THE APPLICATION OF HERE, HIDDEN, In My HEAD (3H) STRATEGY
IN TEACHING READING DESCRIPTIVE TEXT AT THE SEVENTH
GRADE STUDENTS OF MTsN KARANGMOJO 2 MAGETAN
THESIS
BY :
ALFI MIFTAKHUL AZIZA
NPM. 1902109015
THE DEPARTMENT OF ENGLISH TEACHING
THE FACULTY OF LETTERS AND ARTS EDUCATION
IKIP PGRI MADIUN
2022
CHAPTER I
INTRODUCTION
A. Background of the Study
Reading is a skill that students must master especially in English.
According to McDonough (2013) reading is the most important language
skill. Reading is not only used for teaching and learning. However, reading
activities are usually used in daily activities. For example they read
textbooks, newspapers, magazines, articles, journals etc. In other words,
reading is one way to get information from the text you have read. This
means that reading a reading, not only understands it verbatim but also
understands the meaning of the words. Because the purpose of reading is
to obtain ideas or information from the text.
However, reading is not as easy as students think. There are some
difficulties faced by students such as understanding vocabulary and
background knowledge, problems with grammar and also poor reading
strategies. It makes students unable to capture information through
reading. According to Nurkasih (2016) that students find some difficulties
in interpreting the meaning of a text. Therefore, students often get tired of
their subjects. So that students do not understand the reading and get poor
grades.
That most students cannot understand reading because they still do not
master vocabulary, and mastery of grammar is not correct, so sentences
and reading texts are difficult to understand based on the results of
research conducted by Hidayati (2018). In addition, lack of learning media
or support from family, and lack of knowledge about reading
comprehension strategies. That is, if we have difficulty in understanding
the reading, then we cannot know the meaning contained in the reading.
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Teaching reading is not easy because there are still many students who
have difficulty in understanding the reading text. Students sometimes still
have difficulty in reading texts about English lessons. According to
Harmer (2007), Reading is useful for language acquisition. Students
should better understand what they are reading, the more often they read,
then they will have an easier time understanding the text of the reading.
This means that reading is communicative between the author and the
reader. Students should try to read the English text. Then, students must
combine their knowledge and the information from which they read.
In addition, the purpose of reading is to train students' thinking skills in
understanding or finding the content of the text that has been read. In
reading, the teacher should pay attention to the topic used because the goal
is to improve student achievement in school. In addition, students can add
vocabulary in reading. Because, it is easy to understand for them. There
are several types of reading texts, one of which is descriptive text.
According to Husna (2013) descriptive text is a text that describes a
person, object and location. So that the reader or listener can interpret or
describe about a person, object or location. However, there are some
teachers who still have difficulty in teaching because there are students
who have difficulty reading English, especially descriptive text reading.
In previous research related to this research, Rahmasari (2016)
examined how to use 3H (Here, Hidden, and In My Head) in teaching
narrative text reading. Research conducted uses purposive sampling to
collect data with the aim that researchers can collect as much information
as possible. Then data is collected in the form of words, images, and also
numbers. The results of implementing this 3H strategy can help students to
understand the content of the narrative text easily. This can be seen in the
teaching and learning process when students can answer teacher questions
about narrative texts.
Therefore, researchers are interested in conducting further research on
the 3H strategy (Here, Hidden, in my Head) because this strategy can teach
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students in reading. According to Westwood (2001), the 3H Strategy is a
strategy for teaching students where answers to their questions can be
found. This strategy can help teachers to make situations in the learning
process effective and students will more easily answer questions in the
reading text. This strategy also helps students to develop their thinking
skills, as they can learn a wide range of understandings about the source of
answers to questions. Researchers hope that students can be interested and
learn, especially learning to read.
B. Delimitation of the Study
In order not to make general arguments, the researchers limited the
scope of this study to a focused and understandable one. This research
focuses on comprehension in reading. Based on the research background,
researchers chose solutions to apply the Here, Hidden, and In My Head
(3H) strategy in teaching descriptive texts. This research will be conducted
on English subjects, especially descriptive texts in class 7B MTsN
Karangmojo 2 Magetan.
C. Research Questions
The research problems need to be answered in this study are
formulated as follow:
1. How is the application of Here, Hidden, In My Head in teaching
reading descriptive text at the Seventh Grade Students of MTsN
Karangmojo 2 Magetan?
2. What are the advantages of Here, Hidden, In My Head in teaching
reading descriptive text at the Seventh Grade Students of MTsN
Karangmojo 2 Magetan?
3. What are disadvantages of Here, Hidden, In My Head in teaching
reading descriptive text at the Seventh Grade Students of MTsN
Karangmojo 2 Magetan?
D. Purposes of the Study
The researcher will conduct this research with the main purpose
written below :
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1. To describe the application of Here, Hidden, In My Head in
teaching reading descriptive text at the seventh grade students of
MTsN Karangmojo 2 Magetan.
2. To describe the advantages of Here, Hidden, In My Head in
teaching reading descriptive text at the seventh grade students of
MTsN Karangmojo 2 Magetan.
3. To explain the disadvantages of Here, Hidden, In My Head in
teaching reading descriptive text at the seventh grade students of
MTsN Karangmojo 2 Magetan.
E. Significance of the Study
The researcher really hopes that the research will be helpful, efficient
and effective to teach the students in teaching and learning for component
written below :
1. The School
It is expected that the result of the research can be used as
method of teaching learning and it can be applied well to look the
good progress of those school especially for students knowledge.
2. The Teachers
It is expected that the result of the research can be used point or
purpose in improving students ability especially in English skill
and always be rise the quality of teaching all the time that it will be
used to teach the students English well.
3. The Students
It is expected that the result of the research can be used as the
way, technique, and motivation for students to develop knowledge
in English teaching learning.
4. The Researcher
It is expected that the result of the research can add knowledge
and give for researcher an input observing another problem in
English teaching learning to get better in the future for all of the
next research.
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F. Definition of Key Terms
In order to clarify the key terms used in this study, some definitions
are put forward :
1. Reading
Reading is the process of seeing written letters and understanding
their meaning. Reading is a skill that you learn from the language you
listen to and speak. When we read, we see written symbols (letters,
punctuation marks, spaces) and use our brain to turn them into words
and sentences that have meaning for us. We can read silently (in our
heads) or read aloud - say every word we read.
2. Teaching Reading
Teaching reading provides the skills to achieve student reading
comprehension. The purpose of teaching reading is to train students in
understanding the meaning of the written text. In teaching reading,
Teachers can engage students to become active readers and provide
comprehension strategies to improve their reading skills.
3. Here, Hidden, In My Head
Here, Hidden and My Head Here is the answer either explicitly
stated in the text, Hidden is implied in the text and can be inferred if
the reader thinks carefully about some information on the page and In
the Head then the information is not on the page but is already in the
student’s prior knowledge. In the research, here, hidden and in my
head is the strategy used to teach the students where answer question
and help the students to improve their reading comprehension.
4. Descriptive Text
Descriptive text is a type of text which is used by the writer or
speaker to describe particular thing, person, animal, place and or event
to the readers or hearers. The process of describing is done through
ordering their characteristics clearly, starting from naming them,
classifying them, and dealing with their attributes, behaviors,
functions, and so on so that the readers or hearers can possibly notice
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what the writer is writing about as if they could directly see it through
their own eyes.
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CHAPTER II
REVIEW OF LITERATURE
A. Reading Skill of EFL Students
Reading is the activity of students reading a text and getting
information from what they read. Patel and Jain (2008) argue that reading
is one of the important skills to be learned. Reading is very important for
EFL students, as there are many advantages of learning to read. From
reading, students can get a lot of important information. In addition,
students will also gain more knowledge from reading.
Reading skills is a priority for students to make it easier to get
information in learning. Ismail (2017) reading skills are important for
students to master in English and can also increase students' English
vocabulary. By reading students will get new ideas. So that students will
gain experience and can enrich their insights in English.
In learning to read, there are still many students who cannot
understand the reading text. Chawwang (2008) says that most EFL
students have difficulty in reading English texts. Lack of vocabulary
comprehension is one of the main problems in reading. Although EFL
students are proficient in the language, they still have many problems
understanding English texts.
Reading skills are important in teaching English as a foreign language.
EFL experts view reading as a receptive and productive skill. In reading,
students can receive and feel the content of the text, then students can
comment, interact, and make suggestions. Reading becomes a complex
activity because reading comprehension always provides deep
understanding, the ability to infer, analyze, apply, and evaluate, Yurika
(2008). EFL students need to know how to read and be able to understand
texts independently.
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Therefore, it is important for EFL students to apply comprehension
techniques in reading texts. According to Saddhoo and Slamet (2012),
good and correct reading techniques are needed to improve the
comprehension of adequate reading skills for EFL students. Reading
quietly and silently can focus your eyes on the writing, not move your
mouth or head and not read word for word, it only increases boredom in
reading. This proves that for students, especially EFL students, English
reading comprehension at school is a must, not only the skills that must be
mastered while studying at school, but also the needs that these students
must have. Therefore, English reading comprehension is very important
for EFL students.
B. Teaching Reading for EFL Students
Teachers are an important factor in the educational process of
Sammons & Bakkum (2012). One that the teacher should pay attention to
is that he himself is a student. This means that the teacher must learn
constantly. In this way, he will enrich himself with various sciences as a
provision in carrying out his duties as a teacher and be able to demonstrate
what he teaches in a didactic manner so that what is conveyed is really
owned by students.
Teaching is an activity to extend learning material to students.
According to Harmer (2007) teaching is not easy job, but is necessary one,
and can be very rewarding when see our students’ progress and know that
we have helped to make it happen. Teaching reading is very important for
the teacher and the students. It is an activity that involves complex skill of
teacher in guiding the students to get the ideas from the reading text. Then,
the teacher should know an appropriate strategy in teaching reading in
order to understand the problem, it is as the way to improve the students'
reading skill and make the students comprehend about the reading text.
Reading skills are a priority for many English learners, especially EFL
learners. This is one of the most needed lessons in language lessons. So
that EFL learners can understand reading texts easily. In teaching English
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as a foreign language, teachers should know what to do. Brown (2007)
states that teaching is the process of helping a person to learn how to do
something, guiding in learning something, imparting knowledge. This
means that teaching is a process to assist learners in understanding
something learned.
Therefore, Simamora and Oktaviani (2020) said that teachers play an
important role in providing teaching strategies, especially teaching reading
to students. Creativity and teacher strategies must be applied in the
classroom while teaching reading to help students gain achievement in
reading. Teachers are the use of appropriate technology in the learning
process, one of the variations that can be done by teachers. This will
certainly increase interest, learning achievement, and a new atmosphere in
learning English. In addition, by using the right strategy, it will be a fun
activity for students.
C. Using strategy Here, Hidden, and In My Head (3H) for EFL Students
Reading is an important role for students. Pustika (2019) argues that
students need to learn English so that they can read texts for their studies.
Because reading has become part of daily activities and has included one
of the skills that students must learn in English as a foreign language. In
addition, through reading activities, students can improve their language,
experience, reading their skills, and minds Ayu, Diem, & Vianty (2017).
They will get information and ideas from what they read and what they
need to know, Sasalia & Sari (2020). According to McDonough (2013),
reading is activities that students usually study and perform in English as a
foreign language. It is used to gain comprehensive understanding and
ideas from the text. Reading activities can shape students to become
independent learners.
In addition, improvement in the comprehension of reading skills is
urgently needed. That reading comprehension is not an easy thing.
McNamara (2007), explains that some difficulties readers may encounter
it, and reading strategies play an important role in helping new EFL
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students improve their reading comprehension. This means that the
reader's success in getting information or reading comprehension, they
need the strategies used. Strategies can help readers to become more active
and understand a reading. One strategy that can help students to improve
their reading comprehension with a descriptive text called the Here,
Hidden, and in My Head strategy (3H). The purpose of this strategy is to
teach students to easily understand the reading text. Therefore, the authors
recommend trying to use the 3H Strategy to see if it can have an effect on
students' reading comprehension.
3H strategies can help students find answers with questions that do not
have to be explicitly stated in the text and often one has to think carefully
and go beyond words. Westwood (2008) 3H Strategy Procedure takes
several steps to implement a strategy:
1) The teacher asks questions related to the descriptive text
2) Show how to find answers to "here" questions by searching for
relevant information
3) Students practice this step with teacher guidance and feedback
4) The teacher demonstrates how to find answers to "hidden" questions
by using information for possible answers
5) Students practice applying the first and second steps with guidance
and feedback from the teacher
6) The teacher demonstrates how to find answers to questions "in my
head" using information that is not contained in the text, for example
from students' background knowledge
7) Review the strategies during the following lessons and use them for
different types of text.
Below are some procedure strategies related to Graham and Wong in
Konza (2006), the 3H Strategy procedure is as follows:
1) In the classroom the teacher reads a short passage.
2) The teacher composes question three types:
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a. Some questions are based on the actual content of sample text
(here)
b. Some questions need to be inferred from information in the text
(hidden), and
c. Some questions require integration of prior knowledge or
application of information to new situation (in my head).
3) The teacher demonstrates the process of using each strategy, using the
"Think aloud‟ strategy to model how each one questions are
approachable.
4) Finally, students answer questions from the teacher based on
information from the reading text.
Through the Here, Hidden, In My Head strategy, EFL students are
expected to form a good classroom atmosphere and increase the creativity
and activeness of students and teachers in the classroom. An effort to
improve the process of learning to read students easily understand the
content of reading texts. so that EFL is to apply 3H strategies to help
students can easily answer questions from teachers using foreign
languages.
D. Teaching Reading by Using Strategy 3H for EFL Students
Teaching is a process of giving new knowledge to students. Brown
states that teaching is guiding and facilitating learning, enabling the learner
to learn, setting the conditions for learning Brown (2007). It means that
teaching is guiding the learner for process of learning. In the process of
learning, teacher must give students interesting activity.
Teaching reading is a teacher guiding students to have reading
activities to get ideas from reading texts. For language teaching, reading is
useful for languages acquisition Harmer (2007). This means that teaching
reading engages students to actively understand the meaning of the text.
Teaching reading to English Teachers can be the main lesson to help
students how to understand English texts easily.
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In this chapter, the researcher presents related studies to 3H strategy in
terms of reading comprehension. The previous study states below:
In 2013, Novianti Sri Rejeki who conducted quasai-experimental in
teaching reading comprehension in senior high school by using 3H
strategy in Narrative text. The students before being taught by using 3H
strategy was categorized into enough level, and after being taught by using
3H strategy, the student categorized into good level. It can be conclude
that the result showed that 3H strategy can effectively be used to enhance
the students reading comprehension.
The 3H strategy has certain procedures in teaching read narrative
stories or texts. Complete procedure in teaching reading by using the 3H
strategy as follows:
a) Firstly, teacher poses a question
b) The teacher demonstrates how to located relevant information of the
text.
c) The teacher divides the students into 5 groups.
d) The teacher asks the students to practice to find the answer to
additional questions.
e) The teacher demostrates the Hidden strategy to predict a possible
answer.
f) The teacher asks the students to practice Here and Hidden strategy
together.
g) The teacher demonstates the In My Head strategy.
h) The teacher asks the students to practice to find Here, Hidden, and In
My Head strategy and feedback together.(students and teacher)
In 2014, Nina Anggraini and her colleagues who conducted
quasaiexperimental in teaching reading comprehension in junior high
school by using 3H strategy and conducted by dividing the subjects into
two groups experimental and control group show that the result of their
research is effective in teaching reading comprehension, there is a different
significance between teaching reading comprehension by using 3H
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strategy and by using the conventional way of teaching. In this research,
the researcher use essay to conduct the test. The result showed that the 3H
strategy is effective in teaching reading comprehension.
The following is the procedure for implementing the 3H strategy in
teaching reading:
a) Teacher taught the 3H strategy to unpack what the students already
know about their reading. To do so, students used their head first by
asking themselves questions including before, while, and afterreading.
b) Teacher read aloud the text to the students while the students followed
along the text. Then, they underlined or noted any aspects of the
contentor the vocabulary that they did not understand.
c) Students then wrote a question that they thought the teacher would ask
on the bottom of the text. Teacher distributed the questions to the
student.
d) Teacher started to train the students about the 3H strategy by
involving them in a discussion about how to identify the three types of
questions based on where the answer can be found. Teacher also
demonstrated the use of self questioning which can be used by
students to guide them in using the strategy.
e) Teacher gave the exercises to the students by asking them to label the
questions and write the answer. In accordance with it.
Westwood (2008) provides some steps in applying this strategy:
a) Teacher asks question related to the text.
b) Teacher demonstrates how to find the answer for “here‟ question by
locating relevant information on the passage.
c) Students practice applying this step with teachers guidance and
feedback.
d) Teacher demonstrates how to find the answer for „hidden‟ question by
using the information on the passage to infer or predict the possible
answer.
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e) Students practice applying the first and second step with teacher‟s
guidance and feedback.
f) Teacher demonstrates how to find the answer for “in my head‟
question by using the information which is not stated in the text or
outside the text, for instance from students background knowledge.
g) Teacher reviews the strategy over the following lessons and uses it for
the variety of text types.
Based on previous research, it has similarities and differences in
terms. What this has in common is that most do 3H strategies to help
students improve their abilities. reading comprehension and also helps
students to know the answers of some the question is whether explicit,
implicit, or from their background knowledge. The difference is mostly
cases of objects, subjects and topics successful reading by the students.
And also what distinguishes this strategy is organizing in Vocational High
Schools that prioritize practical skills then theoretical. Then, researchers
were curious to use the Here, Hidden, In My Head (3H) strategy in
Teaching Reading understanding focused on Seventh Grade MTsN
Karangmojo 2 Magetan to find out whether this strategy is also effective
or not in MTsN Karangmojo 2 Magetan.
E. Assessing Reading
Assessment is a method used to collect data on student research
results to measure the effectiveness of the methods or techniques used in
research. So to find out students' reading comprehension, teacher must
conduct an assessment. Assessment activities can be used to demonstrate
goals that have been achieved by students. According to Brown (2004)
states that assessment is a test of a student's ability. This evaluation
method is very dominant because it is only used to evaluate student
performance. In other words, an assessment is required to determine the
student's performance. Assessment activities can also demonstrate the
effectiveness of reading comprehension for students.
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Based on the National Examination of English focuses on measuring
reading skills, writing skills, grammar, and vocabulary. Brown (2004)
emphasizes the importance of synthesizing micro and macro skills implicit
in student performance in measuring language ability. He quotes Richards
as reassuring that using the concepts of micro skills and macro skills in
reading classes has proven useful in determining learning objectives. And
what's more, it can force test makers to carefully identify the purpose of
the test. Brown proposed seven micro skills and seven macro skills to
assess reading skills.
The micro-skills are the skills ‘attending the smaller bits and chunks
of language, in more of a bottom-up process,’ and the macro-skills are the
skills processing the larger elements involved in a top-down approach. The
micro- and macro-skills of reading are presented in the following table:
Table 1: Micro- and Macroskills of Reading (Brown, 2004)
Microskills
1 Discriminate among the distinctive graphemes and
orthographic patterns of English.
2 Retain chunks of language of different lengths in short-term
memory.
3 Process writing at an efficient rate of speed to suit the purpose.
4 Recognize a core of words, and interpret word order patterns
and their significance.
5 Recognize grammatical of word classes (nouns, verbs, etc.),
systems (e.g., tense, agreement, pluralization), patterns, rules,
and elliptical forms.
6 Recognize that a particular meaning may be expressed in
different grammatical forms.
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7 Recognize cohesive devices in written discourse and their role
in signaling the relationship between and among clauses.
Macroskills
8 Recognize the rhetorical forms of written discourse and their
significance for interpretation.
9 Recognize the communicative functions of written texts,
according to form and purpose.
10 Infer context that is not explicit by using background
knowledge.
11 From described events, ideas, etc., infer links and connections
between events, deduce causes and effects, and detect such
relations as main idea, supporting idea, new information, given
information, generalization, and exemplification.
12 Distinguish between literal and implied meanings.
13 Detect culturally specific references and interpret them in a
context of the appropriate cultural schemata.
14 Develop and use a battery of reading strategies, such as
scanning and skimming, detecting discourse markers, guessing
the meaning of words from context, and activating schemata
for the interpretation of texts.
In teaching, teachers must have specifict standards or goals that are
desired to be taught to their students. Things that teachers must know to
achieve their goals are that, looking at the reading comprehension of each
student, the teacher must also know the students weaknesses in english
reading comprehension. In addition, teachers should explain strategies in
reading comprehension that help students to easily understand reading. By
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explaining to students about reading comprehension strategies so that
students can easily understand reading, students will get good grades and
teachers can improve reading comprehension to students.
So it can be concluded that assessment activities can also demonstrate
the effectiveness of learning reading skills for each student.
CHAPTER III
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RESEARCH METHOD
This chapter presents the research methods used in this study. The
research method includes a series of research activities carried out by the
researcher. Includes research time and place, research approach and type,
data sources, data collection techniques, data analysis techniques, and
research procedures.
A. Research Design
The researchers use descriptive qualitative research. According to
Bogdan and Biklen (2007:27) qualitative research is an inquiry method.
That is, a learning method that emphasizes the process of critical and
analytical thinking in finding the answer to a problem yourself. The
researcher intends to use the Here, Hidden, In My Head (3H) strategy to
improve the reading comprehension of MTsN karangmojo 2 Magetan
students. So, that MTsN Karangmojo 2 Magetan students are able to
read the text easily to understand.
B. Place and Time
1. Place
This research was conducted at the MTsN Karangmojo 2 Magetan
school located in Karangmojo Magetan, East Java.
2. Time of Research
The research was conducted in
The schedule is in the table below :
The table below is a schedule of activities.
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2023-2024
No. Activity October November December January
1. Preparation
a. Choosing location
b. Getting license from
UNIPMA
c. Getting permission to
the MTsN
Karangmojo 2
Magetan
d. Observing class
e. Preparing instrumen
2. Application
a. Collecting Data
1. Observation
2. Interview
3. Document
b. Analyzing Data
3. Reporting Data
C. Research Instrument
Research instrument are tools used to obtain relevant information
about research with various alternatives. In this study, the researcher
used several research instruments, such as :
1. The Researcher
In qualitative research, the main instrument used is the
researcher herself. In this research, the researcher has the role of
conducting interviews, collecting data, analyzing data, and building
research into a thesis that is worthy of being tested and ready by
those who need this research.
2. Observation Checklist
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Observation checklist is a list of questions that are used to
evaluate the performance and behavior of teachers and students in
the classroom. Observation checklist helps the researcher to
identify problems that exist in the class such as skill gaps, teaching
strategies, class arrangement, and student learning development to
be improved.
An observation checklist consists of things you want to
investigate. In this study, researcher made a list of observations for
both participants, teachers, and students. Researchers use
observation checklists during learning activities, and this can help
researchers in the research process.
3. Interview Guideline
An interview guide is a guide for researchers to reveal the
subject's psychological state through purposeful question-and-
answer sessions. Therefore, an interview guide must be properly
written in order for researchers to obtain data that will be used for
research purposes.
The study requires researchers to specifically set reading
goals and reading strategies to be used. This should be done
effectively so that reading students can understand the content of
the reading. Researchers will more easily understand students when
reading English using the 3H strategy (Here, Hidden, and In My
Head).
D. The Source Data
This data source was taken as a compilation of reserchers
conducting research in schools. Resources taken from the teacher
process are supplemented with articles, school books, and according to
experts to strengthen this research. In this study, there are two types of
data :
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1. Social Situation
The social context is the context in which the research takes
place. In qualitative research, the relevant social context includes
participants and locations. Mason (2018) points out that researchers
often view knowledge as contextual and interviews as social
situations. Therefore, qualitative research can also carry out a
social context through interviews, since it allows direct dialogue
with society through social interaction. And when interacting with
a place, researchers can adapt to the place of learning or adapt to
the environment. In this study, researchers observed a teaching and
learning process in which teachers taught MTsN students using 3H
strategies in reading comprehension.
2. Participants
Participants are people who participate in research and
engage in learning activities. In this study, teachers and students
became participants. Kumar (2011) states that participant
observation is a method or strategy to collect information about
phenomena that occur in qualitative research. Nonetheless, the key
to the success of the study lies in the participants involved, and
participants include teachers and students. The participants were 20
students MTsN and one English teacher.
3. Document
The documents are the data obtained from the research
conducted. Creswell (2014) states that the documents are used to
support observational activities such as interviews and other
official documents. This document includes student data, lesson
plans, student assignments, curriculum, and more. A researcher
cannot conduct a successful study until he has all the supporting
evidence.
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E. Technique of Collecting Data
Data analysis is a very important part of the activity because at this
stage conclusions will be obtained from the research. Data collection
techniques in this study are:
1. Observations
Researcher used observation to collect information and data
that can be used to solve the problem. According to (Creswell
2017) observation is the researcher making field notes about a
person's behavior or activities at the research site. In this method,
the student's situation is directly performed and observed. So this
observation consists of observing and listening to what people do.
In other words, observation is the process of observing or
recording behavior arising from research subjects and researchers
will make observations to teachers and students at school. Such as
when teachers teach in class or when monitoring learning during
progress.
2. Interview
Researchers asked students questions in the final cycle to find
out how they responded to the teaching and learning process.
According to Floris & Divina (2015), the role of reading for
English as a foreign Language (EFL) students is that it facilitates
the improvement of English abilities and knowledge. This study
used the 3H (Here, Hidden, In My Head) strategy. This is because
researchers interviewed a language teacher and a student who
taught the seventh grade MTsN Karangmojo 2 Magetan to get
information about students' activities during learning English. The
study requires researchers to use notebooks used to write down
interesting things related to the study.
3. Documentation
A document is a written document that makes information
available to the researcher. In the documentation, reserchers collect
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student assignments to gain information about student
comprehension using Here, Hidden, In My Head strategies to
improve student learning in reading. According to (Corbetta 2003),
documents are materials that provide information about social
phenomena that occur independently. Documentation techniques
are a type of data collection used to enhance and support qualitative
research. In other words, documents help researchers find detailed
information. In this study, researchers used reading texts, lesson
plans, curriculum, list of grades.
F. Reasearch Procedure
Learning speaking skills has a number of components whose
discussion is directed at the aspect of teaching methods. Teachers must
be able to teach speaking skills in an interesting and varied manner.
1. Preparing
The researcher has preparing material before doing the
activities. There are several preparations made by the researcher:
a. Researchers observe the research location.
b. Researchers direct the research.
c. Obtaining a license from the rector of Universitas PGRI
Madiun and MTsN Karangmojo 2 Magetan, where the
research will be carried out.
d. Get permission from a eleventh grade English teacher.
e. Researchers prepare research instruments in the
observation, interview, and documentation.
2. Application
The researcher begins to apply the stages that have been arranged.
These stages include:
a. Making interview with the teacher and the students
b. Making observation in teaching and learning process
c. Making documentation in teaching and learning process
23
After that, the researcher made a conclusion and had the
results of the data analysis. The researcher arranges the
result of the study.
G. Data Verification
Triangulation is used as a variational data technique in this
qualitative research. (Creswell 2017) states that data triangulation is an
approach in qualitative research collected through a variety of sources
including interviews, observations and document analysis. The goal in
this approach is to increase confidence in the results of the study by
confirming the statements with two or more independent actions. It
combines insights from two or more rigorous approaches and provides
a more comprehensive picture of results than either approach alone
could provide. Because if there is only one method, the validity of the
data will be questioned. Researchers use triagulation to collect data and
obtain valid data from interviews and documentary data.
H. Techniques to analyze data
in this study, researchers used several steps in analyzing data. Data
analysisused the theory of Miles, Huberman & Saldana (2014).
1. Data Reduction
This is the process of sorting, focusing, simplifying,
abstracting, and transforming raw data. Miles, Huberman &
Saldana (2014) describe data reduction as the process of selecting,
focusing, simplifying, abstracting, and removing unnecessary
themes and patterns. In other words, data reduction aims to
separate accurate and inaccurate data. In other words, the focus of
data reduction is on the data being analyzed.
In this study, data were collected through observation and
interviews. Data reduction divides the results of observations and
interviews into relevant and irrelevant data. applying 3H strategies
in reading comprehension of seventh grade students of MTsN
Karangmojo 2 Magetan.
24
2. Data Display
A data view is a collection of information compiled to draw
conclusions and take action. Miles, Huberman, and Saldana (2014)
suggest that the data presentation phase is in the form of a short
description containing descriptive text, which can also be graphs,
matrices, etc. In other words, the presentation of data is used to
make the collected data easier to understand. In this study, using
the data presentation phase, 3H strategies in reading descriptive
text comprehension of seventh grade students of MTsN
Karangmojo 2 Magetan.
3. Drawing conclusions/verification
The conclusion drawing is a conclusion based on valid field
notes. The conclusion is the answer to the research problem that
has been formulated.
25
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