 609) gives definition of these five validities as I cited below: Process validity addresses the adequacy of the process of reserxh ausch as data collection analysis and interpretation, and whether trangulation of data sources and methods was used to quard against bias. Democratic validity indicates the extent to which the reserch is done in collaboration with all parties. Catalytic validity examines the degree to which the action research energizes the paticipants. While the research promotes a reflective dialoque among all the participants in the reserach. In this study, the researcher uses the process validity. The classroom action research will be credibility and trustworthiness when the adequate of process and can be used correctly using different phases of research like the way the data collection, analysis and interpretation and whether triangulation of data sources and methods have been used to guard against bias.


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E. Technique of Collecting Data In this classroom action research, the researcher collected the data using qualitative and quantitative method. Mason and Bramble (1997: 42) say that action research is designed to uncover effective ways of dealing real world problems. Action research is not confined to a particular methodology or paradigm. The action research may utilize qualitative or quantitative methodology or mixture of both.

The

technique of collecting data by using qualitative method may consist of the observation, interview. The quantitative techniques were the questionnaire and test. The questionnaire was a need-analysis questionnaire. It consisted of closedended questions. The students were asked as shown in table. The aim of the questionnaire was to find out the real problem in reading competence. Indonesian translation was written under each statement to help students interpret the context more easily and clearly. All questionnaires were conducted in class so that teacher could give a clear explanation to students and clarify all questions raised. The questionnaires were used to know the students needs and the response on the application of the cycles in order to help them to improve their reading competence. The questionnaire contained some items. The questioneire consisted of reading competence, the need of reading skills and the use of technology in reading. The students who became participants in interview, their names were shadowed in order to keep their privacy. Here is the blueprint of the questionnaire.


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Table 3.1. The Blueprint of the Need Analysis Questionnaire Concept

Construct mapping

Reading Competence

The students’ present 1. How is the competence of reading competence of the students?

The need English

Learning process

Indicators

of The needs of reading for mechanical engineering students

Learning process reading competence

2. The importance of reading competence for students in their study and future

of The benefit of reading practice

Question items

1. I am good at reading 1. To get a good score in Mechanical Engineering subject, I need to be able to read English article or text. 2. Kinds of jobs which I am going to apply requires me to be able to read kinds of text in English 3. Most books which I require to improve my mechanical skills are in English, so that, I have to read well in English 1. I will not be able to read English if I do not practice 2. By doing a lot of practice in reading, I will be able to read mechanical books easier. 3. Predicting and previewing will make me capable to read standard operational procedure (SOP) and mechanical references. 4. guessing the meaning of unknown words


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Table 3.1. The Blueprint of the Need Analysis Questionnaire (continued). make me more quickly in reading mechanical references. 5. my knowledge in mechanical skills will enlarge when I capable to draw a conclusion from English references quickly 6. learning mechanical texts is easier if I can find idea of mechanical texts quickly, 7. Interpreting text will help me to be able to study mechanical references. The use of Technology

The benefit of CALL in learning reading

The way the use of technology to teach and learn English (reading) in class.

1. I have used technology (electronic dictionary, short film in YouTube, googling,) in learning English. 2. When I practice reading by using computer application, the features which I expected are able to provide interactive exercises so that I can evaluate my reading skills. 3. Practicing reading with computer application which has various features will encourage to study reading. 4. Reading practice using computer


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Table 3.1. The Blueprint of the Need Analysis Questionnaire (continued). application will make me control the learning speed. 5. By applying easy used computer application in reading exercises make me capable to operate the application.

In the research, the researcher made interviews to the students as participants. In the preresearch, the researcher made interviews in order to recognize what problems the students faced especially in reading. The interviews were given at the end of every cycle as the reflection. Its aim was to recognize how far the action influences the students' reading competence. The meaning of interview is the way of the researcher collecting data from the participant point of view about the problems in reading and also the learning process by using CALL. The researcher and the participants, mechanical engineering students together discussed about problems and solution in improving reading competence. The researcher tries to discover the most appropriate technique or strategy in this class action research. The interview was also conducted to reflect what the students have done with CALL in every cycle. The interview was about the learning process by using CALL. The result of the interview with students was very important for the process of the action research. The result of the interview was used to improve the learning process and to improve the achievement of reading competence in every cycle. The qualitative data


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of the action research were used to collect the data through the participants’ comments who were involved in the process of doing action research. The interview was about students’ background knowledge, the needs of reading skills, the problems of reading, and the way of solving the problems, the use of technology. Table. 3.2. The Blueprint of Students' Reflection Interview Concept

Construct

Data gathering instruments

Reading competence The needs reading

Students’ reading competence in Students have low reading conveying meaning from the text competence. of The importance of reading reading competence is competence important for students in their study and future Learning process in The problems of reading in Some problem which faced by classroom conveying meaning students in conveying meaning of reading text. The way of solving the problems The reading skills which need to consider in comprehending the reading text The use of CALL in The benefit of CALL in learning There several benefit of CALL reading reading which used to improve students’ reading skills.

The interview was also conducted after the cycle, the students were asked to give feedbacks of what they had done using the cycle. The result of interview was important because the results of the interview were used to reflect the cycle and they were used to decide the next plan of the cycle. Table 3.3 The Blueprint of Students’ Feedback to the Techniques No 1

Research Question 1. How

is

Category

teaching Background experience

learning process in

Interview Questions • Can you tell how do you fell in practicing reading before using


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Table 3.3. Blueprint of Students’ Feedback to the Techniques (continued). Research Question

Category

Interview Questions • CALL? • Is there any difference practice reading before and after using CALL?

Mechanical Engineering study program conducted using CALL?

Learning process

• What do you think about practicing reading exercise using Jcross feature in guessing the meaning of unknown words • What do you think about practicing reading exercise using Jquiz feature in stating mean ideas, drawing conclusion, summarizing, skimming, and scanning in mechanical passage? • What do you think about practicing reading exercise using Jcloze in filling the blank in mechanical passage? • What do you think about practicing Jmatch in reviewing mechanical passage using your background knowledge? • What kinds of exercise feature do you like the most? Why? • what dou you think using Hot potatoes as pre- reading or while reading or post reading? • How do you like Hot Potatoes? explain • What are your difficulties when


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Table 3.3 The Blueprint of Students’ Feedback to the Techniques (continued). operating Jcloze, Jmatch, Jquiz, Jcross features in Hot Potatoes? Intention

• What do you expect to get at the present and future practicing reading using Hot potatoes?

In the observation, the researcher collected information about the context and the students’ needs. The result of the observation was evaluated and reflected with the students to improve the learning process better in the next activities. Besides, the result of the observation was crucial resources to design the kind of activities, the material, needed by the students while doing reading practice. The tests were used to measure the students` achievements on the lesson. The pre-test which was conducted before the cycles was carried out to know the students prior knowledge on reading. After the pre test, reviews were conducted at the end of every cycle to measure the students` achievement upon the lesson being present through cycle. The tests which were used in this study were the test before the cycle and the test of every cycle. The pre-test was used in the preliminary study to find out information dealing with the students’ competence. To obtain data about the students’ progress in learning reading after the strategy applied, the researcher conducted an evaluation by administering a test after students had done the cycle. The scores were


used to see whether there were any the improvement or not.

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The students

individually did the test at the end of each cycle.

F. Technique of Analyzing Data The four different types of research instruments resulted in different data analysis process. These data are valuable for the researcher to analyze to answer the research questions. After all data are collected, the researcher analyzed the data. 1. Qualitative Data In this research, the process of analyzing data uses some components. They were reducing of data, presenting data, and conclusion or verification. It also supported by Burn, she mentions that analyzing qualitative data, there are three steps. Those processes are reducing data, presenting data and conclusion. According to Best and Kahn (2006) there are some steps in analyzing qualitative data: organizing, describing, and interpreting. In the first stage, the gathered data were grouped or coded based on certain categories. After they were put in categories, in the second stage, each data category was described and explained. The last stage was interpretation. The data which has been categorized and described then were interpreted based on the research questions of the study. 2. Quantitative Data There were two kinds of quantitative data. They were data from the need analysis questionnaire and data from the test. In analyzing the need analysis, there were several steps to be done. The first was recapitalizing the data into table then used a likert 5-scale. According to Best &


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Kahn (2006) each of the five responses in likert scale assigns a scale value: Strongly disagree = 1; disagree = 2; undecided = 3; agree = 4; and strongly agree = 5. It was used to collect students' need analysis of reading competence. Table.3.4.Template of Descriptive Statistic of Need Analysis Questionnaire result No

Statements

Point of agreement 5

4

3

2

N

Mean (Mn)

1

After the data were recapitulated in a table, the next step was calculating the mean. The mean which were calculated than interpreted based on some criteria. For reading competence, If the value was between 1.00-1.99, it means that most of the respondents were strongly disagree with the statements, and indicates that the reading really need to be improved If it was 2.00-2.99 means that most of the respondents disagree with the statements, it indicated reading need to be improved. 3.00-3.99 means they were agree about the statement. It can be inferred that the reading does not need to be improved. If it was 4.00-5.00 means that most of the respondents agree with the statements and it shows that the reading really is not improved. For the need of reading skill and the use of technology for reading practice, the mean which were interpreted based on some criteria as follows. If the value was between 1.00-1.99, it means that most of the respondents were strongly disagree with the statements, and indicates that the reading is not important to be improved. If it was 2.00-2.99 means that most of the respondents disagree with the statements, it indicated reading is not need to be improved because it is not important enough. 3.00-


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3.99 means they were agree about the statement. It can be inferred that the reading is rather important to be improved.

If it was 4.00-5.00 means that most of the

respondents agree with the statements and it shows that the reading is important to be improved. On the other hands, a quantitative data was also taken from the test score of each cycle. The data were analyzed by comparing the mean scores of the pre test, cycle I rest, cycle II test and Cycle III test. In analyzing the data in the form of number as the result of the test, each activity was scored and the improvement was seen from the mean of every activity which was done. The test score in every cycle was compared to measure the students’ achievement. The mean scores every test can be calculated with the formula:

M = mean ∑x = number of students' score n = number of respond To know the students improvement percentage in every cycle, the formula is used as follows. P in fist cycle = P in second cycle = P in third cycle = Where:

x 100% x 100% x 100%


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P = Percentage of students’ improvement Y = Pre test Y 1 = Cycle 1 test result Y 2 = Cycle III test result Y 3 = Cycle III test result

G. Triangulation Triangulation is one of the most commonly used ways of checking for validity. The aim of triangulation is to gather multiple perspectives on the situations being studied. According to Cohen, Manion and Morrison (2007), triangulation is defined as the use of multiple data collection methods in the study of some aspect of human behavior to provide corroboration evidence. Merriam (1984 in Creswell, 2002) says that triangulation or multiple methods of data collection and analysis will be used, which strengthens as well as internal validity. Meanwhile, Slake 1994 in Holliday, 2002 says that triangulation is normally thought of as increasing the validity of qualitative research by getting and comparing multiple perceptions of the same phenomena. This can be done by establishing relationship between several types of data collected from various resources. In the action research, the researcher conducted the triangulation by involving the findings from the result of qualitative data in the form of result interview of students’ reflection every cycle and the quantitative data from the students’ works from the result of the pre-test to the third cycle and from the result of questionnaire data. I also checked the findings from all participants who were involved in the research.


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In presenting the data of the interview, the researcher used coding. It was used to make the researcher easier to categorize some aspects that were going to be analyzed. The way of presenting the interview data was described as shown in the table below. Table. 3.5. The Way of Presenting Data Interview Code

Explanation

[ti.1.all.st.]

Transcript of Need Analysis Interview 1

[ tri.1.hand]

Transcript of Reflection Interview 1_1Handy

[tri.2.Hand]


[tri.3. Hand]


[ tri.1.Esti]

Transcript of Reflection Interview 1_1Esti

[tri.2.Esti]


[tri.3.Esti]


[ tri.1.Aji]

Transcript of Reflection Interview 1_1Aji

[tri.2.Aji]


[tri.3.Aji]


[ tri.1.Sans]

Transcript of Reflection Interview 1_1Sansan

[tri.2.Sans]


[tri.3.Sans]


[tri.1. all.st]

Transcript of Reflection interview 1 _ all students

[tri.2. all.st]


[tri.3. all.st]



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Table. 3.5. The Way of Presenting Data Interview (Continued) [l.Im.1]

Learning Improvement number 1

[l.Im.2]

Learning Improvement number 2

[Sug.1]

Suggestion number 1

[Sug.2]

Suggestion number 2

[Adv.1]

Advantage of CALL number 1

In analyzing data of interview, the researcher presented the data like the following. It is the direction of reading the code. [2[tri.1.Esti][L.Im.1]]

[2[tri.1.esti]

Appendix 2, Transcript of Reflection Interview 1; name of participant: Esti

[L.Im.1]

Esti’ statement in learning improvement number 1


CHAPTER IV RESULTS AND DISCUSSIONS This chapter contains the result of the study which is followed by the discussions of the study. The results consist of the initial data analysis which covers all the activities which was done to collect data from the students in order to get real problems and the action research cycles which cover the activities in teaching learning reading using CALL. Each cycle consists of material, learning process, reflection, test result and planning for the next cycle. The discussions consist of the learning process improvements and learning result of the action research.

A. Results The results of the study contain initial data analysis and action research cycles. They discuss the actions which were done the researcher. 1. Initial Data Analysis Before applying the action research, the researcher had done a survey to identify the detail condition of the class. Those are the interview, observation, questionnaire and pre-test. Those were done to indentify the real problem of reading skill. a. Observation before Action Research Before implementing the action research, the class was observed during the teaching learning process. It was held on Monday, February 2015. The observation was done only once because the researcher actually had taught the students in the first semester, meanwhile, her colleague taught them in the second semester. So, the researcher collaborated with her colleague in observing the class and sharing the ideas what the class should be treated. In the action, the researcher herself did the

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action in action research. The colleague became a sharing partner after the action was done. The results of the observation were shown that there were some impropriate attitudes which were done by the students. In reading lesson, the students usually had already got their reading text and exercises before. The teacher gave the pre-reading activities by asking what they had in mind if the title of the text like that. Some active students answered it variously. Then, after they got an overview of the text, the teacher asked the students to read silently the passage and directly did the exercises which were given in a photocopied paper. When doing the exercises, it can be seen some students who lacked in understanding of the text asked the teacher the difficult part, some of them look up the dictionary or goggling through internet. On the other hand, some students who were passive were only sat down copied their friend’ works because they were worried if the exercises would be submitted, some of them talked another business with their friend and the rest played the pencils. In general, during the teaching learning process in the classroom, the teacher was active in the pre-reading activities to attract and focus their attention. In whilereading activities, the teacher merely requested them to read the text then they had to answer the questions based on the text. They often lost focus and considered reading was not interesting. In that condition, they were difficult to grasp the meaning and analyze the text because of their difficulties in comprehending it. Consequently, some students did not practice reading seriously. They preferred to do other business than do reading practices.


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b. Interview before Action Research Before doing the interview with the students, the researcher discussed with her colleague about the real condition in the reading process and also some reading problems which probably faced by the students. My colleague agreed with me that the class which had some problems in learning reading was D1 manufacture class. Their reading achievement was low when it compared to another class and we agreed that I could do action research in that class. The interview with the students was held on Saturday, February 2015 started at 09.30 and finished at around 10.30 A.M. The students were asked some questions related to the general condition in English class, the students’ reading achievement and the problems that were faced on reading competence. The researcher also asked about what students’ ideas to improve their reading competence. From the students’ answers, it indicated that the students actually gave some solutions for their own improvement. They needed a new method to learn reading not merely a photocopied paper. The interview result showed the students needed to improve their reading competence since they needed it to support their study and also their future careers. On the other hand, the interview figured out that several problems were faced by the students. Most of them got difficulties to comprehend the content of the text because they did not know the unknown words. In addition, they got difficulties to grasp the main point of the text, draw conclusion, and find out the specific information in the test. As the result, they did not understand the text.


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In the interview, the researcher and the students also talked about the kind of techniques in learning reading to solve the students’ difficulties. The researcher offered CALL as a solution for students’ reading problem. The students agreed that they would use CALL to help them improve reading competence. c.

The Result of Need Analysis of Reading Competence Besides conducting the observation and interview, the researcher also

conducted a need analysis. The researcher conducted the need analysis started on February 2015. By distributing the questionnaire to the second semester of Mechanical engineering diploma program, the necessary data were collected for developing the suitable treatment in the action research. The students who participated doing the questionnaire were 28 students. They were the second semester of Mechanical Engineering Diploma Program, Universitas Gadjah Mada. This questionnaire was distributed to find out the real problems which the students faced in reading competence. The explanation and interpretation of the questionnaire result were presented below. Table.4.1. Reading Competence of Second Semester of Mechanical Engineering No 1

Questions I am good at reading

5 -

Number (n)) 4 3 2 4 15

Mean (Mn) 1 9

1.82

The questionnaire result indicated that students' reading competence needed to be improved. The value was 1.82; it means that most of the respondents were strongly disagree with the statement. It indicated that reading competence of second semester


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students were low. Moreover, the result of the test before cycles and interview also indicated that their reading competence were low. The pre-test result could be seen below. Table 4.2. The Pre-Test of Reading Competence Number 28

Minimum 45

Maximum 75

Mean 61.7

Based on those findings, there were problems to be solved in second semester of Mechanical Engineering Diploma Program. The average mean showed that reading competence needed to be improved in order to get higher score. It was important to do action research in this Vocational College. The aim of the research is to improve the learning process of reading and to improve students’ achievements in reading competence. Table 4.3. The Need of Reading Skills No

Questions

1

Skimming will make me capable to read standard operational procedure (SOP) and mechanical references easier.

2

Guessing the meaning of unknown words make me more quickly in reading mechanical references. My knowledge in mechanical skills will enlarge when I capable to draw a conclusion from English references quickly. Learning mechanical texts is easier if I can find idea of mechanical texts quickly. Scanning makes me get specific information more quickly. Interpreting text using my own background knowledge will help me to be able to study mechanical references.

3

4 5 6

Number (n) 4 3 2 19 2 -

1 -

7

18

3

-

-

4.1

10

12

6

-

-

4.1

9

17

2

-

-

4.2

6

16

6

-

-

4

9

17

2

-

-

4.2

5 7

Mean (Mn) 4.2


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Based the questionnaire, It figured out that reading competence was needed to help the students to be fluent in reading, especially, mechanical engineering references which was written in English. The students needed some micro skills in reading to master reading competence. If the mean value was 4.00-5.00 means that most of the respondents agreed with the statements and it showed that the reading skills were needed by the students to improve their reading mastery. The questions about the need of English figured out that the means were between 4.1- 4.25. It means that reading skills which offered by researcher were needed by students. All of the micro skills were included in exercises using CALL. First, skimming was agreed by students. It was needed in reading to help them in mastering reading competence. It was indicated that the score value was 4.2. The second was skill in guessing unknown vocabulary based on the text was considered important by students. The score value in that skill was 4.1. Third, the score value of skill in drawing conclusion was 4.1. It indicated that skill in drawing conclusion based on the text was also needed by students to improve their knowledge. The fourth was skill in finding main idea. It was really needed by students in comprehending reading text. The score value was 4.2. Fifth, scanning was important and it was considered useful by students. The value was 4. The last was interpreting text based on their background knowledge. It was important for students. The score value was 4.2. It indicated that it was needed by students. Table 4.4. The Target Needs of Reading Competence No 1

Questions To get a good score in Mechanical Engineering subject, I need to be able to read English article or

5 18

4 10

number 3 2 -

1 -

Mean (Mn) 4.64


2 3

4

text. Kinds of jobs which I am going to apply require me to be able to read kinds of text in English. Most books which I require to improve my mechanical skills are in English, so that, I have to read well in English.

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12

12

4

-

-

4.36

10

11

7

-

-

4.1

1 4.6 I will not be able to read English if I do not 18 9 practice. Related to students' target needs, the mean value was 4.64 for reading

competence which needed in order to get good score in mechanical engineering subject. It indicated that students really agreed that reading was needed to their study. Reading competence was also important to help them to read well because most of the books related to mechanical engineering are written in English. The mean value was 4.1. It indicated the students agreed that reading was important since their references written in English. Moreover, the students agreed that various kinds of future jobs which they are going to apply require them to be able to read different kinds of English texts related to their future jobs. It was figured out that the mean value was 4.36. Since having skillful reading was important, students were very agreed that practicing reading competence enabled them to master reading competence. It was proved in the mean value that showed 4.6. Table 4.5. Reading Competence and Technology No 1

2

3

Questions I realize technology (electronic dictionary, short film in YouTube, googling,) help me in learning English. When I practice reading by using computer application, the features which I expected are able to provide interactive exercises so that I can evaluate my reading skills. Practicing reading with computer application which has various features will encourage studying reading.

numbers 3 2 3 -

5 18

4 7

9

17

2

8

13

3

1 -

Mean (Mn) 4.5

-

-

4.25

-

-

4.1


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Table 4.5. Reading Competence and Technology (continued). 4 5

6 7

8

9

Reading practice using computer application will make me control the learning speed. By applying easy - used computer application in reading exercises make me capable to operate the application. Reading practice using computer application makes me become an autonomous student. Reading practice using computer application provides vocabulary practice related to mechanical term. Practicing reading with computer application provide exercises directly to mechanical engineering. Reading practice using computer application provides me an atmosphere with an ideal stress/anxiety level.

8

17

3

-

-

4.18

10

12

6

-

-

4.1

13

12

3

-

-

4.35

4

21

3

-

-

4

9

15

4

-

-

4.18

15

11

2

-

-

4.46

Based on the observation, it was figured out that all the students had a laptop and they often used it inside the class. The mean value of 4.5 indicated students agreed that students who ever used technology in learning English in which they used electronic dictionary and Google translator tool in learning English. Therefore, the researcher attempted to employ CALL which used Hot Potatoes software as a mean in delivering reading exercises for the students. This software was employed because it fulfilled students' wants and have some advantages. Based on the questionnaire result, it figured out that some advantages were gotten by applying computer application. The first advantage was providing direct feedback. Providing direct feedback was useful for students. It can be seen from the score value which showed 4.25. The second and the third advantage are providing various exercises and applying easy-used application considered important because the score value for two advantages are 4. The fourth advantage was capable to control learning speed. Students really needed that. It was shown from the score value that is


4.18.

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Students' autonomy was the aspect of computer application which was

considered important by students. It can be seen from the score value which was 4.35. Fifth, the students needed application which served vocabulary exercises. It was showed from the result of the score value which was 4. The last aspect was providing ideal stress level. The students agreed with that aspect, it was seen from the score value which was 4.46. The application should have that aspect in the reading practice. The score value for computer application which considered important was about 4.00-4.46 means that most of the students agreed with the statements and it showed that they needed some applications which had some advantages that helped them to improve their reading competence. By having the gathered need analysis data, the researcher was able to find out the particular reading problems which were faced by the students and also some ways how to help them to solve their problems. The result of need analysis indicated that the mechanical engineering students had low reading competences. On the other hand, they needed reading skills to meet their target needs. Drawing conclusion, finding the main idea, guessing the meaning of unknown words, skimming and scanning are reading skills which were needed by the students. The action research was done in order to achieve those skills to make students’ reading competence improves. d. Problems of Reading The problems were figured out from the need analysis questionnaire, observation, and interview. The researcher found the fact that the second semester of Mechanical Engineering of Vocational School had some problems with reading competence. Students’ reading achievement was low. They needed a lot of time in


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understanding the text. The result of questionnaire and pre-test indicated the students had low reading achievement. There were some causes which reflected the problem. They were the difficulties in understanding the text, finding the meaning of the idea, drawing conclusion, and lack of vocabulary. Their low reading interest was also another problem which was faced by the students The causes of the reading achievement which were mentioned above were related to reading skills. The students’ reading skills needed to be improved to achieve good results. On the other hand, from the need analysis questionnaire, those skills were required to be able to help them in reading text well. Consequently, the students should solve the problems in order to understand text well. From the observation and interview, the causes of reading problem can be seen, first, they had to face monotonous paper exercises. They needed a new atmosphere which was different from previous condition to build up their interest. Second, they lacked exercises. The students had little allotment of time to read English text. There were many students that still did not use a chance to read English text either at school or in English lesson itself. Third, they only depended on the teacher as a main source in giving reading practice, and fourth, the students’ reading habit was bad. Those all causes made their reading achievement and interest were low. The teacher and also my colleague stated that the students’ reading competence was low because they lacked reading exercises. The other problem was vocabulary which was related to mechanical engineering term. They seldom practiced English vocabulary which related to mechanical terms.


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Mechanical engineering students need more exercises. They were lack of exercises. They depended on the teacher. Teacher is one of sources of giving exercises. If there is no exercises given by teacher, the students do not practice English especially reading.[ti.coll] Aji said that his interest toward reading was low. He felt lazy when the teacher gave reading text in class. Reading is boring. I feel lazy when the teacher gives me reading text in class. [1[ti.1.all st][P1][P2] Some students stated that reading problem was in the vocabulary mastery. Their vocabulary mastery was low. They also added that they needed more exercises which encouraged them to learn reading seriously. They needed some exercises which could make them not feel in burden and bored. They said that exercises which provided in mechanical engineering exercises were limited. Esti who are one of female students in this class stated as follow: Reading is necessary for us as mechanical engineering students but the hardest one is when there a lot of vocabularies which I don't know. It makes me difficult to comprehend the passage. Moreover, mechanical terms are different from common term so, we have to pay attention more on passage. [1[ ti.1.all st][P5] In fact the students were enthusiastic in learning English especially reading, but they still depended on what the teacher gave. Angga stated that he wanted to be able to read well, so that he could read more the articles about mechanical without getting difficulties in understanding passage. I want to be able to understand the reading a passage well. But, I found it is hard to understand the passage. It made me get confused and stress. So, those problems made me lazy when I read difficult passage. As the result when I read passage which I did not understand I became unmotivated. [1[ti.1.all st][P3]


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In English class, the time to do exercises in reading was very limited. In one meeting, they can only do one reading text with the exercises. Hardy stated as follow. I need more exercises in reading. We usually only did one reading text. More exercises will help me more to get used in reading text. By practicing reading exercises a lot, we will be able to read English test quickly without a lot of problem. We still need the teacher to provide us exercises. [1[ ti.1.all st][P6] Adit said also that reading lesson in English class was interesting. He just suggested having more practices so that he would be fluent in reading. He believed that practice would make him capable to anticipate any kinds of reading texts later. Reading lesson in my English class is interesting. It will be more useful if the teacher gives more exercises so that I will be fluent and capable to anticipate any kinds of passage later if I often do reading practice. [1[ ti.1.all st][P7] Esti said that she needed to be able to read English text fluently in order to find the main idea of the text and also draw conclusion of the text. She needed more exercises to have reading habit. For me finding mean idea and drawing conclusion from the text is important But sometimes I find it difficult to grasp the meaning and to do those things. I needed more exercises to make me fluent to do that. I believe that by having reading Habit, I will be able to understand the reading text fluently. [1[ti.1.all st][P7] The result of interview figured out that reading problems which they faced were vocabulary and reading comprehension. Those problems had to be solved by themselves so that they can empower themselves to find out their own problems. If the problems could not be solved, the reading achievement could not be achieved.


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e. The Way of Solving Problem Action research is self-reflective research. It means that the participant should find the problem and also the solution to empower them in learning English especially in reading. In the interview before cycles, the students actually have found their own problem in reading and have tried to solve the problem. The role of the researcher was to provide and offer the suitable techniques to solve the problem. Toni, students of D1, said that the way to solve the problem was by giving exercises in vocabulary and finding out the main idea of the passage or each paragraph. We need vocabulary exercises so that we are faster to read because I have known the vocabulary before. I often get difficulty to understand the passage because vocabulary in the passage that I do not know. [1[ti.1.all st][S1] Aji told further that vocabulary exercises would help them to comprehend passage, moreover, vocabulary which was related to mechanical term. Vocabulary exercises which related to mechanical text will be useful for us because some lectures use English references for the handout. Vocabulary exercises will help us to understand reading text not only in English class but also other lectures. [1[ti.1.all st][S2] Recognizing main idea was also needed by mechanical engineering students. Some of them stated that to comprehend the mechanical text, they needed to find the main idea quickly. Hardy said that recognizing the main idea of the text was necessary. Recognize the main idea of the passage is also other matter that we need because when we read passage the purpose is to recognize the main idea so that we know what the text talked about. By recognizing main idea quickly, we will easier to comprehend the text. [1[ti.1.all st][S5]


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While, Hanif, a student of D1, also said that the way to solve the problem in reading was using a supporting media which attracted students in doing exercises. He gave reason why they needed supporting media in reading exercises. He further stated that supporting media made students enjoy doing exercises. Reading exercises are made in innovative way in order to make us get a new atmosphere and something new. So that it will motivate us in reading the text. By using attractive exercises, we will more motivate in doing he exercises. Reading exercises commonly use photocopied exercises. We sometime get bored with that. [1[ti.1.all st][S4] Adit emphasized that the media which was needed, could give them feedback and also enough time to practice. He stated that each of them had a different learning speed. He added exercises could give him learning atmosphere which was enjoyable and encouraged him to learn English more. I need media which support reading exercises. By using media like computer application, it will help me to learn English especially reading. Computer application which used may serve as media which can give direct feedback and enough time based on my learning speed. I want to be able to read well but in fact when I read the English text, it took long time to understand the text. I hope computer application can provide enjoyable learning atmosphere. [1[ti.1.all st][S6] Dina added that she needed some reading skills to make her easier to comprehend reading passage and those would help her in reading mechanical references later in other subject. We need exercises which make us quick in drawing conclusion in the text. The most important thing is our reading competence improves in many skills in reading competence. [1[ti.1.all st][S5] Rizal emphasized that more exercises would make him got used in reading because he needed it for his study.


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I want my teacher provide more exercises because basically I want to be able to comprehend English text. My references are mostly in English. By doing a lot of practice, I believe that I will be fluent in reading competence. [1[ti.1.all st][S1] The way to solve the problem by giving exercises in reading skills based on mechanical engineering needs. The exercises were provided in a passage which taken from some texts or articles which were related to mechanical engineering terms. The researcher offered a technique to solve the reading problems. The technique used was applying computer application to provide some exercises. The computer application was offered because we could see from students’ opinions that they needed exercises which were different from paper exercises. The exercises which would be given were by applying CALL which used Hot Potatoes software. 2. Action Research Cycles This research employed action research which consisted of three cycles. Each cycle would be reported to describe the learning process and the reading achievement. There were two data which were analyzed. They were qualitative data and quantitative data. The qualitative data were taken from the reflection of the participants and the quantitative data were taken from the cycle test result. a. Cycle I Before implementing CALL which used Hot Potatoes exercises, the teaching material which related to mechanical topic and the test were prepared. The first cycle implemented Hot Potatoes as a media to improve students' reading competence. Before the first implementation, the researcher had announced that there would be a reading practice using different kinds of techniques. The technique was employed


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using computer application. Since it was the first time implementing CALL, the teacher explained one by one how to do the exercises. The researcher explained the way to do the exercises started from the pre-reading, while-reading and post-reading. After that, the teacher asked the students to do the exercises based on the teacher instruction. The researcher tried to focus them in doing the exercises finally, the students did the exercises seriously it lasted for 45-60 minutes. The researcher spent more time to walk around and monitor students’ works one by one. The students still had difficulties in operating the computer application. They were still confused how to do the exercises using CALL. Some of them enjoyed and did the exercises by themselves and sometimes they asked their friends about the exercises. They tried the same exercises for several times to ensure that their scores improved. Some students also looked at a dictionary while they were doing the exercises. It made the time management was not well organized. The test was done in the following day. The test of the first cycle was done to know the reading improvements. In implementing the first cycle, it needed three meetings. Two meetings were for implementation and one meeting was for doing the test. The result of the observation indicated that the students still had difficulties in doing the exercises. The improvement was the teaching learning process happened even some students looked not interested on doing the exercises. 1) Material The researcher gave the materials which had been prepared using Hot Potatoes software. The first time, the teacher introduced what CALL is and how CALL helped


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them to improve reading competence. Next, How CALL was implemented in exercises. The first cycle took measuring tools as a basic topic in reading exercises. This topic was taken because it also related to other subject namely metrology. The whole exercises took 60 minutes and 30 minutes for the review. The exercises covered some exercises namely crossword puzzle, true -false, and matching. The figure of the reading text will be showed as follows.

Figure 4.6.1. The Template of Measuring Tools Reading Exercise The crossword puzzle and matching were used to introduce and arouse students’ interest in the topic. They were used as pre-reading activities. Crossword exercises would give students some questions about verbs which related to students’


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background knowledge. The exercises would explore students’ vocabulary knowledge. Some of verbs would appear in reading text. The figure of crossword exercise was shown below.

Figure 4.6.2. The Crossword Template in Measuring Tools The students just clicked the number in the crossword exercise and there would be questions appeared. The students should answer the question by typing the answer in the box. If they got difficulty, the just click hit and they would get one alphabet as a clue.The students were able to fill the answer in which they wish to complete first. They could do the exercises randomly. If all the answer was correct, the score would automatically show up after the students pushed the check button.


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Figure 4.6.3. The Matching Template in Measuring Tools The matching exercise would focus the students’ eagerness to read the whole text because it consisted of words which related to the text. If they knew the vocabulary in matching exercises, it would make them easier to understand the reading text. The figure of matching exercise was shown above. After the students did pre –reading activities, the students were asked what the relations between the words and the topic were. The teacher tried to focus students’ attention to the reading text which they would read.


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Figure 4.6.4. The True-false Template in Measuring Tools In while-reading exercises, the true-false exercise provided comprehension questions related to the reading text about measuring tools. It aimed to check the students’ comprehension of the text after they read it. The questions in the true-false exercise covered some reading skills, like finding the main idea and unknown words related to vocabulary, drawing conclusion, scanning, and skimming. The figure was shown above. The matching exercise was used in post-reading activities. There were two different kinds of matching exercises. The first exercise aimed to measure students’


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vocabulary knowledge related to the topic. The second is to check the students’ background knowledge in how they used the measuring tool. The figure was shown as follows.

Figure 4.6.5. The Matching Template 2) Process of Reading In learning process of reading practice, the exercises motivated some students in reading text. They said that although it was the first time they did those kinds of exercises, they believed that by doing the exercises regularly, their reading achievement would improve. The exercises motivate me in reading text. Although we got some difficulty in operating the application, we believed that later our reading achievement will develop if we do it regularly. We feel happy. [14[tri.1. all.st] [L.Im.1] [L.Im.2] [L.Im.3]


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Reading practice using computer application gave students new atmosphere in doing reading practice. The benefits of CALL which gives a direct feedback satisfied the students much. Some students also added that they were not embraced because they got a bad score in the first time doing the exercises. They stated as follows. It is a new thing doing reading practice like this. It is very interesting because we can directly recognize the score after we do the exercises. Moreover, we do not feel embraced of getting bad score because only computer and I know it. We feel enthusiastic doing these exercises. [14[tri.1. all.st] [L.Im.4][L.Im.5] Reading practice served a different technique when it compared to reading practice which they usually did previously. It was more interesting and challenging than the previous reading practices before cycles. They said as follows. Reading practice like this is more interesting. It is economical because we can save our paper. And moreover it saves our time because we do not have to write. It is not boring and does not make us sleepy [14[tri.1. all.st] [L.Im.6] Handy explained that reading exercises could give him motivation to read more. He added that by using the application, many exercises could be done and he could measure his competence because the application gave a direct score after they finished doing the exercise. It was different from paper exercises. It can give more exercises in one meeting. It can make us know many reading text in English. It also can be done based on my reading speed. It is very motivated me in learning English. [2[tri.1.Hand][L.Im.1] Reading exercises gave a new atmosphere to mechanical engineering students. The students were enthusiastic in doing the exercises. As, Esti stated It is really different using this application, moreover, the use of media in learning reading. It is the first time I do exercises using computer


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application like this. It could reduce my moody condition. Honestly, I cannot make some notes in the text like what I have done when using photocopied paper, but I have to get used of it. [3[tri.1.Esti][L.Im.1] Sansan said that reading exercises were interesting and effective because practices could be done based on the students' competence. The exercises served simple and easy operation in its application. Reading exercises become interesting and I can do the exercises based on my competence. Every student has different competence. By using this application, we can do based on our own reading speed. It was very easy to operate the application [5[tri.1.Sans][L.Im.1][l.Im.2] He also added that exercises in CALL gave him a new experience in doing reading exercises. The feedback made him eager to do the exercises quickly and correctly. It was different from the common exercises. I was often bored when I saw exercises reading in paper moreover when I saw long passage on the text and the question. Here, it was different. I felt that I wanted to finish the exercises quickly and correctly because after exercises I could see the score directly. [5[tri.1.Sans][L.Im.3] Aji stated that reading exercises served different forms because in this application, there were pictures and colourful background which could make him awake and focus in doing the exercises. Besides that, he was easier to comprehend the text because there was colourful background and picture which related to the text. I usually read the text using paper based. It is different. Paper made me get bored easily on the contrary, reading exercises using this application make me interested more because there are pictures and colorful background. Moreover, there are pictures which suitable with the text. These exercises made us do exercises that before.[4 [tri.1. Aji][L.Im.1][L.Im.2][L.Im.3]


Reading practice helped the students in enlarging their vocabulary.

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The

questions in reading comprehension trained them to anticipate the similar question when it appeared in the other text. They were also trained in drawing conclusion. The gap filling exercises trained them to understand a short paragraph and also enlarge their vocabulary. Reading practices help me in improving my vocabulary about mechanical term and also they trained me in drawing conclusion and anticipating similar question in others text. Fill – in blank exercise help me understand a short paragraph and enlarge vocabulary. [14[tri.1. all.st] [Adv.1][Adv.2] Crossword and matching exercises helped Handy more quickly solved the vocabulary problem. Moreover, his vocabulary enlarged because pre - reading activities covered vocabulary which related to mechanical topic in text. He added that vocabulary in the pre - reading could make him focus in what the text would be going on, as Handy stated as follows. I feel happy because reading practice like this makes me enlarge my vocabulary related to mechanical term in text. In the beginning of the reading text, there are crossword and matching which give vocabulary practice to me in order to be able to read the following text. This exercises served as a warming up so that we can be more focus in reading. [2[tri.1.Hand][L.Im.3] Esti gave some comments that crossword challenged her to be creative and she had to guess what the answers of the questions. She also stated that the computer application helped her to answer the questions although she sometimes could answer them by clicking hint button. Although she was lack of mechanical vocabulary, the application helped her to find out the answers. Crossword exercises in this application challenge me to answer the questions. It trains my creativity to do those exercises. Honestly, Most


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of the crossword questions make me confused because I am lack of vocabulary about mechanical term but this application help me a lot in solving the vocabulary problem by just clicking the hint button, it will direct me slowly to the answer. [3[tri.1.Esti][L.Im.3] Aji agreed with Esti's statement. He said that crossword exercises in CALL were very interesting, but those were also confusing because he lacked vocabulary. By doing those exercises, His vocabulary gradually enlarged. In my opinion, crossword exercises are very interesting but it is also confusing because maybe I have a little knowledge about mechanical term. But, I did not like it, but now I like it. My vocabulary is low. [4[tri.1. Aji][l.Im.4] Aji explained that matching practice made him more quickly in comprehending the text. By mastering the vocabulary related to the text, finding the main idea and specific information would be easier. The way of exercises served the practice made him interested in doing the exercises. I think vocabulary is the most important aspect to understand the reading text. I will be easier to find out mean idea, looking for specific information and drawing conclusion by mastering vocabulary. Moreover, vocabularies in mechanical terms are different from common vocabularies. I am interested doing matching exercises. [4[tri.1. Aji][Adv.2]

Handy added that crossword and matching made him focus more in doing next activities which related to the text. He felt pleased that these exercises enlarged his vocabulary related to mechanical terms. I am happy because crossword and matching give me more vocabulary exercises related to mechanical terms and they are also make me more focus in reading passage. [2[tri.1.Hand][L.Im.3] While-reading activities which were presented in the true-false made Handy more comprehend the reading text. Moreover, he saved his time because he did not


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have to write down the answer in long sentences and explanations. By clicking the answer, He could answer the questions and directly get the feedback from it. Handy stated in the following comments. True false exercises which were served really help me in comprehending the reading text. I can save my time because I just click the provided answer and directly I know the correct answer and also feedback. I do not have to write down the answer. Save my time and paper. [2[tri.1.Hand][L.Im.4] Esti said that the exercises were effective in the true-false. While-reading activities had helped her to find out the main idea of the text and also draw conclusion of the text. The true-false exercise could help her much to comprehend the text quickly. It was really important for her because later, she had to read a lot of references which related to mechanical text and those forced her to draw conclusion and find the idea of the text. In my opinion, true-false exercises are effective for my understanding in text. I have to understand the text first before doing the exercises. Reading activities had train me to find out the main idea of the text and also draw conclusion of the text quickly. There are a lot of mechanical terms used to practice. [3[tri.1.Esti][L.Im.4]

The gap filling exercises gave a challanging experience in learning reading. As stated by Sansan. He was challenged by that exercises because they made him focus on doing that. He got pleasure and vocabulary knowledge. The exercise is very challanging. I have to concetrate to do this exercise because my answer should be mached with the content of the reading passage. I really need the vocabulary exercise like this. It is really happy doing this kind of exercise. [5[tri.1.Sans][L.Im.4] Reading is a process where readers combine information from a text and their own background knowledge to build meaning (Nunan, 2003: 68). These exercises


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were used to make that process work well. The researcher combined information from the text with mechanical engineering students’ background knowledge. Reading process in reading exercises which they had done indicated positive changes. The students felt satisfied with kinds of exercises which were offered. Crossword puzzle gave them the solution for their vocabulary knowledge. Crossword puzzle made students more focus and interested with exercises because it provided interesting display. Although, the students had little vocabulary knowledge, they were interested in doing the exercises because it was like a game in puzzle. They tried hard to finish the crossword. Matching gave the students fun learning in matching the measuring tools and their functions. Matching was also given an overview of the reading text. The students worked happily with the exercises because when they were doing the exercises, they played with their computer by matching the correct answer. The true-false exercise helped the students in comprehending text related to the topic. In true - false exercises consist of some reading skills which were needed by the students for their study and job. The exercises gave him advantages for example, he did not have to write the answer on the paper, and it also provided direct feedbacks. All of the exercises which cover the topic could make students interested doing the exercises. The exercises could reduce their burden and boringness in the exercises which given by paper exercises. They were enthusiastic doing all the exercises given. The most likeable was crossword because they thought that it was fun and built up their vocabulary knowledge related to the topic.


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3) Reflection The summary of reflection at first cycle were most of students were excited doing the given exercises. The students said that reading using CALL were very challenging and gave a new atmosphere for learning reading in English. According to Harmer (2001), engaging students to read is crucial. Nonetheless, even when the reading material is interesting for the students and the teacher plans different activities to study this material, students eventually got tired of working with the traditional paper-based approach, a situation which constituted a great challenge for language teachers. Indeed, using traditional approaches to teaching reading comprehension aided by technology can be of great help to face the challenge. By employing a computer application can be used as a means to support teaching learning process. The use of Computer Assisted Language Learning (CALL) can offer viable opportunities for the promotion of the concept of responsibility for one’s learning, by putting control of the learning in the hands of the students (Benson, 2006). It was in line with my reflection in first cycle. The students got opportunities to do the exercises by themselves, control their learning speed. According to Egbert et.al. (2009), there are some conditions which promote optimal learning condition. Learners have enough time and feedback. In process of learning, the students got enough time and direct feedback in doing all exercises given. The students were curious to know what kinds of exercises they would do. They were also excited that the exercises related to mechanical engineering. The students felt satisfied in the exercises in CALL because the exercises had given them feedback


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directly. On the other hand, some of them were not serious doing exercises. Some of them only saw the exercises and after that moved to other exercises without doing exercises. They seem that they wanted to try a new technique which was given without doing the exercises seriously. It happened for fifteen minutes. The first cycle showed that students got a new situation in learning reading. The students were introduced with a new learning strategy which made them could control their learning speed and give direct feedback. Although the students got confused of the software, they did the reading exercises. They interacted with the media enthusiastically. The average students’ result of the test was not achieved yet. However, there were improvements of students’ participation and motivation in doing reading practices. The test also showed there were any improvements, although it was not significant 4) Test Result In descriptive statistics, the researcher would analyze and interpret the result of the students' works. The raw data from the test of cycle I would be used to find out learning improvement. There were twenty eight students of second semester of Mechanical Engineering who were involved in the study. The average result of first cycle was 67.5. There is an improvement from the average score from the pre-test and the cycle I test. The finding showed there was any improvement of reading achievement from pre-test to Cycle I test. The result described in the comparison below.


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Table 4.6. The Comparison between Pre-test Result and Test Result of Cycle I Variable

N

Minimum

Maximum

Mean

Pre test

28

45

75

61.7

Std. Deviation 7.84

First-cycle

28

55

85

67.5

7.51

Next, the mean of cycle I test was 67.5. It means some students’ scores improved from the previous test. The improvement of the mean was 5.71 for the mean and the percentage’ improvement from pre-test to cycle I was 9.25%. The students got the improvement but in low scale. There was little improvement of students’ achievements on the average (mean). Statistically, the standard deviation told us that the larger the standard deviation, the more variability from the central point in distribution. The result of cycle I test was 67.5. There were 7.51 which vary or deviate from the result of the mean. The cycle I test result showed that standard deviation was closer to the central point than the pre test result. 5) Planning for the Next Cycle The next cycle planning was based on the students’ opinions, comments and also the reflection. Esti, a student of second semester, gave an important comment for the next steps. She said that the students needed more vocabulary exercises in CALL. She suggested adding more number in crossword and matching the synonym of words. She wanted to enlarge her vocabularies related to mechanical engineering terms. Vocabulary exercises should be added more so that we can enlarge our vocabularies related to mechanical term. Crossword exercises were interest me more because I could get pleasure and knowledge. If it is possible crossword puzzle not just one exercise. [3[tri.1.Esti][sug.1]


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Another student also asked the similar exercises like Esti did. He asked more exercises that could be done outside class so that he could practice reading more. He was interested in exercises because it was interesting and did not make him bored. He added he previously felt bored whenever his teacher gave him reading exercises through paper exercises. By using the media, it was a solution to improve his reading competence without making him bored. We have to practice reading continuously in order to comprehend English text and recognize the main idea, draw conclusion quickly. If it is possible give us exercises to be done outside. Exercises made us curious to do all exercises in it. [2[tri.1. hand][sug.2] Aji stated that the exercises needed to be added pictures or animations so that it more interesting. He also suggested that using picture in vocabulary which related to some mechanical tools in exercises will make him remembered easily on the vocabulary given. Give the picture or animation to learn vocabulary related to mecahnical tools! It will make me easier to remember the vocabulary. [4[tri.1.Aji][Sug.1] Esti and Handy agreed that reading exercises were good. They just suggested adding more numbers of comprehension questions, so that they could understand the text better. Their suggestion was acceptable because by adding more numbers of exercises, it would help students comprehend the text well. You should add more exercises in reading comprehension because it will help me understand the text and I can easily understand what the text talk about.[3[tri.1.Esti] [Sug.1]and [1[ tri.1. Hand][Sug.2] The comments, opinions, and reflection from first cycle were used as the base for preparing exercises in the next cycle. According to Dornyei (2001) learners with


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sufficient motivation can achieve a working knowledge of an L2. It means that by having a high motivation, students could achieve their learning. In the process of learning, the use of computer application can make the students motivated. By motivating the students, it was hoped that their achievement would improve. The result of the test showed that there were any improvements in reading achievement The students had started like reading through the use of technology. It could be seen from students’ opinions to the exercises using computer application. They got a new learning condition and it made them enthusiastic to do the exercises. By doing exercises regularly, the students would be familiar with the application and it would not be a problem in operating it anymore. The exercises in reading had also made students enlarge their knowledge and fluent in reading. Vandergrift (2003) believed that guiding learners through the process of reading not only provides them with the knowledge through which they can become more skilled readers, but also motivates them and puts them in control of their learning. By adding some more numbers and exercises, it would make students improve their reading habit and knowledge. The students had also empowered themselves in solving the reading problems by giving suggestions to the next cycle in this research b. Cycle II The second cycle was done after getting some feedbacks from the students. The feedbacks could be used as the improvement to the next cycle. The feedbacks were acceptable because what they suggested was what they should achieve at the end of the cycle. Some suggestions were acceptable because they supported the


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improvement of reading skills and enlarged the advantages of computer application. It could be used to answer the first research question. They suggested adding vocabulary exercises in crossword which related to the mechanical engineering text. The students' participations in giving feedbacks were very useful for this research because students empowered to find out their own solution of their reading problem. 1) Material The second cycle employed one of the materials which related to the basic electricity and physic lecture. The topic was electricity in the workshop. The teacher came to the class and did the warming-up activity. She gave a game to focus the students’ attention and attack students’ attention. The game was about guessing games. The game was related to the electronic appliance and its function. The students grouped and one of the members of the group should mimic the appliance and the rest guessed what the appliance was. By doing that, it was hoped that the students would be able to relate what they had done with the topic they would be talked. After the warming up activity which lasted in 10-15 minutes, the teacher asked the students to do the reading exercises which were about the electricity. The students were excited doing the exercises because it related to one of their mechanical lecture. The figure of the exercises was shown in the following.


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Figure 4.6.6. The Electricity Template The electricity exercises were completed by the crosswords, multiple choices, true false, and gap filling. They are made varied because the students needed various kinds of exercises to support their reading. The numbers of vocabulary and exercises were added. Crossword was added in pre – reading activities. The exercise was used to help learners brainstorm and predict how the information fits in with their previous knowledge. They had to refresh their previous knowledge. One exercise was provided to review on what they have studied before. The matching exercise was used to


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review the previous topic which they had studied. The aim was to recall their knowledge about the last topic. The figure 4.7 was the display of the matching exercise.

Figure 4.6.7. The Matching Template in Electricity The gap filling exercise was used to warm the students up on the next topic. It was related to the vocabularies which appeared in reading text. By doing this exercise, it would help them to arouse their interest to the reading text. This is the figure of filling gap exercises in the electricity material.


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Figure 4.6.8. The Gap Filling Template in Electricity In the while - reading, the students should read the text and answer the provided exercises. The exercise was multiple choices exercises. The students should answer the questions given. The aim was to make students comprehend the text. The figure was the display of multiple choices.


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Figure 4.6.9. The Multiple-Choice Template in Electricity There was the true false exercise to deepen students understanding of the text. The true-false exercise consisted of the questions of main idea, scanning, skimming and vocabulary and drawing conclusion. This was figure of the true false exercise.


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Figure 4.6.10. The True-False Template in Electricity The last activity in the electricity was the crossword. This exercise would check student’s background knowledge related to the reading text. Figure of crossword was shown as follows.


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Figure 4.6.11. The Crossword Template in Electricity From the observation, it figured out that the students directly opened the exercises and did the reading exercises. The teacher spent less time to go around the class because the students had known what they should do. Once they opened the laptop and did the exercises, they were serious and enjoy themselves in doing the exercises. They talked with their fiends when they found difficulties to do the exercises and sometimes they had a joke and some of them competed with friends who got the higher score. The teacher and students discussed the exercises one by one in class together, after all the students did the exercises, It was used to check students understanding


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and see whether the student did the exercises seriously or not. On the second meeting, the teacher asked the students to retell about what they leant in reading text. The students grouped. Then, they were asked about what they got in the reading text and the conclusion of the text. The second cycle was similar with the first cycle exercises. The difference was in the number of exercises. The kinds of activities in reading exercises were also added. In pre-reading activities, the exercises were added one exercise in matching the pictures with their names. While-reading activities consisted of multiple-choices, short-answer and true-false. The post-reading exercises employed gap filling exercise. 2) Learning Process Improvement The exercises had been added more numbers in each task. It made students spend more time doing the exercises. The vocabulary exercises were added. There were learning improvements in students reading competence. In the first cycle, the students started doing reading practices by applying computer application although the students got difficulties in operating the application. They were enthusiastic doing the exercises because that was a new thing for them doing reading practice by applying computer application. The students started to realize that reading was fun. They began to enjoy reading process. By enjoying reading process, it was the starting point for students to improve their reading competence. The cycle II learning improvement were the students begun to have their reading habit. Their interest in reading gradually improved.


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The computer application gave positive effects for students. Mrs tanti said by using the exercises in CALL, It would reduce monotonous of paper exercises. The students’ improvement was not perfect yet. However, the students’ motivation can be seen from their attitudes in doing exercises. Through various exercises, they could help students achieve better result and improvement of reading competence. According to Aji, there was an improvement in learning process. He said that learning reading English was difficult for him. However, the exercises using computer application made reading easy. He said he did the exercises with his own speed and without disturbance. He could measure his reading achievement directly. These exercises were easy. Just follow the steps, I can practice reading without any distubance from other people. I also feel free doing it because just me know the result of the reading score. [8[tri.2. Aji][ Adv.1][Adv.2] He added that there was the evidence of the improvement. He did not know how to operate the application and he was not interest much doing the exercises previously. The following days, He did the exercises seriously. He found that it was enjoyable doing reading exercises. This could be evidence that he wanted to learn. It is interesting doing reading exercises like this. Previously, I was not interested much in it, but I realized that it was fun. When the teacher asked us to bring laptop to do reading exercises, I feel happy. [8[tri.2. Aji][L.Im.1][l.Im.2] The other student, Esti, supported Aji’s comment on the use of media in learning reading. According to her, the way of learning English was well. Her result of the test improved. She also repeated to practice the exercise at home although in class she had done it before. She said that the use of media of learning reading was more enjoyable


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The way of learning English like the reading practice was well. My test result improved. I also repeat the exercises at home although I have done it in class. I can understand it easily when the exercises were delivered by computer application as learning media. [7[tri.2.Esti][L.Im.1][L.Im.2] The other student, Sansan, commented the way of the exercises presented in CALL. According to him, it was clear enough. It was easy to understand because by using those kinds of exercises had made him comprehend the text quickly and easier. She added that her competence would improve if that exercise was done regularly. It was understandable enough; it is easier to understand because using those exercises makes reading text fun. If we used exercises like that regularly, my score reading competence will improve [9[tri.2.Sans][L.Im.1-5] By adding more exercises, students still enjoyed the reading passage, moreover, they were more entusiastic in doing the exercises. The positive effect of the use of CALL was enhancing the reading skills. Egbert and Hanson-Smith (1999) stated that computers can help in the reading skills of skimming, scanning, recognizing topic sentences and supporting details, predicting what will come next, noticing transition markers, reading quickly, and evaluating the validity of a source. In reading comprehension, they students could understand the text because the exercise which given more than one, so it helped the students more in comprehending the text. 3) Reflection The summary of cycle II the learning process began improving. It was shown by the students were interested in the reading practices. According to Dawson and Bamman (1967), experience is one of five factors which affect the comprehension


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skill. Students with limited experience may have difficulty in comprehending many of the ideas and activities with which other students are familiar before they come to school. By giving many exercises in reading, It would make the students had reading habit and it would give them more experiences in reading. They were interested on the way of reading exercises presented in CALL. They were excited in the media which could present the interesting reading exercises. However, some students still had a problem on grasping the meaning of the text. Kim and Kamil (2002) believed that the beneficial effects of the ways of presenting text through electronic applications are so unique that they cannot be compared with conventional printed texts. They mentioned that presenting information by using different kinds of media may have significant effects on comprehension. In the second cycle, the flow of the teaching learning process was smoother than the first cycle. The students did the practice without much help from the teacher. They had understood what they should do when the teacher said we would do the reading exercises using CALL like what we had done last week. The students concentrated doing exercises in CALL. They were familiar doing the exercises since they had done it before. They were directly did the exercises stated from the pre-reading, while-reading and post-reading. The students were serious doing exercises. The researcher felt satisfied on the students because the students could enjoy the exercises and realize that reading was fun. The teaching learning process was well in


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implementing the exercises. The students’ achievement had improved. It could be seen from the test result of students’ achievement. 4) Test Result The result of second cycle showed that there was the improvement in reading achievement. The average mean of previous test was 67.5. The improvement was shown in the table below. Table 4.7. The Comparison between Test Result of Cycle I and Cycle II Variable

N

Minimum

Maximum

Mean

Std. Deviation

First-cycle

28

55

85

67.5

7.51

Second -cycle

28

60

80

75.0

7. 27

Next, the mean of cycle II test was 75.0. It means some students’ score improved from the previous test. The improvement of the mean was 7.50 for the mean. The percentage’ improvement from cycle I to cycle II was 11%. There was improvement of students’ achievement on the average (mean). Statistically, the standard deviation told us that the larger the standard deviation, the more variability from the central point in distribution. The result of cycle II test was 75.0. There were 7.27 which vary or deviate from the result of the mean. The cycle I test result showed that standard deviation was closer to the central point than the cycle I result. 5) Planning for the Next Cycle The researcher got several input to develop next cycle. The students helped me to prepare the background of the exercises. The students were willing to give the researcher many topics to use in the next exercises.


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According to Mrs Tanti, the materials which presented should be varied in order to improve students’ knowledge in the related topics to improve the computer application which is needed. It would help the students in mastering reading competence. She hoped that by providing various kinds of exercises would encourage students in learning reading more. To improve the reading competence which is needed, the exercises in CALL should be varied. It used to improve students’ knowledge. I hope by providing various kinds of exercises will encourage students in learning reading more.[ti.coll] Esti said that there was no improvement for the exercises because she thought it was good enough and it had covered all her need such as, exercises in unknown words, finding main idea and drawing conclusion. She added that the teacher should provide more exercises like in CALL. Exercise which has been given is already very good, Ms. I could practice unknown words, drawing conclusion and also finding main idea. My suggestion just provides more exercises like that. [7[tri.2.Esti][Sug.1] Sansan said that he actually needed more exercises because the more exercises given, the more reading competence improved. The important point in master reading competences is reading a lot. Having more reading practice makes me improve my reading competence. And my reading achievement will improve too. [9[tri.2.Sans][Sug1] Handy also agreed with Esti’s suggestion. If it was possible, the exercises could be done outside class and in the class, the teacher only did the review and checked students’ understanding on what the students had done outside the class. The teacher may give a take home assignment using computer application.


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The teacher gives a take home assignment using exercises outside the class. Then, in class we just do review and check our understanding in what we have done as our take home assignment. So, in class we can also practice speaking related to the reading topic. [6[tri.2.Hand][Sug.1] The students’ comments in learning improvement and reflection of the second cycle had shown that all exercises in reading made students understand more in the text and their reading habit increased gradually. The goal of reading is comprehension (Nunan, 2003, 68). It is to grasp of main ideas and supporting ideas and related to those main ideas to background knowledge as appropriate. The exercises in reading comprehension would be added. The reflection indicated that the students just needed some exercises regularly to make them fluent in reading.

According to Nation (2011), helping students to

achieve fluency requires continuous practice during the process. Fluency involves making the best use of what one is already familiar with. By employing the exercises related to mechanical engineering terms which they have already familiar with, it was hoped that the students got their fluency in reading. It must be easy for them to do. Basically, the students agreed that all exercises promoted their interest and built their reading habit. Their requests in having take home assignment using the application showed that they were willing to learn reading. Their motivation improved. Since there were no significant improvements from the exercises, the exercises were made similar to second cycle. The improvement was on the background and pictures. In connection with the use of educational technology to teach reading, Erben, Ban, and Castañeda (2009) argued that the more a teacher employs instructional


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technology in the classroom, the less teacher-centered and the more student-centered a classroom will become. Technology-enhanced classrooms have been found to promote discovery learning, learner autonomy, and learner-centeredness. Therefore, it is advisable for language teachers to be on the lookout for technological options to complement traditional approaches to teaching reading, foster students’ learning, and seek professional development and empowerment. c. Cycle III It is the last cycle in this research. In this cycle, the researcher added just few improvements in the backgrounds and pictures because they did agreed that reading exercises made them get more pleasures and motivation. Moreover, the exercises had given what they needed in improving their reading competence. The result from the pre-test to the second cycle test indicated that there was improvement of students’ achievement. Before doing the reading practice, the teacher tried to focus the students’ attention by showing some pictures about the kinds of fuels. Then, the teacher asked them to say what the fuels made of, how they formed, and their characteristics. The students worked in group and discussed the pictures. They felt excited in their discussion because they talked things which they commonly used. After the teacher and students discussed all the pictures, the teacher asked the students to do reading practices.


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1) Material The topic of the last cycle was fuels and energy. It was hoped that fuels and energy would enlarge students’ knowledge about the kinds of fuels, mechanical properties, and also their characteristics. This topic was related to the mechanical subject named thermodynamics lecture. The cycle was done in 2 meetings. The first meeting was for the implementation and the second meeting for the review. This was the reading exercise display. The figure 4.12 was shown below.

Figure 4.6.12. The Fuel Template


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The warming-up activity was the matching exercise. This exercise was about vocabulary problems. The students should know the words because these vocabularies would appear in the reading text. The figure 4.14. was shown below.

Figure. 4.6.13. The Matching Template in Fuel The crossword exercise was also used because the students’ comments and opinions showed that the crossword was the most likeable exercise. This exercise was used to refresh students’ vocabulary knowledge about fuels and energy sources.


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Figure. 4.6.14. The Crossword Template in Fuel The while - reading was about electricity in the workshop. The comprehension exercises were multiple-choice and short-answer. In the multiple-choice exercise, the students should read the text first, and then answer the questions. It was similar with previous exercises in other topic, the comprehension exercises consisted of some reading skills. Those skills should be practiced regularly in order to be able to comprehend the text easily. The figure was shown below.


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Figure 4.6.16. Multiple-Choice Template in Fuel In the short-answer exercise, most of the questions asked about the specific information from the text. In this exercise, the researcher focused on scanning of the specific information of the reading text. The figure was shown below.


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Figure 4. 6.17. The Short-Answer Template in Fuel For the review exercises, the students did the gap-filling exercise. It was related the background knowledge and also the topic of the reading text. The figure was shown below.


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Figure. 4.6.18. The Gap-Filling Template in Fuel The students did the exercises seriously. Some of the students enthusiastic. They wanted to get the highest score. They competed with friends who got the highest score. To make sure that students did the reading text seriously. The teacher checked the students’ understanding by asking the summary and drawing conclusion of the text orally. The teacher also gave reading exercises in Hot Potatoes which should be done outside the class. The researcher observed and figured out that the teaching learning process in class had run well. The teacher monitored the students’ activities and the students actively did the exercise in their laptop. The students’ reading habit had improved. It can be seen from the students’ participation in doing the reading text.


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2) Learning Process Improvement Since the students had done the exercises twice, they got used to operate exercises in CALL. The students said that exercises were good. It did not need any improvements. Their suggestion was just giving exercises to do outside class so that they still had reading habit. They thought exercises could be done outside without the teacher’s guidance, as Handy said as follows. It was already good. Now, It depends on us whether we are willing to do the exercises or not. Me myself I want to be fluent reading and grasp the meaning from text easily. So, by doing this practice continuously I believe that I can build my reading habit because exercise was not boring. I enjoyed doing the exercises although I spent much time on it. [10[ti.3.Hand][L.Im.2] Esti stated that the direct feedback encouraged her to do all exercises because it would show her improvement. She said that she liked to do exercise although she did it for several time, but by doing that she could know her improvement in one exercise. All exercises encourage me much. Although I did the exercises for several times, I did not feel bored because the exercises provide direct feedback so I can know my improvement. In comprehension exercises, I did it for three times to make my score 100 but It was interesting. [11[tri.3.Esti][L.Im.1][L.Im.2] She also added that her reading achievement gradually improved. These kinds of exercises motivated her much to read texts. The interesting types of exercises made her enjoy the practice. My test result increased gradually. And I felt motivated in doing the exercises because of various kinds of exercises. [10[tri.3.esti][l.Im.2][L.Im.3]


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Sansan commented that exercises made him had reading habit. Previously, he was lazy doing exercises if the teacher did not ask him to do it and submit the exercises. Now, he likes doing the practice in class or outside class although teacher does not ask him to do it. He added that drawing conclusion was easier after doing those exercises. I used to be lazy doing reading exercises, but I found that reading is enjoyable. Doing reading exercises is pleasure whether in class or outside class. These exercises make me like doing reading practice. Drawing conclusion is easier than before. I can understand the text easier. [13[tri.3.Sans][L.Im.3] Aji emphasized that practicing reading using the computer application gave a solution to understand the text and vocabulary exercises enlarged his vocabulary knowledge. Doing the vocabulary exercise was fun. The important thing for us as mechanical engineering is we could understand the reading text. Applying reading practices like this have give us a new way to learn english and it provide us a solution to understand reading text which related to mechanical terms. Vocabulary in this exercises have improved by vocabulary knowledge in mechanical term. Many vocabulary have included in the exercises, it is good for us. I like doing crossword exercises. [[tri.3.Aji][L.Im3][L.Im.4][Adv.2] The students needed exercises which provided fun learning and could engage them to have reading habit. The exercises which they had done gave them a new experience in learning reading using computer applications in classroom. By doing the exercises, the students were able to predict what the text would be, understand the meaning of the text, find the specific information from the text, and draw conclusion easily. The students just needed more exercises to achieve reading competence. The computer application stimulated them to read text in an ideal stress.


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According to Egbert and Hanson-Smith (1999), computer application increases self-esteem by empowering both the teacher and students regardless of certain physical challenges or social and cultural differences. They add that it encourages and motivates students to become involved in authentic projects. By promoting optimal learning conditions in reading, the students would get optimal achievement and reading habit would increase well. 3) Reflection The practice must meet the conditions for fluency development. First, the students’ focus is on receiving meaning. Second, all material should be largely familiar to them. Third, there is some pressures or encouragement to perform at a faster than usual speed. Fourth, there is a large amount of input (Nation, 2011). The exercises in reading had those criteria of the quality of practice. The materials in the exercises have been familiar to them, the reading comprehension focused them in receiving meaning, and giving many exercises provided them a large amount of input The summary of the third cycle, there was improvement in learning process. The students had enjoyed the reading lesson using computer application. When the teacher said that the next day was reading lesson, the students directly asked whether they could bring laptop or not. It was an indicator that they realized that media could bring some positives changes to their reading improvement. The students became autonomous. They chose reading process using CALL because they could do the exercises without any embracement when they made some mistakes. In third cycle, the researcher just wanted to deepen students’ reading habits. The the students enjoyed doing the exercises without any burden. The advantages of


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CALL have made the students feel comfortable with the exercises. They were enthusiastic when they did practice using computer application. This exercise encouraged them to learn reading better. They could do the exercises inside and outside class. The students were satisfied because CALL provided a solution in understanding the reading text easier. Based on the result of the action toward teaching learning process in this cycle, the researcher was satisfied because this research improved students’ reading competence. There were many improvements after applying the second action of action research. For example, first, the result of students’ participation in the learning reading was better than cycle II. It can be seen from students’ behavior while they were doing exercises. They followed and did the exercises actively and seriously. In the classroom, students could improve their skills in reading competence. They felt easy to comprehend the text and felt enthusiastic in learning reading texts. The result of the reflections and test scores figured out that the implementation of action research can improve students’ reading competence through exercises in CALL. There was a progress of their scores from the pre-test, cycle I test to cycle II test. It means that the action research succeeded. 4) Test Result The result of the third cycle showed that improvement still occurred. There improvement from pre-test to cycle III. The table below showed the improvement from the pre-test to cycle III.


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Table 4.8. The Comparison between Test Result of Cycle II and Cycle III Variable

N

Minimum

Maximum

Mean

Std. Deviation

Second -cycle

28

60

90

75

7.27

Third -cycle

28

70

90

78.2

6.26

Next, the mean of cycle III test was 78.2. It means some students’ scores improved from the previous test. The improvement of the mean was 3.21 for the mean. The percentage’ improvement from cycle II to cycle III was 4.2%. There was improvement of students’ achievement on the average (mean). Statistically, the standard deviation told us that the larger the standard deviation, the more variability from the central point in distribution. The result of the cycle III test was 78.2. There were 6.26 which vary or deviate from the result of the mean. The cycle III test result showed that standard deviation was closer to the central point than the cycle II result.

B. Discussions The discussion covers the learning process and learning result improvement. The learning process improvement was used to answer the first research question. The learning result improvement would be used to describe the improvement of reading achievement every cycle. 1. Learning Process Improvement The result of the learning process and reflection from the cycle I to III figured out that learning using CALL which was conducted in each cycle gives students more motivation and exposures to learn reading.


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From the observation of the teaching learning process in the first cycle, the researcher found that the use of CALL can motivate the students in learning English, especially in reading. It can be seen from their activeness during the lesson when they find difficult words or unfamiliar terms. They didn’t reluctant to ask for difficult words and how to operate the CALL to the teacher. The class could be controlled although sometimes, they were noisy during the lesson. The cycle I indicated that there are any changes from students’ behavior toward teaching and learning process. It could be seen from students’ interest during the lesson. They paid more attention to the material which was given using CALL. Exercises which were displayed in Hot potatoes gave students new situation in learning reading. As Hoffman (1996) states that CALL provides students different learning atmosphere as they experience more interaction outside the class. By utilizing computer in second language learning, it will bring good influence for the learners to improve language skills. Although some students ignored the material but the class’ reflection assumed that CALL made them interested to deepen their reading competence. The Cycle II indicated that students have already had reading interest. They need their interest improve become a habit. In order to get reading habit, the students need more exercises to experience reading texts so that their reading habit improves and they can improve their reading competence. According to Dawson and Bamman (1967), experience is one of the five factors which affect the comprehension skill. Students with limited experience may have difficulty in comprehending many of the ideas and activities with which other students are familiar before they come to school.


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By giving many exercises in reading, It would make the students had reading habit and it would give them more experiences in reading. The cycle III indicated that the practice must meet the conditions for fluency development. First, the students’ focus is on receiving meaning. Second, all material should be largely familiar to them. Third, there is some pressures or encouragement to perform at a faster than usual speed. Fourth, there is a large amount of input (Nation, 2011). The exercises in reading had those criteria of the quality of practice. The materials in the exercises have been familiar to them, the reading comprehension focused them in receiving meaning, and giving many exercises which provided them a large amount of input. The reflection III indicated that it was an effective way to develop students’ reading competences by using CALL in giving exercises to students. The researcher decided to stop the cycle since the result of the last cycle has shown a good improvement of students’ reading ability. It can be seen from the students’ response toward the use of CALL during the teaching and learning process. The materials which were given to the students could create good situation in learning reading. Students were active to do the exercises without any hesitation. The situation in the class becomes comfortable. The relation between the student and the teacher becomes more comfortable so that the students weren’t afraid to ask about the difficulties they found in the materials. From the explanation above, it could be concluded that there were some contributions using CALL as teaching technique in teaching and learning for mechanical engineering. According to Levy (1997: 1) CALL is interdisciplinary in


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nature, and it has developed the effort to find ways of using the computer for teaching. For the teacher, this technique can give some references to give students exposure and input in teaching reading. For the students, the varieties types of exercises from Hot Potatoes can motivate the students since Hot Potatoes exercises offered colored materials and related to their study as mechanical engineering students, so that they could feel that reading is not boring activity anymore. The observation results of the field notes and interviews showed that there were differences of the students’ interest in reading before and after the teacher implemented the action. Moreover, using CALL as reading materials display and exercises made students more responsible for both participating and learning during the teaching and learning process. Hot Potatoes in CALL could be an alternative reference in teaching English and could improve students’ reading competence for mechanical engineering students. The result of this study could give contribution to teaching learning reading. The way of presenting the reading materials can be used as an alternative technique to develop students’ reading in class or outside class in action research by other teachers. This technique can be used by the teacher to improve their teaching performance and help their students to develop reading competences and it gives more opportunity for the students to explore their own reading competences with the benefits of CALL. All of the exercises could make students interested doing the exercises. The exercises could reduce their burden and boringness in the exercises which given by


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paper exercises. They got a new atmosphere using CALL as their new learning technique to develop reading. From the learning improvement and reflection results indicated the students have empowered themselves to find out their own problems and solve their own problems. CALL is used as a tool for them to learn reading and develop their reading competence. The research indicated that students have done their own way to improve their reading by using CALL. As Burn (2003: 30), states that action research is used to identify and investigate problems within a specific situation. It can be used to evaluate and reflect to bring about change and improvement in practice From the reflection figure out that the students have learned that in developing their reading competences is by finding the new technique to motivate them to achieve their competence. They also experience that CALL can make them improve their reading. By doing exercises in CALL regularly they believe that they can develop their competence. This research also indicated that the action research is crucial in order to solve the problems which related to teaching learning process in class. Doing classroom action research is a scientific action for teacher to develop themselves and also help their students to solve the problem in class. Action research will give another way to contribute the teaching learning process and empowering students to develop their competence. This research also improves professionalism from teacher in developing continuously the way of teaching to be better. It also improves teacher curiosity to solve the problem in class.


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2. Learning Result Improvement Learning result improvement was shown in the result of the test every cycle. The test result of all cycles showed that there was improvement in every cycle. It had indicated that action research was succeeded. The improvement could be seen from the improvement of the mean from each cycle. Table 4.9. The Result of Pre-test and all Cycles Variable

N

Minimum

Maximum

Mean

Pre- Test

28

45

75

61.7

Std. Deviation 7.84

First-cycle

28

55

85

67.5

7.51

Second -cycle

28

60

90

75

7.27

Third -cycle

28

70

90

78.2

6.26

Quantitatively, the computer application uses gradually improve the students reading achievement as shown by the averages of the achievement from the result of the pre-test and post-test of cycle I, II, and III (M pre = 61.79; M 1 = 67.50; M 2 = 75.00; M 3 = 78.21). There was improvement of the mean from the result of the pre-test. The improvement was 5.71 from the result of the pre test was 61.79 toward the result of the cycle I 67.50. The improvement from the result of first cycle to the second cycle was 7.50. The result of the second cycle was 75.00 while the improvement of the mean from second cycle to the third cycle was 3.21. The result of the third cycle was 78.21. The action research was succeeded because the reading achievement gradually improved from pre-test to cycle III. I used the t-test to know the level of significant.


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Table 4.10. the Result of the t-test from the Pre-Test and Cycle III Test Paired Sample Statistics Variable

Mean

N ( number)

Std Deviation

Std Error Mean

Pair1 Test 3

78.21

28

6.26

1.18

61.79

28

7.84

1.48

Pre-Test

Pair1 Test3-Pre-Test

t

df

Sig.(2-tailed)

11.500

27

.000

The result of the test was processed using the t-test to recognize the level of significant. It was done because the descriptive statistics could not be used to get the significant level. I employed the t-test to confirm the significant level of the findings. The findings indicated that the result was .000<.05 (sig. (2-tailed)). The level of significant was 0.5 and .000 was below 0.5. The standard deviation in the result of the pre-test was 7.84. It showed the larger standard deviation compared to the result of the standard deviation in the third cycle. It means that the pre-test variable showed more variability from the central point in the distribution compared to the result of third cycle which was more homogeneous.


CHAPTER V CONCLUSIONS AND SUGGESTIONS This chapter consists of three sections, namely conclusions, implications, and suggestions. In conclusions, the researcher summarized the action research cycles and learning improvement as the answer of the research questions. In implications, some significant views from the researcher were provided to know the implications of CALL in education. In suggestions, some advices about what to do next and what improvement should be made as a follow-up the research in the next research study was presented.

A. Conclusion The aim of the action research in this study is to identify the problem on students’ reading competence. Action research design used in which contains 4 phases. Those are planning, acting, observing, and reflecting. Furthermore, the writer derives the data which consist of the need analysis questionnaire, interview, observation, and test. I planned the process of doing action research in three cycles. In the process of action research, I had to make a plan, do action, and do observation and reflection. The interview, observation and questionnaire were conducted in the second semester students of Mechanical Engineering before applying the cycles. The pre-test was also done in order to find out the students’ reading competence. Then, the researcher applied the cycles based on the interview, observation and need analysis questionnaire. At the end of each cycle, the reflection interview was done to find out whether the learning

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process improves or not. In this research, the reflection was conducted in order to find out the learning improvement and also modification of the cycle. The reflection of the first cycle indicated that the learning process improved. Most of students were excited doing the given exercises. The students said that reading using Hot Potatoes were very challenging and gave a new atmosphere for learning reading in English. They suggested adding more exercises in the words which related to the reading text. The second cycle reflection showed that the learning process using CALL ran more smoothly that the first cycle. By giving many exercises in reading, It would make the students had reading habit and it would give them more experiences in reading. The reflection of the third cycle indicated that the practice must meet the conditions for fluency development. It means that they should do a lot of practice with familiar words which they found in their major, mechanical engineering. The summary of the reflection and learning process from every cycle indicated the conditions in teaching learning process were better than before. The students said they became more enthusiastic in learning reading in classroom action research. They could understand the meaning of the text, finding the mean idea of the text and drawing conclusion. Moreover, they said that their reading comprehension improved. It could be proven from their learning process, they were curious to get a higher score in reading lesson. In addition, it can be seen from the result of the test, there was an improvement. Then, the students assumed that computer-assisted language learning was an effective technique for students to learn reading. There are some conclusions from the result of the action research cycles about the use of CALL in improving reading competence of the second semester students of


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Mechanical Engineering. The first is about the answer of the research problem: How teaching and learning process of reading skills in Mechanical Engineering study program conducted using CALL. The first research question related to the description of the teaching learning process using CALL and the improvement of the learning process. In answering the first research question, there are three results of the research. First, the materials which were built using CALL can give some exercises which can be done by students to practice their reading. A series of activities can be visualized by using CALL which is used to enrich the learning process. The exercises consist of crossword, matching, multiple choice, true false, short answer and gap filling covers the vocabulary and reading comprehension practices

which needed by mechanical

engineering students. The exercises in CALL have helped students in practicing their vocabulary and reading comprehension. As the consequence, the learning process gradually improved. Second, the learning process gradually improves. It can be seen from the result of the cycles which had been conducted to improve students reading competence of the second semester of mechanical engineering students. It figured out that the use of CALL in teaching learning process can improve students’ reading competence and it also could be used as an alternative learning technique for students.

From the

observation, the researcher found that during the action, the students have shown their improvement such as they are able to comprehend the text well, the situation of the teaching and learning process becomes more joyful and interesting, and all of the students were involved in the teaching and learning process.


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Third, the improvement of the students’ reading competence is also supported by the result of the test score. The mean score of pre-test was 61.79 and it improved to 5.71 in the first cycle test and it also improved to 7.50 in the second cycle test and it improved to 3.21 in the third cycle test. It proved that the use of CALL in teaching learning reading can improve students’ reading competence. The researcher draws the conclusion that computer-assisted language learning which is used in this research can give an alternative learning technique and provide a wide variety of exercises. So that it can enhance students’ motivation in learning reading, but once again, although CALL or technology can help teaching and learning, it is useless if not integrated with good pedagogy and the relationship among teaching, learning, and technology ( Egbert, Chao, and Hanson smith, 1999) The second research question was related to whether the students reading competence improve after using CALL or not. The second research question related to the improvement of the result. Quantitatively, the use of CALL gradually improved the reading competence, as shown by the averages of the pre-test and post-test of the first, second and third cycles. The findings of the students reading scores from the first cycle and third cycle could be used to answer the second research question. From the result of the descriptive statistics, there was improvement of the mean from the result of the pretest. The improvement was 5.71 from the result of the pre test was 61.79 toward the result of the cycle I, 67.50. The improvement from the result of first cycle to the second cycle was 7.50. The result of the second cycle was 75.00 while the improvement of the mean from the second cycle to the third cycle was 3.21. The result of the third cycle was 78.21. The action research was succeeded because the reading achievement


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gradually improved from the pre-test to cycle III test. I had to use t-test to confirm the significant level of the finding. I processed the result of the pre-test and cycle III test using t-test. The finding showed that the result was significant since the result was .000<.05 (sig. (2-tailed). The level of significant was 0.5 and .000 was below 0.5.

B. Implication Based on the conclusion of all of the data in the research, there is improvement of students’ reading comprehension competence which was taught by using exercises in CALL. The researcher can imply that the CALL in learning reading can be suitable teaching materials to improve students’ achievement and enhance students’ motivation. CALL can be implied to help teachers teach English and students learn language in more interesting and various ways. English teachers have to take into consideration the use of technological tools to help students to improve and reinforce their reading skills. It is necessary that the teachers give the students a appropriate input and practice in order to provide them with a tool to develop reading skill. The use of CALL can develop in the process of the teaching and learning language.

It is an effective material resource and technique to improve students’

reading competence. There are some advantages for the students which include: (1) the exercises can create a motivating situation so that they don’t feel bored in learning activity; they have responsibility to do their task without any hesitation. (2) The display is interesting since it is offered painted and colored materials.

C. Suggestion The second semester students of Mechanical Engineering had some problems on reading competence. The empowerment of students to achieve the improvement of the


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learning process had been achieved well. These findings should not generalization to the similar study for other researchers. The different students, teachers, district, media would have different results. The qualitative findings also had different results for different students. These were influenced the competence of the students. The certain participants would achieve the different result. The results of the study prove that the use of CALL in teaching reading can improve students’ reading competence. These practices could be used as an alternative teaching technique for teaching mechanical engineering students. Based on the result above, the writer hopes that this study will give benefit for the betterment of English teaching and learning process. The researcher would like to give some suggestions which hopefully these suggestions will be useful for the students, teachers, and the other researchers. English as a second language seems difficult to learn if there is no will and motivation to learn it. The students who learn by using exercises in CALL should be aware of the importance of reading to get some information they need. They should not judge that reading as a boring activity. They can practice reading by using their computer and they will get more exposures to improve their English. The teacher should know how to enhance their ability in teaching and to develop a good atmosphere in the class, so that the students learn at ease and comfortably in their class. Besides that, the teacher should be selective and creative in choosing appropriate materials to improve students’ competence and to enhance students’ motivation in learning English. The teacher can use the exercises in CALL to improve


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students’ competence. The use of laptop which closes to students’ daily life offers motivating exercises and it can motivate the students to learn. This study discusses the use of CALL to improve students’ reading competence which is conducted on the second semester students of mechanical Engineering. The researcher suggested to other researchers to do similar research with a different media of learning. This would enrich the different treatment for different media and different participants.


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APPENDICES

143


144

Appendix 1. Transcript of need analysis Interview 1 [ti.1.all.st.] All students of second semester of D4 manufacture The researcher told the class that she would know

students’

opinion on reading, P1 problem

and

the

way of solving the problem.

The P2

researcher did the interview

using

Indonesia in order to

avoid

misunderstanding in explaining those matters.

P3

P4

P5

P6

R: Selamat siang S all: Siang Ms.... R: Dalam bahasa inggris, pelajaran reading menyenangkan gak? S: Ya, bahasa inggris di kelas itu menyenangkan ms. Tapi memang kadang malas kalo disuruh membaca bacaan. R: kenapa? S: Ya kalo reading tentang bacaan kadang bosan ms, tugasnya itu-itu saja. kasih fotokopian trs ngerjain soal dari bacaan. R: Khan biasanya sebelum bacaan ada gamenya, kadang dengerin musik jg. S: iya, awal awal menyenangkan trs setelah itu menjawab pertanyaan jadi males bacanya. S2: iya sebelum reading memang menyenangkan. Kadang ada games, diskusi.. tp setelah Ms menyuruh mengerjakan soal bacaan, jadi gak tertarik. S3: kadang langsung males, liat bacaan yang kadang sulit. Abis bacaan trs mengerjakan soal. Males rasanya R: kenapa yak ok bisa begitu? S4: ya.. pemahaman bacaan membosankan. Dari STM kaya gitu-gitu aza. Kasih fotocaopian bacaan, kasih soal trs suruh kerjakan. Kadang dikumpul, kadang kalo waktu cukup dibahas. S5: iya saya langsung malas kl liat bacaan yang diberikan. R: karena bacaannya panjang dan sulit? Kenapa kok kalian bilang itu sulit? S6: ya saya khan kalo kosa-kata lemah. Kl gak tahu kosa kata khan isine bacaan jadi gak Tahu. S7: iya ms. Apalagi istilah-istilah dalam teknik. Khan butuh latihan banyak. Kami jarang latihan jg sih.


P7

S1

S2 S3

S4

145

R: Menurut kalian, pelajaran membaca penting tidak? Pengin bisa tidak? S8: kalo saya itu pengin sekali mengerti setiap bacaan yang saya baca khan refernsi-referensi yang saya baca kebanyakan bahasa inggris. Tapi saat saya mulai membaca kok sulit jadi bikin bingung dan males. S9: paling tidak kami bisa menyimpulkan bacaan, mencari ide pokok, trs tau maksud bacaan. Karena kami kesulitan kalau disuruh menjawab spt itu R : menurut kalian, apa solusinya? S10: jelas latihan nya diperbanyak. Kalo kita secara regular latihan khan bisa mengantisipasi pertanyaanpertanyaan yang muncul karena khan kami sbg mahasiswa teknik butuhnya bisa mengerti ide pokok dari bacaan dan bisa mengambil kesimpulan S11: mencari infromasi tertentu dibacaan bisa dengan cepat jg kami butuhkan S12: intinya kami bisa mengerti bacaaan. R: jadi butuh banyak latihan ya? S13: iya sangat butuh itu. Bisa karena terbiasa. R: latihan yang seperti apa? S: ya kasih latihan yang menantang Ms, lain dari yang biasanya. jangan fotokopian aza S14: kalo saya yang banyak kosa kata yang berhubungan dengan kata-kata teknik. S15: bisa juga pake cara lain selain hanya fotokopian aza R: apa cara lainya? Pake media gitu? S16: iya S17: tapi medianya yang menarik lah, apa ya…? R: saya ada cara selain pake kertas , kita mengerjakan reading pakai aplikasi computer. S18: ohh, apa itu ms S19: seperti apa ms? R: jadi nanti kalo ada kelas reading, semua aktivitas sudah ada dlm aplikasi itu. Kalian tinggal mengerjakan latihan latihannya S20: keliatannya menarik, tp macam apa itu


S5

S6

146

R: seperti ini contohnya (researcher showed example of Hot Potatoes exercises to the students) S21: bagus itu. Ms S22: menarik. Bisa dicoba tuh R: kalo kalian, aplikasi computer yang kamu butuhkan untuk membantumu yang seperti apa? S23: yang banyak latihan kosa kata, trs ada bacaan yang menjawab pertanyaan ttg mecari ide pokok, menarik kesimpulan, mencari informasi tertentu dalam bacaan, mencari kosa kata yang mirip, pertanyaan yang sesuai ilmu yang kita pelajari S24: kalo saya penginya Kami bisa langsung tahu nilai tanpa menunggu teman lain selesai dan tanpa menunggu pembahasan dari guru.


147

Appendix 2. Transcript of Reflection Interview 1_1 Handy [ tri.1.hand] Questions and Answers

Codes

Indicators

L.Im.1

Advantage of

R Selamat siang S: Siang sekali Ms. heehheee R: Gimana tadi rasanya mengerjakan soal latihan membaca pakai latihan mengunakan technology? S: Seneng Ms. Sesuatu yang baru. Ini berbeda dengan latihan yg biasanya. Dalam satu pelajaran

Hot Potatoes

bisa ada lebih dari tiga latihan. Trs mengerjakan nya sesuai dengan kemampuan kami masing-masing. Itu sangat memotivasi kami R: Senang nya awal-awal saja atau keseluruhan reading? S: Seneng terus Ms. latihan membacanya

L.Im.2

Advantage of Hot Potatoes

menantang. Kami jadi gak bosan. senang gak perlu kertas, gak perlu kertas, Go green Ms.. hahaha R: hehehee.. iya ya S: Beda sama kalo latihan reading biasanya, saya tuch kalo udah liat kertas trs isinya bacaan sama pertanyaan langsung males. tapi kalo pake seperti ini rasanya pengen ngerjain soal- soalnya saja. rasanya pengen cepet2 diselesaikan. R: gimana menurutmu tentang latihan kosa kata pake teka teki silang di awal latihan? S: latihan kosa katanya menarik kaya ngisi TTS biasa. Saya senang karena ini bisa meningkatkan kosa kata di bidang teknik. Trs juga, di awal- awal latihan spt TTS sama menjodohkan membuat saya tau kosa kata dan bisa mengerti bacaan selanjut karena kosa-

L.Im.3



148

katanya sudah dipelajari. Ini juga bisa membuat saya lebih fokus dlm memahami bacaan. R : perlu ada perbaikan tidak? S: latihan kosa katanya diperbanyak aja Ms. jadi

Sug.1

kami mengenal lebih banyak kosa kata. misalnya ada

Crossword Practice

kata bendanya, kata kerja, kata sifat sama yang lain. jangan cuma satu macam kata saja. R: ohh.. iya... maksudnya di gabung gitchu ya S: iya Ms R: Terus gimana latihan soal reading comprehensionnya? yang pake benar-salah? S: cocok Ms. Latihan benar salah membantu saya

L.Im.4

Advantage of practice

lebih memahami bacaan. Saya bisa menghemat waktu dan dapat langsung lihat scorenya. Hemat waktu dan kertas juga. R: perlu ada perbaikan tidak? S: Latihanya kok cm satu. Butuh lebih lagi. Dan

Sug.2

Multiple-

yang variatif ms. Latihan spt itu bisa membuat

choice, true-

kami jadi tahu isi bacaan. ada yg disuruh cari pikiran

false and

utama, nyari jawaban di bacaan, trs kami jadi bisa

short answer

menyimpulkan bacaan setelah mengerjakan soal pilihan

Practice

ganda Kalo soal benar salah, soalnya detail jadi kami lebih tau kegunaan khusus dari alat ukur. R : trs latihan yg terakhir yg mengisi dengan kosa kata yg sama? S: nah itu yg susah Ms. Mungkin karena kosa kata kami sedikit jadi susah banget rasanya. hehhehehee. jadi latihan kosa katanya ditambahin biar kami tau lebih


149

banyak lagi R: latihan yang menjodohkan gambar dengan nama? gimana menurutmu?

L.Im.5

S: Itu juga menarik Ms, kami jadi mengingat

Matching practice

kembali pengetahuan yang pernah kami pelajari. kami jadi ingat teori sama pelajaran lain yang ada hubungannya sama alat ukur. R: mana latihan yang paling kamu suka? S: latihan yang kaya TTS sama latihan yang ada gambar dan fugsi gambar. gambarnya jelas trs sama seperti pelajaran metrologi Ms. R: Kamu senang gak latihan reading pakai Hot Potatoes? S: Dasarnya sih ini hal baru jadi kami menikmatinya Ms. R: Susah gak mengerjakan soal yang kemarin dengan laptop? S:Dasarnya khan kami sudah terbiasa dengan laptop jadi kalo ada latihan pake laptop udah biasa, Ms. Trs yang menarik ada feedback setelah mengerjakan soal. kami langsung tau scorenya. Tapi Tadi scoreku jelek Ms... hehehhe R: gak papa. pelajaran selanjutnya mau tidak pas reading pake latihan seperti itu? S: Suka ms... readingnya tentang yg berbau teknik ky gini ini, ms R: oke. makasih ya sudah memberi komentar S: Iya Ms sama- sama

L.Im.6



150

Appendix 3. Transcript of Reflection Interview 1_1 Esti[ tri.1.Esti] Questions and Answers

Codes

Indicator

L.Im.1

The advantage

R: siang esti..

E: Siang juga ms... R: Gimana hasil testnya kemarin? E: Yang tentang bacaan itu ya ms? Lumayan lah ms... karena sudah dapet latihan tentang measuring tools sebelumnya jadi tahu kosakata yg berhubungan dengan measuring tool R: walaupun bacaannya lain? Tetap bisa khan? E: iya ms.. khan kalo topic ttg measuring tools, kami punya pengetahuan ttg itu. R: Bagus. Gimana berlatih reading dengan media? E: Menurut saya, katihannya sangat berbeda dari

of Hot Potatoes

biasanya. Latihan pakai laptop sperti ini adalah yang pertama kali saya kerjakan dalam kelas. Ini bisa mengurangi rasa bosen . tapi saya tidak bisa coratcoret spt pakai kertas. R: Ada bedanya tidak dengan latihan reading yang biasa kamu lakukan? kalo berbeda. Bedanya seperti apa? E:Berbeda,terutama pada media yang di gunakan,saat L.Im.2 menggunakan komputer perasaan bosan sedikit

The advantages and

hilang, memang kita tidak bisa coret-coret seperti

disadvantages

halnya pada media kertas.

of Hot Potatoes

R:Bagaimana menurutmu latihan teka teki silang untuk kosakata yang berhubungan dengan measuring tools? E:ngga ngerti mam, ngga ngeh aja ,, tantangannya untuk memecahkan teka-teki lebih

L.Im.3

Crossword


151

practice

greget dari pada yang lain.Ini melatih kreativitas saya buat memcoba coba kata yang cocok. ,karena jujur aku tadi ngga ngeh mam mkn kosa- kataku kurang ya.. :D aku ngerjain tapi incorrect terus.. akhirnya saya pake HINT biar membantu. Tapi Cuma beberapa huruf saja kok ngHINT nya. R: Apa kekurangan latihan itu? E: kurang banyak kata katanya, hehhehhee

Sug.1

R: Bagaimana menurutmu latihan benar salah?

Crossword practice

R: Bagaimana menurutmu latihan reading tentang benar-salah tentang elctricity? E: Menarik,Mudah dan lebih meningkatkan rasa ingin

L.Im.4

The advantage

tahu. Latihanya bagus utk pemahaman teks bacaan.

of true-false

“Kok bisa salah sih ?” soal seperti ini melatih saya

practice

menemukan pikiran utama dan menyimpulkan bacaan. Kalo bisa ditambah lagi soal spt ini. R: Bagaimana pendapatmu tentang latihan reading yg menjodohkan kosa kata yg mirip tentang measuring tools? E:Cukup sulit mam ,tapi memotivasi untuk mencari

L.Im.5

The advantage

maksud dan jawaban yang sebenar-benarnya

of matching

R:. Dari latihan latihan itu latihan soal mana yg kamu

practice

sukai? kenapa? E: Saya lebih suka benar-salah karena ada 2 option

L.Im.6

The advantage

disana dan saya harus berfikir untuk mencari jawaban

of true-false

yang paling tepat dan tidak hanya mengandalkan ilmu

practice

kira-kira R: Menurutmu latihan - latihan seperti ini bagus tidak? kenapa?


152

E:Bagus,karena bisa melatih pemahaman tentang suatu bacaan,selain itu mahasiswa dituntut untuk selalu melatih vocabulary nya R: Apa kesulitanmu mengerjakan soal soal latihan ini dalam hal mengoprasikan aplikasinya? E:Tidak ada kesulitan,karena memang mudah di

L.Im.7

The advantage of Hot Potatoes

operasikan dengan mozilla firefox di laptop. R: Sebenarnya saat mengerjakan soal reading kamu pengin dapat apa? E:Pengin lebih bisa memahami,secara tidak langsung saat reading saya juga belajar speaking (pronounitation), R: Menurutmu latihan reading spt ini perlu dilanjutkan? kenapa? Tidak usah dilanjutkan? kenapa? E:Di lanjutkan mam,karena tidak membosankan dan

Adv.2

The advantage

banyak variasi latihan yang diberikan, Meningkatkan

Sug.2

of Hot Potatoes

keaktifan mahasiswa “ bagi yang aktif dan pengen belajar lebih “ R: okay esti, makasih utk waktunya dlm sharing ini ya E: sama sama ms


153

Appendix 4. Transcript of Reflection Interview 1_1 Aji[ tri.1.aji]

Questions and answers

Codes

Indicator

R: Siang Aji A: Siang ms R: Makasih ya utk waktunya mau datang ke kantor A: Iya ms. R: Latihan reading kemarin gimana? A: Yang pakai laptop itu ya ms? Menyenangkan. Sangat L.Im.1


memotivasi saya yg malas dengan bacaan. R:Bagaimana pendapatmu tentang latihan reading memakai aplikasi komputer yang sudah kamu kerjakan? A: Latihan reading yang telah dilakukan itu sangatlah

L.Im2

Advantage

of

practice

menarik dan menyenangkan. Kalau pakai kertas bikin bosan. Apalagi ada berwarna dan ada gambarnya tambah menyenangkan. Terlebih lagi juga efektif karena dapat meggunakan waktu dengan semestinya tapi juga efektif. R: Ada bedanya tidak dengan latihan reading yang biasa kamu lakukan? kalo berbeda. Bedanya seperti apa? A: Ya tetap beda lah. Bedanya itu kita bisa lebih mudah

L.Im.3

Advantage

dan simpel. Karena setiap mahasiswa bisa lebih banyak

Practice+

mengetahui materi lebih banyak dalam hal berbahasa

Potatoes

of Hot

inggris...  R: Bagaimana menurutmu latihan teka teki silang untuk kosa kata yang berhubungan dengan measuring tools? Dan apa kekurangannya? A: Menurut pendapat saya berdasarkan analisis yang telah saya pilah dan saya sortir, latihan teka teki itu sangatlah

L.Im.4

Advantage

of

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI menyenangkan, dulu saya tidak suka sama sekali tapi

crossword

dengan latihan ini saya menyukainya. Hanya saja saya

practice

154

sedikit agak bingung tentang kosakata yang agak sulit dan jarang saya dengar pada soal tersebut. R:Bagaimana menurutmu latihan reading memakai pilihan ganda tentang measuring tools? Apa kekurangan latihan itu? A: Simple, gak harus menulis tinggal ng-klik aza. Trs qta Adv.1


bias liat bener apa salah. Menghemat waktu Menurut saya, latihan reading pilihan ganda tersebut sedikit lebih sulit dari reading yang sebelumnya. Karena pada soal ini terdapat wacana yang harus dipahami terlebih dahulu. R:

Bagaimana menurutmu latihan reading tentang benarsalah tentang elctricity? Apa kekurangannya? E: Menurut saya ini lebih mudah dari soal soal lain. Karena hanya

terdapat

2

pilihan(benar

atau

salah)

saja.

memungkinkan kita untuk belajar dan menambah L.Im.5

Advantage

wawasan dalam penggunaan kosakata .. semoga paham

true-false practice

maksud saya. R: Bagaimana pendapatmu tentang latihan reading yg menjodohkan kosa kata yg mirip tentang measuring tools?? A:

Menurut saya kosa kata itu penting utk memahami Adv.2

bacaan. Saya lebih mudah menemukan idea pokok, mencari informasi tertentu, menyimpulkan bacaan jadi lebih mudah. Apalagi kosa-kata ttg teknik beda dengan kosa-kata yang biasa. R: Dari latihan latihan itu latihan soal mana yg kamu sukai? Kenapa ? A: yang paling saya sukai adalah soal teka-teki silang dan

of

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI true false. Untuk teka teki silang saya suka karena saya L.Im.6

Advantage

dapat berimajinasi, menebak-nebak. Sehingga saya dapat

crossword

mengembangkan pemikiran saya dalam berbahasa inggris.

practice

155

of

Untuk true false sendiri sangat saya suka karena lebih mudah. R:Menurutmu latihan - latihan seperti ini bagus tidak? kenapa? A: Latihan seperti ini bagus, lebih menarik, sehingga tidak ngantuk... Sedikit saran ya Ms… dikasih gambar biar lebih menarik lagi R: Apa kesulitanmu mengerjakan soal -soal latihan ini dalam hal mengoprasikan aplikasinya? A:Menurut saya ini mudah untuk pengoperasiannya. R:Sebenarnya saat mengerjakan soal reading kamu pengin dapat apa? A: Harapan saya mengerjakan soal reading adalah untuk menambah kosakata dalam berbahasa inggris, menambah wawasan, dan mendapatkan nilai bagus. R:Menurutmu latihan reading spt ini perlu dilanjutkan? kenapa? Tidak usah dilanjutkan? kenapa? A: Dilanjutkan, karena metode pengajaran ini sangatlah efektif dan tidak bikin ngantuk.

Sug.1

Advantage of Hot potatoes Adding Picture


156

Appendix 5. Transcript of Reflection Interview 1_1Sansan[ tri.1.sans] Questions and Answers

Codes

Indicator

L.Im.1


R: Siang san, silahkan duduk S: Siang ms.. trimakasih R: Trimaksih ya sudah datang S: iya ms… R:Gimana kuliah bhs inggris nya kemarin S: oh.. yang bacaan itu ya ms. Menarik dan tidak membosankan R: Bagaimana pendapatmu tentang latihan reading memakai aplikasi komputer yang sudah kamu kerjakan? S: Cukup bagus bu, kalau pakai laptop seperti ini mengerjakan latihan bisa sesuai kemampuan. Sangat L.Im.2 mudah mengoperasikan applikasinya tetapi masih Sug.1 perlu dibenahi mengenai proses pembelajaran


alangkah lebih baiknya mahasiswa diberikan materi h-3 sebelumnya agar bisa dipelajari lebih dalam mengingat kita juga masih belum banyak hafal vocabulary. R: Ada bedanya tidak dengan latihan reading yang biasa kamu lakukan? kalo berbeda. Bedanya seperti apa? S: Jelas beda,karena lebih menarik,dan kita bisa coba L.Im.3 berulang kali hingga mengerti yang benar. seperti games. Trs saya bisa mengulangi soal nya sampai saya mendapat nilai tervaik. Senang jg soal nya latihan langsung memberi nilai langsung jadi saya nya puas.

Advantage of Hot potatoes


157

R: Bagaimana menurutmu latihan teka teki silang untuk kosa

kata

yang

berhubungan

dengan

measuring

tools?dan Apa kekurangan latihan itu? S: cukup baik,bu cuma karena materi yang diberi h-1 jadi pemahaman mengenai vocabulary kurang maksimal. R: Bagaimana menurutmu latihan reading memakai benarsalah tentang measuring tools? Apa kekurangan latihan itu? S: Sudah bagus bu,fontnya sama desinnya menarik :D R: Bagaimana menurutmu latihan reading tentang benarsalah tentang measuring tools? Apa kekurangannya? S: sudah baik bu,yang ini lebih mudah dipahami. R: Bagaimana pendapatmu tentang latihan reading yg mengisi titik-titik dalam paragraph tentang measuring tools? S: sudah bagus bu, sangat menantang karena saya harus L.Im.4 menyamakan dengan isi bacaan


R: Dari latihan latihan itu latihan soal mana yg kamu sukai? kenapa? S: yang saya sukai yang benar atau salah,gampang soalnya. R: Menurutmu latihan - latihan seperti ini bagus tidak? kenapa? S: bagus kok bu, tapi kalau bisa itu materi dikasih di awal-awal pembelajaran.ibaratnya nih saya kasih buku di pelajari selama 1 semester :D R:. Apa kesulitanmu mengerjakan soal -soal latihan ini dalam hal mengoprasikan aplikasinya? S: masih minim vocabulary.

Sug.2 Practice


R: Sebenarnya saat mengerjakan soal reading kamu pengin dapat apa? S: pemahaman mengenai materi,dan tambah vocabulary R: Menurutmu latihan reading spt ini perlu dilanjutkan? kenapa? Tidak usah dilanjutjan? kenapa? S: Lanjutkan,bagus kok bu R: okay.. trimakasih ya udah dating dan sharing sama ms S: iya ms sama

158


159

Appendix 6. Transcript of Reflection Interview 2_2Handy [tri.2.Hand] Questions and Answers

Codes

Indicator

L.Im.1


Adv.1


R: Selamat sore, handy S: Sore ms R: Trima kasih bisa datang kesini S: Iya ms. Kuliahnya sudah selesai kok R: Bagaimana latihan reading yang kedua kemarin? S: Karena sudah yang kedua jadi lebih terbiasa aza ms. Semakin antusias dlm mengerjakan. Trs yang bikin penasaran nilainya setiap latihan bagus apa jelek hehehee... sangat menantang ms... R: Bagaimana pendapatmu tentang latihan reading memakai aplikasi komputer yang sudah kamu kerjakan? S: Suka banget miss sama cara belajar baru ini, kita jadi hemat kertas terus gak usah ribet print materi dulu. Cuman masih kurang efektif kalo kadang-kadang banyak kecurangan pas ngerjain latihan, ada beberapa orang yang udah ngerjain pake hint terus jawaban nya di catet abis itu pas di kelas tinggal nyatet jawaban nya tanpa ngerti materi yang udah ada, sebenernya gak jadi masalah kalo bener-bener ngerti sama materi nya cuman sayangnya kalo nanti nya cuman buat ngerjain latihan asal bener aja. R: Ada bedanya gak reading yang pertama sama yang kedua? S: Bedanya soal reading yg kedua ini sudah bervariasi. Banyak soal pemahanan bacaan, trs ada menjodohkan, ada mengisi, ada juga TTS nya. Udah semakin komplit ms. R:

Bandingkan soal soal latihan measuring tools dengan electricity yg pernah kamu kerjakan?

S: Soal-soal measuring tools lebih mudah dikerjakan dari electricity karena materi-materi pada latihan lebih sering kita


160

dengan dan sudah kita tahu, sedangkan latihan electricity lebih sulit karena kurang familiar. Trs kalo di bidang teknik mata kuliah ttg fuels baru kami pelajari sem 3 jadi kurang paham. R: Bagaimana menurutmu latihan teka teki silang untuk kosa kata yang berhubungan dengan electricity? S: Ada soal yang mudah dan ada yang sulit, jadi cukup bervariasi. Kekurangan nya, kosa kata yang menjadi isi terlalu panjang jadi agak sulit waktu di kerjakan. R: Dari latihan latihan itu latihan soal mana yg kamu sukai? kenapa? S:Soal pilihan ganda, karna materi nya diambil dari bacaan yang udah ada. R: ada saran buat latihan reading yang ketiga? S: Kalo jenis latihan saya rasa sudah cukup. Sudah Sug1

Suggestion

memenuhi kebutuhan kami. Kalo boleh minta sih tolong dikasih latihan spt itu untuk dibawa pulang. Bisa untuk latihan di rumah. Trs di kelas tinggal mengecek apa kami memahami bacaan atau tidak. Malah bisa latihan speaking jg hehehe R: saran yg bagus handy. R: Menurutmu latihan reading spt ini perlu dilanjutkan? kenapa? Tidak usah dilanjutkan? kenapa? S: Lanjutkan!!! Soalnya kita jadi nambah pengetahuan L.Im.2 bacaan-bacaan yang ada hubungan nya sama teknik, terus metode nya gak bikin bosen/ ngantuk. R: saya rasa cukup. Trimakasih ya sudah mau ngonrol sama ms ttg pembelajaran reading S: iya ms sama sama. Senang bisa membantu

Advantage of Practice and Hot Potatoes


161

Appendix 7. Transcript of Reflection Interview 2_2Esti [tri.2.Esti] Codes

Questions and Answers

Indicator

R: Sore, Esti S: Sore Ms R: Terima kasih ya sudah memenuhi panggilan Ms S: Ya, Ms R: Gimana kemarin latihan reading yang kedua? S: Nilai test saya yang kedua lebih bagus dari L.Im.1

The test improvemnt

yang pertama. Seneng rasanya R: Bagus dunk! S: Iya Ms. Tapi saya merasa msh kurang menguasai bacaan R: Kenapa? S: Iya, kadang saya masih bingung memahami bacaan. R: Terus menurutmu solusi nya apa biar gak bingung? S: Ya, latihan terus Ms. R:

Di

rumah

juga

sudah

mencoba

L.Im.2

Advantage of Hot Potatoes and practice

mengulangi latihannya S: iya ms. Seneng ms. Dirumah saya bias mengulangi latihan reading walau sudah dikerjakan karena khan pake laptop jadi saya perlu mnegingat kembali apa yg sudah saya kerjakan di kelas. Untungnya lagi saya tahu score saya langsung. Latihan mengingat ms. Adv.1 Beda kalo pake kertas. Saya tidak langsung tau score saya. Trs malem kalo pake kertas. R: Bagaimana pendapatmu tentang latihan



162

reading memakai aplikasi komputer yang sudah kamu kerjakan? S: Menurut saya latihan reading menggunakan aplikasi komputer ini sangat bermanfaat dalam menambah kosa kata bahasa inggris saya dan pemahaman dalam membaca teks.

L.Im.3

R: Bandingkan soal soal latihan measuring tools dengan electricity yg pernah kamu kerjakan? S: Menurut saya latihan measuring tools lebih mudah dibanding electricity karena lebih banyak kata-kata yang saya mengerti. Banyak kosa kata dalam electricity yang agak susah saya mengerti terutama saat crossword. R: . Bagaimana menurutmu latihan reading tentang short answer tentang electricity? Apa kekurangannya? S: Latihan reading short answer cukup mudah asalkan kita membaca teks terlebih

Adv.2

Advantage of short answer practice

L.Im.4

Advantage of Practice

Adv3


dahulu. R: Bagaimana pendapatmu tentang latihan reading yg menjodohkan kosa kata yg mirip tentang Fuels? S: Latihan yang menurut saya sangat membantu karena ada penjelasan dan kata yang dimaksud. Sehingga memahami kosa kata lebih mudah. R: Menurutmu latihan - latihan seperti ini bagus tidak? kenapa? S: Membantu mengasah kemampuan bahasa inggris seseorang juga karena membutuhkan kemampuan analisis . Selain belajar Bahasa

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI inggris

kita

juga

belajar

mengenai

pengetahuan alam, Teknik, dsb. R: ada saran utk reading yga selanjutnya? S: soal pemahaman sudah bagus kok ms ada menyimpulakan bacaan, mecari ide pokok, persamaan kata. Sarannya ditambah aza soal2 yang spt itu R: Apa yang kamu harapkan dari pembelajaran reading di kelas? S: Saat mengerjakan soal reading saya ingin meningkatkan

kemampuan

analisis

dan

membaca dengan cepat tetapi mengerti isinya. Selain itu saya juga ingin mengerti banyak istilah teknik di dunia kerja dalam bentuk bahasa inggris. Jadi kami butuh latihan banyak saja biar terbiasa. R: okay. Trima kasih ya S: ya ms sama sama.

Sug.1

Adding exercises

163


164

Appendix 8. Transcript of Reflection Interview 2_2 Aji [tri.2. Aji] Questions and Answers

Codes

Indicator

R: Sore Aji.. silahkan duduk S: Trimakasih ms R: Trimakasih sudah datang untuk sharing tentang pembelajaran reading yg ke -2 kalinya S: Iya ms.. Senang kok bias sharing, sekalian curhat hehehe R: Gimana latihan reading pakai laptop yg ke dua kali? S: Seneng miss rasanya. Saat Ms bilang besok semua bawa laptop utuk pengerjaan reading. Saya

L.Im.1

langsung senang.


R: Kenapa? S: Dulunya saya tidak suka pelajaran reading. Bosen ms. Eh, ternyata ada cara lain buat saya

L.Im.2

bisa gak bosen belajar membaca dlm bahasa

Advantage practice in Potatoes

of Hot

inggris R: Terus gimana pendapatmu tentang aplikasi computernya? Susah gak?

Adv1

S: Tidak susah tinggal ikuti langkah2 nya saja.


Bisa langsung mengerjakan kok. Simple R: Trs apa lagi? S: kita bisa mengerjakan latihan tanpa diganggu orang lain. Interksinya cuma saya dan laptop. Tambahan lagi, saya bisa liat score saya langsung tanpa harus menunggu teman lain selesai mengerjakan. R: latihan-latihannya gimana? S: sudah lebih banyak dari reading yg measuring

Adv 2


PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI tools. R: Bandingkan soal soal latihan measuring tools dengan electricity yg pernah kamu kerjakan? S: Latihan di measuring tool soalnya teka teki

L.Im.3

lebih sedikit, tapi yang di electricity teka tekinya

Advantage of crossword

lebih banyak jadi kosa kata saya bertambah ms. Butuh latihan biar ingat kosa kata nya. R: Kalau yang latihan mejawab pertanyaan sesuai bacaan gimana? S: Saya lebih mengerti latihan yang electricity karena ada dua latihan jadinya pemahaman saya bertambah dalam. Cie.. R: Isi pertanyaan nya bagaimana? S: ya sudah sesuailah ms, ada yg Tanya main idea,

L.Im.4


kesimpulan. Itu cukup untuk pemahaman saya. Sya jadi tambah pintar ciee R: hehehehe.. trs yg teka teki silangnya ? S: sudah bertambah banyak. Bagus kok ms R: apa yang perlu ditambah? S: gak miss kalo kebanyakan latihan juga takutnya waktunya gak cukup. Jumlah latihannya sudah mencukupi kok R: Dari latihan latihan itu latihan soal mana yg kamu sukai? kenapa? S: Semua, kecuali history. Selain rumit, menyita terlalu banyak waktu untuk menemukan jawaban yang pas tanpa menggunakan fasilitas hint. R: Ada saran gak? S: Sudah bagus kok ms. Dilanjutkan saja kalo reading Sug.1 spt ini. Cuma dikasih background yang menarik. R: okay, trimakasih atas waktunya

Suggestion

165


166

Appendix 9. Transcript of Reflection Interview 2_2 Sansan [tri.2. Sans] Codes


Indicator

R: Sore San.... S: Sore Ms.... R: Seneng kamu mau sering kedua kalinya sama kamu S: Saya jg ms R: Bagaimana pendapatmu tentang latihan reading memakai aplikasi computer yang sudah kamu kerjakan? S:

Baik,

menarik,

seru,

asik,

dapat L.Im.1


L.Im.2


menjawab L.Im.3

Advantage of

mengurangi rasa jenuh dalam proses perkuliahan.

R: Gimana latihan reading yg kedua ini? S: Kalo saya sama saja ms. Sama sama menyenangkan. Hehehhe.. yang pertama sudah

bisa

membuat

saya

menikmati

pengerjaan latihan reading lain spt biasanya. Kalo yang kedua ini saya sudah mulai terbiasa.

Jadi

sama

sama

menyenangkan.dan kemampuan reading saya mkn akan meningkat R: jadi gak ada bedanya sama latihan reading yg pertama ya? S: ya sama ms. R: latihan-latihan soalnya bagaimana? S: kalo yang TTS itu sama cuma yg electricity lebih

banyak.

Kalo

yang


pertanyaan

sesuai

bacaan

mendalam

pertanyaannya.

practice

tambah Semakin

mempermudah saya memahami bacaan lebih cepat. Krn ada mencari main idea, mencari

kesimpulan,

menemukan

jawaban singkat. R: Bagaimana nilai test reading? S: jelas meningkat lah ms.. hehehehee…

L.Im.4


Sug.1


R: reading jadi mudah? S: jelas itu ms. Banyak latihan, banyak belajar.

Kemampuanpun

meningkat

Apalagi reading khan butuh banyak membaca. R: latihan latihan kemarin yang susah apa? S: kalo saya sih yg mengisi itu susah. Tapi karena ada HINT semua jadi mudah.. hahahha R: Dasar kamu.. S: iya tow ms. Kalo saya yang penting saya L.Im.6 tertarik dulu, khan setelah itu jadi seneng


trs biasa. R: kalo skrg gimana? S: saya sudah tertarik krn reading pertama, l.Im.7 trs reading kedua sya sudah terbiasa. R: ada saran gak utk reading yg ke tiga? S: apa ya ms… sudah cukup bagus sich ms. Tergantung kita nya ada difasilitasi spt itu ada

kemauan

gak

mengembangkan diri.

buat

belajar


167


R: kalo kamu? S:

jelas

mau

dunk.

Mahasiswa

tinggal

mengerjakan trs menambah kosa kata yang saya butuhkan tentang teknik kok nolak hehehe R: okay dech.. makasih ya sekali lagi sudah sharing S: Dengan senang hati bisa membantu ms.

168


169

Appendix 10. Transcript of Reflection Interview 3_3 Handy [tri.3. Hand]


Codes

Indicator

R: Selamat siang.

S: Selamat Siang ms R: Bagaimana nilaimu dilatihan ketiga kemarin? S: Meningkat terus dari yang pertama ms. Rasanya L.Im.1 seneng.

Advantage

of

practice

R: Ada bedanya tidak latihan sebelumnya dengan yang ketiga ini? S: Kalo jenis latihannya mirip-mirip. Yang beda itu L.Im.2 rasanya. Saya menikmati dlm mengerjakan latihan.

Advantage practice

Walaupun saya harus menghabiskan banyak waktu, tidak spt teman-teman yang cepat dalam mengerjakan. Tapi saya excited sekali. R: Jadi menurutmu latihanya perlu perbaikan tidak? S: Kalo saya sih cukup. Tapi intensitasnya dalam memberi Sug.1

Practice

latihan reading diperbanyak, meski nanti ada yang dikerjakan di rumah atau di kost. R: Latihan seperti ini penting tidak buat kamu? S: kalo saya sih iya. Saya pinginnya bisa mengerti dan dpt mengambil kesimpulan dari setiap bacaan yang saya Sug.2 baca. Kalo terus menerus berlatih seperti jadi mudah. Karena ada yg bilang bisa karena terbiasa. R: iya, bener. . Sebenarnya saat mengerjakan soal reading kamu pengin dapat apa? S: Yang paling penting bisa mengerti materi yang ada di bacaan itu, terus nambah vocabulary baru sama nambah pengetahuan. R: Latihan reading yang sudah kamu kerjakan itu gimana? S: Kalo saya seneng, ada cara lain belajar reading dlm

Practice

of


170

memehami bacaan selain mengerjakan di kertas. Kalo saya L.Im.3

Advantage

pengin nya latihan seperti itu lanjut sampai semester 5.

Hot Potatoes and

R: okay. Trimakasih atas waktunya ya…

suggestion

S: iya ms sama-sama

of


171

Appendix 11. Transcript of Reflection Interview 3_3 Esti [tri.3. Esti]

Questions and Aswers

Codes

Indicator

R: Selamat siang esti S: Selamat siang juga ms. R: Silahkan duduk, santai aja S: iya ms. R: Seneng gak mengerjakan soal bacaan yg ketiga ini? S: Ya, seneng. Latihannya tidak bikin saya bosan. Meski sudah beberapa kali mengerjakan soal latihan yang L.Im.1

Advantage

sama, tetep menikmati. Yang penting dapat nilainya 100.

Practice

of

Kalo sudah 100 baru puas. R: Kamu merasa kemampuan reading mu meningkat tidak? S: Iya lah dari hasil tes saya meningkat walaupun tidak banyak. Tapi yang saya rasakan motivasi saya dlm L.Im.2

Advantage of Hot

mengerjakan soal reading pakai latihan spt ini semakin L.Im.3

Potatoes practice

bagus. Process saya memahami bacaan jg meningkat. Saya jadi tahu kosa kata-kosa kata yang dulu saya tidak tahu sekarang jadi tahu. R: Bagus lah… ada kesulitan tidak dlm mengerjakan latihan? S: Tidak ms, pengoprasian software nya sangat mudah. Tidak butuh banyak waktu utk bisa mengoperasikan Adv.1

Advantage of Hot

applikasinya

Potatoes

R: . Sebenarnya saat mengerjakan soal reading kamu pengin dapat apa? S: Pengennya dapet vocab tambahan yang biasa digunain di buku-buku teknik supaya terbiasa ketika membaca bukubuku teknik yang berbahasa inggris. R: Menurutmu latihan reading spt ini perlu dilanjutkan? kenapa? Tidak usah dilanjutkan? kenapa? S: Perlu dilanjutkan, karena teknik latihan reading


172

seperti ini menambah ketertarikan dan mengurangi L.Im.4

Advantage of Hot

kejenuhan untuk belajar berbahasa inggris dan dapat

Potatoes practice

menambah

vocab

yang

masih

biasanya. R: okay. Trima kasih untuk waktunya S: ya sama-sama ms

asing dikeseharian


173

Appendix 12. Transcript of Reflection Interview 3_3Aji [tri.3.Aji] Questions and Answers

Codes

Indicator

L.Im.1

Advantage of

R: Selamat siang S: Siang ms R: Terima kasih kedatangannya S: Yes ms. No problem R: Bagaimana perkembangan pemahanan membacamu setelah dapat latihan reading pake aplikasi computer ketiga kalinya? S: Meningkat lah. Belajar pake laptop menyenangkan. Bikin

saya

antusias

mengerjakannya.

Hot Potatoes

Apalagi

practice

menjawabnya tinggal ngeklik atau ngetik saja. Hemat tenaga dan biaya.

L.Im.2

Test result

L.Im.3

Advantage of

R: Terus, nilai tiga ujianmu bagaimana? S: allhamdullilah bagus dan meningkat ms. R: ada bedanya tidak latihan sebelumnya dengan yang ketiga ini? S: kalo menurut saya, model nya sama. Bedanya topic nya beda. Hehehe R: la iya lah. Mosok topic nya sama terus bosen dunk nanti

Practice

S: iya ya ms. Hehehhe… Senenng saya dilatihan ketiga ini banyak kosa kata baru yang saya pelajari R: jadi bertambah ya perbendaharaan katanya S: sangat ms. R: nanti kalo tidak dipake jadi lupa lagi? S: Makanya khan keuntungan pake aplikasi ini kalo lupa, tinggal buka laptop buka reading ttg topik yang dimau trs dikerjakan. Jadi ingat kembali tow ms. Pake file, jadi gak gampang hilang. R: Menurutmu latihan reading yang ketiga ini perlu perbaikan tidak?

Adv.1


PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI S: Cukup ms. Porsinya sudah cukup. Yang buat pemanasan

174

Suggestion

2 latihan, 2 latihan untuk pemahanan test, trs satu utk pemahaman umum yg berhubungan dengan text. Trs dilanjut speaking. sudah pas itu ms

Adv.2

R: Oke. Penting tidak latihan seperti ini?

Advantage

of

Practice

S: Jelas lah. Yang penting buat kami mahasiswa teknik khan bisa mengerti isi bacaan ttg teknik. Nah latihan ini memberikan solusi agar kita bisa belajar memahami bacaan. R: trs tentang kosa katanya bagaimana?

L.Im.4

S: Kosa- kata dilatihan ini berhubungan dengan teknik. jadi

Advantage Hot

menambah kosa-kata kami . Bagus ini latihan TTS nya

practice

tentang kata kata berhubungan dengan teknik. Saya paling suka latihan yang teka teki silang. R: Perlu dilanjut tidak latihan seperti ini? S: iya lah ms. Bantu kami buat mengerti bacaan dengan sering memberi latihan R: okay. Trima kasih ya sudah berbagi pengalaman dengan ms anna S: ya ms… saya seneng juga kok

Sug.1

practice

of

potatoes


175

Appendix 13. Transcript of Reflection Interview 3_3Sansan [tri.3.Sans] Questions and Answers

Codes

Indicator

R: Siang san.. Gimana kabarmu? S: Baik ms. R: Terima kasih ya sudah datang ke sini S: iya ms. Sama-sama R:Bagaimana nilai tiga test tentang pemahaman bacaan? S: Bagus ms. Meningkat drastis.

L.Im.1

Test result

R: oh ya? S: iya. Kalo menurut saya latihan terus itu L.Im.2

Advantage of

penting kalo mau lancar dlm memahami

practice

bacaan. R: Jadi menurutmu latihan- latihan seperti yang kemarin itu perlu gak? S: iya sangat. Dulu saya males banget L.Im.3

Advantage of

membaca bacaan spt ini, tapi ternyata

practice

membaca itu menyenangkan dengan cara ini. Menyimpulkan bacaan jadi lebih mudah karena saya memahami bacaan dengan cara ini.

Latihan

yang

krmn

pake

aplikasi Adv.1

Advantage of Hot

computer. Jadi tambah semangat. Latihan

Potatoes

diulang-ulang gak bosen dan memahami Adv.2

Advantage of Hot

bacaan tambah mudah krn soal soalnya

Potatoes

melatih pemahaman bacaan. R: Keuntungan lain yang kamu dapat apa? S: kalo pake laptop seperti ini, walaupun score jelek yg didapat gak malu ms. Khan

Advantage of hot

cm saya dan laptop yang tahu.

potatoes practice

R: Terus, menurutmu kemampuanmu dlm


176

menganalisa bacaan meningkat tidak? S: iya ms. Secara bertahap. Butuh latihan L.Im.4

Advantage

terus.

practice

of

R: ada bedanya tidak bacaan yang ketiga ini dengan latihan sebelumnya? S: ada ms. R: Apa itu? S:

latihannya

berasa

mudah.

Saya

bisa

mengerjakan lancar. R: soalnya terlalu mudah? S: tidak ms. Karena khan saya sudah mulai mengenali kalo pertanyaan atau soal soal bacaan biasanya spt itu itu. Jadi karena sudah tiga kali mengerjakan jadi berasa cepat L.Im. 5

Advantage f Practice

memahami pertanyaannya karena sudah sering latihan. Menyenangkan dech. R: jadi bukan karena soalnya terlalu mudah S: tidak ms. Menyimpulkan sebuah bacaan jadi mudah kalo sering berlatih R: sip lah. Sebenarnya kalau kamu mengerjakan latihan bacaan spt ini pengin dapat apa ? S: ya tentunya isi bacaan. Memahami isi bacaan dengan cepat. Menyimpulkan bacaan dengan cepat juga. R: perlu dilanjut tidak latihan seperti ini S: iya ms. Dipertahankan. Kalo latihan Adv.3

Advantage

reading seperti ini saja. Menyenangkan.

Practice

R: okay. Trima kasih ya sudah mau berbagi pengalaman tentang pembelajaran reading di kelas. S: iya ms sama sama

of


177

Appendix 14. Transcript of reflection interview 1 _ all students [tri.1. all.st]

Questions (Q) and Answer( A)

Codes

Indicator

R: Selamat siang S: Siang, Ms Q1: Latihan yang sudah kalian kerjakan membantu

kamu

meningkatkan

kemampuan reading tidak? A1: membantu A2:

sedikit.

Saya

masih

bingung

L.Im.1

The advantage of Practice

mengerjakannya karena baru pertama kali mungkin A3: kalo saya seneng saja sudah cukup , L.Im.2 nanti lama-lama meningkat A4: motivasi saya terbantu

L.Im.3

Q2: latihan - latihan itu membantumu dlm memahami baca tidak? A4: masih kesusahan, belum terbiasa A5:Iya Ms. membantu A6: setuju , membantu sekali

Q3: Bagaimana dengan latihan reading dengan aplikasi komputer seperti ini? A6: Hal yang baru mengerjakan soal L.Im.4 latihan reading dengan laptop A7: menarik. Latihan nya bisa langsung kasih nilai setelah mengerjakan. Jadi semangat A8: Latihan ini membuat saya tidak mau

L.Im.5



178

kalau nilai saya jelek karena yang tahu saya dan laptop saja.

Q4: latihan ini membantu kamu dalam hal apa saja? A9: latihan kosa-katanya menarik A10: pertanyaan bacaannya melatih kami

Adv.1

Advantage of Hot Potatoes practice

membuat kesimpulan tentang bacaan. A11: fill in the gapnya melatih saya Adv.2 memahami sebuah paragraph utk mencari ide pokok.

Q5: Ada bedanya tidak latihan yang biasa dilakukan dengan yang ini? A12: tentu saja. Pake media laptop jelas lebih menarik A13: hemat kertas dan waktu A14: tidak bosen dan ngantuk

Q6: latihan seperti ini penting tidak buat kamu? A15: tentu

Q7: Perlu dilanjutkan tidak latihannya? A19:: Perlu ms. lanjutkan A20:kalo Cuma sekali ini percuma kalau saya bilang makanya dilanjutkan R: okay, trimakasih S:iya ms.. sama sama

L.Im.6


PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI Appendix 15. Transcript of reflection interview 2 _ all students [tri.2. all.st]


Codes

Indicator

R: Selamat siang S: Siang, Ms

Q1: Latihan yang sudah kalian kerjakan membantu

kamu

meningkatkan

kemampuan reading tidak? A1: iya, Tentu saja A2: jelas membantu ini khan yang kedua L.Im.1 kalinya.

The advantage of

A3: semangat membaca saya terbantu

Practice

L.Im.2

Q2: Terus, hasil nilai test kalian yg kedua L.Im.3

Test result

kalinya ini bagaimana? A4: Alhamdulillah meningkat ms. A5: meningkat lah A6: karena semangat belajarnya jadi nilai nya bagus.

Q3: latihan - latihan itu membantumu dlm memahami baca tidak? A7: membantu ms, apalagi bacaannya L.Im.4

Advantage

tentang teknik kami sedikit tahu karena

practice

sesuai dengan latar belakang pendidikan kami. A8:Iya Ms. membantu

Q4: Bagaimana dengan latihan reading dengan aplikasi komputer seperti ini?

of

179

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI A9: Menyenangkan. Kalo mengerjakan Adv.1

Potatoes

latihan pake laptop waktunya tidak terbatas,

bisa

kemampuan

mengerjakan

kita.

Tapi

Advantage of Hot

sesuai

kendalanya

dikelas 100 menit sekali pertemuan tidak bisa diperpanjang A10: saya antusias sekali. Menurut saya 100 menit cukup kok ms. Malah lebih, saya bisa mengulangi latihan lagi. A11: kami jadi tidak tergantung dosen, Adv.2 langsung aza buka laptop, kerjakan, nilai


sudah ada setelah kita mengerjakan

Q5: latihan ini membantu kamu dalam hal apa saja? A12: kata-kata yang berhubungan dengan L.Im.5

teknik A13: mencari isi utama bacaan.

Advantage practice

Q6: Ada bedanya tidak latihan yang pertama dengan kedua ini? A14: sama sih ms. Tapi kalo yang kedua, soal kosa-kata nya lebih variatip A15: latihan bacaan sudah ditambah jadi lebih mengerti isi bacaan A16: menarik ada gambar

Q7: latihan seperti ini penting tidak buat kamu? A17:

penting.

bacaan

Cara

baru

memahami Adv.3

Practice

of

180


Q8: Perlu dilanjutkan tidak latihannya? A19:: Perlu ms. lanjutkan A20: biar kami terbiasa dengan bacaan tentang teknik lebih baik dilanjutkan

R: okay, trimakasih S: ya ms.. sama sama

Sug.1

Practice

181


182

Appendix 16. Transcript of reflection interview 3 _ all students [tri.3. all.st]


Codes

Indicator

R: Selamat siang S: Siang, Ms Q1: Latihan seperti yang sudah kamu kerjakan membantu kamu meningkatkan kemampuan reading tidak? A1: Iyaa lah Ms. Saya jadi lebih paham

L.Im.1

karena pertanyaan-pertanyaan bacaan

The advantage of

menanyakan seputar kesimpulan, ide

Practice

pokok, kosa kata yang berhubungan dengan text, mencari infromasi dlm bacaan. A2: Saya jadi lebih menengerti maksud L.Im.2 dari

bacaan

setelah

menjawab

pertanyaan. A3: kalo saya latihan seperti itu membantu saya tertarik untuk mengerjakan soal.

L.Im.3

Q2: Semua itu membantumu dlm memahami baca ya? A4: Iya Ms. Sangat membantu A5: setuju , membantu sekali

Q3: Bagaimana dengan latihan reading dengan aplikasi komputer seperti ini? A6: Sangat membantu juga. Saya senang nya latihan ini bisa langsung memberi score setelah pengerjaan. Jadi saya bisa

L.Im.4



183

tahu kemampuan saya. A7: Saya bisa mengerjakan beberapa kali supaya nilai saya meningkat. Latihan spt L.Im.5

Test result

ini menyenangkan.

Q4: Terus, hasil nilai test kalian yg ketiga kalinya kmrn bagaimana? A8: Alhamdulillah meningkat ms.

L.Im.6

A9: meningkat lah

Test result

A10: sebagian besar dari kami meningkat

Q5:

Jadi

bisa

dikatakan

kemampuan

membacamu meningkat ya A11: iya lah ms. Yang penting latihan terus menerus pasti terbiasa

Advantage L.Im.7

practice

A12: saya meningkat dalam kosa-katanya. Kosa-kata saya bertambah. A13: Saya menjadi tahu istilah teknik A14: saya menengerti isi bacaan dengan cepat

Q6: ada bedanya tidak latihan yang pertama, kedua dengan yang ketiga ini? A15: Sama sama menarik. A16: Kalo yang ketiga Sudah lebih komplit Sug.1 latihannya dan diberi latihan dibawa pulang juga.

Q7: latihan seperti ini penting tidak buat

Practice

of


kamu? A17: penting lah ms. Senang rasanya A18:

kalo

saya

itu

penting

karena

berhubungan dengan teknik

Q8: Perlu dilanjutkan tidak latihannya? A19:: Perlu ms. lanjutkan A20:Dikasih latihan dibawa pulang jg Sug.2 tambah bagus. R: okay, trimakasih S: ya ms.. sama sama

practice

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Appendix 17. Need Analysis Questionnaire Instrument

KUESTIONER Nomer Mahasiswa

:

Kelas

:

Berilah pendapat terhadap kelas Bahasa Inggris yang anda ikuti sekarang serta harapan terhadap pembelajaran membaca dalam Bahasa Inggris dengan cara memberi tanda centang (√) yang mewakili pendapatmu terhadap suatu pernyataan. Isilah pernyataan dengan penilaian sebagai berikut: 1. Sangat Setuju 2. Setuju 3. Biasa Saja No

4. Tidak Setuju 5. Sangat Tidak Setuju Pernyataan

Respon 1

1

Saya memahami bacaan, materi dan referensi tentang Teknik Mesin yang menggunakan Bahasa Inggris.

2

Saya perlu memiliki kemampuan dalam membaca bacaan dan referensi dalam Bahasa Inggris sehingga dapat membantu saya untuk mendapat nilai bagus dalam kuliah teknik.

3

Jenis pekerjaan yang akan saya lakukan nanti menuntut saya untuk bisa membaca berbagai macam bacaan, artikel dan referensi dalam Bahasa Inggris.

4

Kebanyakan buku dan referensi yang saya butuhkan untuk meningkatkan keterampilan teknik saya adalah berbahasa Inggris, sehingga saya harus mampu membaca dengan baik dalam Bahasa Inggris.

5

Kemampuan saya membaca dalam Bahasa Inggris tidak akan menjadi semakin baik jika saya tidak sering berlatih.

6

Dengan banyak latihan soal dalam membaca (reading), saya akan mampu membaca bacaan dan referensi tentang teknik dengan mudah.

2

3

4

5

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 7

Membaca dan memahami SOP, bacaan, dan referensi tentang Teknik Mesin lebih mudah jika saya mampu memprediksi bacaan yang akan saya baca.

8

Kecepatan menebak kosakata yang susah dalam bacaan teknik berbahasa Inggris, membantu saya dalam memahami bacaan secara cepat.

9

Pengetahuan teknik saya akan bertambah luas saat saya mampu menarik kesimpulan dari sebuah bacaan dengan cepat.

10

Memahami referensi tentang teknik menjadi mudah jika saya dapat dengan cepat menemukan pokok pikiran dalam bacaan.

11

Kemampuan memaknai bacaan sesuai dengan latar belakang ilmu saya sangat membantu saya dalam mempelajari bacaan teknik yang berhahasa Inggris.

12

Saya sadar bahwa teknologi (kamus elektronik, film pendek di youtube dan googling) membantu saya dalam belajar Bahasa Inggris.

13

Ketika saya berlatih membaca dengan menggunakan aplikasi komputer, fitur-fitur yang saya harapkan mampu menyediakan latihan yang interaktif, sehingga saya bisa mengevaluasi kemampuan membaca saya sendiri.

14

Berlatih membaca (reading) menggunakan aplikasi komputer dengan banyak fitur akan membuat saya tidak bosan dalam mengerjakan latihan soal.

15

Latihan membaca menggunakan aplikasi komputer mempermudah saya mengatur kecepatan belajar sesuai dengan kemampuan saya.

16

Latihan membaca menggunakan aplikasi komputer yang mudah dioperasikan, mempermudah saya belajar Bahasa Inggris.

17

Latihan membaca dengan aplikasi komputer yang saya harapkan adalah aplikasi yang dapat diakses secara mandiri.

18

Latihan membaca dengan aplikasi komputer tersebut dapat menyediakan penyelesaian mengenai kosakata dalam teknik.

186

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 19

Latihan membaca dengan aplikasi komputer tersebut dapat menyediakan latihan yang langsung berhubungan dengan bidang teknik yang saya pelajari.

20

Latihan membaca dengan aplikasi komputer tersebut diharapkan mampu memberikan kesempatan saya terbiasa berlatih membaca dengan nyaman.

Terima kasih partisipasi anda

187

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI Appendix 18. Students’ Need Analysis Questionnaire answer

188


189


190

Appendix 19. Model Test from Cycle I to Cycle II Test I Measuring and measuring tools Accurate measurement is the basis of good engineering and crafting practice. The accuracy of any measuring device depends on the user as much as on the design of the tool. Measuring is not only checking the length, width or thickness of an object but also checking of the shape – things like the flatness, straightness, roundness or squareness. Measuring tools are also used for inspecting a finished or partly finished product. All measuring tools are precision tools. You must take good care of them to keep them in good shape to maintain accuracy. There are two systems of measurement. The traditional system used in the United States is the US customary system. It is based on the English imperial system of measure. The second is called the SI system (Metric system). The metric system is an international decimalized system of measurement, first adopted by France in 1791, that is the common system of measuring units used by most of the world. All measuring tools have metric or imperial graduations or a combination of both. One big advantage of the metric scale is that it eliminates the necessity for a range of fractional sizes. The markings on a metric rule are every millimeter with the figures marked at 10mm intervals. Fractions are not used in the SI system. The examples of gauges and tools are first, Ruler and scales. They are used to measure lengths and other geometrical parameters. They can be single steel plate or flexible tape type tool. Second is Callipers. They are normally of two types- inside and outside calliper. They are used to measure internal and external size (for e.g. diameter) of an object. It requires external scale to compare the measured value. Some callipers are provided with measuring scale. Other types are odd leg and divider calliper. I. Answer the questions! 1. What are two system of measurement? How they are different? 2. What is measuring? 3. What is the main idea of the fourth paragraph? 4. Mention 2 other measuring tools and its functions except example in the passage! 5. What can you conclude from the passage? II. What is the synonym of these words by finding the similar words in the passage? 1. Usually 2. To take care of 3. A specific measurement tool 4. To supply 5. A set or a Seri


191

Test II I. Reading comprehension Electricity is running all around you, but it is not very easy to see. It runs in lines, underground and as part of a multitude of items in your home. It helps power your computers, your flashlights, your toys and the lights in your home. Sometimes it helps heat things on the stove or provides heat for your home. Types of Electricity There are two main types of electricity: direct current and alternating current. Direct current electricity is found in the things that are powered by batteries. This includes your flashlights and toys that have batteries in them. Alternating current electricity is the kind of electricity that is commonly found throughout your home or in businesses. Electricity in Nature Some electricity is also naturally occurring. When you see flashes of lightning in the sky, you are seeing examples of natural electricity. You also have natural electricity in your body. You can't usually feel it, but when your brain sends signals to parts of your body, it is actually sending small bits of electricity to tell your body what to do. Making Use of Electricity While electricity is all around us and some electricity can even occur naturally, it is still important to use electricity wisely. This includes conserving electricity and making sure you do not waste the electricity that you have. A few ways you can make the best use of electricity at home include: * Turning off lights when you are not using them * Trying not to use your AC when it is hot outside or heat when it is cold outside * Take a quick shower instead of heating water for a bath * Use a microwave instead of an oven to cook snacks * Switch out regular light bulbs with energy-saving bulbs * Unplug electronic devices that aren't in use Electricity is a pretty powerful force and it is used in many aspects of your daily life. Take some time to look around you and find all of the ways that electricity plays a role in your day. A. Answer the question by choosing the choosing answer! 1. The purpose of this passage is to a. Encourage people to conserve electricity b. Explain how electricity was invented c. Give a general overview of electricity d. Tell about things in your home that use electricity 2. What is the main idea of the passage? a. Electricity comes in many types and it is used in many ways b. Electricity is really cool but should be conserved c. Electricity is very dangerous and should be avoided d. Electricity has been around forever 3. Where are you likely to find alternating current electricity? a. In the lights in your home c. in a toy b. In the flashlight d. in a computer


192

4. Which type of electricity is not natural electricity a. Lighting b. brainwaves c. static d. oven 5. This passage would most likely be found in….. a. Textbook c. blog b. Newspaper d. encyclopedia

II. Reading Comprehension Although electricity had been known to be produced as a result of the chemical reactions that take place in an electrolytic cell since Alessandro Volta developed the voltaic pile in 1800, its production by this means was, and still is, expensive. In 1831, Michael Faraday devised a machine that generated electricity from rotary motion, but it took almost 50 years for the technology to reach a commercially viable stage. In 1878, in the US, Thomas Edison developed and sold a commercially viable replacement for gas lighting and heating using locally generated and distributed direct current electricity. The world's first public electricity supply was provided in late 1881, when the streets of the Surrey town of Godalming in the UK were lit with electric light. This system was powered from a water wheel on the River Wey, which drove a Siemens alternator that supplied a number of arc lamps within the town. This supply scheme also provided electricity to a number of shops and premises to light 34 incandescent Swan light bulbs. A. Answer the following question based on the reading text 1. 2. 3. 4. 5.

What is the suitable title for the text above? What is chemical reaction? What is main idea of the first paragraph? What can you conclude from the text above? Who is Michael faraday?


193

Test III I. Answer the questions 1. Mention some energy sources 2. Mention some elements properties

Reading The manufactured solid fuels include, charcoal, coke, briquettes, etc. They are obtained from the natural fuels, like wood, coal, etc. Out of the mentioned various manufactured fuels. The charcoal occupies the first place in India. In some parts of the country, for example, Mysore, huge quantities of charcoal are being used till today in blast furnaces for reducing iron ores, etc. In many homes, charcoal is used for cooking purposes. Charcoal is a produce derived from destructive distillation of wood, being left in the shape of solid residue. Charcoal burns rapidly with a clear flame, producing no smoke and developing heat of about 6,050cal/kg. Coke is obtained from destructive distillation of coal, being left in the shape of solid residue. Coke can be classified into two categories: soft coke and hard coke. Soft coke is obtained as the solid residue from the destructive distillation of coal in the temperature range of 600-650 degree Celsius. It contains 5 to 10% volatile matter. It burns without smoke. It is extensively used as domestic fuel. Hard coke is obtained as solid residue from the destructive distillation of coal in the temperature range of 1200-1400 degree Celsius. It burns with smoke and is a useful fuel for metallurgical process. II. Questions 1. What the best title of this passage? 2. What is charcoal usually used for? 3. What are the difference between soft coke and solid coke? 4. What is the main idea of second paragraph? 5. What can you infer about coke? Reading The term briquettes is used in respect of the dust, Culm, slack and other small size waste remains of lignite, peat, coke, etc. compressed into different shapes of regular form, with or without binder. Dust and rubble result in considerable percentage during mining, transportation, etc. and the briquetting industry is, therefore, an important step towards the saving of fuel economy. Good briquettes should be quite hard and as little friable as possible. They must withstand the hazards of weather, and must be suitable for storing and general handling in use. These properties are imparted to briquettes by a correctly selected binder, or suitable processing such as pre-heating, pressing, etc. Amongst the binders, asphalt, and pitch are most commonly used, giving fine results. The general conclusion is that 5-8% binder should be used to produce high quality briquettes. III. Questions 1. How are briquettes formed? 2. What the classification of good briquettes? 3. What can you conclude from the short passage? 4. What is giving fine result? 5. Dangerous is similar with ......... in the passage.

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI Appendix 20. The students’ works of reading from Cycle I to Cycle II Cycle I

194


195

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI Cycle II

196


197

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI Cycle III

198


199


200

Appendix 21. Observational Notes from First Cycle to Third Cycle

Observational Notes in First Cycle (adapted from a course in Language Teaching Practice and Theory) What learner do

What this involves

Teacher’s purpose

• Listening and • Students • The teacher gave a paying attention answered the picture of a measuring to the teacher. teacher tool and asked the questions about students to say • Answering the the picture given something about the teacher questions orally. picture. about a topic

• Doing warming • Students did • The teacher asked the up activities in exercises related students to do to the topic. The the Computer warming-up activities application. exercises were in the computer crossword, application matching. • The students answered the students questions related to how to do the exercises.

Comment • Some students tried to answer the teacher’ question • Some of the students just listened to their friends • Some students didn’t pay attention to teacher explanation. • The teacher tried to focus students’ attention by choosing some students who didn’t pay attention. • Most students felt excited doing the exercises. • Some of them directly concentrate doing the exercises, some of them just opened the exercises and changed to another exercises without answering them. It seemed they were just curious to know what kinds of activities they would be done. • Some students had difficulty to do the exercises. • Some of them


201

opened dictionary to answer the questions in exercises given. • Doing exercises • Students read • The teacher in reading reading text and monitored the comprehension answer the students’ activities questions about and if there was a measuring tools question, she came to the student personally and listened to students’ question

• Doing the review • Students read • The teacher activities in reading text and monitored the computer answer the students’ activities application questions about and if there was a measuring tools question, she came to the student personally • The exercise was and listen to students filling the gap in question a paragraph.

• Most of students were enthusiastic doing the exercises. They felt interested to the reading practice • Some students still have difficulty to grasp the meaning of the text. • Some of students still have difficulty in doing the exercise • Students were pleased because after they did the exercises they got the score. • Some students got difficult in answering the question because they didn’t know much about the vocabulary. In this exercises the students mostly opened the e dictionary or googling. • Some students repeated the exercises in order to get a good score while waiting their friends who hadn’t finished doing the exercises.


202

Observational Notes in Cycle II What learner do What this involves Teacher’s purpose Comment • The students • The game was about • She gave a game to • The students were grouped and one of guessing games. The focus the students’ excited and the members of the game was related to attention and attack enthusiastic in the group should mimic the electronic students’ attention. games. the appliance and appliance and its • The students would • They were active in the rest guessed function. guessing games. be able to relate what the appliance what they had done • Most students felt is. with the topic they interested in the would be talked. games. They enjoyed the games. • Doing warming-up • Students did • The teacher asked the • Most students felt activities in the exercises related to students to do excited doing the Computer application. the topic. The warming-up activities exercises. exercises were in the computer • They directly crossword, matching. application concentrate doing • The students the exercises. answered the • They seemed get students’ questions. used in doing the exercises. • They were attracted in the exercises. • Some students opened the e dictionary and goggling. • Some students did the exercise for several times to get better score. • Doing exercises in • Students read • The teacher • Most of students reading reading text and monitored the were enthusiastic comprehension answer the questions students’ activities doing the exercises. about electricity. They felt interested and if there was a question, she came to to the reading • The exercises were the student personally practice. multiple-choice and and listens to • Some students had true-false. students question. a joke and they competed who got the higher score. • Doing the review • Students read • The teacher • Some students activities in computer reading text and monitored the repeated the application answer the questions students’ activities exercises in order

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI about electricity • The exercise was filling the gap in a paragraph.

and if there was a question, she came to the student personally and listen to students question

203

to get a good score while waiting their friends who hadn’t finished doing the exercises. • Some students were pleased because they got high score and showed to his friends.


204

Observational Notes in Cycle III What learner do What this involves Teacher’s purpose Comment • Making a group • Students • The teacher gave 4 • Most students discussed in pictures related to talked each other in • Discussing a topic group about fuels. She asked the group and tried to which given by pictures given. her students to discussed the topic teacher discuss the picture • The students • Some students just were involved in • After 10 minutes , wrote the answer individual task the teacher asked given by other and group task the group to share friends. their answer • Some students were active in group • Doing warming- • Students did • The teacher asked the • Most students felt up activities in exercises related students to do excited doing the to the topic. The the Computer warming-up activities exercises. application. exercises were in the computer • They directly crossword, application concentrate doing matching. • The students the exercises. answered the • They seemed get students’ questions. used in doing the exercises. • They were attracted in the exercises • Some students opened the e dictionary and goggling • Doing exercises • Students read • The teacher • Most of students in reading reading text and monitored the were enthusiastic comprehension answer the students’ activities doing the exercises. questions about and if there was a They felt interested fuel. question, she came to to the reading the student personally practice • The exercises and listen to students • Some students had were multiplequestion choice and truea joke and they false. competed who got the higher score • Doing the review • Students read • The teacher • Some students activities in reading text and monitored the repeated the computer students’ activities exercises in order answer the application questions about and if there was a to get a good score fuel. question, she came to while waiting their the student personally friends who hadn’t • The exercise was and listen to students finished doing the filling the gap in question exercises. a paragraph.


205

• Some students were pleased because they got high score and showed to his friends.


Appendix 22. Photographs of Learning Process

206

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI Appendix 23. The Test Result No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 Ʃ mean

pre test 45 65 55 60 70 60 55 65 75 70 50 65 70 55 65 70 55 50 60 70 60 65 75 50 65 60 60 65 61.7857

Tes 1 60 70 60 70 65 75 55 75 85 70 60 70 70 65 70 65 55 55 60 70 65 75 80 60 70 70 70 75 67.5

Tes 2 70 65 75 85 75 75 65 70 90 80 75 65 85 75 80 75 60 70 80 85 65 90 75 60 80 80 70 80 75

Tes 3 75 70 80 85 80 80 70 75 85 70 75 70 80 75 80 80 70 70 75 80 75 90 90 75 90 85 80 80 78.21429

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI Appendix 24. The Descriptive Statistics Statistics Pre test N

Valid

Test 1

Test 2

Test 3

28

28

28

28

0

0

0

0

Mean

61.79

67.50

75.00

78.21

Median

62.50

70.00

75.00

80.00

65

70

75

80

7.843

7.515

7.278

6.268

Minimum

45

55

60

70

Maximum

75

85

90

90

1730

1890

2100

2190

Missing

Mode Std. Deviation

Sum

208


Appendix 25. The Test Improvement of Every Cycle

Statistics Peningkatandari PeningkatandariT PeningkatandariT Pre test keTes 1 N

Valid

es 1 ke Test 2

es 2 ke Test 3

28

28

28

0

0

0

Mean

5.71

7.50

3.21

Median

5.00

10.00

5.00

10

10

5

5.394

7.391

6.118

Minimum

-5

-5

-10

Maximum

15

20

15

160

210

90

Missing

Mode Std. Deviation

Sum

209


Appendix 26. The Diagram of Test Result Improvement from Cycle I to Cycle III

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COMPUTER-ASSISTED LANGUAGE LEARNING TO IMPROVE READING COMPETENCE OF MECHANICAL ENGINEERING STUDENTS: AN ACTION RESEARCH

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