Lu'luul M

THE IMPLEMENTATION OF PRE-READING, WHILST
READING, AND POST READING TO INCREASE STUDENTS’

READING COMPREHENSION ACHIEVEMENT
THESIS
Presented to Undergraduate Program

English Education Department of
University of Nurul Jadid
in Partial Fulfilment of the Requirements for The Degree of
Bachelor in English Education Department
By:
Lu’luul Mutawarriqoh
1842300024
ENGLISH EDUCATION DEPARTMENT
FACULTY OF HUMANITIES AND SOCIAL SCIENCES
UNIVERSITY OF NURUL JADID
2022
THE IMPLEMENTATION OF PRE-READING, WHILST
READING, AND POST READING TO INCREASE STUDENTS’
READING COMPREHENSION ACHIEVEMENT
THESIS
Presented to Undergraduate Program

English Education Department of
University of Nurul Jadid
in Partial Fulfilment of the Requirements for The Degree of
Bachelor in English Education Department
By:
Lu’luul Mutawarriqoh
1842300024
ENGLISH EDUCATION DEPARTMENT
FACULTY OF HUMANITIES AND SOCIAL SCIENCES
UNIVERSITY OF NURUL JADID
2022
CHAPTER 1
INTRODUCTION
This chapter discuss about background the study, the research problem, the
research goal, the research hypothesis, the significance of the study, scope and
limitations of the research, definition of operational key term, and the previous
research.
A. BACKGROUND OF THE STUDY
English as an international language has an important role in global
communication, because by using English we can communicate with other people
from different countries. It also increases our knowledge, because around the
world many references are written in English. That is why English is widely
studied by people from various countries, both as a second language and as a
foreign language. Therefore, the government places English as a compulsory
subject in junior and senior high schools. This shows that English is important to
learn. In the process of teaching and learning English, four skills were identified
as important, namely: listening, reading, writing and speaking.1
Most high school jobs require a relatively large amount of reading because
text books and supplementary reading material are the main sources of
information. It means that reading skill is one of the required skills of the four
skills in language learning. Reading is a skill that functions as a way of
communicating written texts between readers and writers. By using this skill,
readers try to understand what ideas or information from the text the writer wants
1
Tarigan, Henry Guntur. Reding as language skill.2015
to convey. The ability to read opens up new knowledge and opportunities,
especially the ability to read English texts. This allows students to get
information. The ability to read also allows people to be successful in academic
fields.2 A current study shows that the better the students’ reading skills, thebetter
the students at achieving knowledge.3
In reading, students are expected to be able to obtain information and
knowledge to cope with some of the demands of this era. When in this era,
technological developments force people to be active and take part in every
change. As students, students need to increase their knowledge as much as
possible to obtain and share information. One way to get information is by
reading. Information and knowledge can be accessed by reading and the
information we get by reading is more accurate than listening and watching.
Irena Shehu in her research stated the most important reasons that affect
the dfficulty in reading comprehenson. The first is due to lack of vocabulary.
Second is working memory, meaning that students have difficulty remembering
what they have read previously. Third, the absence of extensiveness, meaning that
students may miss important parts of the text because they read little or no do not
read sequentially. And the fourth is the type of text that can affect students in
learning their understanding and interest in the text.4
2
Iftanti, E. What makes EFL students estabish good reading habit in English.2015. international
Journal of Education and Research, 3(5), 365-374
3
Akbasti, S., Sahin, M., &Yaykiran, Z. The Effect of Reading Comprehension on the Performance
in Science and Mathematics. 2016. Journal of Education and Practice,7(16), 108-121
4
Irena Shehu. Readng Comprehension Problem Encountered by Foreign Language Students Case
Study: ALBANIA: Croatia. ISSN 2281-3993.Vol 4 no. 1 S1. 2015. Academic Journal of
Interdisciplinary Studies MCSER publishing, Rhome-Italy, p. 93
Based on the observations of researcher at Madrasah Aliyah Negeri 1
Probolinggo, the researcher found same problem of students who had difficulty
understanding reading texts. Some of them are not able to understand the meaning
of the texts they read because lack vocabulary and the absence of extensiveness,
meaning that students may miss important parts of the text because they read little
or no do not read sequentially. This is shown when the researcher asks students to
read a short story in the form of a fable, some of them find it difficult to
understand the story in the text. Therefore, some students can not answer the
reading text questions correctly.
To help students understand a text, there are several learning strategies in
learning that can be used by a teacher. One of them is the BDA strategy. BDA
stands for Before, During, and After. In doing this strategy the researcher asked
students to discuss with their classmates to find the information contained in the
reading text. Based on the above background, researchers are interested in
choosing the title “The Implementation of Pre-reading, Whilst reading, and Post
reading to Increase The Students’ Reading Comprehension Achievement”
B. THE RESEARCH PROBLEM
1. What is the recent student’s reading comprehension achievement of
XII science students of MAN 1?
2. What is the appropriate strategy of teaching BDA technique for XII
students in order to increase students’ reading comprehension
achievement?
C. THE RESEARCH GOAL
1. To know the improvement of the student’ achievement in reading
comprehension by implementing BDA strategi.
2. To find out the appropriate strategy of teaching BDA technique for XII
students of science class.
D. THE RESEARCH HYPOTHESIS
Based on the learning theory and research results that have been described
in the background of previous research, researchers can formulate action
hypotheses as follows: Students’ reading comprehension will increase with
the application of the before, during, and after reading comprehension
learning model.
E. THE SIGNIFICANCE OF THE STUDY
The fndings of this study are expected to be useful for theortcally nnd
practically
1. Theoritical:
The result of this research is hope to give information to teaching of
reading comprehension by using BDA Strategy.
2. Practical:
a. For English teachers, to apply this teaching strategy to improve
students’ ability in reading comprehension

b. For students, to improve reading skills and improve reading
comprehension achievement
c. For readers and other researchers, this research can be used as a
reference.
F. SCOPE AND LIMITATIONS OF THE RESEARCH
The scope of this classroom action research are:
1. Students of class XII science at MAN 1 Probolinggo. The number of
students studied were 35 students consisting of only female students.
2. The time for conducting the research is August 20 – November 30,
2021, semester 1 of the 2021/2022 academic year.
To avoid a wide discussion, the researchers limit the research to:
1. The learning model used is before, during and after (BDA).
2. The school environment is used by researchers as a learning resource
for students.
3. Subjects used are English.
4. With these learning models and media, observations and assessments
will be made of improving scientific attitudes and student learning out
comes.
As for the aspects of scientific attitudes studied, namely: Curiosity,
Cooperation, Honesty, Caring for the environment, Introspection Self-
discipline.
G. DEFINITION OF OPERATIONAL KEYTERMS
The definitions of terms related to this research are:
1. Reading comprehension is the process of constructing meaning from text.
The goal of all reading instruction is ultimately targeted at helping a reader
comprehend text. Reading comprehension involves at least two people: the
reader and the writer. The process of comprehending involves decoding
the writer's words and then using background knowledge to construct an
approximate understanding of the writer's message.
2. Learning strategies before, during and after reading comprehension.
Before, during, and after reading or commonly known as BDA is a
strategy that aims to improve reading comprehension. This strategy is
called BDA becauseit is carried out before, during, and after reading
activities. This strategy encourages students to activate their prior
knowledge by listing or mentioning what they know about the topic of the
text before reading, taking notes during reading, and summarizing after
reading.
H. THE PREVIOUS RESEARCH
Some researchers have conducted the research about Before, during and
after strategy for improving student’s reading comprehension:

First, This study conducted by Rizkita, on the research entitled’ The Effect
Of Using Before, During, and After (B-D-A) Questioning Chart Strategy
toward Reading Comprehension on Descriptive Text of the Second Grade
Students at SMPN 1 Tambang’. The data analysis shows that tobserved
3.845 is higher than ttable 2.024 at level of significance 0.05 and df 38.
The study suggest that BDA strategy Brings significant effect to improve
students’ comprehension.5
The two studies conducted by Nina Tiya Hara (2016), with the research
title By: “The Effect of Before, During and After Reading (BDA) Strategy
on Student Reading Comprehension Achievement in NarrativeText. Data
The analysis shows that the scores of students in the experimental group at
level significant (𝛼:0.05) with the degree of freedom (df) = 58, tobserved
value 3.855 >ttable 2.000. The study findings show that implementing a
BDA strategy has significant effect on students’ reading comprehension
achievement in narrative text.6
The two studies conducted by Siti Masitoh Butar-Butar (2016), on the
tittle By: “The Effect of Before, During and After (BDA) Techniques on
Students‟ Learning Achievement of Class VII Student Readings at Mts
Al-Wasliyah Ismailiyah Medan in the 2015/2016 Academic Year. Data
discovery based on the calculation of ttestformula shows tobserved=
3.032 and ttable = 1.631. Showed that there was a significant effect of
5
Rizkita, D. (2013) The Effect of Using Before, during, and After (BDA) Questioning Chart Strategy
toward Reading Comprehension on Descriptive Text of the Second Grade Students at SMPN 1
Tambang. Riau: State Islamic University Sultan Syarif Kasim of Riau Pekanbaru
6
Nina, T.H. (2016) The Effect of Before, During, and After reading (BDA) strategy on students
reading comprehension achievement in narrative text. State University of Medan
before, during and after (BDA) techniques on student achievement in
reading texts in seventh grade MTs Al-Wasliyah Ismailiyah Medan for the
2015/2016 academic year.7
7
CHAPTER II
REVIEW OF LITERATURE
This chapter discuss about Reading Comprehension Concept, Before,
During, and After Reading Concept, Correlation between BDA and Reading
Comprehension.
A. READING COMPREHENSION CONCEPT
1. Definition of Reading
Reading is an activity or cognitive process that aims to find various
information in writing. This means that reading as a thought process to
understand the text reading is a symbol of understanding activities,
write as a meaningful sign so that the message conveyed by the author
can be accepted by the readers.8 ( Dalman, 2014).
Tarigan (2015, p.7), states that reading is a process that is done all at
once used by the reader to get the message conveyed by the author
through medium of words or written language. In this case, reading as
an attempt to find for the written meaning.9
According to Sumadoyo (2011, p.4) Reading is an interactive activity
for students pickng and understanding the meaning contained in the
material. Reading activities are active and interactive through the
knowledge that readers can follow the author’s way of thinking and
8
Dalman, H. Dr. 2014. Reading Skills. p.13
9
Tarigan, Guntur, Henry, DR, Prof. 2015. Reading as a language skill. P.7
critical style in facing challenges to be able to respond by agreeing or
dissaproving of the ideas or ideas put forward by the author.
2. The Importance of Reading
According to Syafi'ie in Tarigan (2015, p.3), reading skills are very
important because through reading someone can understand someone's
quote. Dalman(2014, p.3), states that reading is very important because
one can know quickly various events that occur, for example events
that occur in one area can separated through reading books,
newspapers, and google.
According to Sugiarti (2012, p. 6), the importance of reading is that
one can add information and knowledge of knowledge and culture.
Based on importance reading what has been conveyed above, it can be
said that reading is important because reading is a means to learn the
desired other world, be students will expand their knowledge, have
fun, and know the message write reading text.10
3. Definition of Reading Comprehension
Reading Comprehension is a complex intellectual process that includes
two main abilities, namely the mastery of word meanigs and the ability
to think about verbal concepts.11 ( Sumadayo, 2011).According to
Birsch in Gilakjani and Sabouri (2016, p. 181) Reading
Comprehension is the ability to get meaning from what is read.

10
Sugiarti, Uci. 2012. The Importance of fostering reading activities as an implication of
language. International Journal. Vol.3 p.6
11
Samsu Somadayo. reading learning strategies and technique. 2011. Graha Ilmu
Reading Comprehension requires different reading skills such as
cognition fluency, lexical knowledge, and pre-existing knowledge to
capture quickly, so the readers gain knowledge of the text.12
Based on the definition Reading Comprehension that has been
delivered above, it can be conclud that reading comrehension activities
are reading that seeks to understand the content of readings or text
throughly.
4. The Purpose of Reading Comprehension
Somadayo (2011, p.12), states that reading aims to get the main idea,
to get conclusions, and for clarification. The purpose of reading is part
of the reading comprehension process, the reader gets message or the
meaning of the text read, the message can be: information, or
expressions of joy or sadness.13
Based on the purpose of reading the understanding that has been
conveyed above, it can be said that reading has a purpose to seek and
obtain information, including its content, and understand its meaning
reading.
5. Problems in Reading Comprehension
The problems that arise in reading comprehension in English Text are
divided into three problems, namely; 1. Problems from the students

12
Gilakjani, Pourhosein, Abbas and Sabouri, Banou, Narjes. 2016. A Study of Factors
Affecting EFL Learners’ Reading Comprehension Skill and the Strategies for
Improvement. International Journal of English Linguistics. Vol.6 p.180-181
13
Op.Cit., p.11-12
themselves, 2. Problems from the teacher, and 3. Problems from
outside.
a. Problems from students
Some problems come from the students themselves, namely from the
students’ English ability. Most of the students are not able to
understand the meaning (Indonesian meaning) of the text they read
and they are not familiar with the vocabulary in the text. It describes
from misspelled words. This is in accordance with Ulfa (2012) which
states that most of the students’ English scores are below the
minimum competency criteria.14 It means that students’ basic English
knowledge is below average and it affects their ability in reading
comprehension. The same statement is also found in the results of
Hasibuan’s research, which states that students still have difficulty
getting information from texts and there are several reasons why
students cannot do reading assignments for several reasons such as
lack of vocabulary, lack of capturing material. Main ideas, difficult to
pronounce, and not interested in reading and they are still difficult to
gain understanding of the previous reading. The other part is the
students’ interest in the subject and their motivation in learning
English in general. These two aspects are less than the students, most
of the students find reading comprehension is an interesting subject.
They tend to find this subject boring and also lack motivation in
learning English. This is illustrated by the very few students who
14
study English outside of school, such as taking English courses.15 This
is in accordance with Ulfa (2012) which states that there are students
who do not have good reading motivation and they feel the text is not
interesting for them because they have to keep looking for words in
the dictionary to find out their meaning. From words. This activity
makes them feel bored and not interested in reading comprehension.
So, it becomes a problem for teachers in teaching reading
comprehension in class.
b. Problem from teacher
Based on the data, the problem of reading comprehension is the
problem of the teacher. These problems arise mainly because of the way
teachers teach. From articles discussing reading comprehension, some
researchers found that teachers did not apply any method to understand
reading texts. The teacher just reads, leads the students to read and asks
them to complete some questions in the textbook. This is in accordance
with Soemantri (2011) which states that traditional teaching is still
widely applied in classroom teaching. Seomantri also stated that the
lecture technique was not interesting while others stated that it was
monotonous. However, the teaching and learning process is still
dominated by teachers as shown by 70% of students convincing
researchers that lectures are still dominated by lecturers (teacher
center).16
15
Hasibuan, Siti Fitri. The implementation of Trading Place Strategy to Improve the
students’ Ability in Reading Comprehension of Report Text at
16
Soemantri, AnieSusany. Reading Comprehension Problems Encounted by The Students
of Higher Education. 2011. Journal Computech and Bisnis, vol. 5, No. 2, p. 74-80
Another phenomenon is stated in several articles that the method
applied by the teacher is not in accordance with the text. Some reading
texts are based on genre structure, different genres require different
ways to interpret and understand. Therefore, many methods have been
found to understand various types of reading text genres. This is in
accordance with Hasibuan’s statement which states that most teachers
only explain and read texts. They could not provide more understanding
of the text. They must have the skills and competencies to apply
appropriate teaching strategies, methods, approaches, techniques that
can motivate students to enjoy the printed materials they distribute.
c. External problem
Reading comprehension problems faced by students in the last English
text came from external problems. An external problem means that the
problem does not come from the teacher or the student, but from a
different aspect of the two. The first sub-theme of external problems
comes from teaching materials. The material here is a textbook for
teaching and learning as well as other complementary tools for
teaching, it can be in the form of electronic audio visuals such as
speakers and infocus or others. Textbooks play an important role in
teaching, but from several articles on the theme of reading
comprehension, the factors that make reading teaching difficult in
Indonesia, one of which is textbooks. Some researchers said that the
textbooks used were not suitable for the student’s level, others claimed
that they were not in accordance with the student’s goals and others said
that they were not in accordance with the curriculum building.
The second sub-theme is the environment. In Indonesia, English still
acts as a foreign language and makes it difficult for students to improve
their basic knowledge of English. Indonesian students rarely hear
people speak English, they rarely use it in conversation, read books in
English and all that, Indonesian students are not familiar with English.
This attitude makes English difficult to learn and they consider it less
useful so that their motivation to improve id is less. This is in
accordance with Suwandy which states that students very rarely
participate in classroom interactions because of the lack of conversation
as a signal of their interaction with each other and with the teacher.
First, they don’t know how to answer in English. Second, students are
not confident to speak in English. Then, students often use Indonesian
to respond. The interaction also shows that there is only one source of
teaching that occurs, namely the teacher himself. The teacher dominates
the classroom interaction with little response from the students. This
means that there is no response from students and also feedback.17
6. The Recent Research on Tackling Problems in Reading
Comprehension
Several researchers have conducted research on how to improve
students’ reading comprehension, and what methods are used by
Suwandy et al. Classroom Interaction with Different Subject based on Sinclair and
17
Coulthard Model. 2018. Register Journal

researchers in an effort to improve students’ reading comprehension,
one of which is:
The study conducted by Joko Sulistya (2015), on the research entitled
by: “ Improving students’ Reading Comprehension through Lecfenco”
Learning Achievement of Class IX SMPN2 Bambanglipuro, Bantul
2015/2016 Academic Year. Data discovery based on the calculation of
average main the pre-test (54.05), post- test in cycle 2 (77.41). Showed
that there was a significant effect Lecfenco techniques on student
achievement in reading comprehension in IX SMPN2 Bambanglipuro,
Bantul 2015/2016.18
B. BEFORE, DURING AND AFTER READING STRATEGY
1. Defnition of Before, During and After Reading
Before, during and after (BDA) is a technique where the teacher give’s
the warming text first before beginning the material, it is mean to
know where the student’s knowledge of the material will be studied,
and then after that the teacher clearly explains the material text that
was read before or complicates the text problem that is puzzling or
when any of the words are not understood by the student, and after
that, to know the extent to which student’s understand the text by
claryfing their understanding of the text. After reading, student’s
summarize information they learned. Student’s responses and
conclusions.
18
“Before” strategies activate students’ prior knowledge and set a
purpose for reading and writing. “During” strategies help students
make connections, monitor their understanding, generate questions,
and stay focused. “After” strategies provide students an opportunity to
summarize, question, reflect, discuss, and respond to text.Teachers
should help students to understand why a strategy is useful, how it is
used, and when it is appropriate. Teacher demonstration and modeling
are critical factors for success, and student discussion following
strategy instruction is also helpful.
2. Procedure of Before, during and after reading ( BDA) strategy
Before reading: (activates students’ prior knowledge)
The teacher helps students think about what they already know about
the topic, story genre, setting, and some of the key concepts or the
mesincluded in the selection. Strategy activities before reading are
followed by: The steps: (1) Students prepare everything needed; text,
paper, high lighter, pen, sticky notes, dictionary, and task board. (2)
The teacher asks students to look at the title and title of the text (3)
Students think about what they already know about the subject or
story
During reading: (think aloud, help students to work towards)
Think-aloud teachers can be used when generating predictions,
relating what is read to prior knowledge or solving problems when
text be comes confusing or when unfamiliar words are encountered.

For example: a teacher might notice during reading a story that a
character, Tom is referred to as he, she, Stepson. In addition, the
steps in the reading strategy can be followed by: Activity (Searching
and marking): (1) Students use sticky notes to mark one of the
answers to the Question. (2) Students add important words/underline
new keywords.
After reading
Third, after reading, to find out the extent to which students
understand the text by clarifying their understanding of the text.
After reading, students summarize the information they learned.
Student responses and make conclusions.
3. Benefits of before, during, and after reading (BDA) strategies
The benefits of the BDA strategy are as follows:
1) Activating students in the learning process, this strategy
guides students to collect information while they are
reading and calling their previous experiences related to the
text.
2) Strategy focuses on students as the center of learning.
3) The strategy of guiding students starts from before they
read to find out what they want to know, during to clarify
what they already know about the text and after reading and
conclude the information they have learned.

C. CORRELATION BETWEEN BEFORE, DURING, AND AFTER
STRATEGY AND READING COMPREHENSION
There are four skills in the teaching and learning process, one of which is
Reading. Reading is a skill that serves as a way of communicating written
texts between writers and readers. By using this skill, the reader will try to
understand what ideas or information from the text the writer wants to
convey.
The ability to read opens up new opportunities. In this era, reading is very
much needed by students in obtaining information. Technological
developments force humans to be activity and take part in every change.
As students, it is necessary to increase knowledge as much as possible to
obtain and share information, one way to obtain and share information is
by reading.
However, in some cases, reading comprehension is a difficult thing for
some students to do. Most of them carryout reading activities just to know
the contents of the reading without being able to catch the message that the
author expresses in a reading text. Therefore, to understand the reading
text, the teacher must apply efficient strategies and techniques when
learning activities take place. Therefore, the researcher tried to use the
BDA strategy to help students improve their Reading comprehension
achievement.
The BDA strategy is a strategy used to help students understand Reading
comprehension texts. The BDA strategy is used to make students activate
existing knowledge so as to create a mental framework to which text,

ideas, terms etc. Can be attached. This strategy will guide students in
understanding the meaning of the text starting from pre-reading, whilst
Reading, and post-reading. This strategy also provides an interactive
teaching and learning process for both teachers and students to actively
participate and engage in each process interactively.
From the statement above, the researcher assumes that the BDA strategy is
able to help students improve reading comprehension. In the BDA strategy
the teacher guides students to fulfill every step in pre-reading, whilst
reading, and post-reading. Meanwhile, students are encouraged to do each
process well and contribute actively during the three processes. This
strategy encourages students to be come critical readers, and allows
students to use logical thinking to predict what is told in the text at the pre-
reading stage, integrate their previous knowledge and current information
during reading activities, and make conclusions after reading.
CHAPTER III
RESEARCH METHOD
This chapter discuss about Research Desain, the setting and the subject of
the research, source data, and data anaysis.

A. Research Desain
Research method is basically a scientific way to obtain data with a specific
purpose and use. This research uses the Classroom Action Research
(CAR) method. This is because action research the classisable to offer
approaches and procedures that have a direct impact in the form of
improvement and improvement of teacher professionalism in teaching and
learning manage the learning process in the classroom.
Classroom Action Research (CAR) is research that describes the causes
and effects of treatment, as well as explaining what when treatment is
given, and describes the entire process from the start of administration
treatment to the effects of the treatment. Therefore, It can be said that
classroom action research or CAR is a type of research that describes both
the process and results, which conducts CAR In the classroom to improve
the quality of their learning.
According to Sugiyono (2016, p. 6) suggests that the method research can
be interpreted as a scientific way to obtain valid data with the aim of being
found, developed and proven, a certain knowledge so that it can be used to
understand, solve and anticipate problems in the field of education.19
Classroom Action Research (CAR) has procedures or rules that important
to note. This procedure is useful for teachers who will carryout classroom
action research (CAR). Arikunto (2013, p.17),In Iskandar (2015, p. 23)
explains that one research cycle Classroom action research(CAR) consists
19
Sugiyono. quantitative and qualitative research methods(Mixed Methods). 2016, p.6
of four steps, namely: (1) planning, (2)Implementation, (3) observation,
and (4) reflection.
Figure 3.1
Classroom Action Research Procedure
Classroom Action Research procedures can be described in Iskandar
(2015, pp. 23-26) as follows20:
1) Action Planning
Before carrying out the CAR. A researcher should prepare in advance the
concept by making planning in writing. Arikunto (2010, p. 17)In Iskandar
(2015, p. 23) suggests that planning is a step taken by researchers when
starting his actions. There are several steps that can be taken in these
activities are: (1) making learning scenarios; (2)Making observation
sheets, and (3) designing evaluation tools.
20
Iskandar 2015, pp. 23-26
2) Action Implementation
This stage is the implementation of a learning scenario that already made.
A researcher will take action must understand deeply about the learning
scenario along with the with practical steps.
3) Observation
Observation is the process of observing the course of implementation
action (Arikunto, 2010, p. 18). This activity is realization of the
observation sheet that was made during the planning.
4) Reflection
Reflection or known as the event of contemplation is a step remembering
past activities with teachers and students (Arikunto, 2010, p. 19). At stage
in this case, the results obtained at the observation stage will be evaluated
and analyzed. Then the teacher along with the observers and also the
participants students conduct self-reflection by looking at observational
data, whether the activities that have been carriedout can improve the
quality learning, especially targets that will be improved in study.21
From the flow above, that the implementation of Classroom Action
Research (CAR) starting from the planning stage, activities/actions,
observations and reflections. The four stages are interconnected with each
other because each the action begins with the planning stage where the
researcher prepare lesson plans, provide activity sheets and make research
instrument used in the implementation phase. After that,Observations were

21
Arikunto, 2010, p. 19
made on teachers and students as research subjects.Then at the reflection
stage, researchers and observers propose activities that has been done in
the learning process and discuss the design next step.
past activities with teachers and students (Arikunto, 2010, p. 19). At stage
in this case, the results obtained at the observation stage will be evaluated
and analyzed. Then the teacher along with the observers and also the
participants students conduct self-reflection by looking at observational
data, whether the activities that have been carriedout can improve the
quality learning, especially targets that will be improved in study.22
Based on the explanation above, it can be concluded that the research this
class action includes action planning in the form of preparation concept,
the implementation of the action is to understand deeply implementation of
learning scenarios, while observing is observing the course of
implementation, and reflection steps to recall activities or activities
contemplation.
B. The Setting and Subject of the Research
The research will be conducted at MAN 1 probolinggo. It is located at
street Karanganyar Paiton Probolinggo. For the subject of this research,
the researcher has chosen Students of class XII science at MAN 1
Probolinggo. The number of students studied were 35 students consisting
of only female students. and the time for conducting the research is August
20 – November 30, semester 1 of the 2021/2022 academic year. This class
22
is chosen because the English teacher of his school has never applied BDA
in teaching Reading Coprehension.It is hoped that by holding the CAR
there will be an increase in student learning outcomes.
C. Source Data
This research is designed in the form of Classroom Action Research, while
it is conducted at MAN 1 Probolinggo. which consists of 35 students
consisting of only female students. This research is started from 5 august –
30 november in the academic year 2021/2022.
D. Data Analysis
The data analysis tecnique in classroom action research is relatively simple
it is only a persentage. However, CAR also collaborates with qualitative
data obtained during the learning process. Therefore, the right data
analysis technique in classroom action research is the persentage
descriptive technique. This technique is used to describe the data
quantitative and qualitative interpreted in the form of a description.23
Based on this theory, it can be concluded that data analysis is a process of
organizing and sorting data into patterns, catagories of basic description
units so that it can be found that working hyotheses can be formulated as
based on data. Data collection techniques used by researchers are
observation, interviews and pre-test and post-test.
1. Observation
23
Iskandar.2015,p.72
Observation is to make observations directly to the object of research
to see from the activities carried out.Before doing something, the
researcher first makes observations to collect data about student
learning outcomes, especially in English subjects and the condition of
students in the classroom during the learning process.
In this case the researcher uses collaborative observation, where the
researcher participates in observing student activities during the
learning process through teacher observation sheets and student
observation sheets.
2. Interview
Interview is a way of collecting data used to obtain information
directly from the source. The interview conducted by CAR this time
was a free interview, where in this interview there was a free question
and answer session between the interviewer and the respondent. But
the interviewer used the research objectives as a guide.
This interview was conducted directly by the researcher to the class
teacher in question, namely Mrs. Mutammimatul Fauziyah, M.Ed as
an English teacher in class XII, to obtain valid data about student
learning outcomes in English subjects, as well as to find out what
obstacles are that the teacher has faced during the learning process
3. Pre-test and Post-test

Some experts argue about the definition of the test, the test tool is used
to measure the ability of individual students. According to Zainal and
Mulyana (in Dadang Iskandar and Narsim, 2015, p. 48) suggests that a
question or task is a set of tasks that are planned to obtain information
about certain educational or psychological attributes and each item of
the question or task has the answer or provision, then your answer is
considered wrong.24
Pre-test and post-test were used before and before the action was
taken to determine the progress of students in reading comprehension
before and before applying BDA. So, the Pre-test is a sheet about to
strengthen students’ understanding whether they understand the
material being taught. While the post-test is an evaluation sheet to see
the learning outcomes of students whether they have understood the
material being taught.
a. Validity
Instrument validity which describes the level of instrument that is
able to measure what is to be measured A measuring device can
be said to be a valid measurement tool if the measuring device can
measure what is intended to be measured precisely. Validity test is
a test step carried out on the content of an instrument, with the
aim of measuring the accuracy of the instrument used in a study.
Validity is the most important requirement in an evaluation
tool. An evaluation technique is said to have high validity if the

24
Dadang Iskandar and Narsim, 2015, p. 48
evaluation technique or test can measure what is actually being
measured. Validity testing is very necessary in a study so that
the data obtained during the implementation of the research can
really be accounted for.
The following is evidence of content validity in the context of
the tests that have been carried out at MAN 1 Probolinggo,
which can be seen by comparing the materials and test items
they have.
Table 3.1 Content Validity
Table of specification Test item

% of
Topics Total % Topics Tota %
repr
l
Short function text 1 50 50 Short function text 5 50
Narrative text 1 50 50 Narrative text 5 50
b. Reliability
Reliability test is used to determine the consistency of the
measuring instrument, whether the measuring instrument used
is reliable and remains consistent if the measurement is
repeated. There are several reliability testing methods, one of
which is the KR (Kuder-Richardson)-20 formula method.

Researchers measure the reliability of the test using the KR-20
formula. Because the test score is dichotomous, the correct
answer is a score of 1 and the wrong answer is given a score of
0. The KR-20 formula is:
Keterangan:
N= Jumlah Siswa
S2= Variance
P= Upper group Proportion
Q= Lower group Proportion
KR-20= (30/29) (230,6-2,28/230,6)
= (1,03) (0,99)
= 1,01
Uji reliabilitas menunjukkan hasil Mean= 62, variance=296,
standart deviation = 17,20 dan KR-20=1.01
c. Discrimintion Index
The discrimination index refers to the ability of an item to
distinguish those in the upper group and those in the
lowercgroup. The higher the item index, the higher it is to

distinguish items from the upper and lower groups. To classify
items in the upper and lower groups, Djiwandono classifies the
index groups as follows:
0,50 to 1 : Good
0,20 to 0,50 : Medium
Less than 0,20 : bad
0 : No Discrimination
Discrimination index results with details: Items 1-0, 17, 2-0,
17, 3-0, 33, 4-0, 42, 5-0, 25, 6-0, 17, 7-0, 58, 8 -0, 67, 9-0, 67,
10-0, 33.So, there are several questions that must be revised
because they are below 0, 20 bad items, namely: 1,2, and While
the Medium items are in items 3, 4, 5, and 10. And for the good
items, there are 7, 8, and 9.
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter presents research findings and discussion that were gained the
action research conducted and during the action research conducted.
A. RESEARCH FINDINGS
1. Description of Students Achievement in Reading Comprehension

This research was carried out at MAN 1 Probolinggo in class XII IPA
3. Researchers conducted tests before and after applying the BDA
Strategy to determine students’ understanding. The test given consists
of 10 questions and there are 4 multiple choice questions, from 10
questions there are two learning topics, namely 5 questions related to
functional texts and 5 questions about narrative texts. This test was
carried out during the pre-test, namely before implementing the BDA
strategy which aims to determine students’ reading comprehension.
And then this test is carried out before implementing the BDA strategy
which aims to determine the success in implementing the strategy. To
find out the results before and after the implementation of the BDA
strategy will be explained in the graph below.
The results of the student pre-test are below:
Graph 4.1
The result of students Achievement in Pre-test
Item 1-5
30
25
20
15
10
0
Nomor 1 Nomor 2 Nomor 3 Nomor4 Nomor 5
The graph above shows the results of the pre-test of 30 students in
answering questions number 1-5 where the five questions contain
questions about short functional texts, the researcher makes questions in
the form of pictures containing notifications to invite students to think
and predict the meaning of the vocabulary or sentence. , so that they are
able to find specific information from the questions asked. In question
number one, out of 30 students there were 24 students who were able to
answer correctly. That means they are able to find specific information
and predict questions well. Then in question number two there is an
image containing a notification. However, what is being asked from
question number two is different from number one. This question
contains about where students usually see this notification. That is,
students are invited to think about the meaning of sentences or
vocabulary from the notification and relate their background knowledge

and experience to the place where they usually find the notification. As
a result, from 30 students there were 24 students who were able to
understand the meaning of the notification sentence and where they
usually found the notification. Then in number three there are 23
students out of 30 students who are able to answer the questions
correctly. In this third question, students are asked to understand what
the content of the functional text is. In question number four, 17 out of
30 students were able to answer the question correctly. In question
number five there are 10 students out of 30 students who are able to
answer the question correctly. It means that a third of the 30 students do
not understand the meaning of the vocabulary or sentences in the
question. When reading English texts, it is important to understand
reading in order to be able to understand the meaning of the text read.
Graph 4.2
The result of students Achievement in Pre-test
Item 6-10
25
20
15
10
0
No.6 No.7 No. 8 No. 9 No. 10
It is known from the graph above that the results of 30 students’
achievements in answering pre-tests 6 to 10. In this question, the
researcher makes narrative texts, so thats tudents’ reading skills will
show the extent of students’ understanding of the texts they read. In
question number six, students are asked to identify the main idea of the
narrative text. The result is that from 30 students there are 23 students
who are able to answer the questions correctly, meaning that these
students are able to understand the reading text and find the main idea
of the narrative text they read. Question number seven contained 20
students out of 30 students who were able to answer the question
correctly. In this question students are invited to look for interesting
information in the text, if students are able to understand narrative text
in number six, of course they will be easy to answer questions number
seven and eight. Then in question number eight, students are asked to
predict the background place where the story line in the text occurs,
meaning that students are asked to remember and relate their
background knowledge to where the story in the text occurs. As a
result, from 30 students 22 students were able to understand the reading
text in the form of narrative text so that they were able to answer
questions correctly. For questions number nine and ten, the author gives
a narrative text that is different from the previous story so that it is more
varied but the question is the same, namely looking for the main idea of
the discussion from the reading text on number nine, from 30 students
there are 20 students who are able to answer the questions correctly. It
means they are able to understand the meaning of the narrative text they
read. If they are able to understand the text on number nine, it will be
easier for them to answer question number ten. And for question ten, as
well as number seven students are asked to look for interesting
information in the text. To find interesting information in the text
usually has a sentence that is different and slightly unique from the
others. The result is 15 students out of 30 students are able to answer
the question correctly. It means that some of them are able to
understand the reading text well.
Graph 4.3
The result of students Achievement in Post-test item 1-5

35
30
25
20
15
10
0
Nomor 1 Nomor 2 Nomor 3 Nomor 4 Nomor 5
The diagram above shows the results of student achievement during the
Post-test for questions number 1 to 5. It can be seen that there is an
increase in the results of this post-test, namely in question number one
there are 29 students out of 30 students who are able to understand the
meaning of the text so that they are able to answer the questions
correctly. Correct. In question number two, there was an increase,
initially 23 students from 30 students were able to answer correctly, in
the post-test results it increased to 26 students from 30 students who were
able to answer the questions well. Then in questionnumber three there are
25 students out of 30 students who are able to understand the meaning of
the text so that they are able to answer the questions correctly. In this
third question there is an increase as well as we know in the pre-test
value of question number 3 there are 23 students out of 30 students who
answered the question correctly. Then in question number four, from 30

students there were 20 students who were able to answer the question
correctly. And in question number five, which initially in the pre-test
results there were 10 students out of 30 students who answered the
questions correctly, the post-test results increased, namely as many as 22
students from 30 students were able to understand the meaning of the
sentences they read so that they were able to answer question correctly.
Graph 4.4
The result of students Achievement in Post-test item 6-10
30
25
20
15
10
0
Nomor 6 Nomor 7 Nomor 8 Nomor 9 Nomor 10
The diagram above shows the results of 30 students in answering post-
test questions 6-10. From the results of this post-test, it can be seen that
in question number six there was an increase, namely as many as 27
students from 30 students were able to answer the questions correctly, it
means they understood the meaning of the reading text they read. In
question number seven the results of student achievement increased
which at first there were 20 students out of 30 students who were able
to answer the questions correctly, there was an increase in the post-test
results, namely as many as 23 students out of 30 students were able to
answer the questions correctly. On question number eight out of 30
students there are 26 students who are able to answer the questions
correctly, meaning they are able to predict the background place where
the story line occurs in the text, meaning that students are asked to
remember and relate their background knowledge where roughly the
story in the text occurs. . Then for question number nine there are 25
students out of 30 students who are able to answer the question
correctly. And for question number ten, it can be seen from the pre-test
results there are 15 students out of 30 students who are able to answer
correctly, in the post-test results there is an increase, namely as many as
20 students from 30 students are able to answer the questions correctly.
2. Cycle
In this classroom action research, the researcher has 1 cycle because at
the time of doing this research there was a covid-19 pandemic so the
school determined the entry of students in turns on a scheduled basis.
The following are the steps in achieved during the research cycle:
a. Planning
 Before researchers carry out classroom actions and apply
BDA strategies in teaching and learning activities, make
plans. Such as preparing materials and tools to be used,

compiling lesson plans, and designing steps in taking
action.
 Researchers prepare student attendance lists that have been
provided by the school and fill in according to student
attendance in class
 The researcher prepared an observation checklist to observe
the situation and condition of the class during the learning
activities.
 The researcher prepares a test that will be given to students
to determine the level of understanding before and after
implementing the strategy.
b. Action
Process activities are carried out for 6 meetings, in a week, English
subjects for each class get 1 x 40 minutes, so that in one week there
is one hour of lessons because they are still in a Covid-19
condition. The following is the schedule for teaching and learning
materials:
Table 4.1
Teaching schedule and subject matter
No. Day/date Class Time Activities

1. Tuesday, 21-09- 2021 2 XII MIA 3 Introduction
Pre-test
2. Tuesday, 28-09-2021 2 XII MIA 3 Explaining
materials about
short functional
text
3. Tuesday, 05-10-2021 2 XII MIA 3 Narrative text
about ”Ten little
Cookies”
4. Tuesday, 12 -10- 2021 2 XII MIA 3 Narrative text
about ”Hide and
seek”
5. Tuesday, 19 -10- 2021 2 XII MIA 3 Narrative text
about ”Pretty
fish”
6. Tuesday, 26 -10- 2021 2 XII MIA 3 Post-test
The details of the before, during, and after strategy implementation

process are as follows:
 First meeting (Tuesday, September 21, 2021)
At the first meeting onTuesday, September 21, researchers
conducted research in class XII MIA (IPA) 3 which is located in
the north MAN building, where the north ernpartof MAN 1

Probolinggo is only specifically for Islamic boarding school
students.
Opening. At the first meeting, the researcher started with an
introduction. What was preceded by the researcher introduced
their identity, then the students took turns introducing themselves.
The aim is to get to know each other between researchers and
students. The researcher also explained to the students that they
would carry out research for the next 40 years. The students were
very enthusiastic when they found out that the students who
would teach English for the next 40 days were researcher, the
researchers were very grateful because the students were very
enthusiastic.
Core activities. After conducting the introduction, in the core
activity the researcher gave a pre-test question consisting of 10
questions to students to measure the extent of students’
understanding of reading comprehension before the BDA strategy
was carried out. The researcher gave 15 minutes to the students to
answer the pre-test questions.
Closing. In this closing activity, the researcher provide final
motivation, provide enrichment, and give greetings and pray
together. With this closing activity, students will be invited
torecall the learning that has been done and students will get the
main points of the material that has been studied.

 Second meeting (Tuesday, 28 September 2021)
In the second meeting, Tuesday, September 28. Students conduct
research in class XII MIA 3 from 8.40-9.20. The details of the
learning activities are as follows:
Open Learning. Opening the learning begins with greeting by the
researcher, then together reading a prayer before starting the
lesson, checking attendance.
Core activities. In the core part, the students give material in the
form of functional text where there is pictorial text in the form of
an nouncements. In this case the researcher invites students to
read the text contained in the picture then the researcher invites
students to understand the content or information contained in the
picture. Then the researcher also asked students to remember
usually where the functional text was found. And then extactivity
the researcher tried to invites tudents to make functional texts one
by one then the researcher appointed 3 students to explain about
the fuctional text they made.
Closing. In this closing activity, students provide conclusions
from what they have learned that day, provide final motivation,
provide enrichment, and give greetings and pray together. With
this closing activity, students will be invited to recall the learning
that has been done and students will get the main points of the
material that has been studied.

 Third meeting (Tuesday, 05 October 2021)
In the third meeting, Tuesday, October 5. Students conduct
Core activities. In the core part, the researcher give material in the
form of a narrative text with the title “ten little cookies”. The
resercher use the BDA (Before, during and after) reading strategy.
 Before reading, the researcher, gives brainstorming to
students which aims to invite students to be ready to think
before receiving the material. The researcher asked the
students about what was on the students’ mind if the
researcher mentioned the word “Cookies”. Then the
students think and take turns answering and writing on the
blackboard what they think or know about “Cookies”.
 During reading, the researcher give a short story in the
form of a narrative entitled “Ten Little Cookies”. The
students were invited to understand a story in the reading
text, find out the vocabulary that they did not understand
by asking the researcher or looking in the dictionary. Then

after the students understood the material explained. After
understanding the contents of the reading text, the
researcher opened a question and answer session about the
material discussed, regarding vocabulary that might not be
understood by students and the pronunciation.
 After Reading, to find out the extent of students’
understanding of the reading comprehension text. the
researcher giving practice questions to students to find out
how far students understand the story in the reading text.
And The researcher asked students to summarize the
information from the text they had read.
Closing. In this closing activity, the researcher provide
conclusions from what they have learned that day, provide final
together. With this closing activity, students will be invited to
recall the learning that has been done and students will get the
 Fourth meeting (Tuesday, 12 October 2021)
In the fourth meeting, Tuesday, October 12. Students conduct
research in class XII MIA 3 . The details of the learning activities
are as follows:
form of a narrative text with the title “Pretty Fish”. The resercher
use the BDA (Before, during and after) reading strategy.
researcher mentioned the word “Fish”. Then the students
think and take turns answering and writing on the
blackboard what they think or know about “Fish”.
form of a narrative entitled “Pretty Fish”. The students
were invited to understand a story in the reading text, find
out the vocabulary that they did not understand by asking
the researcher or looking in the dictionary. Then after the
students understood the material explained. After

 Fifth meeting (Tuesday, 19 October 2021)
In the fifth meeting, Tuesday, October 19. Students conduct
research in class XII MIA 3 . The details of the learning activities
are as follows:
form of a narrative text with the title “Hide and Seek”. The
resercher use the BDA (Before, during and after) reading strategy.
researcher mentioned the word “Hide”. Then the students
think and take turns answering and writing on the
blackboard what they think or know about “Hide”.
form of a narrative entitled “Hide and Seek”. The students
were invited to understand a story in the reading text, find
out the vocabulary that they did not understand by asking
the researcher or looking in the dictionary. Then after the
students understood the material explained. After

 Sixth meeting (Tuesday, October 26, 2021)
In the third meeting, Tuesday, October 26. Students conduct
Core activities. At this sixth meeting, the researcher conducted a
post-test to the students to find out the extent of students’ reading
comprehension after the implementation of the BDA strategy.
Closing. In this closing activity, the researcher provide final
motivation, provide enrichment, give greetings and pray together.
And the researcher would like to thank the students for
participating in this research, and for the last time the researcher
invites the students to take a picture together.

c. Observation
At the first meeting, the students looked enthusiastic when they
found out that they would be taught by a new teacher who had
never come to their class before. When they met the researchers,
they asked a lot of questions because they were curious about their
new teacher. When the students introduced themselves, some
students looked stiff and shy, embarrassed to speak in English, and
some other students introduced themselves very confidently and
used good English. At this first meeting, the students looked
disciplined and listened to the researcher's explanation well,
perhaps because the English teacher accompanied the learning
activities in the classroom. During the pre-test, students worked on
the pre-test questions quietly. There are some students who do the
pre-test quickly, and some others who seem to have difficulty.
At the second meeting, the researcher controlled the class well, so
that students were disciplined and paid close attention to the
explanation of the researcher's material. However, at this first
meeting, the researcher was not able to manage the time well, so
that the implementation of the learning activities slightly passed
the teaching and learning time. When students make short
functional texts, some students have difficulty in giving meaning to
the text, so they are a little noisy because they ask each other the
meaning of difficult vocabulary to their friends. The researcher

helped them solve the difficulty by telling them the English
vocabulary they didn't know.
At the third to fifth meeting, the researcher can manage the time
well, so that the learning time runs effectively according to the end
of the lesson. The researcher pays attention to the students while
reading the story text. The researcher found that there were some
students who had difficulty reading the story text because they did
not understand the contextual meaning of the vocabulary, so they
had to ask other friends or the researcher about the meaning of the
sentences they did not know. To overcome this, the researcher
instructed students to bring a dictionary to the next meeting. and at
the fourth to fifth meeting they orderly brought a dictionary. They
were very excited when analyzing the content of the stories they
read, then when a quiz was held about the text of the stories they
read, they were able to answer questions even though there were
incorrect answers but they were still enthusiastic.
At the last meeting, the implementation of the post-test to
determine the results of students' reading comprehension, students
answered questions calmly than the previous test. They seem to
answer questions confidently. Most students have understood the
material that has been explained by the researcher, it can be seen
that some students are able to answer the post-test properly and
correctly.
d. The result of pre-test and Post-test
Researchers collected data based on student scores obtained from
the pre-test and post-test. The students' pre-test and post-test scores
can be seen in the table of scores of pre-test and post-test in the
appendix. The data are summarized to determine the average score
of students. The following is the calculation of the average value of
the pre-test and post-test.
Mean calculation: M = Ex /N
Explanation:
M = Mean of student’s score
Ex = Sum of student’s score
N = Student’s total number
Mean of pre-test = 1980/30
= 66
Mean of post-test = 2440/30
= 81,3
Mean of pre-test = 66
Mean of post-test = 81,3
It shows that, there is an improvement of student’s reading
comprehension achievement between pre-test and post test
e. Refection
Based on the observations that have been carried out, it was found
that students actively participate in classroom learning. Based on
the observations of the researchers, students' responses during

learning activities were quite good, such as they were very
enthusiastic when reading the stories in the reading text and they
were able to retell the stories they read and were able to answer the
questions given.
In this CAR, the researcher has obtained the scores of the students'
reading test results. On the results of this post-test, the author is
satisfied with the results of the twelfth graders' achievement in
reading comprehension. In the implementation of the post-test,
students can find and answer the test questions easily. In addition,
the data obtained when the pre-test was carried out, the scores of
most of the students were 30-70 and from 30 students there were 8
students who achieved the KKM with a score of 80-90. While in
the post-test there were 22 students who were able to achieve the
KKM score with an average score of 80-100. while the other 8
students have not been able to achieve the target value with an
average value of 60-70.
Based on the data above, it is known that the students' scores have
increased from the previous tests. After the researcher compared
the results of the pre-test and post-test, the researcher found that
the implementation of the BDA strategy to improve the
understanding of the twelfth grade science students had met the
criteria of success. BDA strategies help students be more active
and creative as they understand the reading.

B. DISCUSSION
Before the study applied the BDA strategy for the twelve science
programs of student 3 at MAN 1 Probolinggo, the researcher first
conducted observations and carried out a pre-test. The observation was
carried out on September 20, 2021 and carried out a pre-test on September
22, 2021, this aims to determine the students' reading ability before
implementing the BDA strategy. The results of the observations showed
that the reading comprehension of the twelfth grade science students in the
student program was still low, students still tended to be wrong in
providing information related to the content of the text, this showed that
students still could not understand the contents of the text well, so that the
information contained in the text was not conveyed properly. good. In the
activity of acquiring reading comprehension, students are required to be
able to understand the main idea, meaning or concept as well as the facts
that they know through a reading text. So in this case, students not only
memorize verbally, but are able to understand the concept of the problem
or fact being asked. When reading comprehension learning activities took
place, it was seen that students had difficulties in interpreting vocabulary
in the text. Because students' reading comprehension is still low, their
achievement is also less than optimal. From the results of the pre-test, the
average score of students is 66. If it is presented that only 8 out of 30
students are able to achieve the target score, most of them are still below
the KKM target value of 75. While after the implementation of the BDA
strategy (post-test) there is an increase In students' reading achievement, it
can be seen that from 30 students there are 22 students who get scores
above the KKM.
The following are the results of the students pre-test and post-test on each
question which includes short functional texts and narrative texts.
Graph 4.5
The result of pre-test and post-test in Item 1
35
30
25
20
15
10
0
Pre-test post-test
The graph above shows the achievement results of 30 students in
answering question number 1 before the BDA strategy (pre-test) and
after the BDA strategy (Post-test) was implemented. The results of the
pre-test showed that there were 24 students who were able to
understand the reading text and were able to answer the questions
correctly. And it can be seen that there is an increase in the results of

this post-test, namely in question number one there are 29 students out
of 30 students who are able to understand the meaning of the text so
that they are able to answer the questions correctly.
Graph 4.6
The result of pretest and post test in item 2
26.5
26
25.5
25
24.5
24
23.5
23
Pre-test Post-test
The graph above shows the achievement results of 30 students in

this post-test, namely in question number two there are 26 students out
Graph 4.7
25.5
25
24.5
24
23.5
23
22.5
22
pre-test post-test
The graph 4.7 above shows the achievement results of 30 students in
this post-test, namely in question number three there are 25 students
out of 30 students who are able to understand the meaning of the text
so that they are able to answer the questions correctly.

Graph 4.8
20.5
20
19.5
19
18.5
18
17.5
17
16.5
16
15.5
Pretest Posttest
this post-test, namely in question number fourth there are 20 students
out of 30 students who are able to understand the meaning of the text
so that they are able to answer the questions correctly.
Graph 4.9

25
20
15
10
0
pre-test Post-test
this post-test, namely in question number 5 there are 22 students out
Graph 4.10

25.5
25
24.5
24
23.5
23
22.5
22
pre-test Post-test
Graph 4.11

23.5
23
22.5
22
21.5
21
20.5
20
19.5
19
18.5
Pretest Posttest
Graph 4.12

25.5
25
24.5
24
23.5
23
22.5
22
21.5
21
20.5
Pre-test Post-test
Graph 4.13

30
25
20
15
10
0
Pre-test Post-test
Graph 4.14

25
20
15
10
0
Pre-test Post-test
Based on the explanation above, the researcher concludes that the
implementation of the Strategy before, during, and after Reading can
improve student's reading comprehension for the twelfth grade of
science program student. It can be seen from the Mean of pre-test is
66, and mean of post-test is 81.3. The results on the post-test showed
that out of 10 multiple choice questions, most of the students could
answer 8 to 9 questions correctly and only some students could
correctly answer less than 7 questions. However, student learning
outcomes showed that there was an increase in reading comprehension
compared to the pre-test results. While in the post-test there were only
8 students who were unable to achieve the target value, 22 other
students were able to achieve the specified KKM target score of 75.
CHAPTER V
CONCLUSSION
This chapter the researcher presents the conclusion toward the result of
this study and suggestion of this study.
A. CONCLUSSION
Based on the results of data analysis and discussion. The application of
BDA (Before, During, and After) reading strategy can improve students'
reading comprehension of tweft grade of science class at MAN 1
Probolinggo. This can be shown from the results of the comparison
between the results of the Pre-test and Post-test. The results of the pre-test
before the implementation of the BDA strategy showed that the average
score of students was 66 then after the implementation of the BDA
strategy, the students' Post-test scores showed an average result of 81.3.
From the post-test results, there were 8 students whose scores reached the
KKM. Then at the post-test it increased to 22 students from 30 students
whose scores reached the KKM. This means that the implementation of
Before, During, and After (BDA) strategy can improve students' reading
comprehension.
B. SUGGESTION
Based on the results of the study, the researcher would like to give some
suggestions as follows:
a. for english teacher

The use of Before, during, and after Reading strategies in improving
students' reading comprehension skills is very suitable because this
strategy makes it easier for students to understand reading texts.
b. For students
Students can use BDA strategies to understand text reading, with the
help of this technique students can understand reading texts easily.
c. For the next researcher
Due to time constraints, this research was only carried out in one cycle.
The researcher hopes that other researchers can follow up this research
for a longer time, this aims to find more suitable actions to improve
students' reading comprehension.

Lu'luul M

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THE IMPLEMENTATION OF PRE-READING, WHILST

READING, AND POST READING TO INCREASE STUDENTS’

Presented to Undergraduate Program

ENGLISH EDUCATION DEPARTMENT

FACULTY OF HUMANITIES AND SOCIAL SCIENCES

UNIVERSITY OF NURUL JADID

Presented to Undergraduate Program

ENGLISH EDUCATION DEPARTMENT

FACULTY OF HUMANITIES AND SOCIAL SCIENCES

UNIVERSITY OF NURUL JADID

A. BACKGROUND OF THE STUDY

English as an international language has an important role in global

communication, because by using English we can communicate with other people

studied by people from various countries, both as a second language and as a

foreign language. Therefore, the government places English as a compulsory

as important, namely: listening, reading, writing and speaking.1

skills in language learning. Reading is a skill that functions as a way of

information. The ability to read also allows people to be successful in academic

the students at achieving knowledge.3

In reading, students are expected to be able to obtain information and

technological developments force people to be active and take part in every

change. As students, students need to increase their knowledge as much as

possible to obtain and share information. One way to get information is by

reading. Information and knowledge can be accessed by reading and the

information we get by reading is more accurate than listening and watching.

the dfficulty in reading comprehenson. The first is due to lack of vocabulary.

Second is working memory, meaning that students have difficulty remembering

learning their understanding and interest in the text.4

reading text questions correctly.

To help students understand a text, there are several learning strategies in

reading text. Based on the above background, researchers are interested in

reading to Increase The Students’ Reading Comprehension Achievement”

B. THE RESEARCH PROBLEM

1. What is the recent student’s reading comprehension achievement of

XII science students of MAN 1?

2. What is the appropriate strategy of teaching BDA technique for XII

students in order to increase students’ reading comprehension

1. To know the improvement of the student’ achievement in reading

comprehension by implementing BDA strategi.

students of science class.

D. THE RESEARCH HYPOTHESIS

in the background of previous research, researchers can formulate action

hypotheses as follows: Students’ reading comprehension will increase with

the application of the before, during, and after reading comprehension

E. THE SIGNIFICANCE OF THE STUDY

The result of this research is hope to give information to teaching of

reading comprehension by using BDA Strategy.

a. For English teachers, to apply this teaching strategy to improve

students’ ability in reading comprehension

c. For readers and other researchers, this research can be used as a

F. SCOPE AND LIMITATIONS OF THE RESEARCH

The scope of this classroom action research are:

1. Students of class XII science at MAN 1 Probolinggo. The number of

students studied were 35 students consisting of only female students.

2. The time for conducting the research is August 20 – November 30,

2021, semester 1 of the 2021/2022 academic year.

To avoid a wide discussion, the researchers limit the research to:

1. The learning model used is before, during and after (BDA).

2. The school environment is used by researchers as a learning resource

3. Subjects used are English.

4. With these learning models and media, observations and assessments

will be made of improving scientific attitudes and student learning out