Improving The Reading Comprehension Skill By Using Blended Learning In

Second Grade at SMAN 3 Parepare

CHAPTER I: INTRODUCTION

This chapter consists of Background, Problem Statement, Objective of the

Research, Significance of the Research and Scope of the Research, operational
definition of term

A. Background
Language is a communication tool that has an important role in
interacting so that the development of guidance in its development is
very necessary. The pursuit of language development can aim to
increase knowledge so that it can have awareness and desire to use
language correctly and correctly.
Language has an important role in advancing technology. This
is said because language is a tool used as a language for mass media
to support the development of science and technology especially
English. Likewise with technology, as it is known that technology
certainly uses language as the main media for obtaining informatio n.
As a means of global communication, English must be mastered
actively both oral and written. Not requiring increasingly rapid
technological advancements we need to be more proactive in the
flow of global information as an asset in meeting life's needs for
information. As the language of association the world of English is
not only an academic necessity because its mastery is only limited to
aspects of language knowledge provided as a medium of global
communication.
Learning language covers some aspects. One of the important aspects is
linguistic aspect which covers grammar, vocabulary, pronunciation, structure,
and so on. Beside those aspects, the learners also need to master the skills of
the language such as listening, writing, reading, and speaking. However, it
should be kept in mind that those skill is cannot be learned discretely. Students
who are learning English should master those skills integrated.
It has been known that the students tend to face written texts every day.
The written texts could be found in magazines, newspaper, books, articles on
paper and internet, and other kinds of the written texts. Those written texts give
so much information for the learners. In school setting, texts are widely
presented in the learners textbooks.
In some school setting, the students get some English textbooks which are
written in English. These textbooks contain a lot of information related to the
subjects the learners learned. In order to access this information, therefore they
need sufficient knowledge of English. Especially, they should have the skills of
reading because it is written in the textbooks so that they could comprehend it
well. That is why the reading skills are important to be mastered.
Reading is a basic skill that everyone can develop through application and
practice. Reading skill is one of the most important things for us because
sometimes we cannot express our ideas in written form, although we can speak
very well, reading is one of the four skills in language activity.
Studying reading is not as easy matter as we have in our mind. It is proved
by the students’ achievement in reading ability at number schools in Indonesia
for example: in a pre observation at SMAN 3 Parepare the researcher found
that the student’s ability is still low. Their mean score is 46,5. This score is
categorized as low achievement based on DEPDIKNAS classification
achievement in 2015.
This problem of achievement is mostly caused on using teaching strategies
to teach reading. This data is collected through questioning the student and we
got about 85% students who stated that are not satisfied on the teaching
method in the class.
One way that can be used in teaching English reading is through Blended
Learning. It can be used to test the students ability in mastering English
reading in learning at senior high school often uses technology, where as
application can give a good value in teaching reading.
 Blended learning is a combination of: multimedia technology, CD ROM
video streaming, virtual classroom, voicemail, email, and telephone
conferencing, online text animation and video streaming Thorne (2003), “.
All of this is combined with traditional forms of classroom training and one on-
one training”. The sense of conclusion to be drawn that the Blended learning
combines online learning with traditional media in the form of face – to - face.
Therefore , the title of this research is ” Improving The Reading
Comprehension Skill By Using Blended Learning In Second Grade at SMAN
3 Parepare“

B. Research Problem
1. Is the use of blended learning as method able to improve the reading
comprehension by using blended learning of eighth grade students of
SMAN 3 Parepare?
2. Is there any significant difference between the reading comprehension skill
by using blended learning at SMAN 3 Parepare before and after being
taught by using Blended learning?

C. Research Objective
The objectives of this study based on the statement of the problem above:
1. To find out and analyze the use of blended learning as method is able to
improve or not the reading comprehension of SMAN 3 Parepare.
2. To find out the significant difference between the reading comprehension
skill by using blended learning at SMAN 3 Parepare before and after being
taught by using blended learning.

D. Significances Of The Research

The significances of the research is divided into two parts They will be
theoretical and practical significance.
 1. Theoretical significance; the result of this research is expected to be useful
information the development English language study, especially in teaching
reading comprehension by blended learning.
2. Practical significance; this result of the research is expected to be useful
information to the English teacher in varying their teaching presentation
and motivates the students to improve their reading comprehension, so they
will be interested and not boring in learning English, the next researcher;
expected to be useful and meaningful references to the next researcher.

E. Scope Of The Result

The scope of the research is focused on the effectiveness of the use of
blended learning method to improve the reading comprehension of the second
grade students of SMAN 3 Parepare. It is restricted by discipline, content and
activity.
CHAPTER II: REVIEW AND RELATED LITERATURE

In this chapter there are some sections that will be explained. They are some
previous research findings, some pertinent ideas, conceptual framework. The
following will be explained as follow.

A. Some Previous Related Research Findings

1. Nadia Zorrela (2017)
“ Increasing The Students’ Reading Comprehension Through Choral
Reading Strategy At Seventh Grader Of Private Islamic Junior High School
Jami’ Al Kautsar Tapung Hilir “.Concluded that Choral reading strategy
could increase the students’ reading comprehension. It was proved by
quantitative and qualitative data. In quantitative, when the pre test was
conducted to the students, there were only 16.13% or five students who got
the score up to 75. In the first cycle, post test I was conducted to the
students. There were 80.64% or twenty five students who got the score up to
75. It means that there were an increased of the students in their reading
comprehension. In the second cycle, post test II was conducted to the
students. There were 100% or 31 students who got the score up to 75. It
means that choral reading strategy could be said worked well which helped
students to increase their reading and more interesting and enjoyable in
reading.
2. Widya Astuti (2013)
“The Effect Of Using partner Reading Strategy Toward Reading
Fluency At The Second Year Students Of Junior High School 1 Sungai
Pakning Bengkalis Regency”. Concluded that after the writer conducted
post-test, the writer found that students reading fluency in narrative text
after being taught by using Partner Reading strategy in experimental class
increase. It means that the result of students’ score on post-test is better than
on pre-test. While at students reading fluency in narrative text taught
without using partner reading strategy at the second year students of Junior
 High School 1 Sungai Pakning Bengkalis Regency from the post-test score
of control class is lower than post test score of experimental class.
Based on the data analysis, the writer concludes that the significant
effect score showed 8.45. In level significant 5% the score was 2.03. In level
significant 1% the score was 2.72. It could be read 5 %< 8.45 >1%. It means
that there is a significant effect of partner reading strategy toward students’
reading fluency at the second year students of state Junior High School 1
Sungai Pakning Bengkalis Regency. In conclusion teaching reading by
using partner reading strategy at the second year students of state Junior
High School 1 Sungai Pakning Bengkalis Regency is better than without
using Partner Reading Strategy. In conclusion, teaching reading fluency by
using partner reading strategy is effective
3. Sara Puspita Sari (2007)
“ The Effectiveness of Pre-Reading Activities to Improve Students’
Reading Comprehension”. Concluded that Based on the data described
previously, the writer draws the conclusion that using pre-reading activity
has a great and positive influence in teaching reading. The students who are
taught using the pre-reading activities have higher score than the students
taught without pre-reading activity.
Pre-reading activity can improve students’ reading comprehension in
SMA Budi Mulia Ciledug. Based on the experiment known that there is
significance difference between the score of the students who are taught
using pre-reading activity and without pre-reading activity.
The research result above proved that the reading comprehension are able
to be developed in different method namely, Choral Reading Strategy, partner
Reading Strategy, and Pre-Reading Activities. In this research, the researcher
develop the reading in different way namely improving student’s
understanding on reading comprehension by using blended learning method.
B. Some Pertinet Ideas
Improving The Reading Comprehension Skill By Using Blended Learning
In Second Grade in SMAN 3 Parepare
1. Concept of Reading
1) Definition of Reading
Most people see reading as a simple process with the reader
processing each letter in turn, producing the appropriate sounds, and
forming words. Some people considered reading as a thinking process
through which meaning is obtained from printed symbols.
But reading is not just a mechanical process of word-calling or
“decoding”; simply saying words or recognizing them in silent reading
does not constitute reading. Rather, reading requires the use of all
individual’s capabilities in deriving meaning from printed material. This
is the point of reading from the beginning.
Reading is considered to be a relatively simple mechanical skill.
Some think of reading as a surrounding out of printed words, either with
or without a comprehension of meaning, and others restrict their concept
of reading to the ability to read aloud.
Reading is the process of recognition, interpretation, and perception
of written or printed material. Further more it is said reading is a process
of communication from the writer to the reader.
According to Kenneth Goodman reading is a receptive language
process. It is a psycholinguistic process in that it starts with a linguistic
surface representation encoded by a writer and ends with meaning which
the reader construct.
2) Reading Comprehension
There are so many definitions of reading comprehension stated by
experts from different points of view. Johnson, in Mikulecky (1990: 2)
defines reading comprehension as a complex behavior which involves
conscious use of various strategies, including problem solving strategies,
to build a model of meaning which the writer is assumed to have
 intended. According to Harmer (1991: 206), reading for general
comprehension is a skill that involves absorbing only the main point of
the text. The reader is not looking for a specific point, but rather
whatever is necessary to get an overall understanding of the text.
3) Factors affecting reading comprehension
There are many factors that affect reading comprehension. Some
experts propose different views about it. They are internal factors and
external factors.
Internal factors consist of linguistic and non linguistic factors. The
linguistic factors include semantic abilities, and miscue analysis (the
analysis of errors or unexpected responses in children learning to read
their mother tongue) of reading errors. Semantic abilities relate to the
knowledge of word meaning. Prediction of what is coming next
Expectation and relevant ideas Reading Comprehension recognition of
meaningful segments of text and text structure 12 Syntactic abilities
relate to the knowledge of the sentence structure. A miscue analysis is an
unexpected response to language to language that reader’s pronunciation
to be at variance with the writer’s words. In miscue of oral reading,
inaccurate is analyzed to the reader’s use of syntactic and semantic
information. Meanwhile, the non linguistic factors include intellectual,
educational background, prior experiences with the literacy, reader’s
motivation and schemata (their knowledge of and beliefs about
situations, and actions based on their experiences) (Celce-Murcia, 2001:
56).
External factors also influence reading comprehension. According to
Catherine and Shattuck (2005: 117), the external factors influencing
reading comprehension can be found at home, classroom, and the
community that motivate students to read. The external factors are
opportunities to practice reading for various purposes, a lot of the texts to
many different kinds of reading materials, features of the texts being
read, the suitability of topic to individual reader’s interest, and socio-
 cultural context which reading takes place.
4) Kinds of Reading
There are three kinds of reading test namely: reading aloud, silent
reading, speed reading, according to Cook in Lidiyawanti (2009).
1) Reading aloud
States, the purposes of reading aloud is to be able to communicate
ideas to others to an audience of one, a few a persons, or more. The
value of such reading depends upon the skill with which it is done too
often a great lack of skill is readily noted when reports or other
material are read aloud at a church meeting, a parent-teacher
gathering, a social club, a scientific meeting, or in a classroom, A.
Tinker Miles and M. Mc Cullough Constancein Abdullah (2008). Of
course, the one who reads aloud in any of these situations would
prefer to do it well, but too often he does not know how.
Reading aloud is very important devices cannot in achievement
the goals because aid in developing our habit to practice. In reading
aloud the students will get experience in producing sound that be
practiced as many times as possible to practice.
2) Silent reading
Silent reading tents to reinforce the reader to find out the meaning of
the words. This kind of reading skill to criticize what is written to
discuss something written means to draw inference and conclusion as
well as to express a new idea on the basis of what is read.
Silent reading does not mean that a reader reads without sound. A
reader may respond to words but there is need to out each word. A
reader, in silent reading is understanding without any reference to
pronunciation, stress or intonation.
3) Speed reading
Speed Reading is a collection of methods for increasing reading speed
without an unacceptable reduction in comprehension (Wikipedia).
Using fast reading supposed students can efficient in use time in learn.
 By speed reading students can read information more quickly. The
students may also get a better understanding of it, as we will hold
more of it in short term memory.
Speed reading also is how can the students read with better
comprehension during quicker and remember it well also at the same
time Nurhadi in Dwi Yulianti Rum (2010) declare to read fast and
effective is kind reads that give top priority speed, without leave
comprehension towards the reading aspect.
5) Types of Reading
Wood in Lidiyawanti (2009) indicated the types of reading are
important categories as: Skimming, scanning, and intensive reading.
1) Skimming
Skimming is quickly running one’s eyes over text to get the gist of
it according by Grallet in Supiani (2009). Skimming is done when a
reader wishes to cover only the most important information or the
main ideas of reading material in a hurry or a shot time. So the reader
have to find out the important items which they need by glancing
speed over the reading material these information might be short a
simple one.
Skimming is a high speed reading process and involves visually
searching the sentences of a page for clues to meaning. It is conducted
at a higher rate (700 wpm plus) than normal reading for
comprehension rates, especially with information rich reading
material. Skimming on its own should not be used when complete
comprehension of the text is the objective.
Skimming is also used to quickly identify the main ideas of a text.
When we read the newspaper, probably not reading it word- by -
word, instead scanning the text. Skimming is done at a speed three to
four times faster than normal reading. People often skim when they
have lots of material to read in a limited amount of time. Use
 skimming when we want to see if an article may be of interest in
research.
2) Scanning
Scanning is similar to skimming in that the reader is pushing
himself through a selection at an initially uncomfortable rate, but the
search is more focused since the information needed is very specific,
usually a date, a number, or a place, according by Mackay and
Barkman in Supiani (2009).
When scanning, look for the author’s use of organizers such as
numbers, letters, steps, or the words, first, second, or next. Look for
words that are bold faced, italics, or in a different font size, style, or
color. Sometimes the author is put key ideas in the margin.
3) Intensive reading
Intensive reading means reading shorter texts to extract specific
information. This activity is likely more to emphasize the accuracy
activity involving reading for detail. The process of scanning takes a
more prominent role here than skimming. Reader is trying to absorb
all the information given, example: reading dosage instruction for
medicine.

2. Concept Of Blended Learning

a. Definition Of Blended Learning
Blended learning combines the best aspects of online learning,
structured face-to-face activities, and real world practice, according to
Semler (2005). Online learning systems, classroom training, and on-the-
job experience have major drawbacks by themselves. The blended
learning approach uses the strength of each counter the others'
weaknesses. "
Blended learning is an easy way of learning that combines various
ways of delivery, teaching models, and learning styles, introducing
various media choices for dialogue between facilitators and people who
 are taught. Blended learning is also a combination of face-to-face
teaching and online teaching, but more than that as an element of social
interaction.
Blended learning is learning that is supported by an effective
combination of ways of delivery, different ways of teaching and learning
styles and found in open communication among all the parts involved
with training ". As for the benefits of using blended learning as a
combination of direct (face-to-face) teaching and online teaching, but
more than that as an element of social interaction namely:
1) There is interaction between teacher and student
2) Teaching can be online or face to face
3) Blended Learning = combining instructional modalities (or delivery
media)
4) Blended Learning = combining instructional methods

b. Types of Blended Learning

1) Station Rotation Blended Learning
Station-Rotation blended learning is a: “…model (that) allows
students to rotate through stations on a fixed schedule, where at least
one of the stations is an online learning station. This model is most
common in elementary schools because teachers are already familiar
rotating in “centers” or stations.”
Similar to: Lab Rotation blended learning
Primarily characterized by: the fixed schedule that guides the
‘blending’
2) Lab Rotation Blended Learning
‘The Lab Rotation’ model of blended learning, similar to “Station
Rotation,’ works by “allow(ing) students to rotate through stations on
a fixed schedule…in a dedicated computer lab allow(ing) for flexible
scheduling arrangements with teachers…enabl(ing) schools to make
use of existing computer labs.”
 Similar to: Station Rotation blended learning
Primarily characterized by: the use school computer labs in new
ways
3) Remote Blended Learning (also referred to as Enriched Virtual)
In Enriched Virtual blended learning, the student’s focus is on
completing online coursework while only meeting with the teacher
intermittently/as-needed. This approach differs from the Flipped
Classroom model in the balance of online to face-to-face instructional
time. In an Enriched Virtual blended learning model, students
wouldn’t see/work with/learning from a teacher on a daily basis face-
to-face but would in a ‘flipped’ setting.
Similar to: A mix of Self-Directed, Flex blended learning, Flipped
Classroom
Primarily characterized by: students completely coursework
remotely and independently.
4) Flex Blended Learning
The ‘Flex’ is included in types of Blended Learning and its model
is one in which… “a course or subject in which online learning is the
backbone of student learning, even if it directs students to offline
activities at times.
Students move on an individually customized, fluid schedule among
learning modalities. The teacher of record is on-site, and students
learn mostly on the brick-and-mortar campus, except for any
homework assignments. The teacher of record or other adults provide
face-to-face support on a flexible and adaptive as-needed basis
through activities such as small-group instruction, group projects, and
individual tutoring.”
Similar to: Remote blended learning, Inside-Out blended learning
Primarily characterized by: its versatility to meet the needs of a
variety of formal and informal learning processes (schools,
organizations, homeschooling, etc.)
5) The ‘Flipped Classroom’ Blended Learning
Perhaps the most widely known version of blended learning, a
‘Flipped Classroom’ is one where students are introduced to content at
home, and practice working through it at school supported by a
teacher and/or peers. In this way, traditional roles for each space are
‘flipped.’
Similar to: Remote blended learning
Primarily characterized by: the retention of traditional learning
forms in new contexts (i.e., studying at school and learning at home)
6) Individual Rotation Blended Learning
The Individual Rotation model allows students to rotate through
stations, but on individual schedules set by a teacher or software
algorithm. Unlike other rotation models, students do not necessarily
rotate to every station; they rotate only to the activities scheduled on
their playlists.”
7) Project-Based Blended Learning
Blended Project-Based Learning is a model in which the student
uses both online learning—either in the form of courses or self-
directed access—and face-to-face instruction and collaboration to
design, iterate, and publish project-based learning assignments,
products, and related artifacts.
Similar to: Self-Directed blended learning, Outside-In blended
learning
Primarily characterized by: the use of online resources to support
project-based learning
8) Self-Directed Blended Learning
In Self-Directed blended learning, students use a combination of
online and face-to-face learning to guide their own personalzed
inquiry, achieve formal learning goals, connect with mentors
physically and digitally, etc. As the learning is self-directed, the roles
of ‘online learning’ and physical teachers change, and there are no
formal online courses to complete.
In Self-Directed blended learning, one challenge for teachers is to be
able to judge the and (somehow) success of the learning experience
without de-authenticating it. For students, the challenge is to seek out
models of products, processes, and potential that can provide the kind
of spark that can sustain learning while being self-aware enough to
know what’s working and why, and to make adjustments accordingly.
Some students need very little to soar, while others need support
through very clear pathways that they can guide themselves through
with autonomy and self-criticism.
Similar to: Inside-Out blending learning, Project-Based blended
learning
Primarily characterized by: the exchange of traditional academic
work for student-centered inquiry
Inside-Out Blended Learning
In Inside-Out blended learning, experiences are planned to
‘finish’ or ‘end up’ beyond the physical classroom, but still require
and benefit from the unique advantages of both physical and digital
spaces.
In both the Outside-In and Inside-Out models, the nature of the
‘online learning’ is less critical than the focus on platforms, spaces,
people, and opportunity beyond the school walls. (The ‘online’
components could be self-directed inquiry and/or formal eLearning
courses and curriculum.) Because the learning pattern is ‘outward,’
Project-Based blended learning is an excellent example of the Inside-
Out model. As with Outside-In blended learning, there is a need for
expert guidance, learning feedback, content teaching, and
psychological and moral support from face-to-face interactions on a
daily basis. Well-designed, each of the three ‘areas’ plays to its
strengths and complements the other two.
 Similar to: Outside-In blended learning, Blended Project-Based
Learning
Primarily characterized by: student movement between digital and
physical spaces
9) Outside-In Blended Learning
In Outside-In blended learning, experiences are planned to ‘start’
in the non-academic physical and digital environments students use on
a daily basis, but finish inside a classroom. This could mean
traditional letter grades and assessments forms, or less traditional
teaching and learning that simply uses the classroom as a ‘closed-
circuit’ publishing ‘platform’—a safe space to share, be creative,
collaborate, and give and receive feedback that grows student work.
Well-designed, each of the three ‘areas’ plays to its strengths and
complements the other two. While the pattern is Outside-In, unlike
Remote blended learning there is still a need for guidance, teaching,
and support from face-to-face interactions on a daily basis.
Similar to: Inside-Out blended learning
Primarily characterized by: student movement between digital and
physical spaces; the potential authenticity of student work
10) Supplemental Blended Learning
In this model, students complete either entirely online work to
supplement their day-to-day face-to-face learning, or entirely face-to-
face learning experiences to supplement the learning gained in online
courses and activities. The big idea here is supplementing—critical
learning objectives are met entirely in one space while the ‘opposite’
space provides the student with specific supplementing experiences
that the other did not or could not provide.
11) Mastery-Based Blended Learning
Students rotate between online and face-to-face learning
(activities, assessments, projects, etc.) based on the completion
mastery-based learning objectives. Assessment design is crucial in any
 mastery-based learning experience; the ability to use face-to-face and
digital assessment tools is either powerful or ‘complicated’ depending
on the mindset of the learning designer.

c. Blended Learning Benefits

The benefit of using e-learning and blended learning in the world of
education today is that e-learning provides flexibility in choosing the
time and place to access lessons. Students do not need to travel to where
the lessons are delivered, e-learning can be done from anywhere whether
or not they have access to the Internet.
E-learning provides an opportunity for students to independently
control the success of learning. Learners are free to determine when to
start, when to finish, and which parts in one module they want to learn
first. If, after repeated, there were still things he did not understand,
learners could contact the instructor, resource person via email, chat or
join interactive dialogues at certain times. You can also read the results
of the discussion on the message board available at the LMS (Learning
Management System).
d. Models of Blended Learning
As school districts look for ways to give their students a personalized
learning experience without expanding their budgets, blended learning
can be an effective option. This approach to schooling combines face-to-
face instruction with online learning and has yielded strong results since
officially being researched as an education strategy. In fact, according to
a 2010 study from the U.S. Department of Education, blended learning
classes produce statistically better results than their face-to-face, non-
hybrid equivalents. This may be partly due to the fact that this rapidly
growing model not only increases the flexibility and individualization of
student learning experiences, but also allows teachers to expand the time
they spend as facilitators of learning. Schools make the switch to blended
learning for a variety of reasons. In addition to considering the age of the
students, the reasons for choosing a blended model generally dictate
which of the six models they choose to implement:
1) Face-to-Face Driver Model
Of all the blended learning models, face-to-face driver is the
closest to a typical school structure. With this approach, the
introduction of online instruction is decided on a case-by-case basis,
meaning only certain students in a given class will participate in any
form of blended learning. The face-to-face driver approach allows
students who are struggling or working above their grade level to
progress at their own pace using technology in the classroom.
Some schools have also found this model to be a helpful way to
engage English language learners (ELL), who sometimes fall behind
not because they are incapable of understanding a concept, but
because they’re not native speakers. A 2009 study of the Round Rock
Independent School District in Texas found that the math and reading
test scores of third and fifth grade ELLs increased following the
implementation of blended learning and the use of interactive
whiteboards.
2) Rotation Model
In this form of blended learning, students rotate between different
stations on a fixed schedule – either working online or spending face-
to-face time with the teacher. The rotational model is more widely
used in elementary schools – 80 percent of elementary schools in
California that use blended learning follow the rotational model –
because many are already set up to have students rotate between
stations.
In a case study of IDEA Public Schools in Texas published by
Dream Box Learning, the rotational model of blended learning was
determined to be an effective means of increasing the achievement of
students in this Title 1 School. IDEA students rotated between
learning labs, where they used intelligent adaptive learning software to
 learn math concepts, and a traditional classroom. The result? Students
became more active learners and often challenged themselves to work
harder and learn material that had not yet been introduced in their
math classroom.
3) Flex Model
Schools who are supporting a large number of non-traditional or
at-risk students often choose the flex model of blended learning. With
this approach, material is primarily delivered online. Although
teachers are in the room to provide on-site support as needed, learning
is primarily self-guided, as students independently learn and practice
new concepts in a digital environment. The flex model is an approach
used by the AdvancePath Academy, a blended learning school, which
works with school district partners to address the needs of students
with behavioral, academic and/or socio-economic challenges.
Students at AdvancePath spend most of their time in a computer
lab learning online. However, certified teachers are also on-site to
work with students on reading and writing, lead small-group work,
and provide help as needed. More than 90 percent of students enrolled
at AdvancePath either graduate from high school, transfer to other
schools to complete their studies, or are on track for graduation. These
are promising results, considering that only three out of 10 students
who drop out of high school manage to earn a degree by age 25.
4) Online Lab Model
As schools face increasingly tighter resource constraints, the
online lab model of blended learning is a viable option for helping
students complete courses, including those not offered at the specific
school site. In this scenario, students learn entirely online but travel to
a dedicated computer lab to complete their coursework. Adults
supervise the lab, but they are not trained teachers. This not only
allows schools to offer courses for which they have no teacher or not
enough teachers, but also allows students to work at a pace and in a
 subject area that suits them without affecting the learning environment
of other students.
In a case study published by DreamBox Learning, the Inner City
Education Foundation demonstrated how vital online lab programs
can be for school districts facing budgetary and resource shortfalls.
The ICEF Vista Elementary Academy in Los Angeles faced
significant state funding cuts in 2010, so school leaders instituted
learning labs in an attempt to give students quality digital learning
experiences because they had fewer teachers. The result? Students in
need of intervention had more face time with teachers and the school’s
second and third graders demonstrated improved math skills.
5) Self-Blend Model
Popular in high schools, the self-blend model of blended learning
gives students the opportunity to take classes beyond what is already
offered at their school. While these individuals will attend a traditional
school environment, they also opt to supplement their learning
through online courses offered remotely. In order for this method of
blended learning to be successful, students must be highly self-
motivated. Self-blend is ideal for the student who wants to take
additional Advanced Placement courses, or who has interest in a
subject area that is not covered in the traditional course catalog.
6) Online Driver Model
At the opposite end of the spectrum from face-to-face driver we
have online driver, which is a form of blended learning in which
students work remotely and material is primarily delivered via an
online platform. Although face-to-face check-ins are optional,
students can usually chat with teachers online if they have questions.
This model of blended learning is ideal for students who need more
flexibility and independence in their daily schedules. This approach is
becoming increasingly popular – each year, the number of students
participating in online driver programs increases by about 15 percent.
CHAPTER III: METHOD OF THE RESEARCH
This chapter presents research design, Research variables and operational
definition of variables, population and sample, instrument of the research,
procedure of collecting data, and technique of data analysis.

A. Type of Research
This research will use quasi-experimental method, which applied two-
ground structure design. They are experimental class and control class. This
design will be illustrated as follows:
E: 01 X 02
C: 01 X 02
Where:
E: Experimental Group
C: Control Group
01: Pre-test
X: Treatment
02: Pos-test

(Gay, 1981: 225)

B. Research Variables and Definition of Variables
1. Research Variables
There are two variables in this research namely independent variable
and dependent variable.
a) The independent variable is the Improving The Reading Comprehension
of eleventh grade at SMAN 3 Parepare.
b) The dependent variable is students’ understanding of Reading
Comprehension skill of eleventh grade at SMAN 3 Parepare.
2. Operational definition of the variables
a) Student’s Reading Comprehension n achievement; is Reading
Comprehension skill of eleventh grade students after they was thought
blended learning method
 b) The application blended learning method; is a teaching strategies which
is used by teacher to teach Reading Comprehension at SMAN 3
Parepare

C. Population and Sample

1. Population
The population of this research is the Eleventh Year Students of SMAN
3 Parepare school year 2018/2019. There are three class IPS. Consist of 55
male students and 24 female. So the total number of population is 79
students.
2. Sample
The sample will be taken by using random sampling technique. The
first, the researcher writes down one by one the name of the class. After
that, the researcher will random it. Finally the researcher choose 2 class
from random would be the sample. One for experimental class and one for
control class.

D. Instrument
The instrument that will be used in this research is capital mastery,
namely; stuffing tests, multiple choice tests, and incorrect tests. The number of
tests is 20 items which are divided into 5 items, test items, 5 items of multiple
choice tests, and 10 items of test incorrectly. The test will be applied as a pre-
test and post-test. Pre-test was used to determine students' understanding before
giving treatment, and post-test was used to determine reading comprehension
after giving care.

E. Treatment
In the treatment, the researchers touched grammar through blended
learning method as a pre-learning activity for experimental groups to help
students build their ideas. Meanwhile, for the control group the researchers
 provided reading material using conventional methods. This will take place
four times to find out students' reading comprehension.
1. For the experimental class, for the experimental group, the researcher
explains what the topic is as a pre-learning activity for capital and then
provides material about can and cannot. And then the teacher makes another
group for students and then they identify a lot of information in the material.
a) First Meeting
1) Explain about “Narrative text” by blended learning
2) Learners analyze about narrative text
3) Learners make narrate text
4) Evaluate learning
b) Second Meeting
1) Explain about “Report text” by blended learning
2) Learners analyze about report text
3) Learners make report text
4) Evaluate learning
c) Third Meeting
1) Explain about “Procedural text” by blended learning
2) Learners analyze about Procedural text
3) Learners make Procedural text
4) Evaluate learning

2. For control class, the researcher explain about Narrative, report, procedural,
and explanation text. Than, the researcher ask the learner to analyze the text
and about the function of text. This is done by using conventional method.
Finally, give some evaluation to learner.

F. Data Collection Procedure

In collecting data, the researcher plans to conduct three cycles. The test also
consist of pre-test to know the students’ ability before doing the cycle. In this
 classroom action research, the English teacher was teach simple past tense through
songs. The cycle consists of:
1. The First Cycle
In the last meeting of cycle 1 the researcher was give the second test to
know students’ improvement, if the score is not reached the research target
the researcher was continue to cycle 2 until reached the research target.
2. The Second Cycle
In the last meeting of cycle 2 the researcher was give the third test to
know students’ improvement from cycle 1, if the score is not reached the
research target the researcher was continue to cycle 3 until reached the
research target.
3. The Third Cycle
In the last meeting of cycle 3 the researcher was give the fourth test to know
students’ improvement from cycle 2.

G. Technique of Data Analysis

After collecting the data, the researcher analyzed them to get valid data.
Two techniques were used in analyzing the data. They are:
1. Quantitative Data
The quantitative data were obtained from the result of the test
(achievement data) that was carried out at the end of the cycles. In terms of
the achievement data.
The quantitative data was be analyzed as follows:
a) The students score:

Students correct answer

Score = x 100
Total Number of items

(Arikunto, 2006)
b) The mean score of the students’ achievement:

Where

(Sudijono, 2014)

c) Calculating the rate percentage of the students’ scores:

Where
P : Percentage
F : Frequency
N : The total number of the students
(Sudijono, 2014)

d) Assessing the students’ past tense mastery scores by using the rubric
below.
Table
The classification of student’s score

No Classification Score
 1. Excellent 81-100
2. Good 61-80
3. Fair 41-60
4. Less 21-40
Poor 0-20

2. Qualitative Data
The qualitative data was taken from description checklist being applied
during the treatment in each cycle. Qualitative data is the data which in
sentence forms that involve the information about learning activities,
creativities, understanding, enthusiastic and interaction.