Improving Student’s Reading Comprehension Through Question -Answer Relationship of MTs Al-Washliyah Jati Rejo, Galang District Academic Year 2019/2020

ABSTRACT


INTRODUCTION
Teaching and learning are the activities that can be complex and need to be noticed.Teaching can be said as a work art activity because teaching needs good preparation.Learning involves the activities of students which encourage using their prior or background knowledge.Students must discover great value about what is being learnt and have the motivation to solve the problem (Slavin, 2000: 218).Students at different level have some significant problems because there is no instruction to stimulate the students to create a question so that they can comprehend the text.(Frazier & Brown, 2001) In English teaching and learning, there are four skills which are very important for English learners.The for skills are reading, speaking, listening, and writing.Reading and listening are called receptive skill while speaking and writing are a productive one.As one of the four language skills, reading is the most important skill in mastering English.It is important to enhance students' reading ability to access much information when they face written English or when they want to learn about English literature in written form.We have to master reading skill in order to understand what is said in the book so that it will facilitate students to comprehend texts and then be able to answer comprehension questions properly in many kinds of reading tests.Dallman, (1982) also says that reading is more than knowing what each letter of alphabet stands for, reading involves more than word recognition, that comprehension is an essential of reading that without comprehension no reading takes place.It means that comprehension is the soul of reading.(Arikunto, 2013) To enhance student's reading comprehension, there are several ways that can be used.A teacher can apply some methods, techniques, or strategies to make student' reading comprehension better than before.The teacher can also choose an appropriate method, technique, or strategy that should be applied to teach reading to the students which is suitable for the reading test used.Producing and preparing a question can be very difficult especially if the students do not have a strategy which assists to modify it.In contrary, answering the question itself needs little or much effort to be solved.Based on the types, there are explicit and implicit questions.Students must have a strategy to recover the problem while reading and answer the questions based on the text given.One of the reading comprehension strategies that the writer discusses is Question-Answer Relationship (QAR) which deal with the question.Students can use the following QAR question types to analyze and answer questions.
Question-Answer Relationship (QAR) strategy is a method which is designed for a deliberate and common way of thinking and talking about effective sources of information when answering questions in which QAR is a during reading strategy that improves comprehension.This strategy teaches students that all questions are not alike and that knowing how to identify the types of questions will help them answer the questions in which this strategy presents a three-way relationship between questions, text content, and reader knowledge One of the texts which the researcher would concentrate on is narrative text.The narrative text structure consists of orientation, complication, the sequence of events, resolution, and coda/moral value.Raphael, said that QAR strategy is to help students and teachers start to share the information through creating the relationship between question and answer so that they know how questions are designed.QAR also provides a basis for teaching three comprehension strategies, locating information, showing text structures and how the information is organized, and determining when an inference or reading between the lines is required.(Thomas & Robinson, 1972) The problems of this research can be stated as follows: (1) How is the implementation of using Question Answer Relationship (QAR) to enhance the students' reading comprehension in the narrative text of MTs Al-Washliyah Jati Rejo, Kec.Galang in the academic year of 2019/2020; (2) How is the result of the use of Question-Answer Relationship (QAR) strategy in the narrative text of MTs Al-Washliyah Jati Rejo, Kec.Galang in the academic year of 2019/2020.(Agustina, Sutarsyah, & Hasan, 2013) This Research is Classroom Action Research (Wiriaatmadja, 2005: 13) explains that Classroom Action Research is a method how a group of teachers can organize their teaching-learning condition and learn from their own experience.(Shafer, Zhang, & Open Textbook Library, n.d.)They can try an idea as reparation in their teaching-learning process, and look the real effect of those efforts.There are some steps in Classroom Action Research (CAR), and those are Planning, Action, Observation, and Reflection.This research was conducted at the eleventh grade of MTs Al-Washliyah Jati Rejo, Kec.Galang in the academic year 2019/2020.The eighth grades consisted of one class group, but the writer took one class group.The number of the participants were 20 students.They were 12 girls and 8 boys.

Planning
Before conducting the research, the researcher prepared the instruments of the research as follows: 1) English syllabus English syllabus is so important thing as guidance to arrange the lesson plan.The researcher used the English syllabus of MTs Al-Washliyah Jati Rejo, Kec.Galang.It can be seen in the appendix.
Improving Student's Reading Comprehension Through Question-Answer Relationship of MTs Al-Washliyah Jati Rejo, Galang District Academic Year 2019/2020 | 11 2) Lesson plan Making lesson plans and designing the steps in action.In order to control the teachinglearning process, the researcher used the lesson plan as guidance for the teacher's activities in the class.
It can be seen in the appendix.
3) Material The teacher used the book of Lembar Kerja Siswa (LKS) and the internet as resources of the materials.

4) Teaching aid
The researcher prepared some instruments, such as: students' worksheet, the text about the narrative text, board marker.

5) Observational checklist for cycle
The researcher used the observational checklist in order to know the condition of the teaching-learning process in the classroom.

6) Prepared test instrument
There are two kinds of tests.The first test is a pre-test.The pre-test was a test that was given to the students before the teaching-learning process.The second test is the post-test.
The post-test was a test that was given to the students after the teaching-learning process was conducted.

Implementation of action
The cycle 1 was held on 14 and 16 September 2020.This cycle divided into three parts.The first part, the researcher wanted to conduct cycle 1 in 2 days, where pre-test and treatment were conducted on day 1 and post-test on day 2.
The first part of cycle 1 held at 07.45 a.m. on Monday, September 14th, 2020.The teacher and the researcher entered the class, and the teacher greeted the students in the class by saying "Assalamualaikum wr wb".All the students answered the greeting of the teacher.The teacher asked one of the students (Daniel) to lead the pray by saying "Bismillahirohmanirrohim" then followed by all students.Then, the researcher introduced herself to the students.After that, the teacher opened the meeting and checked the students' attendance list.It was followed by 23 students in the class.Before the lesson, the teacher gave pre-test to the students for about 30 to 35 minutes.She also asked the students to do the test by themselves and not to open the dictionary.When the students were doing the pre-test, the teacher walked around the class to check the students along doing the test.They looked so confused to start their reading.Three boys did not focus, they still talked to their friend to ask the answer.There was one boy, Daniel, who was sleepy.Only one boy, Rendi, that focused on doing the test.On the other hand, almost girl students focused on doing the test by themselves.In the pretest, some students got difficulties.There were Daniel, Zikri, Tirta, Reva, Siti, Anita, and Rendi who were difficult to comprehend the narrative text, especially in understanding both explicit and implicit information.Most of the students asked their friends about the answer and asked permission to the teacher to open a dictionary.The second part of this cycle, the teacher gave the treatment for students at 08.20 a.m. on September, 14th 2020.In the class, the researcher observed the students' and the teacher's activities during the teachinglearning process.
At the beginning of a lesson, the teacher gave icebreaker called concentration's game.asked the students whether they have learnt about a narrative text or not.The students said, "Yes, we have learnt about a narrative text, Miss".Then the teacher asked the class what narrative text is about.Sakilah said, "maybe the narrative text is text which tells the past event"."Thanks for your bravery to answer Mey, but it is still wrong.Maybe any others answer?"asked the teacher.(Raphael, 1986) No one can answer completely.They forgot about a definition of narrative text because it was learnt several weeks ago."Narrativetext is a story which is aimed to amuse or entertain the readers or listeners" said the teacher.The teacher asked students to repeat the definition of narrative text, and the students did it."Is it fiction or nonfiction?" asked the teacher.The students said, "it is nonfiction, Mom"."Are you sure that it is nonfiction?What is actually the meaning of nonfiction?" asked the teacher."Nonfiction is tidak nyata buk" answered Siti."No, the meaning of nonfiction is cerita nyata.Do you ever read from the film in television, there is sentence "cerita ini hanyalah fiktif belaka".Film on the TV is not a true story.So, the meaning of fiction is cerita tidak nyata" explained the teacher."So, narrative text is fiction," said the students then.The teacher asked the students to open and read their book on page 10.The students read on page 10, except Daniel because he did not bring the book.After they read, the teacher asked about the generic structure and language features in narrative text and the students could answer by saying it together.They got understanding of the narrative text.
The next activity in the class learnt about QAR strategy at 09.40 a.m. on September, 14th 2020 to make easier when they comprehended narrative text.Before applying this strategy in reading the narrative, The teacher explained to the students that there were four types of questions were examined in the QAR.The teacher applied this strategy directly in the students' book on page 17 to made students got a better understanding of QAR strategy.One of the students, Audya, confused about the type of question number 5. Then the teacher said "it is not important that there be a single correct category for every question.What is most important is that you guys can support your choice of the category"."Yes Mom, I think number 5 can be categorized as on my own and author and you question.But whatever the type of this question, my answer is E Mom" said Audya."Good analysis Audya, you are right.That's what I mean" answered the teacher.Finally, some students got understanding of using this strategy when they were reading the narrative text.(Gan-Goh, Peng, Hoon, Khoo, & Joseph, 2007) The teacher gave an opportunity to the students to ask the question about the material that day.Syarifatul Husna said that her friends and she wanted to have this material about QAR strategy because they wanted to learn this in their home.Then the teacher answered she would send the material to WhatsApp group.Before the teacher closed the lesson, she gave conclusion and homework related to QAR strategy to the students.
The third part of this cycle the teacher gave a post-test at 07.45 a.m. on Wednesday, September 16th, 2020.The teacher entered the class and greeted the students in the class by saying "Assalamualaikum wr wb".All the students answered the greeting of the teacher.The teacher and students were praying together.Before she gave post-test, she asked the students to submit their previous homework.After that, the teacher divided post-test to students to know their reading comprehension about narrative text.The teacher gave 35 minutes to finish it.The students submitted the answer, then the teacher closed the meeting (Pelton & Robert P, 2010)

Observation
In the cycle 1, the researcher made two observational checklists for the teacher and the students.The explanation of the result of the teacher's observational checklist is as follows: Based on the students' observational checklist above, the researcher observing and monitoring all the students' attitude, response, and attention on the learning activity.In the class, almost the students felt enthusiastic using QAR strategy in the teaching-learning process.The students who did not really focus was Daniel.
But the result of this learning was needed enhancement.There were some students showed that they were difficult in comprehending narrative text.Most of them were lack of vocabularies.However, there were some other students had a good comprehension in reading.

Reflection
Based on analyzing of the cycle 1, the researcher as an observer reflected that the using QAR as a strategy in Science class was not effective yet.The students still adapted to this strategy and tried to apply in some narrative texts.Daniel did not really focus because of losing motivation in learning English.Then, the teacher gave the motivation to become a diligent student.In the other hand, Serly was confident in responding to the Improving Student's Reading Comprehension Through Question-Answer Relationship of MTs Al-Washliyah Jati Rejo, Galang District Academic Year 2019/2020 | 15 teacher's instruction.The instruction was to read the result of her group discussion, retell the narrative text using their own words.The teacher gave information that Serly was not only active in English subject, but also in other subjects.
The KKM of English lesson was 75 but the student's scores of the pre-test show that there are only 43.47% of the students who get score higher than KKM.In the post-test, the student's scores show that there are 52.17% of the students who get score higher than KKM.It means that although there is an improvement, the researcher and the teacher have to conduct the next cycle because there must be at least 85% of the students who get score higher than KKM.(Snow, 2002) Cycle 2 Planning 1) English syllabus of Junior High School English syllabus is so important thing as guidance to arrange the lesson plan.The researcher used English syllabus of Junior High School from English teacher of MTs.Al-Washliyah Jati Rejo Kec.Galang.

2) Lesson plan
Making a revision of lesson plan and designing the steps in doing action.In order to control the teaching-learning process, the researcher used the lesson plan as guidance for the teacher's activities in the class.It can be seen in the appendix.

3) Material
The teacher used book of Lembar Kerja Siswa (LKS,) and internet as resources of the materials.In the cycle 2, students should work in a group to answer the questions based on what they had read from the text.

4) Observational checklist for cycle 1
The researcher used the observational checklist in order to know the condition of teaching-learning process in the classroom.

5) Prepared test instrument
There are two kinds of test.The first test is pre-test.The pre-test was a test that was given to the students before the teaching-learning process.The second test is post-test.The post-test was a test that was that was given to the students after the teaching-learning process was conducted.(Mcwhorter, 2020)

Implementation of Action
The cycle 2 was held on September, 29th and October, 5 th 2020.There were 3 parts of this cycle.The first part, the researcher wanted to conduct cycle 2 in 2 days, where pre-test & treatment were conducted on day 1 and treatment & post-test on day 2.
In the first part in cycle 2 held on Thursday, at 07.45 a.m.September, 29th 2020.The teacher and the researcher entered the class, the teacher opened the lesson and asked Daniel to lead the pray by saying "Bismillahirrohaminorrim". Then the teacher checked the students' attendance list.It was followed by 23 students in the class.The teacher gave the pre-test for students in 35 minutes about the narrative text before using QAR strategy.She divided the test and walked around the class in order to check the students along doing the test.
Based on the sheet above, the researcher concluded that the students had participated the class well.The students who lead to pray was Daniel.The students followed all of the teacher's instruction during the lesson.The students more active than cycle 1 and students were serious in learning.ii.

The
Mean of post-test 2 = 84.52 iii.
Mean of post-test 2 ≥ pre-test 2 iv.
There is an enhancement of reading comprehension between pre-test 2 and post-test 2

Reflection
The teacher along with the researcher reflected the revised lesson plan and the action of the cycle 2.The students' score of cycle 1 and the observations" checklist were used to make a proper reflection.In the teachinglearning process, there were two students who did not join the class fully.They were Wisa and Siti.They asked permission to the teacher to print out their task.The teacher gave permission to them because both of them had improved their reading comprehension in narrative text.It could be seen in their score of cycle 1.According to her, it would not be a big problem if both of them just leave the class for a while.Finally, this revised teachinglearning process could improve the students' score in pre-test and post-test.(Woods, 2005) The passing grade (KKM) for English subject is 75.The students' scores in the post-test of the cycle 2 show that there are 91.30% of the students who get the score higher than KKM.The students' answers in the post-test of the cycle 2 were better.Some students can answer the questions correctly.In the pre-test of the cycle 2, there are 78.26% of the students who get the score higher than KKM.

CONCLUSION
After the research was conducted, the researcher drew conclusion of the use of QAR strategy to enhance students' reading comprehension in narrative text (a classroom action research of the eight grade students at MTs Al-Washliyah Jati Rejo, Kec.Galang in the academic year of 2019/2020), the researcher can conclude based on the findings discussed in the previous chapter that: (1) Implementation of Question Answer Relationship (QAR) Strategy to enhance the students' reading comprehension in Narrative Text at the eight grade of MTs Al-Washliyah Jati Rejo, Kec.Galang was successful.The researcher got the information from cycle 1 until cycle 2.The implementation of each cycle was divided into three parts.The first part, the teacher conducted pre-test, the Improving Student 's Reading Comprehension Through Question-Answer Relationship of MTs Al-Washliyah Jati Rejo, Galang District Academic Year 2019/2020 | 19 teacher gave pre-test to the students for about 35 minutes.The second part, the teacher conducted treatment by using QAR strategy.The third part was post-test; (2) The results of the use of QAR strategy in the narrative text at the eleventh grade of MTs Al-Washliyah Jati Rejo, Kec.Galang in the academic year of 2019/2020 show that the students who reached standardized score in cycle 1 were only 43.47% and 52.17%.The mean score of pre-test was 66.43 and post test was 74.08.On the result of cycle 2, there were 78.26% and 91.30% of students who reached standardized score.

The
-test 1 ≥ pre-test 1 Based on the result above, it shows that the mean of pre-test and post-test are raising.It seems from a comparison of the mean score of pre-test and post-test in cycle 1.The mean of pre-test is 66.43 while the mean of post-test is 74.08.

Table 2 :
Students' Observational Checklist of Cycle 1