| dc.description.abstract | This
C
lassro
om
Ac
ti
on
R
e
se
a
rc
h
wa
s
int
e
nd
e
d
t
o
im
pr
ove
the
se
v
e
nth
gr
a
de
students’
a
c
ti
ve
p
a
rticipa
ti
on
a
nd
their
r
e
a
din
g
c
o
mpre
he
nsion
a
c
hieve
me
nt
b
y
usin
g
a
uthentic
re
a
ding
mat
e
ri
a
ls
a
t
S
MP
N
e
g
e
ri
2
P
uge
r
in
the
20
1
2/2013
a
c
a
d
e
mi
c
y
e
a
r.
This
re
se
a
r
c
h
subj
e
c
ts
we
re
the
students
of
c
lass
V
II
G
that
wa
s
de
ter
mi
ne
d
purpo
sivel
y
,
be
c
a
use
th
e
ir
re
a
ding
c
ompr
e
he
nsio
n
a
c
hiev
e
ment
sc
o
re
wa
s
low
(the
ir
mea
n
sc
or
e
wa
s
57.2)
wh
ich
wa
s
be
low
the
stand
a
rd
maste
r
y
of
En
g
li
sh
of
the
sc
hool
(65)
.
I
t
wa
s
known
fr
o
m
the
re
sult
of
int
e
rvie
w
with
the
Eng
li
sh
tea
c
he
r
in
the
pr
e
li
mi
na
r
y
stud
y
.
B
e
sid
e
s,
the
y
a
lso
sti
ll
fa
c
e
d
di
ff
iculti
e
s
in
c
ompr
e
he
ndi
ng
En
g
li
sh
tex
ts,
e
spec
iall
y
in
de
sc
riptiv
e
tex
t.
The
y
h
a
d
p
roble
ms
in
c
ompre
he
ndi
ng
wo
rds,
se
ntenc
e
s,
pa
ra
g
r
a
phs,
a
nd
the
whole
tex
t.
F
inall
y
,
both
the
re
se
a
rc
h
e
r
a
nd
the
Eng
li
sh
tea
c
h
e
r
a
g
r
e
e
d
to
a
ppl
y
a
uthentic
r
e
a
di
ng
mate
ri
a
ls
fr
om
int
e
r
ne
t
a
s
the
re
a
din
g
mate
ria
ls
in
tea
c
hing
re
a
din
g
be
c
a
use
the
y
we
r
e
e
x
pe
c
ted
to
be
be
ne
fic
ial
for
the
studen
ts
t
o
ove
rc
ome
their
pr
oblems
i
n
re
a
din
g
c
ompre
he
nsion
.
This
r
e
se
a
r
c
h
wa
s
c
a
r
rie
d
out
in
two
C
y
c
les.
Ea
c
h
c
y
c
le
c
ove
r
e
d
th
e
sta
g
e
s
that
include
plannin
g
the
a
c
ti
on,
im
pleme
nti
n
g
th
e
a
c
ti
on,
obs
e
rvin
g
a
nd
e
va
luatin
g
,
a
nd
re
fle
c
ti
ng
the
a
c
ti
on
.
The
se
a
c
t
ivi
ti
e
s
we
re
c
onduc
ted
in
e
a
c
h
C
y
c
l
e
.
The
fir
st
c
y
c
le
wa
s
c
ondu
c
ted
in
thre
e
mee
ti
n
g
s
including
the
re
a
din
g
test.
The
da
t
a
a
bo
ut
the
students’
re
a
din
g
c
ompr
e
he
nsion
a
c
hieve
m
e
nt
we
re
c
oll
e
c
ted
throu
g
h
the
re
a
din
g
c
ompre
he
nsion
test.
Me
a
nwhile,
obser
v
a
ti
on
wa
s
used
to
moni
tor
the
te
a
c
hin
g
a
nd
lea
rnin
g
proc
e
ss
of r
e
a
di
ng
b
y
usi
n
g
obser
v
a
ti
on
g
uide
in the f
o
rm
of
c
h
e
c
kli
st.
x
iv
The results of the students’ reading comprehension achievement in the first
cycle showed that the percentage of the students who got score 65 or more was
67.4%. In addition, the results of observation in cycle I revealed that only 63.95% of
43 students actively participated in the teaching and learning process of reading by
using authentic reading materials from internet. The rest of the subjects (36.05% of
43 students) were passive in joining the lesson. They were reluctant to ask questions
and answer the researcher’s oral questions. Besides, some students did not make
some note about the lesson. Based on those results, it could be concluded that the
action given in the first cycle was not successful yet. Therefore, the actions were
continued to the second cycle by revising the lesson plans in the first cycle by
considering the students’ weaknesses in the first cycle. In Cycle 2, the researcher used
English and Indonesian language in the teaching and learning process. Besides, she
gave clear instruction to the students to find the difficult words in the texts by writing
them on the whiteboard and finding the meaning of the difficult words together with
the whole class. The results of the students’ active participation in the teaching and
learning process of reading by using authentic reading materials from internet
improved from 63.9% in Cycle 1 to 80.2% in Cycle 2. Moreover, there was also an
improvement on the percentage of the students’ reading comprehension achievement
test. It improved from 67.4%, in Cycle 1 to 82.5% in Cycle 2. It means that both the
students’ active participation and their reading comprehension test improved in the
second cycle and achieved the successful criteria of this research. Thus, the action
research was stopped.
Based on the results above, it could be concluded that the use of authentic
reading materials in the teaching and learning process of reading could improve the
students’ active participation and their reading comprehension achievement in two
cycles. Then, it is suggested to the English teacher and the students to use authentic
reading materials from internet as an alternative source of reading materials in
teaching reading. It is due to the fact that authentic reading materials from internet
xv
c
ould
im
pr
ove
the
stud
e
nts’
a
c
ti
ve
pa
rt
icipa
ti
o
n
a
nd
their
re
a
din
g
c
o
mpre
he
nsion
a
c
hieve
m
e
nt.
At
last,
f
or
the
futur
e
re
se
a
rc
he
r,
thi
s
re
se
a
rc
h
c
ould
be
used
a
s
re
fe
re
nc
e
s
to
c
ondu
c
t
f
ur
ther
r
e
se
a
rc
h
d
e
a
li
n
g
with
diff
e
r
e
nt
re
s
e
a
r
c
h
de
sig
n
or
re
se
a
rc
h method to i
mpr
ove
the qua
li
t
y
o
f r
e
a
din
g
a
c
h
ieve
m
e
nt. | en_US |
