Jurnal Ilmiah Mahasiswa Pendidikan Bahasa Inggris

STKIP PGRI Bandar Lampung

http://eskrispi.stkippgribl.ac.id/

IMPROVING STUDENTS’ ABILITY THROUGH PREDICT, LOCATE, ADD, NOTE

(PLAN) STRATEGY AT THE SEVENTH CLASS OF SMP NEGERI 9 BANDAR
LAMPUNG IN 2018/2019

Tutut Purwanti Intan Pertiwi,1 Drs. Imam Subari, M.M.,2 Febriyanti, M.Pd.3
STKIP PGRI Bandar Lampung
1
sisiltutut123@gmail.com, 2Pos-el Penulis Kedua, 3Pos-el Penulis Ketiga

Abstract: The objective of this research is to know and describe whether Predict,
Locate, Add, Note (PLAN) Strategy can improve the students’ learning activities and
reading ability at the seventh class of SMP Negeri 9 Bandar Lampung in 2019/2020.
The subject of this research was students of the seventh G class. This research was
conducted by using Classroom Action Research. The research was conducted in two
cycles. There were four step in each cycle of the research; planning, acting,
observing, and reflecting. There were two kinds of the data. There were qualitative
data and quantitative data. The data were gathered through field notes, observation
sheet, and test. The improvement of students’ learning activities could be seen from
the average score of the students’ learning activities of cycle 1 were 2.42 with the
criteria was bad, while in cycle 2 was 3.91 with the criteria good. So the
improvement of the students’ learning activities during the first cycle to the second
cycle got 1.49 point. The improvement of students’ reading ability could be seen
from the average score of students’ reading ability of cycle 1 were 64.45, there were
13 students or 34.4% who passed the Minimum Mastery Criterion and the average
score of cycle 2 was 75.46, there were 23 students or 71.9% who passed the
Minimum Mastery Criterion. Based on the result of data, it could be said that the
Classroom Action Research by applying PLAN Strategy can improve students’
learning activities and the students’ reading ability.

Keywords: reading, reading strategy, PLAN strategy

INTRODUCTION in comprehending the contents of text such

Reading is one of the main skills in
English that plays important role. Reading
can be defined as an active process of
interacting with the print and monitoring
comprehension to establish meaning.
Reading is a way to enhance knowledge,
study new words, comprehend ideas, study
the word is used, and study grammatical
rules. So, reading is skill that need to be
mastered by the students. Based on the
observation of research at SMP Negeri 9
Bandar Lampung, the writer found that
students’ reading ability need to be
improved. The students found difficulties
1
as; they did not understand and got
meaning of words, phrases and sentences if
they did not consult it on dictionary
because they were lack of vocabulary; they
could not find the main idea of text because
they were passive when they were reading
the text; the students’ motivation in
learning English was very low because they
were not interested in learning English.
The students thought English lesson was
difficult for them because they usually used
Bahasa in their daily life. The last, the
teacher did not use suitable strategy for
students’ condition. So, the students felt
boring in learning English.
Improving Students’ Ability Through Predict, Locate, Add, Note (Plan) Strategy At The
Seventh Class Of SMP Negeri 9 Bandar Lampung In 2018/2019
Based on the several problems in
students’ reading ability that has
mentioned , so the writer formulated of the
problems as follows:
1. Does implementing Predict, Locate,
Add, Note (PLAN) strategy improve
students’ learning activities in
learning reading?
2. Does implementing Predict, Locate,
Add, Note (PLAN) strategy improve
students’ reading ability?
This research is aimed to describe
whether implementing Predict, Locate,
Add, Note (PLAN) strategy improve
students’ learning activities in learning
reading and to describe whether
implementing Predict, Locate, Add, Note
(PLAN) strategy improve students’ reading
ability.
Referring to the theories assumption
above, the writer formulated the
hypothesis as follows:
1. Predict, Locate, Add, and Note
(PLAN) strategy improves students’
learning activities in learning
reading.
2. Predict, Locate, Add, and Note
(PLAN) strategy improves students’
reading ability.
LITERATURE REVIEW
1. Definition of Reading
Reading is an aim of educational
goal. It is supported by Hudson
(2007:107) “Reading has some purposes,
such as: 1) gaining information, 2)
performing task, 3) experiencing and
enjoying literature, or 4) forming opinions.”
It means that the purposes of the reader in
reading texts is to get something that they
need.
According by Nunan (2003: 68), he
states that “Reading is a fluent process of
readers combining information from text
and their own background knowledge to
built meaning.” It means that reading is
important aspect in studying a language
and the reader must comprehend text
when they read the text, so they can catch
their ideas and it can be said as goal in
reading. Understanding comprehension
processes is critical to the study of
beginning reading.
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According to Brown (2004: 185)
“Reading is likewise a skill that teacher
simply expect learners to acquire.” It means
that reading can be used for all aspect of
life. It can be taken a part of our daily life.
We often do reading activity in our daily
activities unconsciously such as reading
novels, magazines, newspaper, articles,
internet and so on. We read a book because
we want to know what the information
which are said by the writer in the written
form.
According to Wallace (1992: 5)
“Reading is so much a part of daily life for
those of us who live in literate communities
that much of the time we hardly consider
either the purposes or processes involved.
Based on the statement, reading is one of
activity performed by people especially
student in daily activity with the purpose
to increase their knowledge. Many students
develop their reading skill in purpose
either for their careers, for study purpose
or for pleasure. In reading the students are
more or less understand about what they
have read. It can be concluded that the
more times they read, the better they
understand on it.
According to Brown (2004: 187-
188) there are two skills, micro and macro
skills for reading comprehension:
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 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.
7. Recognize cohesive devices in written
discourse and their role in signaling
the relationship between and among
classes.
Macroskills:
1. Recognize the rhetorical forms of
written discourse and their
significance for interpretation.
2. Recognize the communicative
functions of written texts, according
to form and purpose.
3. Infer context that is not explicit by
using background knowledge.
4. From described events, ideas, etc.,
infer links and connection between
events, deduce causes and effects,
and detect such relation as main idea,
supporting ideam new information,
given information, generalization,
and exemplification.
5. Distinguish between literal and
implied meanings.
6. Detect culturally specific references
and interpret them in a context of the
appropriate cultural Schemata.
7. Develop and use a battery of reading
strategies, such as scanning and
skimming, detecting discourse
markers, guessing the meaning of the
words from context, and activating
schemata for the interpretation of
texts.
Based on the theories and explanation
above, the writer conclude that reading
comprehension is important and complex
process. The reader should use many
abilities to get the point from the text,
understand the concept and meaning of
text by their comprehension. Reading
comprehension involves decoding symbols
with the intention of deriving meaning
from the text. If the student have used their
reading comprehension, so they can have a
good reading ability.
1. Teaching Reading
The teaching is an act to develop of skill
students, to improve their knowledge and
ability. According to Harmer (2007: 23)
“Teaching is not an easy job, but is a
necessary one and can be very rewarding
when we see our student’s progress and
know that we have helped to make it
happen.” Based on the statement, the
writer concludes that teaching is activity to
transfer ideas, knowledges and to give
occasion even motivation for the students
in learning process for the purpose. In
teaching reading, the teacher need to plan,
teach an effective strategy and the students
will be able to get the benefit from the
store of knowledge in printed materials
and ultimately, to contribute to the store of
knowledge.
According by Brown (2000: 7)
“Teaching is an activity in which the
teacher guides and facilities learning, gives
a chance for the learners to learn, and sets
the condition for learning.” It means that
the teacher should to know that their every
students has different ability and the
teacher should prepare appropriates
teaching strategy in teaching that is
suitable with the need of the students. The
teacher has an important role to provide
material, strategy and media to make the
students can learn something new in the
classroom and also enjoy the process.
Harmer (2001: 210) says that “To get
the benefit from their reading, students’
need to be involved in both extensive and
intensive reading. Extensive reading is
reading as much as possible, for own
pleasure.” It means that the teacher can
teach reading use extensive reading and
intensive reading to make the students
easy in comprehending a text. Extensive
reading is just for pleasure or free reading
and intensive reading is the intens of
reading. Doing extensive reading will help
students increase their motivation and they
can learn independently. The students will
learn more words from these activity.
A current understanding of reading,
both theory and practice help us improve
our own teaching effectiveness and guides
us to do the following Grabe and Stoller
(2002: 155):
1. Assess students’ reading needs.
2. Define meaningful instruction goals
and objectives.
3. Design (and redesign) courses.
4. Plan purposeful reading lessons.
5. Adopt, adapt and develop
instructional materials and
assessment instruments.
6. Provides feedback to students on
various aspect of reading.
7. Adjust daily lesson in response to
students’ immediate needs’
responses and attitudes.
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Improving Students’ Ability Through Predict, Locate, Add, Note (Plan) Strategy At The
Seventh Class Of SMP Negeri 9 Bandar Lampung In 2018/2019
8. Redefine and adjust curricular
priorities to meet students’ envolving
needs.
Based on the theory, the writer
concluded that the teacher can improve
learner understanding of reading and made
the way of instructional strategy that can
help the students’ developing reading skill
and built student-teacher roles that was
supporting effective learning.
3. Principle of Teaching Reading
Principle is a concept or value that is
a guide for doing something. Principle pf
teaching reading is rule or concept how to
teach reading well. There are some
principles of teaching reading, Brown
(2001: 313 – 315) gives principles for
designing interactive reading as follows:
1. In an interactive curriculum, make
sure that you do not overlook the
importance of specific instruction in
reading skills.
2. Use techniques that are intrinsically
motivating.
3. Balance authenticity and readability
in choosing texts.
4. Encourage the development of
reading strategies.
5. Include both bottom-up and top-
down techniques.
6. Follow the “SQ3R” sequence.
7. Subdivide your techniques into pre-
reading, during-reading, after-
reading phases.
8. Build in some evaluative aspect to
your techniques.
Based on the theories above, the
writer assume that using technique and
appropriate texts is important way in
teaching reading and using good strategy
can develop the reading ability. Strategy
also devides into pre-reading, during-
reading and after-reading phases. In
addition, Harmer (2007: 101-102)
mentions six principles of teaching reading,
those are:
1. Encourage students to read as often
and as much as possible
The more students read, it will
develop comprehending of the texts
to which the routine is applied and
improved understanding of text they
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read on their own at a later time. By
reading more, they can increase their
vocabulary and knowledge (Harmer
2007: 101). This turn helps them to
make more gains in reading and
become motivate to make reading a
lifelong habit.
2. Student need to be engaged with
what they are reading
Encourage students to state their
own reading goals is the way to
engage the students with they are
reading. When the students are
reading extensively, they should be
involved in joyful reading (Harmer
2007: 101). In this case, the students
should be interested in texts that they
are read expecially in the topic first to
have joyful reading.
3. Encourage students to respond to the
content of a text (explore their
feelings about it) not just concentrate
on its construction
Harmer (2007: 101) states that “It is
important for students to study
reading text in class in order to find
out such things as the way use
language, the number of paragraphs
they contain and how many time they
use relative clause”. It means that
students should be encouraged to
respond the content of a text that
they read and express their ideas or
opinions about the topic in the text.
4. Prediction is a major factor in reading
Prediction means that a statement
about what will happen or might
happen in the future. Books cover can
give students a clue about what is in
the book; photographs and headlines
hint at what articles are about; they
can identify reports as reports from
their appearance before they read a
single word (Harmer 2007: 101). It
can be defined that in doing
prediction can be used as a way to
predict what we will read the content
of text before understanding it by
reading the whole text. In other word,
prediction is a way to connect the
existing knowledge to get
information from a text, to get
meaning from the text, help students
 to interpret the text, so that the
students get a good idea about the
contents of the text before they read
the text. In short, by using prediction
the students can help the students to
comprehend the whole text.
5. Match the task to the topic when
using intensive reading texts
Harmer (2007: 102) once a decision
has been taken about what reading
text the students are going to read,
we need to chosen good reading
tasks-the right kind of questions. It
means that the teacher should give
reading task which is appropriate to
the topic of the text. The task is used
to know students’ understanding or
comprehend of the text given.
6. Good teacher exploit reading text to
the full
Exploit reading text and choose
interesting texts will encourage
children to read and to enjoy what
they are reading (Harmer 2007: 102).
In short, vocabulary, word length,
grammatical complexity and sentence
length are traditionally used to
indicate the difficult level of a text.
The text itself should always
determine the types of questions
which are constructed.
Based on the theories above, the
writer assume that the teacher must
encourage the students to read with
appropriate strategy and give interesting
text to encourage the students to read and
to enjoy the text that they are reading.
Furthermore, Nunan (2003: 74 – 77)
mentions that there are some principles for
teaching reading as follows:
1. Exploit the reader’s background
knowledge
The reader’s background knowledge
can influence reading comprehension
(Nunan 2003: 74). In reading texts
the reader should make setting goals,
asking questions, making prediction
and soon to comprehend the texts by
their own background knowledge.
2. Build a strong vocabulary base.
Recent research emphasizes the
importance of vocabulary to
successful reading (Nunan 2003: 74).
Text has many vocabulary, it means
that reading process can success if
reader can comprehend content of
the text that has full of vocabulary. In
this case, if the reader has limited
vocabulary, the reader can not
understand text well. So, build
vocabulary is one of key in successful
reading.
3. Teach for comprehension
Nunan (2003: 75) states that
“Monitoring comprehension is
essential in to successful reading”. To
monitoring comprehension reading
when reader read, teacher can guide
the reader use their cognitive and
metacognitive skill.
4. Work on increase reading rate
The teacher must work towards
finding a balance between assisting
students to improve their reading
rate and developing reading
comprehension. It is very important
to understand the focus is not
develop speed of readers, but fluent
of readers.
5. Teach reading strategy
Using strategy is way to make
students active in reading class. Good
strategy and suitable strategy should
be easily adaptable for use with any
students, whether the educational
setting is elementary, secondary,
adult and special needs.
6. Encourage readers to transform
strategies into skills
Strategies can be assumed as
conscious action that learners take to
achieve the goals or objectives, while
a skill is a strategy that has become
automatic.
7. Build assessment and evaluation into
your teaching
Assessment and evaluation is used to
know how the reader can understand
what they are read. In reading skill,
assessment has become a formal and
an informal perspective requires time
and training.
8. Strive for continuous improvement as
a reading teacher
Nunan (2003: 77) says that “The
quality of the individual teacher is
success of second or foreign language
reader”. By the statement, as teacher
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Improving Students’ Ability Through Predict, Locate, Add, Note (Plan) Strategy At The
Seventh Class Of SMP Negeri 9 Bandar Lampung In 2018/2019
should improve their teaching if they
want their students success in
reading.
2. Concept of Predict, Locate, Add, Note
(PLAN) strategy
Reading required reader to use a
variety of thinking strategies to contracted
meaning from the text. One of strategy that
can use to make teaching learning more
effective is PLAN strategy. PLAN strategy is
a great strategy to help readers read
informational texts actively and
strategically. PLAN strategy is written by
Katherine S. McKnight and developed by
research conducted by David C. Caverly,
Thomas F. Mandeville, and Sheila A.
Nicholson in 1995. In their research, they
describe “The PLAN as a study-reading
strategy which helps student develop
strategic approach to reading” Caverly et.al
(Fastilla, 2012: 203). PLAN is an acronym
for four distinct steps (Predict, Locate, Add,
Note) involve in before, during, and after
reading. Through these steps. the reader is
more likely to learn more the text that
she/he read.
According to Cohen & Cowen
(Yanda, 2008: 219) “PLAN is a four step
strategy that is to increase comprehension
of informational text such as nonfiction and
textbooks. Thus, this strategy has four step
in applying in the class.” It means that
PLAN strategy promote students
development of a strategic approach to
reading. Further explain the PLAN strategy
is define in greater details as an approach
intended to start with an evaluation of
students’ prior knowledge and conclude
with an appropriate culminating activity.
Radcliffe (Fastilla, 2012: 203) defines that
“PLAN as instructional approach designed
to aid students in understanding and
analyzing a textbook”. He then defines
PLAN in greater detail as an approach
intended to start with an evaluation of
students’ prior knowledge and conclude
with an appropriate activity. It means that
PLAN strategy is the easy way to give the
students’ opportunities to demonstrate
their comprehension when they are
reading text and it engages students’
background knowledge of the topic that
6
simultaneously build their interest and
motivation to read.
By the statement, the writer believe
by using PLAN strategy, the student can
more active in learning reading because by
use it in end of their reading text they can
express their prior knowledge. So, it will
increase the students’ confident in
conclude a text that they have read. It can
be said as an excellent strategy to promote
study skills and should be taught as part of
literacy.
PLAN strategy can improve the
reader’s understanding in reading process,
and empower the ability to read
informational texts actively and
strategically. In other words, the reader will
more easily to understanding the text and
it has desire to read and learn the text
she/he is reading. So, it means that the
students know what they should do in
reading process. Through this PLAN
strategy students are expected to more
active by following the steps of the strategy
and develop their ability in reading.
Teachers’ position is as the facilitator to
guide the students in doing the strategy
step by step.
PLAN strategy is one of strategy
that can lead the students reading ability. It
can help the students to cope their
problems in reading by using four steps.
There are predict, locate, add, and note.
3. The Procedure of Predict, Locate,
Add, and note (PLAN) Strategy
According to Katherine S. McKnight
(2010: 142), there are some steps in
teaching reading by PLAN strategy, as
follows:
1. P (Predict)
Predict what you might learn from
reading the text. Students create a
probable map based on text title,
subtitles, and graphics.
2. L (Locate)
Locate important information as you
read, using the following code: (?) for
questions about the reading and (+)
for what you think learned from the
text. Students place checkmarks by
 known information and list question
marks by unknown information.
3. A (Add)
Add details and information to the
graphic organizer from your reading.
Students add notes that explain
unknowns and that confirm known
information.
4. N (Note)
Note and reflect on what you’ve
learned. After reading, students may
change the map, reproduce the map,
or discuss the map.
Based on the explanation above, the
procedures in teaching reading through
PLAN strategy has four steps. These steps
can be applied well if there is the good
interaction between the teacher and the
students.
6. Benefits of Predict, Locate, Add, and
note (PLAN) Strategy
Here there are several benefits of
Predict, Locate, Add, and note (PLAN)
Strategy by Seagrave (2006):
1. The benefit PLAN strategy can
facilitates active reading. Students
interact more with the text as they
should create their predictions into a
map.
2. PLAN strategy engages students’
background knowledge of the topic
that simultaneously build their
interest and motivation to read.
3. This strategy also encourages
students to take responsibility of
their comprehension by requiring
concreate evidence of their reading.
4. It create concept map helps students
to visualize the ideas in the text that
will monitor their comprehension.
5. It also helps students to recognize
text construction easily.
METHOD
The research was conducted at
the second semester in SMP Negeri 9
Bandar Lampung 2018/2019. The subjects
of research were students at the second
semester of the seventh class of SMP
Negeri 9 Bandar Lampung in academic
year of 2018/2019. The total of the
students in seventh class were 274
students which was consist at 9 classes.
The subject of the research was students of
the seventh G class which had 32 students.
This research was conducted by Classroom
Action Research. There were two cycles,
each cycle consisted of three meetings.
There were of four steps. The steps
followed by planning the action,
implementing the action, observing, and
reflecting. In this research, the writer as an
English teacher and the English teacher as
an observer.
In collecting the data of research,
the writer used test and non test. The test
was to know the students’ reading ability.
The writer used multiple choices test
which offered a usefull way of testing
reading comprehension. This test consisted
of 40 items test and has four options (a, b,
c and d), the test was given in the end of
each cycle. The score of each correct item
was 2.5 and 0 for each incorrect item. The
highest score was 100 and the lowest was
0. In non test, there were observation sheet
and field notes. They were used to know
the situation and the progress in learning
and teaching process. Observation sheet
was to know the students’ learning
activities, while the field notes as a note
from the observer during the teaching and
learning process.
Data analysis was the point where
statements or assertions about what the
research shows were producted. In this
research there were two type of data is
collected, namely quantitative data and
qualitative data. Quantitative data was
analyzed by using mean statistical formula,
while qualitative data was analyzed by
using descriptive qualitative method.
FINDING RESEARCH AND
DISCUSSION
The writer presents about
representation of the research setting, the
description of the data from each cycle in
the research, analyzing the data of the
research and discussion of the research.
The finding of the research would be found
from the description of the each cycle. This
research analyzed the data from the
students’ reading test, observation sheet,
and field notes. The discussion of this
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Improving Students’ Ability Through Predict, Locate, Add, Note (Plan) Strategy At The
Seventh Class Of SMP Negeri 9 Bandar Lampung In 2018/2019
research was based on the result and
analyzing the data of the research and
some theories in the research.
1. The result of the Data
Based on the research, the writer got
the result of the average score of students’
learning activities in cycle 1 were 2.42.
Then, the result of average score of
students’ reading ability cycle 1 was 65.45.
There were thirteen who passed or 40.6%
students who got the score below the
Minimum Mastery Criterion. In this case,
there were nineteen students or 59.4%
students who failed to get the target score
of Minimum Mastery Criterion.
The result of cycle 2 showed that the
result of the average score of students’
learning activities in cycle 2 were 3.91.
Then, the average score of the students’
reading ability in cycle 2 was 75.46. There
were twenty three of the students who
passed or 71.9% students who got the
score below the Minimum Mastery
Criterion. In this case, there were nine
students or 28.1% students who failed to
get the target score of Minimum Mastery
Criterion. It meant the average score of the
students’ learning activities and the
students’ reading ability in cycle 2 was
higher than the average score of the
students’ learning activities and the
students’ reading ability in the cycle 1.
The result of the calculation of the
students’ learning activities data analysis
above, it can be seen in following chart:
4,5
4
3,91
3,5
3
2,5
2,42
2
1,49
1,5
1
0,5
0
Cycle 1 Cycle 2 Improvement
Chart 1.
The Improvement of the Students’ Learning
Activities
The result of the calculation of the
students’ reading ability, it can be seen in
following chart:
8
Chart 2.
The Students’ Improvement in Reading
Score
From the chart above, it showed that the
students’ reading ability in cycle 2 was
higher than the students’ reading ability in
cycle 1. So, it can be concluded that the
teaching and learning process through
Predict, Locate, Add, Note (PLAN) Strategy
showed the increasing.
2. Discussion
This research was conducted by using a
classroom action research in improving the
students’ reading ability through Predict,
Locate, Add, Note (PLAN) strategy. It
consisted of two cycles. It describes and
discusses the data collected from the
research. There were four steps in each
cycle of the research; planning, acting,
observing and reflecting. The research was
conducted in collaboration with the English
teacher of the seventh class at SMP Negeri
9 Bandar Lampung. The researcher was as
the teacher who implemented the action of
the research, and the English teacher of the
seventh class was the observer and
facilitator. Before going to the first cycle,
the writer did pre-research to know the
ability of the students in reading and the
Cycle 1
students difficulties in reading skill before
Cyle 2 they were given the treatment. The cycles
Improvement were conducted on three meetings. The
action of cycle 1 was held on February 26 th,
2019, February 28th, 2019 and March 5th,
2019 and the action of cycle 2 was held on
March 19th, 2019, March 21th, 2019 and
March 26th, 2019.
Before conducting the research, the
writer conducted pre-cycle. It was done in
order to identify the problem during the
teaching learning process dealing with the
students’ reading mastery before using a
new strategy, to know the students’
respond to the lesson including their
problem in learning English in gathering
the data pre-research wanted by the
researcher, there was several ways done by
her such as: observing the teaching and
learning process and gave the pre-test to
the students to know the result of their
ability.
The researcher observed the classroom
condition to get the descriptions of the
teaching and learning process in reading
while the students and the teacher problem
in teaching and learning English in the
classroom.
In order to cope several problems
above, the researcher decided to give the
students a new strategy called Predict,
Locate, Add, Note (PLAN) strategy. The
researcher believed that the
implementation Predict, Locate, Add, Note
(PLAN) strategy can improve the students’
reading ability.
After doing the pre-cycle, the writer
continued the research to the cycle 1. There
were three meetings. The first meeting was
held on February 26th, 2019, the second
meeting was held on February 28 th, 2019
and the last meeting was held on March 5th,
2019. Before implementing the action, the
writer and the teacher prepared some
planning based on the finding of
preliminary research. The following
activities in this action planning were
designing lesson plan, preparing Predict,
Locate, Add, Note (PLAN) strategy,
preparing materials and media and
determining the criteria of success. Then,
the writer made lesson plan for cycle 1. The
writer planned three meetings for cycle 1
based on the topic. Lesson plan was aimed
to provide and to guide the teacher in
teaching and learning activities. The lesson
plan was included the following items:
specific instructional objectives, the
instructional materials and media,
procedure of presentation, and procedure
of assessment. In this step, the writer also
prepared worksheet and answer sheet for
the students in reading test, observation
sheet and field notes. Next step was
preparing Predict, Locate, Add, Note
(PLAN) strategy, the writer and
collaborator prepare graphic organizer of
Predict, Locate, Add, Note (PLAN) strategy
in reading in order to help students to
express their comprehension of the text
that they were read. The further step was
preparing materials and media. Based on
the syllabus, the writer used descriptive
text as the material, including structure
and language features taken from English
text books for the seventh grade students
of junior high school.
The last step was determining the
criteria of success. It was useful for
measuring whether the action of this
research was successful or not. The criteria
of success were decided based on the
agreement between the writer and the
collaborator as follows:
1. The students’ reading score improves
at the same as the Minimum Mastery
Criterion of English (70.0) or above it
was considered successful if 70% of the
students with individual score in
reading achieve at least the same as or
above 70.0.
2. The students’ learning activities in
reading increase 60% of the students
should get involved in reading activities
and their involvements were in scales
“Good”.
The action of cycle 1 was held on February
26th, 2019, the second meeting on February
28th, 2019 and the third meeting on March
5th, 2019.
The first meeting was conducted on
Tuesday 26th February 2019 started at
13.15 p.m. and finished at 14.35 p.m. In the
first meeting, the writer as the teacher
started the meeting by guiding the students
to pray together, greeted the students,
asked their condition, and checked their
attendance. There were thirty one students
who joined in the class.
Before started the lesson, the writer
asked the students about descriptive text
about person in the first meeting. The
writer asked them if they have previously
read about descriptive text (person) or not.
There were some students who knew
about it. Then, the twiter explained more
detail about descriptive text (person).
When the writer asked about the
definition, almost all of the students kept
silent, only few of them who wanted to give
some answers. After the question and
answers activities were conducted to build
9
Improving Students’ Ability Through Predict, Locate, Add, Note (Plan) Strategy At The
Seventh Class Of SMP Negeri 9 Bandar Lampung In 2018/2019
their comprehension in descriptive text,
the writer asked the students to pay
attention to her explanation. The writer
explained about definition, generic
structure, language feature, purposes then
example of the text on the paper that was
given by her. The writer gave the students’
opportunity to ask to know their
comprehension after she explained the
material before explaining the next activity.
Generally, the activity did not run well
because only some students sitting in front
who responded and answers the question.
The writer observed that when she
explained in front of the class, they did not
pay attention and did not listen to her
explanation. It could be seen from the
observation result that the students sitting
in the back row was sleepy, just some of
them who listen carefully and they wrote
some note about the material. So, the
writer asked them to move at the front row.
After that the writer asked the students to
read the example of the text by using PLAN
strategy. The first stage in PLAN strategy is
Predict. In this stage, the writer gave the
students descriptive text about person. The
topic was about “Uncle”. They were asked
to predict the content of text by looked at
the title of the text and wrote their
prediction on graphic organizer. After they
wrote their prediction, the writer cleared
they prediction and continued to the next
stage. The stage is Locate. In this stage, the
students read extensively the text. In this
case, they should locate the information
that they knew with checkmark (√) and
information that they were unknown with
questionmark (?) in the text and made
some notes what was they read. Next to the
third stage, it was Add. In this stage, the
students read intensively then, they noted
the information that they got to explain
unknown and to confirm known
information in previous stage. The last
stage is Note. In note stage, the students
note the conclusion of the text based on
their comprehension that they were wrote
before and reflect what they have learned.
After finishing, the students might discuss
their notes to other students and
reproduce or change it. Then, the writer
and the students discuss it together. Next,
10
the teacher gave them some question for
their exercises in reading text. The writer
asked some of students to read and
answers the question to confirm their
answer. The last, the writer gave feedback
about the lesson that had been given and
made conclusion about the lesson and told
them about plan for the next meeting.
The second meeting was conducted on
Thursday, February 28th, 2019 started at
10.10 a.m. and finished at 11.30. In the
second meeting, the writer started the
meeting as the activity in the first cycle.
There were thirty two students who joined
in the class. There were none who absent.
At the first lesson, the teacher asked the
students about the materials on Tuesday
and gave a question orally. After the writer
gave the opportunity for the students to
express their opinion about the previous
material. In this case, the writer asked one
of them to explain briefly. Then, the teacher
repeated the previous material. After that,
in this meeting, the writer continued the
material about descriptive text about
animal. The writer explained about generic
structure, social function, language features
and the examples descriptive about animal
to the students. The writer asked the
students to explain what were the
differences descriptive text about person
and animal. In this activity, the students
was seen enthusiastic to answer. This
activity was used to check the students’
understanding. After checking the
students’ understanding, the writer gave
the example of descriptive about animal
and asked the students to predict the text
based on the title (Predict). After they
wrote their prediction on the graphic
organizer, the writer asked the students to
read extensively the text to locate their
reading with code (√) for the information
that they known and (?) for the
information that they unknown on the text
and the writer asked the students to wrote
it on graphic organizer (Locate). The next
step, the students was asked to read
intensively the text to confirm the
information that they known and to explain
the information that they unknown and
noted it on graphic organizer (Add). After
that, the writer asked the students to note
the conclusion of their reading and
reflected what have they read from the text
(Note). After the students finished reading
the text, they might discuss their notes to
other students and reproduce or change it.
Then, the writer and the students discuss it
together. In this case, the writer gave the
students opportunity to share their ideas to
other students. Next, the writer gave them
some question for their exercises in
reading text. The writer asked some of
students to read and answers the question
to confirm their answer. The last, the
teacher gave feedback about the lesson and
gave general conclusion about the lesson.
The third meeting was conducted for
reading test in the first cycle on Tuesday,
March 5th, 2019 started at 13.15 p.m. and
finished at 14.35 p.m. In the third meeting,
the writer checked the students’
attendance. First, the writer gave the
students reading test and the answer sheet.
The test was multiple choice test with 40
questions. In doing exam, the students
might not open dictionary, mobile phone
and notes. The students also were not
allowed to discuss with their friends.
In the first cycle, the English
teacher as an observer did observed the
teaching and learning process in the
classroom through field notes and
observation sheet; it might be about, the
classroom situation, the students’
response, and the teachers’ performance in
presented the material. The teacher also
observed the students’ reading ability
through reading test in cycle 1.
First, related to the teaching and
learning process through field notes. In the
first cycle, the writer saw that most of
meetings were not running well. From the
students’ side, some of students paid
attention to the teachers’ explanation. The
students still confused to write and
organize their ideas because they had
problem in vocabularies so they still
difficult to comprehend the text. In doing
assignment, the students kept asking their
friends about what should they read. In
reading the text, the students took long
time to finish their reading. From the
teachers’ side, the writer as the teacher
was seen nervous to explain the material,
but the teacher had taught in line with the
lesson plan had been made and gave clear
explanation of the material using PLAN
strategy. The writer explained the material
quickly, so some of the students were still
confused about the material that had given
and the writer did not pay attention to the
students in the back side.
Second, related to the teaching and
learning process through observation
sheet. In the first cycle, the collaborator did
observe the students’ learning activities by
filling observation sheet which had been
made. It showed that the students’
activities were did not run well, because
based on the result of the calculation of the
average score in observation sheet, it was
bad. Third, after teaching and learning
process of cycle finished, the writer also
observed and carried out the reading test
of the first cycle to measure the students’
reading ability of descriptive text that had
been studied.
Then, the writer and the teacher
discussed about the conclusion of
implementing the action. First, related to
the result of observation sheet and field
notes showed that the teaching and
learning activities has done well although
there were some problems that should be
solved. Based on the students’ observation
sheet in learning activities of cycle 1
showed that score all of the students
learning activities was 310 and the average
score was 2.42, so the criteria of the
students’ learning activities was bad.
Based on the result of the students’ reading
score of cycle 1 and the observation of
students reading descriptive text about
person and animal showed twenty one or
59.4% of the students who got the score
below the Minimum Mastery Criterion.
From the data above, it could be concluded
that the implementation of Predict, Locate,
Add, Note (PLAN) strategy had not given
satisfactory result in the students’
improvement of reading. Actually, the
students’ score in reading text of cycle 1
improved than the score pre-cycle. But, it
was needed more increasing in their
reading ability to solve their problems in
material because some of students made
noise by chatting with their friends in the
back row, some of them was sleepy, did not
11
Improving Students’ Ability Through Predict, Locate, Add, Note (Plan) Strategy At The
Seventh Class Of SMP Negeri 9 Bandar Lampung In 2018/2019
listen her voice clearly and needed more
increasing in their vocabularies to solve
their problem in reading a text so they can
understand and comprehend the content of
the text.
The students also were less active
in doing the assignments, it can be seen
from the result of students’ learning
activity in doing assignment (individually
and group) got 2.25 and 2.34 with the
criteria of scale was bad. The writer would
make students’ learning activities more
active, so the students were enthusiastic in
doing assignment were given by the
teacher. Therefore, it needs to be revised
before the implementation of the next
cycle, so the students could achieve the
criterion of success of their study.
After conducting the first cycle, the
writer did the second cycle by modified the
previous activities but, the writer still
implemented some actions in cycle 1. Thus,
there were some modifications that the
writer and the teacher planned actions in
the second cycle; changing were
arrangement of the students’ chairs before
the lesson was begun to make the students
at the back row was more active, give
interesting explanation by using picture
related to the topic to the students in class
presentation and asked the students to
bring dictionaries. Besides that, the writer
still also prepared observation sheet and
field notes to note the classroom activities,
and also prepared the reading test of cycle
2 to collect the data.
The first meeting in cycle 2 was
conducted on Tuesday, March 19th, 2019
started at 13.15 p.m. and finished at 14.35
p.m. In the first meeting, the writer started
the meeting by guiding the students to pray
together, greeted the students, asked their
condition, and checked their attendance.
At this meeting, before the writer started
the lesson, she changed the arrangement of
the students’ chair by asking the students’
at the back row to move at the front row.
The action to anticipate the students felt
sleepy in the class and to ask them who
usually sat at the back row to move and sat
at the front row in order that they could
listen the writer voice clearly. After that,
the writer started the lesson by asking the
12
students about their last meeting activity
and the students told briefly. Then, the
writer gave the students descriptive text
about things. The writer gave the students
chance to read the text alternately. This
action was aimed to anticipate the students
who was noisy, so they paid attention to the
reading activity. After the students read the
text, the writer asked the students to
explain generic structure and language
features based on the text. It was
conducted to know the students’
comprehending of the text.
After finishing the activity, the
writer gave the students a new descriptive
text about thing, it was about bag. The
writer asked the students to predict the
text based on the title (Predict). Then, the
students locate the text by reading the text
extensively and they located the
information that they knew with
checkmark (√) and information that they
unknown with questionmark (?) in the text
and made some notes what was they read
(Locate). After the students read
extensively the text, the writer gave more
time to them to read the text intensively
and noted what they were read to confirm
their information that they known and to
explain their information that they
unknown (Add). In this case, the writer
while checking the students’ note by
walking around the class. Next, the
students made the conclusion and reflected
on what they have learnt from the text, and
noted it on the graphic organizer (Note). In
this step, the students might discuss their
notes to other students and reproduce or
change it. Then, the writer and the students
discuss it together. The last, the writer gave
feedback about the lesson that had been
given and made conclusion about the
lesson and told them about plan for the
next meeting.
The second meeting was held on
Thursday, March 21th, 2019 started at 10.10
a.m. and finished at 11.30. In the second
meeting, the writer as usually started the
meeting by guiding the students to pray
together, greeted the students, asked their
condition, and checked their attendance.
There were thirty two students who joined
in the class. The first, the writer asked the
students about their lesson last Tuesday
and asked one of them to explained briefly.
After that, the writer repeated the previous
material. The writer asked the students
about what was described in descriptive
text about thing. After checking the
students understanding, the students were
given a descriptive text about place. The
writer asked the students to predict the
text based on the title and noted their
prediction on the graphic organizer
(Predict). Afterwards, the students were
given a few minutes to read extensively and
locate for the information that they known
by checkmark (√) and questionmark (?) for
information that they unknown and noted
it (Locate). After that, the writer gave
longer time for the students read the text
intensively to confirm information that
they have noted before and to explain the
unknown information (Add). Last, the
writer asked the students to conclude the
text and reflected the text. The students
might discuss it to other students to
confirm their comprehension of the text.
After finishing the activity the writer
explained the text and made the
conclusion. The last, after did all of the
activities, the teacher gave feedback to the
students and gave general conclusion about
the lesson.
The third meeting was held on
Tuesday, March 26th, 2019 started at 13.15
p.m. and finished at 14.35 p.m. In the third
meeting, as the previous meeting, the
writer started the meeting by guiding the
students to pray together, greeted the
students, asked their condition, and
checked their attendance. The writer gave
the students reading test and the answer
sheet. The test was multiple choice test
with 40 questions. In doing exam, the
students might not open dictionary, mobile
phone and notes. The students also were
not allowed to discuss with their friends.
Based on the result of field note in
the second cycle, generally the teaching
and learning process was better than the
previous cycle. The students were able to
focus and pay attention to the teachers’
explanation. Most of the students were
seen more enthusiastic to reading the text.
Related to the teachers’ performance, the
teacher explained the material briefly and
clearly. The teacher checked the students’
work by walking around to their table and
giving comments on their work. The
teacher could control and monitor the
students was more better than cycle 1.
Next, the students did not give up when
they found unfamiliar words because they
could look up in their dictionary as
suggested by the teacher before. Last, the
teacher could make the students to be
more active in the class so, the teaching and
learning process was better than before.
Related to the teaching and learning
process through observation sheet. In the
second cycle, the collaborator did observe
the students’ learning activities by filling
observation sheet which had been made. It
showed that the teaching and learning
process was better than the first cycle. It
could be seen by the average score of the
observation sheet in the first cycle was
were 3.91. It meant the average score of the
students’ reading ability and the students’
learning activities in cycle 2 was higher
than the average score of the students’
reading ability and the students’ learning
activities in the cycle 1. Third, after
teaching and learning process of the
second cycle finished, the writer was also
carried out the reading test of the first
cycle to measure the students’ reading
ability of descriptive text that had been
studied.
Based on the result of observation
sheet, field note and reading test in cycle 2,
it concluded that there were some
improvement both of the teacher and the
students’ teaching and learning process in
the classroom. The teacher had been
successfully improved the students’
learning activities and the students’
reading ability by using Predict, Locate,
Add, Note (PLAN) strategy. It could be seen
from the field notes and the students’
observation sheet, the students’
participation and attention from the start
to the end of the lesson was better than the
first cycle. The students were more active
and enthusiastic in learning and doing
assignment. Based on the students’
observation sheet in learning activities of
cycle 2, showed that score all of the
students’ learning activities was 500 and
the average score was 3.91 so the criteria
13
Improving Students’ Ability Through Predict, Locate, Add, Note (Plan) Strategy At The
Seventh Class Of SMP Negeri 9 Bandar Lampung In 2018/2019
of the students’ learning activities was fair.
Based on the result of reading test in cycle
2 showed that there were 23 students or
71.9% of all students at VII G got the score
above the Minimum Mastery Criterion. It
was achieved the indicator of success.
Therefore, the writer and the teacher
decided to stop the Classroom Action
Research by using Predict, Locate, Add,
Note (PLAN) strategy because it had
already succeeded.
The result of students’ learning
activities and students’ reading ability test
showed that the implementation of
Teaching students through Predict, Locate,
Add, Note (PLAN) can improve students’
reading ability. To improve the students’
reading ability, the students should
comprehend the text. PLAN strategy made
the students were active in reading because
it provided graphic organizer that helped
the students to express their idea after they
reading a text. It can be seen from the
implementing the step of PLAN strategy.
The first, they predict the text based on the
title. As an active strategy, it prepares
students to make predictions about what
will they read, as well as engaging them
with their self. It meant, it step can develop
their confidence, It can used as a first step
for the students to express their opinions.
Then, in Locate, the students began to read
the text extensively to open up their initial
understanding of the text that they were
reading. At that step, the teacher could see
the students’ understanding based on
graphic organizer have written by the
students. In this step the students can
write all of what they got from the text for
example, the main idea, supporting idea of
the text, even the vocabulary that they
were not understood. After that, the
students added information from what
they had obtained from their previous
extensive reading. In this step, it developed
the students’ confidence, because the
students were given more time to read the
text. It can be called by intensive reading
activities. They were given the opportunity
to add their ideas to confirm their reading
comprehension from the first step to this
step. Then, the last activity in PLAN
strategy was note. In this activity, the
14
students used their prior knowledge,
comprehension and confidence. It showed
that in note, the students should make a
conclusion from the text that they were
read. It meant that in this activity the
students can infer the text. The activity
used the students’ deep comprehension.
The students should reflect what they got
from the text. At that activity, the students
were given the opportunity to share their
ideas to other students and the teacher.
By applying PLAN strategy helped
the students to comprehend the text, so the
students’ reading ability has a good
improvement because they understood
what they were read. They can make
conclusion of the text, so they can find the
main idea of the text and got the new
vocabulary. It could be seen from almost
the students were able to answered their
question have made. All of students more
confident to answer the test because they
used PLAN strategy when they read the
text that there were on the questions.
From the explanation the
explanation above, it can be seen that the
students’ mean score improved in the
second cycle. The researcher can conclude
that the implementation of Predict, Locate
Add, Note (PLAN) Strategy in teaching
reading can improve the students’ learning
activities and the students’ reading ability
at the seventh class of SMP Negeri 9
Bandar Lampung.
CONCLUSION
After conducting the whole steps of the
Classroom Action Research, the writer gave
some conclusion as the result of the
research. Based on the research that was
conducted by applying collaboration by
using Predict, Locate, Add, Note (PLAN)
Strategy, the writer concluded that the
Predict, Locate, Add, Note (PLAN) strategy
can improve students’ reading ability and
the students’ learning activities at the
seventh class of SMP Negeri 9 Bandar
Lampung in 2018/2019 with the detail of
recapitulation as follows:
1. The Students’ Learning Activities
Based on the result of the students’
learning activities in the first cycle to the
second cycle, there were some
improvement. It could be seen from the
average score of the students’ learning
activities in cycle 1 were 2.42 with the
criteria was bad, while in cycle 2 was 3.91
with the criteria good. So the improvement
of the students’ learning activities during
the first cycle to the second cycle got 1.49
point.
2. The Students’ Reading Ability
Based on the result of the students’
reading test in the pre-cycles, first cycle
and the second cycle, there were some
improvement of the students’ reading
ability. It was showed from the mean score
of the students in reading test before
applying Classroom Action Research by
using Predict, Locate, Add, Note (PLAN)
strategy was 48.75. Meanwhile, the class
percentage which passed the Minimum
Mastery Criterion was 21.8%. It meant that
there were only seven students who passed
the Minimum Mastery Criterion and there
were twenty five students who failed of the
target. Furthermore, the mean score in the
reading test of cycle 1 was 64.45 and the
class percentages which passed the
Minimum Mastery Criterion was 34.4%. It
meant that there were thirteen students
who passed the Minimum Mastery
Criterion and there were nineteen students
who failed to get the target criterion. While,
the mean score in reading test of the
second cycle was 75.46. It showed the
students’ improvement score was 71.9%.
In meant that there were twenty three
students who passed the Minimum
Mastery Criterion and there were nine
students who failed to get the target
criterion. The class percentage showed the
improvement from the pre-cycle to the
second cycle was 71.9% in the class
percentage. The reading test of cycle 2 had
fulfilled the target of Minimum Mastery
Criterion by using Predict, Locate, Add,
Note (PLAN) Strategy, it was above 70% of
the students could passed the Minimum
Mastery Criterion.
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Improving Students’ Ability Through Predict, Locate, Add, Note (Plan) Strategy At The
Seventh Class Of SMP Negeri 9 Bandar Lampung In 2018/2019

Jurnal
Amelia, Mike. (2018). “Using PLAN
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Seagrave, Lindy J. 2006.
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Ramadanis. (2012). The Effect of Using
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