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IMPROVING THE STUDENTS’ READING FLUENCY OF RECOUNT TEXT

THROUGH MULTIMEDIA RUNNING TEXT AT THE TENTH GRADE OF SMA

NEGERI 1 GUNUNGSITOLI IN 2022/2023

Agusman Hulu

, Adieli Laoli

, Afore Tahir Harefa

, Elwin Piarawan Zebua

1, 2, 3, 4

Undergraduate Thesis, Univeritas Nias

Jl. Yos Sudarso,Ombalata Ulu, Kota Gunungsitoli, Sumatera Utara 22812

Email: [email protected]

ABSTRACT

The method used in the research was one qualitative research is classroom action research. The

purpose of this research is to improve the students reading fluency of recount text through

multimedia running text at the tenth grade of SMA Negeri 1 Gunungsitoli in 2022/2023. Based on

the result of the data in cycle I showed that there are 17 students in fair level (47%), there are 12

students in fairly good level (33%), there are 2 students in good level (5,60%), and there are 5

students in very good level (14,00%) and the average of students’ value is 62,6. Cycle II, there are

19 students in very good level (53%), there are 17 students in excellent level (47%) and get the

average of students value is 87,36. It means that the students’ ability in reading fluency of recount

text through multimedia running text in cycle II is success. Based on the result of the study, it can

be concluded the multimedia running text improves the students’ reading fluency of the tenth grade

of SMA Negeri 1 Gunungsitoli.

Keyword: Reading Fluency, Multimedia Running Text, CAR.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 CC BY-SA International License.

INTRODUCTION

Reading is a skill used to understand and interpret handwriting as written text, such

as books, magazines, newspapers, articles, and other documents. While reading, we can

absorb some information. Reading is extremely important and increasingly becomes a

daily necessity for anyone who wants to get the necessary information. Reading is an

important skill for learners of English as a foreign language. For most learners, this is the

most important skill to master to ensure success not only in learning English but also in

taking any content class that requires reading in English. As Nunan in Setiawati (2021)

explains that “reading is a fluent process that allows the reader to combine a variety of

information from the reading text and the background knowledge they know before

reading to form meaning”.

In learning English, to get good reading skills, students must have a good reading

level. Reading fluency is important because it helps students better understand the material

they are reading, improves their overall reading skills, and motivates them to read more. It

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is supported by Rasinski (2020) who states that “reading fluency is an important reading

skill because it helps students develop better comprehension, enjoy reading and increase

reading motivation”.

Reading fluency is the ability to read quickly, accurately, with correct intonation.

Reading fluency involves the ability to read text fluently, without stuttering or pausing, and

with appropriate intonation patterns. According to Hasbrouck (2016) states that "reading

fluency is a key factor in helping students better understand the material they are reading".

In addition, Fuchs (2018) points out that “reading fluency is essential for effective English

learning and can help students absorb more information in less time.”

It can be concluded that reading fluency is an important skill that students must have

to improve their comprehension and effectiveness in learning English. According to

Hudson, et all (2000) in Paige (2020) say fluent reading Consists of three key elements

namely accurate reading of connected text at a conversational, rate and prosody or

expression”.

In syllabus of Curriculum (2013) at the tenth grade of SMA Negeri 1 Gunungsitoli in

reading. In the competency standard, students can read simple and complex short

functional texts to obtain specific and global information by understanding textual

elements, such as objectives, topics, main ideas, references, and word meanings. The

Minimum Competence Criterion (MCC) that is decided at the tenth grade of SMA Negeri

1 Gununsitoli is 75. It confirms that the students should get mark 75 or more in order that

they can pass on the subject. However, there are three indicator of reading fluency namely

accuracy, rate, prosody. Furthermore, According to Tomlison (2019), the average

maximum reading speed of a person is 120-150 words/minute. As such, accuracy is also

related to correct pronunciation and the sequence of interpreting expressions as they read

the text.

In fact, Based on the preliminary observation by the researcher in SMA Negeri 1

Gunungsitoli, most of the students unable to read more fluent especially in recount text, the

students unable to pronounce the word when they read the text or lack of pronunciation

and the students unable to show the meaning expression. This problem is caused by

various factors, such as students' lack of reading ability, lack of experience reading in

English, or lack of adequate use of instructional media.

To overcome this problem, researchers need to find appropriate media, because

providing good learning media will make the learning process go well. To help students

learn to read, especially reading fluency, the researcher applies appropriate media, is

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multimedia running text. Ho (2004) in Huckabae (2013) states that "multimedia running

text is scrolling text with background sound to stimulate the reader's struggle". Multimedia

used in reading fluency activities in front of friend’s combines’ text, audio, and some

visual elements. Texts are taken from textbook material or other sources related to the type

of text being taught. The audio is synthesized using the latest technology called TTS (text

to speech) application that converts text to audio in the output. In addition, visuals are used

to make multimedia more enjoyable without disturbing the student's concentration during

fluency reading activities.

METHODS

Kind and Research Design

In this research the researcher used qualitative research. Qualitative research is a

research method that aims to gain an understanding of complex phenomena by exploring

the subjective experiences, perceptions, and meanings of the participants. It involves

collecting non-numeric data such as text, images, and observations, and analyzing them

using various techniques such as topic analysis, sound theory. According to McMilan &

Schu Macher in Anas, et al (2022), states that qualitative research is mainly defined as an

inductive process for organizing data into categories and determining relationships

between categories.

The object in conducting this research that is to know the improvement reading

fluency of recount text by using multimedia running text at the tenth Grade of SMA Negeri

1 Gunungsitoli. The subject of this research was the tenth grade students especially X

Mipa-1 which consisting of 36 students. There were 22 boys and 14 girls. The location of

the research is SMA Negeri 1 Gunungsitoli which is located in Pendidikan Street No.03,

Gunungsitoli District, Gunungsitoli City. This research has been carried out in cycles. The

number of cycles depends on the success of the actions given during the activity. Based on

classroom action research procedures, this research would conduct for 1 month in May-

June 2023.

In this study, the author tried to apply one of the qualitative research types, class

action research (CAR), to help research to solve students' reading problems, especially to

improve their reading fluency in recount texts. According to Carr & Kemmis (McNiff

1991) in Mu'Alimin (2018) indicates that action research in the classroom is a form of self-

reflective investigation conducted by participants in social situations to improve the

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rationality and equity of their own educational or social practices, their understanding of

those practices, and the situations (and institutions) in which the practice is practiced.

The classroom action research is applied in the process of teaching and learning

activities in the classroom, to improve teaching and learning process activities, with the

aim of improving or updating learning practices to make them more effective. However,

the structural model classroom action research (CAR) will be adapted by Kurt Lewin in

Mu'Alimin (2018). The main concept of this action research consists of four components,

namely planning, acting, observing, and reflecting. Furthermore, the steps are carried out

sequentially and doing in cycle.

a. Planning

In planning step, the researcher prepare all the needs in conducting the research, such

as; syllabus, lesson plan, teaching material, table of specification, validity sheet,

observation sheet for the researcher and students, field notes, test, attendance list.

b. Action

In action step, the researcher apply Multimedia Running Text, with using Projector

and Laptop in the teaching-learning process in the classroom.

c. Observation

In observation step, the English teacher-collaborator observed the students’ activity

and the researcher’s activity in the classroom during the teaching-learning process.

d. Reflection

In the step, the researcher together with the English teacher-collaborator noted,

analysed, and evaluated the result of observation and looks for the way out to improve

the students’ weakness in studying reading proficiency especially reading fluency.

Data Collecting Technique

Data collection techniques are qualitative and quantitative data. Qualitative data were

obtained by interviewing students and teachers as well as by observing during the

teaching-learning process and during the action taken in the field. Data are provided in the

form of field notes and interview transcripts. Data collection tools were interview guides,

observation sheets, and field notes.

In addition, quantitative data in the form of students' reading fluency scores were

collected through the Reading Fluency Assessment. The first is a pre-test. It is conducted

to learn more about students' reading fluency. The second is half. It was done to find out if

there was a significant improvement in students' reading fluency before and after applying

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multimedia texts in first grade. After reflecting the student's midterm test results, the latest

data is collected by taking the follow-up test. The following test is intended to assess

whether there is a significant improvement in a student's reading fluency.

Instrument of the Research

To conduct the research, the types of instrument that used by the research are test

instrument and non-test instrument. The test instrument involve reading fluency

assessment and reading scoring rubrics. Meanwhile, the non-test instrument were

interview, observation sheet.

Technique of data analysis

Data collection techniques are qualitative and quantitative data. Qualitative data were

obtained by interviewing students and teachers as well as by observing during the

teaching-learning process and during the action taken in the field. Data are provided in the

form of field notes and interview transcripts. Data collection tools were interview guides,

observation sheets, and field notes. To analyze and evaluate the data qualitative through

formula as Arikunto in Asrori (2020):

In which:

P = Percentage of student learning activity level

F = Total value of the level of student learning activity

N = Total value of the ideal student learning activity level

The quantitative data was analysed the students reading fluency data. To

analyze the data assessment criteria from teacher and students’ during the learning

process in the classroom. The following formulas (Arikunto in Asrori, 2020):

P =

Note : nm : Number of checking aspects

N : Total criteria of assessment aspects

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RESULT AND DISCUSSION

Result

1. The Result of Cycle I

a) Planning

In cycle I, the researcher prepare many things, such as; the lesson plan, students

attendance list, material, observation sheet (for the researcher and the students’),

field notes and evaluation sheet.

b) Action

After planning, the researcher conducted the action in the classroom. The

researcher continued the first meeting activities. It was the discussion and evaluated

the students’ reading fluency of recount text by using multimedia running text.

The researcher greeted the students and all of the students respond it. Then, the

researcher checked the students’ attendance list. All the students were present. The

researcher asked the students to continue the discussion about the material. The

students followed the researcher instruction. After the discussion is finished the

researcher distributed the evaluation to the students in text by using multimedia

running text. The researcher invited the students to read the text individually. But some

of the students did not do the task individually. The researcher walked around the

classroom to make sure that all of the students did the task is read text by using

multimedia running text. However, some of the students read the text in different time

to read the text.

When the students read the text individually, the researcher assessed by crossing

every single mispronounced when they read the text, how many time they need read

the text and how their prosody or meaning expression when they read the text. The

researcher made discussion with the students about the answer. The students gave their

opinion about the answer related they difficult in reading fluency about mispronounce

the word. The researcher took the conclusion and closes the meeting by greeting the

students.

c) Observation

The results of the observation during the teaching-learning process in the Cycle I as

follows:

1) The Researcher Activities

Based on the result of observation of the researcher activities from the cycle I,

can be describe in the table below:

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Table 1. The Researcher Activities In the Cycle I

Cycle

Meeting

Criteria

Frequency

Percentage%

Second

meeting

Done

82%

Undone

18%

2) The Students Activities

Based on the result of the observation of the students activities, so can be

classified in the table below:

Table 2. The Students’ Activities In the Cycle I

Cycle

Meeting

Criteria

Frequency

Percentage%

Second

meeting

Done

369

74%

Undone

135

26%

Based on the result of the observation sheet by the research activities above,

the percentage the activities during the learning process in cycle I can be seen in

graphic below:

Graphic 1. The Percentage of the Researcher Activities In Cycle I

Based on the result of the observation sheet by the students’ activities above,

the percentage the activities during the learning process in cycle I can be seen in

graphic below:

Graphic 2. The Percentage of the Students Activities In Cycle I

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c) Reflection

In the second meeting in Cycle I, the researcher examined the students’ reading

fluency of recount text by using multimedia running text. The result of their evaluation

is explained in table below:

Table 3. The Percentage of the Students’ Ability in Reading Fluency of Recount Text

through Multimedia Running Text in cycle I

Mcc

Students

Value

Frequency

Level

Percentage

Classification

56-60 (Fair)

47%

Unsuccessful

86%

60-70 (Fairly

Good)

33%

70-75 (Good)

5,60%

75-90 (Very

Good)

14,00%

Successful

14%

90-100

(Excellent)

Total

100%

The table above explained that the categorized of percentage the student’s ability in

reading fluency of recount text through multimedia running text in cycle I could not

pass the MCC at that school is 75. It’s showed that there are 17 students in fair level

(47%), there are 12 students in fairly good level (33%), there are 2 students in good

level (5,60%), and there are 5 students in very good level (14,00%), and the average the

students’ value was 62,6. It means that the students’ ability in reading fluency of

recount text through multimedia running text in cycle I is Failed. Where can be

classified there are 86% the students who where could not reach the MCC, and there are

14% the students who where could be reach the MCC at that school. It means that the

students still not increase their ability in reading fluency of recount text through

multimedia running text.

The result of the students’ ability in Cycle I can be viewed in the graphic below:

Graphic 3. The Percentage of the Students’ Ability in Reading Fluency of

Recount Text through Multimedia Running Text in cycle I

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Based on the explanation above, the researcher concluded that the students’ ability

in reading fluency of recount text through multimedia running text was still unable

improve the students’ ability in cycle I. it was indicated by looking at the Minimum

Competence Criterion (MCC) of the English subject at the tenth grade which was 75

could not be achieve by the students by looking the average of the students’ value

above. From the result in cycle I, the researcher wanted to continue conducting the

teaching learning process to the students in the cycle II.

2. The Result of Cycle II

a) Planning

There were some preparation that the researcher prepared before doing the action in

the Cycle II. The researcher prepared lesson plan, reading text, evaluation sheet for the

researcher and students’ activities, students’ evaluation sheet, and field note.

b) Action

The researcher did the action after making sure that everything has been prepared

well. The researcher did the teaching learning process in the classroom which consisted

of pre-teaching learning activities, whilst-teaching learning activities, and the post-

teaching learning activities. The researcher entered the classroom and greeted the

students. All of them gave good response. Then, the researcher checked the students’

attendance list. The students were present. Then, the researcher reminded the students

about the last material. The students gave their response and then the researcher

concluded about the student’s response.

After the discussion is finished, the researcher distributed the evaluation sheet to

the students. In this meeting the researcher evaluated the students when they doing the

reading test by using multimedia running text. The researcher walked around the class

to make sure that the students to evaluate them. In this activities, the researcher

evaluate the reading fluency of the students when they read the text with identify the

three aspect of reading fluency namely accuracy, rate and prosody. The researcher gave

notes for every students based on the aspect above. After all the students done doing

the reading test, the researcher gave the time for the students so post question.

After they has finished, the researcher did not forget to ask the students’ difficulties

about the material. After taking the conclusion, the researcher ended the class by

greeting the students.

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d) Observation

The observation was done by the English teacher (teacher-collaborator) during the

researcher implemented the actions in the classroom. The teacher collaborator observed

all of the activities happening in teaching-learning process, involved the student’s and the

researcher’s activities as follows:

1) The Researcher Activities

Based on the result of observation of the researcher activities from the cycle II,

can be classified in the table below:

Table 4. The Researcher Activities In the Cycle II

2) The Students Activities

Based on the result of the observation of the students’ activities, can be classified

in the table below:

Table 5. The Students’ Activities In the Cycle II

Cycle

Meeting

Criteria

Frequency

Percentage%

Second

meeting

Done

504

100%

Undone

Based on the result of the observation sheet by the research activities above,

the percentage the activities during the learning process in cycle II can be seen in

graphic below:

Graphic 4. The Percentage of the Researcher Activities In Cycle II

Based on the result of the observation sheet by the students’ activities above,

the percentage the activities during the learning process in cycle II can be seen in

graphic below:

Cycle

Meeting

Criteria

Frequency

Percentage%

Second

meeting

Done

100%

Undone

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Graphic 5. The Percentage of the Students’ Activities In Cycle II

From the result of the research’s and student’s activities in cycle II, all of the

students were active during the teaching learning process, such the students

percentage in the first meeting 94% and the second meeting 100%. However, the

percentage of the researcher activities in the first meeting 93%, while in the second

meeting 100%. It means that the percentage of the researcher’s and the students’

activities can be categorized in excellent level.

e) Reflection

In the second meeting in Cycle II, the researcher examined the ability of students’

reading fluency by using multimedia running text. The result of their evaluation is

explained in table below:

Table 6. The Percentage of the Students’ Ability in Reading Fluency of

Recount Text through Multimedia Running Text in cycle II

Mcc

Students

Value

Frequency

Level

Percentage %

Classification

56-60 (Fair)

Successful

60-70 (Fairly

Good)

70-75 (Good)

75-90 (Very

Good)

53,00%

90-100

(Excellent)

47%

Total

100%

The table above explained that the categorized of percentage the student’s ability

in reading fluency of recount text through multimedia running text in cycle II could

pass the MCC at that school is 75. It’s showed that there are 19 students in very good

level (53%), there are 17 students in excellent level (47%) and the average of the

students’ value was 87,36. It means that the students’ ability in reading fluency of

recount text through multimedia running text in cycle II is success. Where can be

classified all of the students could pass the MCC. It means that the students should

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improve their ability in reading fluency of recount text through multimedia running

text.

The result of the students’ ability in Cycle II can be viewed in the graphic below:

Graphic 6. The Percentage of the Students’ Ability in Reading Fluency of Recount

Text through Multimedia Running Text in cycle II

Based on the data above, the researcher concluded that the students’ ability in

reading fluency of recount text through multimedia running text was could improve

the students’ ability in cycle II. it was indicated by looking at the Minimum

Competence Criterion (MCC) of the English subject at the tenth grade which was

75 could be achieve by the students by looking the average of the students’ value

above is 87,36. From the result in cycle II, the researcher described that the

multimedia running text could be done to improve the students’ reading fluency of

recount text for senior high school.

DISCUSSIONS

The object of the research was the students’ reading fluency of recount text through

multimedia running text. In this research, the formulation of the problem is how does the

multimedia running text improves the students’ reading fluency of recount text at the tenth

grade of SMA Negeri 1 Gunungsitoli in 2022/2023. The first, the students’ are difficult to

read the long text or lack of reading ability, the students’ lack of accuracy to read the text,

the students’ lack of prosody to read the text. So, in improving the students’ reading

fluency through multimedia running text especially of recount text in teaching learning

process. Based on the result of the research from the cycle I until cycle II, the value of the

students’ showed the significance. However, in the cycle I, the student’s value could not

pass the MCC at that school. Meanwhile, in the cycle II all of the students’ could pass the

MCC at that school is 75. However, to achieve the value there are three elements in

reading fluency namely accuracy, rate, and prosody. All of the elements was the indicator

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which is used as a reference to get the average value of students. While the result of the

element showed there is an increase in cycle I and cycle II. However, to achieve the

maximum score of the indicator the researcher calculated the score that get by students

during the learning process for all elements.

Furthermore, in accuracy the students doing the reading test by using multimedia

running text and the researcher observed, how many words which correct and false during

their reading the text, to get the rate score also the researcher observed and note how many

times that need by the students to read the text, and for prosody itself the researcher

observed how the reading ability of the students by seems some indicators of prosody

rubric. Based on data that get by the researcher, the researcher calculated the score by

using the formulas of the indicators. Based on the result, by using multimedia running text

could improved the students’ reading fluency of recount text at the tenth grade of SMA

Negeri 1 Gunungsitoli.

The research was done in two cycle. In cycle I, value is 62,6. Moreover, in cycle II

the average of students’ value is 87,36. From the average of the students’ value in each

cycle, it can be found the increase of the students value shows that they had passed the

minimum competence criterion that had been stated in the school is 75. Therefore, the

research concluded that the multimedia running text improve the students reading fluency

especially in recount text.

CONCLUSION

Based on the result of the research, the researcher takes some conclusions is the

average of students’ value in cycle I was 62,6. It is categorized into low level. It’s showed

that there are 17 students in fair level (47%), there are 12 students in fairly good level

(33%), there are 2 students in good level (5,60%), and there are 5 students in very good

level (14,00%), That is why the research is going to continue to the next cycle. The

average of students’ value in cycle II was 87,36. It’s showed that there are 19 students in

very good level (53%), there are 17 students in excellent level (47%) and the average of

the students’. This result is categorized into good level which is this research reach the

MMC decided, the researcher stops to do the research and takes the report of this research.

Based on the analysis of the research findings, the researcher found the students’ ability in

reading fluency of recount text through multimedia running text has been improve. Where

all the students reached the MCC.

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SUGGESTION

The suggestions from the researcher after doing the research, such as the English

teachers of SMA Negeri 1 Gunungsitoli are encouraged to use multimedia running text to

improve the students’ ability in reading fluency. Furthermore, to improve the students’

ability in reading fluency, the researcher suggest to use multimedia running text because

this one of the media that has been increased the students’ ability in reading fluency and

the students are able to achieve the MCC. The English teacher is expected to use

multimedia running text in their teaching especially in teaching reading fluency to their

students because this strategy efficient to increase the students’ ability in reading fluency

and has been proven.

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