| dc.description.abstract | This classroom action research was intended to improve reading
comprehension achievement of the tenth grade students of ATR
This Classroom Action Research was done in two cycles in which each cycle
covered three stages of activities, they are planning of the action, implementing of the
action that included teaching and observing, and evaluating that included testing and
reflecting. Each cycle was conducted in two meetings. Then, the data of the students’
reading comprehension achievement were collected by administering the
achievement test after the actions given. Observation was used to measure the
student’s active participation in teaching and learning reading comprehension
achievement by using One Minute Paper technique. Then, the supporting data were
collected by interview and documentation.
In meeting 1 of the first cycle, the result of observation in the teaching
learning process of reading comprehension by using One Minute Paper technique
showed that there were only two indicators that fulfilled the percentage required.
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There were 27 students or 81.8 % of the whole students were active in doing
exercises with the group and all the students
In Cycle 1, the results of reading comprehension achievement score that the
mean score was 67.03. This mean the score was categorized as fair. It had not
achieved the target mean score requirement in this classroom action research, that
was at least 71. Besides, there were only 20 or 60.6 % students who got scores ≥ 71.
On the other hand, the percentage required in this research that was ≥ 65 % of the
students got scores ≥ 71. It could be concluded that the action given in the first cycle
had not been successful yet. It showed that this research result had not fulfilled the
criteria of the success in this research. Therefore, the actions in Cycle 2 were
conducted in order to improve the students’ reading comprehension achievement by
using One Minute Paper technique.
The actions were continued to Cycle 2. Based on the results of observation,
there was improvement on the percentage of the students in doing each indicators
being in the first meeting of Cycle 2. All students
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Minute Paper technique. 25 students or 75.7 % of the whole students did the Exercise
3 individually. In this meeting there were 22 students or 66.7 % of the whole
students did at least four indicators. It means that the observation results in this first
meeting of the second cycle had fulfilled the standard requirement in this research.
In the second meeting, there was also improvement on the percentage of the
students in doing each indicator being observed. All students
The results of students’ the mean score in reading comprehension
achievement test in the second cycle was 75.7 that were categorized as good. It had
achieved the target mean score requirement in this classroom action research, that
was at least 71
Based on the above results, it could be concluded that the teaching reading
comprehension achievement by using One Minute Paper technique could improve the
students’ reading comprehension achievement as well as their active participation in
teaching and learning process of reading comprehension. Therefore, the researcher
suggested to the English teacher to use One Minute Paper technique in teaching
reading comprehension. | en_US |
