TEACHING READING COMPREHENSION BY USING QUANTUM

LEARNING TECHNIQUE TO THE EIGHTH GRADE STUDENTS OF THE

STATE JUNIOR HIGH SCHOOL 1 OF KIKIM TIMUR LAHAT

1. Background

Everyone needs something to be the means of communication. It can be

languages, signs, or symbols. Language, as one of the means of communication is so

many and varies each other with their own characteristics such as words and its spelling,

sounds, and grammar. In other words, different countries have different languages. In

terms of communicating with people from different countries, English can be used

which is considered as the international language.

It is known that education is important and has more progress. English is very

important to be mastered by the students. In fact, English has been chosen as an

international language. Therefore, Saleh (1997:2) states that English has been chosen as

the first foreign language to be taught as a compulsory subject from the first year of

junior high school up to the first year of college. In KTSP (the School Based

Curriculum), 2006, the instructional objective of English is to enable students to use

English as a means of communications by mastering the four language skills, such as;

reading, listening, speaking, and writing. They are important to absorb and develop the

knowledge.

As one of the four language skills required to master, reading has often been the

center of debate among teachers and scholars. It plays an important role in many aspects

of life. Cheek et.al,(1989:8) states that reading is the key to learn all aspects of life. By

reading, people can get a lot of advantages for their daily life. They can gain more

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knowledge they need and develop their career and profession easier. Without reading

one will probably not know what is going on and perhaps will not keep up with the

development in his or her surrounding and areas of expertise.

In the process of teaching and learning reading, reading strategies play an

important role because they facilitate students to read efficiently. The teacher of

English should be certain of selecting a suitable strategy which can be used to facilitate

his or her students’ rapid understanding of the reading materials. By applying the

suitable reading strategy, the teacher can help the students achieve better reading skills

like how to get the main ideas of passage, understand the sequence of events, and

understand the details of the reading. In keeping with Stanovich (1992:232), reading

strategies can be defined as “plans for solving problems encountered in constructing

meaning”. They range from bottom-up vocabulary strategies to more comprehensive

actions.

According to Brown in Devine, Carrel, Eskey, (1987:107), reading

comprehension in general viewed in this research as resulting from the four-ways

intersection between reader-text-task-activity characteristic. The success of this

intersection depends on the availability and quality of content and strategic schemata,

and on the reader’s degree of expertise in transferring these schemata to new problem-

solving situation.

Because of the students’ difficulty in learning reading comprehension, so the

writer find one of the strategies that can be applied by the teacher in reading is Quantum

Learning technique. Charlotte Shelton (1998:1) explained about Quantum. “The word

quantum literally means “a quantity of something”, mechanics refers to “the study of

motion”. Quantum mechanic is, therefore, the study of sub atomic particles in motion. It

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is however, erroneous to think of these subatomic particle as quantities of “something”.

Subatomic particles are not material things; rather, they are probability tendencies-

energy with potentiality. The energy, as the term mechanics implies, is never static. It is

always in continuous motion, unceasingly changing from wave to particle and particle

to wave, forming the atoms and molecules that subsequently create a material world. It

is really quite amazing that those seemingly stable and stationary things we observe in

the material world ore composed solely of energy”.

Bobbi DePorter in his article with the title The Impact of Quantum Learning

(http://www.newhorizons.org) or (http://learningforum.com) explained the meaning of

Quantum Learning (QL): “Quantum Learning is a Comprehensive model that covers

both educational theory and immediate classroom implementation. Into integrates

research-based best practices in education into a unified whole, making content more

meaningful and relevant to students’ lives. Quantum Learning is about bringing joy to

teaching and learning with ever-increasing moment of discovery. It helps teachers to

present their content a is that engages and energizes students. This model also integrates

learning and life skills, resulting in students who become effective lifelong learners-

responsible for their own education”.

So, the writer decided to choose the titled; Teaching Reading Comprehension By

Using Quantum Learning technique To The Eighth Grade Students of the State Junior

High School 1 of Kikim Timur Lahat to be investigated.

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2. The Problem of the Study

The problem is the study,the students difficulties in understanding reading

text.

2.1 The Limitation of the Problem

The problem of this investigation is limited on teaching reading by Quantum

Learning Technique. The theme of reading is focused on narative text which titled

“Cinderela and sleeping beautiful”.

2.2 The Formulation of the Problem

The problem of this investigation is formulated in form of the question: “Is it

significantly effective to apply Quantum Learning Technique in teaching reading

comprehension to the eighth grade students of the state Junior High school 1 of Kikim

Timur Lahat?”

3. The Objective of the Study

Based on the problems above, the objective of the study is to find out whether

or not Quantum Learning Technique is effective in teaching reading comprehension to

the eighth grade students of the state Junor High school 1 of Kikim Timur Lahat?”

4. The Significance of the Study

The significances of the study would be useful for teachers of english at junior high

school. The teachers, the students, and the teaching of English as a foreign language

(TEFL).

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4.1 To The Teachers

It is hoped that the results of the study will be useful as guidance in teaching reading

comprehension especially by using Quantum Learning Technique.

4.2 To The Students

For the students, it is hoped that their English language skill will be improved as

well as increasing their motivation and interest in learning especially in reading

comprehension by using Quantum Learning Technique.

4.3 To The Teaching of English as a Foreign Language (TEFL)

It is hoped that this study will give valuable significant contribution for the

teaching of English as a foreign language where teacher can get more techniques related

to developing students’ reading skill mainly by using Quantum Learning Technique.

5. The Hypotheses

According to Richards, et. al,(1985:132), hypothesis is a speculation concerning

other observed or expected relationship among phenomena. The two hypotheses

proposed in this study are the Null hypothesis (Ho) and the Alternative hypotheses

(Ha).

a) The Null hypothesis (Ho):

It is not significantly effective to apply Quantum Learning Technique in teaching

reading comprehension to the eighth grade students of the state Junior High School

1 of Kikim Timur Lahat.

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b) The Alternative hypothesis (Ha):

It is significantly effective to apply Quantum Learning (QL) in teaching reading

comprehension the eighth grade students of the state Junior High School 1 of Kikim

Timur Lahat.

6. The Criteria for Testing the Hypotheses

The writer compares the t-test (t-obt) with the t-table. If the t-obt is higher than

or equal to the t-tab, the alternative hypothesis (Ha) will be accepted. If the t-tab is

higher than the t-obt, the null hypothesis (Ho) will be accepted and the alternative

hypothesis (Ha) will be rejected. The criteria for testing the hypotheses depend on the

samples and analyzed with the 5% significance level (0.05) in one tailed test. Since the

number of the sample is 39 students. The critical value is 1.68 (Hatch and Farhady,

(1982:272)

7. Literature Review

In this chapter, presents (1) the concept of teaching, (2) the concept of reading

comprehension, (3) the concept of Quantum Technique Learning, (4) the teaching

procedure, and (5) the previous related study are presented.

7.1 The Concept of Teaching

Teaching is the guiding and facilitating learning, enabling, the students to

learn setting the conduction for learning by providing a variety of learning experience to

accomodate the various learning styles (Brown:1980 cited in Saleh: 1997:18). Saleh

(1997:16) states, “Teaching is a profession conducted by using combination of art,

science, and skill”. Besides, he also states there are better concepts of teaching

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characterized by activities perform by an out standing teacher of English as foreign

language, like the ones presented bellow.

1) Teaching is an interactive process between the teacher and students and among

students themselves. It means teaching is not explaining everything by an all-

knowing teaching, but asking problem questions, giving the students time to think

and respond so that classroom interaction may become enlightening for all

concerned Maurice, (1987:11).

2) Teaching is learned-centered and humanistic that is the teacher who serves as guide

and the learning process but it is assume come responsibility for how learning takes

place Larsen-Freeman, (1987:8).

7.2 The Concept of Reading Comprehension

According to Brown in Devine, Carrel, Eskey, (1987:107), reading

comprehension in general viewed in this research as resulting from the four-ways

intersection between reader-text-task-activity characteristic. The success of this

intersection depends on the availability and quality of content and strategic schemata,

and on the reader’s degree of expertise in transferring these schemata to new problem-

solving situation.

Anderson, N. (1999:201, htpp://www.NCLRC.teachingreading.com) states

Reading is an essential part of language instruction at every level because it supports

learning in multiple ways. Reading to learn the language: 1) Reading material is

language input. By giving students a variety of materials to read, instructors provide

multiple opportunities for students to absorb vocabulary, grammar, sentence structure,

and discourse structure as they occur in authentic contexts. Students thus gain a more

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complete picture of the ways in which the elements of the language work together to

convey meaning. 2) Reading for content information: Students' purpose for reading in

their native language is often to obtain information about a subject they are studying,

and this purpose can be useful in the language learning classroom as well. 3) Reading

for content information in the language classroom gives students both authentic reading

material and an authentic purpose for reading. 4) Reading for cultural knowledge and

awareness: Reading everyday materials that are designed for native speakers can give

students insight into the lifestyles and worldviews of the people whose language they

are studying. When students have access to newspapers, magazines, and Web sites, they

are exposed to culture in all its variety, and monolithic cultural stereotypes begin to

break down.

Rubin (1988:50) says that reading is a dynamic complex act involving the

bringing out of and getting meaning from the written page. This definition implies that

the readers bring their background, their experience as well as their emotions.

Furthermore, gunning (1992:9) considers reading as an active constructive process with

the forms on the reader whose experience, culture background and point of view

determine his or her comprehension of a written piece. Cooper et.al. (1988:3) defines

reading as a process of constructing or developing meaning from printed text reading is

also a kind of process of interaction between the reader and the writer through the

printed text which involves the act of thinking and feeling to produce meaning or get

the message from the printed text.

According to Harris et.al (1981:38) comprehension means the process of getting

meaning of communication in a personal letter, speech and sign language. Moreover,

Cooper et.al (1988:27) state that comprehension is process of constructing meaning

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from the clues in the text and information in the reader’s background and experience. It

involves interaction between the reader and the text. In other words, comprehension is

an understanding what has been read.

When reading to learn, students need to follow four basic steps: 1) Figure out

the purpose for reading. Activate background knowledge of the topic in order to predict

or anticipate content and identify appropriate reading strategies. 2) Attend to the parts

of the text that are relevant to the identified purpose and ignore the rest. This selectivity

enables students to focus on specific items in the input and reduces the amount of

information they have to hold in short-term memory. 3) Select strategies that are

appropriate to the reading task and use them flexibly and interactively. Students'

comprehension improves and their confidence increases when they use top-down and

bottom-up skills simultaneously to construct meaning. 4) Check comprehension while

reading and when the reading task is completed. Monitoring comprehension helps

students detect inconsistencies and comprehension failures, helping them learn to use

alternate strategies.

Since reading is a process of communication from the writer to the reader. It

involves the recognition of letters, words, phrases, and clauses, and in some respects, it

can be considered a simpler process than comprehension, and on the other hand,

comprehension is a process of negotiating understanding between the writer and the

reader. It is a more complex psychological process and includes linguistic factors, such

as phonological, morphological, syntactic, and semantic elements, in addition to

cognitive and emotional factors. Here, the reader receives information from the author

via the words, sentences, paragraphs, and so forth, and tries to understanding the inner

feelings of the writer Sheng, (2000:12). Therefore, it can be understood that reading

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comprehension is not only able to read but also to understand every meaning both stated

and or unstated in the reading passages.

7.3 The Concept of Quantum Learning Technique

In this research, the writer interests to apply one technique, which will apply in

teaching at the class room and make the students, enjoy reading comprehension by

using Quantum Learning Technique.

Based on Bobbi DePorter in his article with the title The Impact of Quantum

Learning (http://www.newhorizons.org) or (http://learningforum.com) explain the

meaning of Quantum Learning (QL); “Quantum Learning is a Comprehensive model

that covers both educational theory and immediate classroom implementation. Into

integrates research-based best practices in education into a unified whole, making

content more meaningful and relevant to students’ lives.

Quantum Learning is about bringing joy to teaching and learning with ever-

increasing ‘Aha’ moment of discovery. It helps teachers to present their content a way

that engages and energizes students. This model also integrates learning and life skills,

resulting in students who become effective lifelong learners-resposible for their own

education”.

The FADE model—Foundation, Atmosphere, Design, Environment—creates

the context of Quantum Learning. We know when the context is strong, it 'fades' into

the background and creates the structure for learning to occur. Quantum Learning

begins with a strong foundation built on the principles of the 8 Keys of Excellence. It

holds the beliefs that: All people can learn, people learn differently, and learning is

effective when it is joyful, engaging and challenging. The 8 Keys of Excellence include:

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Integrity, Commitment, Failure Leads to Success, Ownership, Speak with Good

Purpose, Flexibility, This Is It!, and Balance. The 8 Keys of Excellence can be

integrated into all subjects and grade levels. The 8 Keys are best implemented when

parents and community leaders support and reinforce the Keys.

Quantum Learning creates a supportive physical environment that enhances and

reinforces learning. Ideal learning environments include proper lighting, purposeful

color, positive affirmation posters, plants, props and music. These elements are easy to

include in one's classroom, and students enjoy learning more in a comfortable setting.

And also based on htpp://www.thehomeofquantumreading.com/ Quantum

Reading is a total cognitive approach to reading using the latest knowledge of how the

brain processes information. Joining the logic of the left brain with the conceptual

abilities of the right brain it integrates our conscious and sub-conscious mind so we can

process written information more rapidly and retrieve the content readily. In a nutshell,

it makes what you read more meaningful and personal to you. Quantum Reading

improves your reading and saves time so you can become more effective whilst

studying or at work. It changes the way you look at words and you can download the

contents of a book into your long-term memory at speeds of 20,000 – 30,000 words per

minute by the end of the training.

The key is to create empowering school environments that build engaging and

dynamic communities of learning. The results are enhanced teacher capacity and

increased student achievement.

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7.4 Teaching Procedure

Teaching and learning activities always proceed through a format that consists

of three major components Saleh, (1997:58). The three stages are pre activity, whilst

activity, post activity.

a. Pre Activity

(i) Introduction, (such as; greeting).

(ii) Motivation, (such as; ask students about the lesson).

(iii) Apperception, (such as; connect the lesson with the real life).

b. Whilst Activity

(i) The teacher gives the students a reading text.

(ii) The teacher guides the students to brainstorm the lesson.

(iii) The teacher gives explanations to students about the lesson.

(iv) The teacher gives the specific information about the lesson and learning to use the

dictionary effectively.

c. Post Activity

(i) The teacher gives the written test to get the students’ score to know their ability in

reading comprehension by applying Quantum Learning Technique.

(ii) Review / conclusion.

(iii) Closing.

7.4.1 The Purpose of Using Quantum Learning Technique

The main purpose of learning method is really to transform teaching and

learning system that has taken hold in Indonesia. A method of learning the same pattern

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every year. The teacher explains and students listen. Outside the context of students

can understand the lesson very well or not.

7.5 The Previous Related Study

There is a previous study which is closely to the writer’s research at the

library of Faculty of Teacher Training and Education PGRI University. The thesis

entitled “Improving the Second Year Student’s Through Guided Procedure at SMP

Negeri 22 Palembang” written by Hermi in 2002. She focused to find out whether or not

guided reading procedure is effective to improve the student’s ability in reading

comprehension.

The problem of this study; is it effective to apply the reading through guided

reading procedure. The thesis used experimental method. The population was the third

year students. The total number of third year students was 246 comprising 6 classes.

The samples were 80 students. The data were obtained through a written test in the form

of pre test and the post test. The result data were classified into three forms: the

percentage analyses, the conversion of percentage range and the matched t-test.

The result of the data analyses showed the guided reading procedure was

effective in teaching reading comprehension because they increase the students’ reading

comprehension.

The similarities between the previous related study and this study are: (1)

collecting the data, the written test to collect the data, (2) in analyzing the data, the

conversion percentage ranges and matched t-test is used by the previous study is

experimental method. This study is used pre experimental method because there is no

control group. The differences are: (1) the objective of the previous study is to find out

the effectiveness of request procedure for teaching reading comprehension, and (2) the

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sample students used by previous study taken from the ninth year students. The sample

students used for this study are taken from the seventh year students.

8. Research Procedure

In this part; 1) research method, 2) operational definition, 3) population and

sample, 4) technique for collecting the data, and 5) technique for analyzing the data are

presented.

8.1 The Research Method

The method can be said a way of doing something. Every researcher has to

consider this before carries out a study or research. In this study, the writer used a pre

experimental method that is one group pre test and post test. Fraenkel and Wallen

(1990:236) state that, in one group pretest-posttest method is a single group is measured

or observed not only after being exposed to a treatment of some sort, but also before.

The diagram of this design is as follows:

O

Pre test

X

Treatment

O

Post test

8.2 The Operational Definition

For the purpose of this research, it is necessary to define the key terms used to

avoid misunderstanding and misinterpretation. The main terms are Teaching,

Reading Comprehension, and Quantum Learning Technique.

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8.2.1Teaching

Teaching is the activity of educating or instructing to guide, to facilitate, to

motivate, and to manage students or pupils to learn, often in school.

8.2.2 Reading Comprehension

Reading comprehension is viewed as the process of using one’s own prior

knowledge and the writer’s cues to infer the author’s meaning.

8.2.3 Quantum Learning Technique

Quantum Learning is a comprehensive model that covers both educational theory

and immediate classroom implementation.

8.3 Population and Sample

8.3.1 Population

Population is a large group who are the target of generalization in research

Sevilla, (1993:160). Moreover, population is the whole subject of the research Arikunto,

(2006:130), the population of this investigation will be the eighth grade of students of

the State Junior High School 1 of Kikim Timur Lahat in the academic of year 2011-

2012. There are five classes and the total number of students is 184. The narative is in

table bellow:

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TABLE 1

THE POPULATION OF THIS STUDYNo. Class Number of Students

1. VII.A 40

2. VII. B 39

3. VII. C 40

4. VII. D 31

5. VII. E 34

Total 184

Source: junior high school 1 of kikim timur lahat

8.3.2 Sample

Sample is a part or representative of the population investigate Arikunto,

(2006:131). Henceforth, Sample is small group observed Sevilla, (1993:160). In this

research, the writer takes the population by using cluster random sampling. According

to Fraenkel and Wallen (1993:84), the clustering random sampling is the selection of

groups of individual rather than single individual, all individual are included in the

sample.

In choosing the sample, firstly the writer writes the five classes on pieces of

paper. Secondly, the writer rolls them up and put them in her hand. Finally, the teacher

takes a paper as the sample the research. The distribution of population can be seen in

the table 2 bellow.

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TABLE 2

THE SAMPLE OF THIS STUDY

No. Class Number of Students

2. VII.B 39

TOTAL 39

8.4 Techniques for Collecting the Data

To collect the data, the writer uses written test as the instrument. A test is a set of

questions, each of which has a correct answer Tinambun, (1988:3). The aim of giving

the test is to find out the effectiveness of Quantum Learning Technique in increasing

students reading skill. In this investigation there are two kinds of test are given pre test

and post test. Pre test is administrated to the students to find out their scores before.

being taught by using Quantum Learning Technique. Post test is administrated to the

students to find out their after being taught by using Quantum Learning Technique.

In this test, students will be given text about narrative text in the titled

“Cinderella and “The Slepping Beautiful” followed by 40 questions. The question

covered finding the main idea of each paragraph, main idea for the whole reading text,

the references, antonym, and synonym. The question used in the form of multiple

choice (a,b,c, or d). In multiple choice test, the students must choose the correct answer

based on the reading text. This texts intended to see the students’ ability in aswering

competency questions.

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8.4.1 Validity

The validity of the test materials checked through the content validity.

Fraenkel and Wallen (1990:127) state that validity has been defined as referring to the

appropriateness, meaningfulness, and usefulness of the specific inferences researchers

make based on the data they collect. Validation of an instrument is the process of

collecting evidence to support such inference. In order to make the test materials have

high degree of content validity, the writer evaluated the content validity of the test

items, which is related to the instructional objectives stated in the 2006 English

syllabus.

A test is valid if it tests what it is supposed to test Harmer, (2006:322).

According to Tinambun (1988:11) validity refers to the extent to which the result of an

evaluation procedure serves the particular uses for which they are intended. In addition,

validity refers to the extent of the measurement that can be measured, by a research

instrument (test). Therefore, the validity of the test is the extent to which the test

measures what is intended to measure.

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TABLE 3

THE SPECIfICATION OF TEST ITEM

Objective Material Indicator Number of ItemsTypes of

Test

The students are able to comprehend by given their some questions using Quantum Learning Technique.

Narative text which titled “Cinderella and Selleping beautiful”.

1. Literal Comprehension

- Finding explicit information

- Identifying referents of the reference words

2. Inferential Comprehension

- Finding implicit information

- Finding main ideas

- Guessing meaning of words from the context

1,4,5,6,8,14,18,20

3,9,21,22,23,30,31

2,15,32,36,37,38,39

11,16,17,19,24,27,28

12,13,25,26,29,33,3435,38,40

Multiple choice

8.4.2 Reliability

A good test should give consistent results. Reliability is enhanced by making

the test instructions absolutely clear, restricting the scope for variety in the answers, and

making sure that test conditions remain constant (Harmer, 2006:322).

According to Cohen (2005:117) reliability is a measure of consistency.

Henceforth, reliability refers to the consistency of the scores obtained – how

consistency they are for each individual from one administration of an instrument to

another and from one set of items to another (Fraenkel and Wallen, 1990:133).

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Tinambun (1988:14) states that reliability refers to the consistency of test

scores that is, how consistent test scores or other evaluation results are from one

measurement to another. Before doing the real study, the instruments try out for its

reliability. In this case, the instrument would be tested to 39 students of the in the

academic of year 2011-2012.

In this investigation the internal consistency reliability estimates through

Kuder-Richard on reliability and the mean score and standard deviation. The following

is the Kuder-Richard 21 (KR-21) formulas (Tinambun, 1988:22).

KR−21=

KK−1 [1−M ( K−M )

K (SD )2 ]In which

KR 21 = : Kuder-Richardson Realibility Coefficient

K : Number of Items in the Test

M : Mean of the Students’ Correct Answers

SD : Standard Deviation of the Test Scores.

The formula is:

SD =√∑ X2

Ν

In which:

SD : standard deviation

N : total number of scores

∑ : the sum of

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X2 : deviation squared

Dealing with it, Fraenkel and Wallen (1993:149) state that test material are

considered reliable if the reliability coefficient exceeds 0.7 (KR 210.7) and un

reliability if it is less than 0.7 (KR 210.7).

8.5 Techniques for Analyzing the Data

In analyzing the data obtain from the test answered by the students, the writer

applied three techniques of analyzing the data needed; they are 1) individual score, (2)

conversion of percentage range, and 3) the match t-test, to find out the students’

individual scores in reading.

8.5.1 Individual Score

In getting the individual score the formula is as follows:

Is= RN

×100

Where :

Is : Individual score

R : Total number of correct answer

N : Number of test items

(Hatch and Farhady, 1982:43)

8.5.2 Conversion of Percentage Range

The conversion of percentage range is applied which exists in the students’

report book, they are as follow:

TABLE 5

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TABLE CONVERSION OF PERCENTAGE RANGE

SCORE QUALIFICATION

10987654321

ExcellentVery goodGoodGood enoughEnoughFairy enoughLackVery lackPoorVery poor

8.5.3 Matched t-Test

This analysis is applied to find out whether or not teaching reading

comprehension by using Quantum Learning Technique is significantly effective. After

collecting the data and counting the data which are obtained from the pre test and post

test, the writer analyzes the data and compared all the data by using t-test. The formula

is as follow:

t=Χ1−Χ2

SD

Where:

t : the t-obtained

X1 : the mean of the students in post-test

X2 : the mean of the students in pre-test

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(Hatch and Farhady, 1982:144)

SD : standard error of the difference between two mean

In getting the standard error of differences (SD ) the formula is:

SD=SD

√n

In which :

SD = Standard Deviation of the differences

N = Number of pairs

Where formula of SD is

SD =√∑ D2−(1n)(∑ D )2

n−1

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REFERENCES

Anderson, N. (1999). Exploring second language reading: Issues and strategies. Boston, MA: Heinle & Heinle. On line htpp://www.NCLRC.teachingreading.com

Arikunto, Suhaimi. 2006. Prosedure Penelitian Suatu Pendekatan Praktek. Cetakan ketigabelas, edisi revisi. Jakarta: PT Asdi Mahasatya.

Bernhardt, E. (1991). Reading development in a second language. Norwood, NJ: Ablex. On line htpp://www.NCLRC.teachingreading.com

Brown, H Douglas. 1994. Teaching by Principles: An interactive Approach to Language Pedagogy. New Jersey: Prentice Hall Regents.

Cohen, Louis. 2005. Research Methods in Education. Fifth Edition. London: Taylor & Francis Group.

Dechant, Emerald V. 1970. Improving the Teaching of Reading. Second Edition. New Jersey: Prentice-Hall, Inc.

Departemen Pendidikan Nasional. 2006. Kurikulum Tingkat Satuan Pendidikan. Jakarta: Depdiknas.

Dunn, Rita and Kenneth Dunn. 1978. Teaching Students Through Their Individual Learning Style: A Practical Approach. New Jersey: Prentice-Hall, Inc.

Fraenkel, Jack R and Norman E Wallen. 1990. How to Design and Evaluate Research in Education. The United Stated of America: McGraw-Hill, Inc.

Harmer, Jeremy. 2006. The Practice of English Language Teaching. Third Edition. Longman: Cambridge, UK.

Harrison, Collin. 2004. Understanding Reading Development. London: SAGE Publications Ltd.

Mark stein Linda & Hirasawa Louise.1981. Developing Reading Skill. The United Stated of America: McGraw-Hill, Inc.

Saleh, Yusrizal. 1997. Methodology of TEFL. “In Indonesia Context Book 1.

Unpublished Monograph, Faculty of Teacher Training and Education”. Palembang: Sriwijaya University.

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QUANTUM LEARNING TECHNIQUE TO THE EIGHTH GRADE STUDENTS OF THE STATE JUNIOR HIGH SCHOOL 1 OF KIKIM TIMUR LAHAT

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LESSON PLAN

I. General Objectives

The students are able to ask and answer questions about main ideas, details,

similarities and differences, and cause and effect relationship in a reading text both

orally and written.

II. Spesicific Learning Objectives

- Ask and answer questions about a reading text.

- Recognize main ideas, details, similarities and differences, and cause and effect

relationship in a reading text.

- Mention main ideas, details, similarities and differences, and cause and effect

relationship in a reading text.

III. Material and Media

- Students’ handbook and reading material.

IV. Teaching and Learning Activities

1) Pre Learning Activities

- As the teacher enters the class, she greets the students and makes sure that there

is no student who belongs to the class still outside.

- As a warming up activity, the teacher motivates students’ interest by asking

them some questions related to the vocabulary of the lesson. She differ one

answer with another by writing them down on the blackboard.

- The teacher tells the class the lesson and conveys the objectives of the lesson.

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2) During Learning Activities

a) The teacher elicits the topic of the story before showing the picture.

b) After elicitation, then she shows the story picture.

c) After the presentation by using the quantum speed reading, students should

respond to every statements and questions given to them. This is to make sure

whether they understand the story or not.

e) Then it comes the turn for the students to retell the story by using their own words

and styles.

3) Post Learning Activities

- The teacher summarizes the lesson.

- Then students do some exercises.

V. Evaluation

Process evaluation by observing the students’ activities

English Teacher

SAPRIL

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THE INSTRUMENTS TEST OF TEACHING READING COMPREHENSION

BY USING QUANTUM SPEED READING (QSR) TO THE SEVENTH GRADE

OF SMPN 1 MUARADUA, OKU SELATAN

NAME:___________________________________

CLASS:___________________________________

DATE OF TEST:___________________________

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Critical Values of t–Table

Level of significance for one-tailed test

.10 .05 .025 .01 .005 .0005

Level of significance for two-tailed test

Df .20 .10 .05 .02 .01 .001

1

2

3

4

5

6

3.078

1.886

1.638

1.533

1.476

1.440

6.314

2.920

2.353

2.132

2.015

1.943

12.706

4.303

3.182

2.776

2.571

2.447

31.821

6.965

4.541

3.747

3.365

3.143

63.657

9.925

5.841

4.604

4.032

3.707

639.619

31.598

12.941

8.610

6.859

5.959

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7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

1.415

1.397

1.383

1.372

1.363

1.356

1.350

1.345

1.341

1.337

1.333

1.330

1.328

1.325

1.323

1.321

1.319

1.318

1.316

1.315

1.314

1.313

1.311

1.310

1.895

1.860

1.833

1.812

1.796

1.782

1.771

1.761

1.753

1.740

1.740

1.731

1.723

1.726

1.721

1.717

1.714

1.711

1.708

1.706

1.703

1.701

1.699

1.697

2.365

2.306

2.262

2.228

2.201

2.179

2.160

2.145

2.131

2.120

2.110

2..101

2.093

2.086

2.080

2.074

2.069

2.064

2.060

2.056

2.052

2.048

2.045

2.042

2.998

2.896

2.821

2.764

2.618

2.661

2.650

2.624

2.602

2.583

2.562

2.552

2.539

2.528

2.518

2.508

2.500

2.492

2.485

2.479

2.473

2.467

2.462

2.457

3.499

3.355

2.250

2.169

2.106

2.055

2.012

2.977

2.947

2.921

2.898

2.878

2.861

2.845

2.831

2.819

2.807

2.797

2.787

2.779

2.771

2.763

2.756

2.750

5.405

5.041

4.781

4.587

4.437

4.313

4.221

4.140

4.073

4.015

3.965

3.922

3.883

3.850

3.819

3.792

3.767

3.745

3.725

3.707

3.690

3.674

3.659

3.649

30

40

60

120

1.203

1.296

1.289

1.282

1.684

1.671

1.658

1.645

2.021

2.000

1.980

1.960

2.423

2.390

2.358

2.326

2.704

2.660

2.617

2.576

3.551

3.460

3.373

3.291

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