ABSTRACT
COMPARATIVE STUDY OF STUDENTS’ READING ACHIEVEMENT BETWEEN THOSE WHO ARE TAUGHT THROUGH RETELLING
STORY AND THOSE TAUGHT THROUGH TRANSLATING A FAIRY TALE AT THE FIRST GRADE OF MA MA’ARIF 4
KALIREJO LAMPUNG TENGAH By
Diah Arini Kusumastuti
Reading plays an important role for those who want to comprehend and produce the language well. Reading is one of the most important ways to improve general language skills. However, the students still have problems in reading. One of this was that they often found difficulty in comprehending the reading text. They were not able to catch the information from the text.
Therefore, the objective of this research is to compare whether there is difference comprehension achievement between those who were taught through retelling a fairy tale and those taught through translation.
The participants of the research were the students of the first grade of MAMa’arif 4 Kalirejo, Lampung Tengah in the academic year 2011/2012. X.1 was the
experimental class and X.2 was the control class. Experimental class was taught through retelling story and the control class was taught through translation. The research design was Pretest Posttest Control Group Design and the data were taken from the test and the data were analyzed by using Independent Group T-test. Independent Group T-test was used at the 0,05 significance level to prove whether or not the hypothesis was accepted. The computation showed that t- observe (0.000)is lower than t-table (2.042). It means that H1was accepted. H1was there is difference of students’ reading comprehension between students who are taught through retelling story and students who are taught through translating technique by using fairy tale.
Based on the result, it is suggested that English teachers to use retelling story from fairy tale as the way to teach reading comprehension since it can be used to
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ACKNOWLEDGEMENTS
Praised be merely to Alloh SWT for the gracious, mercy, and tremendous blessing so that the writer is able to accomplish this research project. Amin. This script is submitted to fulfill one of the requirements in accomplishing the S-1 Degree Program at the Department of Language and Arts of Teacher Training and Education Faculty, University of Lampung.
First of all, the writer would like to dedicate her sincere gratitude and respect to Ujang Suparman, S.Pd., M.A., Ph.D. and Drs. Huzairin, M.Pd. as her advisors who have given their advices, invaluable guidance, and unlimited patience and encouragement to the writer during the completion of this research project. Her deep gratitude is also given to Dr. Muhammad Sukirlan, M.A. as her examiner who had suggested and criticized for the betterment of the script. It will be hard for the writer to make the script becomes better without his contributions. Her grateful appreciation is also extended to Dra. Hj. A. Umroh, M.Pd.I as the head master of MA Ma’arif 4 Kalirejo Lampung Tengah and Drs. Zulqurnain as the English teacher who have given chance to conduct her research in the school. Appreciation is also addressed to all students of class X for their participation in this research.
Furthermore, the writer would like to acknowledge her gratitude to her beloved parents Sukarno Atmadja and Endang Subarkah for their greatest love, support and guidance. Her sincery thanks are also dedicated to her beloved sister Tia Martha Pundati and her brother Wahyu Ari Bowo. Her endless thanks go to her belovedultrasDwi Afriansyah who always motivates and gives her loves and attention.
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Finally, the writer realizes that this research project still has some weaknesses. Therefore, criticisms and suggestions are welcome for its improvement.
Hopefully, this research project can be beneficial to the readers or those who want to carry out further research.
Bandar Lampung, Februari 2012
ADMITTED BY
1. Examination Committee
Chairperson :
Ujang Suparman, S.Pd., M.A., Ph.D.
………Examiner :
Dr. Muhammad Sukirlan, M.A.
………Secretary :
Drs. Huzairin M.Pd.
………2. The Dean of Teacher Training and Education Faculty
Drs. H. Bujang Rahman, M.Si.
NIP 19600315 198503 1 003
COMPARATIVE STUDY OF STUDENTS’ READING ACHIEVEMENT
BETWEEN THOSE WHO ARE TAUGHT THROUGH RETELLING STORY AND THOSE TAUGHT THROUGH TRANSLATING
A FAIRY TALE AT THE FIRST GRADE OF MA MA’ARIF 4
KALIREJO LAMPUNG TENGAH
By
DIAH ARINI KUSUMASTUTI
A Script
Submitted in a Partial of
The Requirement for S-1 Degree in English Education The Language and Arts
LAMPUNG UNIVERSITY BANDAR LAMPUNG
COMPARATIVE STUDY OF STUDENTS’ READING ACHIEVEMENT
BETWEEN THOSE WHO ARE TAUGHT THROUGH RETELLING STORY AND THOSE TAUGHT THROUGH TRANSLATING
A FAIRY TALE AT THE FIRST GRADE OF MA MA’ARIF 4
KALIREJO LAMPUNG TENGAH (A Script)
By
DIAH ARINI KUSUMASTUTI
LAMPUNG UNIVERSITY BANDAR LAMPUNG
CURRICULUM VITAE
Diah Arini Kusumastuti was born on September 20th, 1988. She is the second child of the happy couple, Mr. Sukarno Atmadja and Mrs. Endang Subarkah. She has one brother, Wahyu Ari Bowo and one sister, Tia Martha Pundati.
She entered TK Aisyah Poncowarno in 1993. Then, she studied at SD Negeri 1 Poncowarno, Kalirejo Lampung Tengah and graduated on 2001. She continued her study to SLTP Negeri 1 Kalirejo Lampung Tengah. After graduating from Junior High School in 2004, she entered SMA Negeri 1 Kalirejo Lampung
DEDICATION
This script is dedicated to:
My greatest parents, Ayah Sukarno Atmadja and Bunda Endang Subarkah
My beloved sister Tia Martha Pundati
My beloved brother Wahyu Ari Bowo
My belovedultrasDwi Afriansyah
My lovely friends, Fetrisia, Fevi Meila Suwarni, and Meila Sari
My beloved friends in Dewi Sri boarding house
My beloved friends in English Reguler Department 07
LIST OF APPENDICES
6. Upper Lower Group Try Out Test... 106
7. Reliability Analysis of Try Out Test ... 108
8. Difficulty Level and Discrimination Power of Try Out Test ... 109
9. Coefficient Reliability of the Try Out Test ... 110
10. Table Distribution of Try Out Test ... 111
11. Students’Pretest and Posttest Score ... 112
12. Table Distribution of Pretest Score in the Experimental Class... 113
13. Table Distribution of Pretest Score in the Control Class ... 114
14. Table Distribution of Posttest Score in the Experimental Class ... 115
15. Table Distribution of Posttest Score in the Control Class ... 116
16. The Increase of the Students’ Reading Comprehension in the117 Experimental Class... 117
17. The Increase of the Students’ Reading Comprehension in the Control Class ... 118
18. The Homogeneity of the Experimental and Control Class ... 119
19. The Hypothesis of the Experimental and Control Class ... 120
20. Normality Test of Experimental Class... 121
21. Normality Test of Control Class ... 122
22. The Highest Score of Pretest in the Experimental Class ... 123
23. The Lowest Score of Pretest in the Experimental Class ... 124
24. The Highest Score of Pretest in the Control Class... 125
25. The Lowest Score of Pretest in the Control Class ... 126
26. The Highest Score of Pretest in the Experimental Class ... 127
27. The Lowest Score of Pretest in the Experimental Class ... 128
28. The Highest Score of Pretest in the Control Class... 129
LIST OF TABLES
TABLES Page
1. Table of Specification of Tryout ... 23
2. Table of Specification of Pretest ... 33
3. The Comparison of the Students’ Pretest Scores in Both Classes... 34
4. Table of Specification of Posttest... 35
5. The Comparison of Students’ Posttest Score in Both Classes... 6. The Significant Increase of Students’ Reading Comprehension in the Experimental Class... 36
MOTTO
Outside of a dog, a book is man's best friend. Inside of a dog it's too dark to read.
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TABLE OF CONTENTS ... viii
LIST OF APPENDICES ... x
LIST OF TABLES ... xi
I. INTRODUCTION 1.1 Background of the Problems ... 1
1.2 Identification of the Problems ... 4
1.3 Limitation of the Problems... 5
1.4 Formulation of the Problems ... 5
1.5 Objective of the Problems ... 6
1.6 Uses of the Research ... 6
1.7 Scope of the Research ... 6
II. FRAME OF THEORIES 2.1 Concept of Reading Comprehension... 7
2.2 Concept of Teaching Reading ... 9
2.3 Concept of Retelling Story ... 11
2.4 Concept of Translation ... 13
2.5 Concept of Fairy Tale... 14
2.6 Procedures of Teaching Reading through Retelling Story ... 15
2.7 Procedures of Teaching Reading through Translation ... 16
2.8 Theoretical Assumptions ... 17
2.9 The Hypothesis... 17
III. METHODOLOGY 3.1 Research Design ... 18
3.2 Population and Sample... 19
3.2.1 Population ... 19
3.2.2 Sample ... 19
3.3 Data Collecting Technique... 20
3.3.1 Pretest ... 20
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3.4 Research Procedures ... 21
3.5 Scoring System... 22
3.6 Try Out ... 22
3.6.1 Validity of the Test ... 22
3.6.2 Reliability of the Test ... 24
3.6.3 Level of Difficulty ... 25
3.6.4 Discrimination of Power ... 26
3.7 Data Analysis ... 27
3.7.1 Normality Testing ... 27
3.7.2 Homogeneity Testing... 27
3.7.3 Hypothesis Testing ... 28
IV. RESULT AND DISCUSSIONS 4.1 Result of the Test ... 30
4.1.1 Result of the Try Out ... 30
4.1.2 Result of the Pretest ... 32
4.1.3 Result of the Posttest... 34
4.1.4 The Increase of the Students’ Reading Comprehension... . 36
4.1.5 Normality Testing ... 37
4.1.6 Homogeneity Testing... 38
4.1.7 Hypothesis Testing ... 39
4.2 Discussion ... 39
4.2.1 Experimental Class ... 40
4.2.2 Control Class ... 43
V. CONCLUSION AND SUGGESTIONS 5.1 Conclusions ... 46
5.2 Suggestions... 47
REFERENCES... 48
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I. INTRODUCTION
1.1 Background of Problem
In this modern era, English becomes more and more important so that information flows to every country almost without any barrier and most of which is delivered in English. Consequently, mastering one language is not enough to get sufficient information. English as an international language is used in all professional fields. It is positioned as a compulsory subject that is taught from elementary school until university levels. Students are expected to have skills in English, namely listening, speaking, reading, and writing which are related one another.
Of the four skills, reading plays an important role for those who want to
comprehend and produce the language well. Reading is one of the most important ways to improve general language skills. Reading can help learners to think in English. It can also enlarge their vocabulary. It can help them improve their writing. It may also be a good way to practice their English if they live in a non-English speaking country.
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to find the main idea, they always read the whole passage word by word without understanding what the text means. As the result, they have no idea of the reading text.
Furthermore, they also get difficulty in understanding the meaning of some words in the texts because they have only little knowledge about vocabulary. The words in the texts are not familiar to the students. As they do not understand the meaning of the text, they become lazy to read an English text. They tend to talk to their friends when the teacher gives an English text than reading the text. They are unable to identify the specific information of each paragraph of the texts. When teacher asks some questions related to the text, they cannot answer them well.
The students’ achievement in comprehending a reading text is still far from the objectives stated in the curriculum. Their average score of reading is low and below the KKM 65 (Minimal Mastery Criterion). Reading materials from students’ text book make the students bored since the materials are monotonous. As a result, this condition affects the students’ ability in reading comprehension.
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Students will have better comprehension when they read materials in topics which are highly interesting to them. It means that to promote positive attitudes toward reading, the teacher must provide students with reading texts that match the students’ interest.
There are many materials that can be used to improve reading ability such as newspaper, bulletins, magazine, literary texts and others. In this research the researcher used literary text in the form of fairy tale to develop students’ reading
ability. There are many topics of fairy tale that are closely related to the issues in daily life. For many students, interesting literature text can provide a key to motivate them in studying English.
Referring to the explanation above, the writer focused on the strategy used during teaching learning process. There are many strategies which can be applied in the class in order to maintain the motivation of the students in improving their achievement in mastering the subject maintain the motivation of the students in improving their achievement in mastering the subject.
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Meanwhile, translation technique is useful to help the students to identify the specific information of reading texts. Translation has been widely accepted as one of the technique that can be applied to present materials in classroom. With this technique, the students are supposed to be able to read a reading passage in the target language into the students’ native language.
Based on the statements above, therefore, this research compared two techniques, retelling story and translating. The writer proposed research to see the different of teaching reading comprehension through retelling a fairy tale and translation at Senior High School. Therefore, the researcher was interested to compare between retelling story and translation in teaching reading comprehension through fairy tale.
1.2 Identification of Problems
Based on the background above, the researcher identifies the problem on MA Ma’arif 4 Kalirejo as follows:
• Students are unable to comprehend an English reading text. They cannot
catch the main idea and specific information from the text.
• The students are lazy to memorize the words and practice English in their
daily life. So they cannot use English well.
• Students are not motivated to read an English text because they think the text
is difficult.
• Students get bored while learning English. It might be caused by the teachers
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• Students have no good self confidence in learning English. So it is difficult
for them to learn English well because they regard that English is difficult to be learnt well.
• Students get low achievement in comprehending an English text. They are not
capable in answering the question which is given by the teacher.
• Teachers have no varieties strategies or technique in teaching English. So,
students are not interested and motivated in learning English.
• Teachers do not use interesting materials which encourage students to learn.
They only take the materials from the English course books.
1.3 Limitation of Problems
Based on the identification of the problem, the researcher focused on teaching reading comprehension using certain strategy. In this case, she used retelling story and translation as her technique in teaching reading.
1.4 Formulation of Problems
Referring to the limitation of the problem, the writer formulates the problem as follow:
“Is there any different achievement in reading a fairy tale between those who are taught through retelling story and those who are taught through
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1.5 Objective of the Research
Concerning to the research problem, the objectives of this research was to
compare whether there is different achievements in reading comprehension a fairy tale through retelling and through tale translation.
1.6 Uses of the Research The uses of the research are:
1. Theoretically, the finding of this research is used to support the theories dealing with retelling story strategy.
2. Practically, the finding of this research may be beneficial:
2.1 As a consideration for the English teacher to apply retelling story in teaching reading a fairy tale in their classroom.
2.2To encourage students’ awareness of identifying the specific information in various types of reading a fairy tale through retelling the story.
1.7 Scope
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II. FRAME OF THEORIES
2.1 Concept of Reading Comprehension
Reading, as one of the language skills to be taught, is a process of constructing or developing meaning of printed text (Cooper et al, 1988:3). This definition implies that the reading process includes an interaction between the reader and the prints. The reader tries to understand the ideas presented by the writer in the text.
Nuttal (1982: 42) defines reading as a meaningful interpretation of printed or written verbal symbols. It means that reading is a result of the interaction between the students; perception of graphic symbols that represent a language and their knowledge of the world. In this process the reader tries to recreate the meaning intended by the writer.
Meanwhile, Clark and Silberstein (1987:2) define reading as an active cognitive process of interacting with print and monitoring comprehension to establish meaning.Reading is the instantaneous recognition of various written symbol, simultaneous association of these symbol with existing knowledge, and comprehension of the information and ideas communicated.
Reading is an active process (Mackay in Simanjuntak, 1988:15). The reader forms a preliminary expectation about the material, then select the fewest, most
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an interaction between thought and language. It means that the reader brings to the task a formidable amount of information and ideas, attitudes and beliefs.
Smith (1982: 5-6) says that reading certainly implies comprehension, and reading is something that makes sense to the reader. The readers try to understand and get the meaning and information in written texts in form of symbols, letters, graphs, etc. Thus, they grasp the writers’ messages from the texts.
Rubin (1993: 194) states that reading comprehension is a complex intellectual process involving a number of abilities.The two major abilities involve word meanings and verbal reasoning. Without word meaning and verbal reasoning, there could be no reading comprehension; without reading comprehension, there would be no reading. From these concept basically, it can be understood that reading implies comprehension.
According to Doyle (2004), comprehension is a progressive skill in attaching meaning beginning at the same level and proceeding to attaching meaning to an entire reading selection.All comprehension revolves around the reader’s ability in finding and determining main idea and topic sentence from the text.
Dallman (1982: 23) states that reading is more than knowing what each letter of alphabet standing for; reading involves more than word recognition; that
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From the statement above, it can be said that in comprehending the texts the students have to know their technique in reading. The writer assumes that reading comprehension is students’ competence in comprehending the specific
information, words and surface meaning in texts is described by students’ score with an appropriate technique.
2.2 Concept of Teaching Reading
Alyousef (2005: 143) says that teaching reading, contemporary reading tasks, unlike the traditional materials, involve three-phase procedures: pre-, while-, and post- reading stages. The pre-reading stage helps in activating the relevant
schema. For example, teachers can ask students questions that arouse their interest while previewing text. The aim of while-reading stage (or interactive process) is to develop students’ ability in tackling texts by developing their linguistic and schematic knowledge. Post-reading includes activities, which enhance learning comprehension using matching exercises, cloze exercises, cut-up sentences, and comprehension questions.
The aim of teaching readingis to develop students’ skillsso that they can read English texts effectively and efficiently. To be able to do so the reader should have particular purposes in their mind before they interact with the texts. Effective and efficient reading is always purposeful and tends to focus mainly on the
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Meanwhile Suparman (2005: 1) states that there are two major reasons for reading: (1) reading for pleasure, (2) reading for information (in order to find out something or in order to do something with the information readers get).
Furthermore Harmer (1987: 70) states the principles behind the teaching reading:
1. Reading is not a passive skill.
2. Students need to be engaged with what they are reading.
3. Students should be encouraged to respond to the content of a reading text, not just to the language.
4. Prediction is a major factor in reading. 5. Match the task to the topic.
6. Good teachers exploit reading texts to the full.
It can be assumed that in teaching reading, appropriate and possible technique should be applied based on the purpose of reading in order to get the
comprehension. Retelling story as one of reading technique is possible to be applied by the Senior High School students in their reading. By retelling story, students can tell the story by using their own words. Story teller can help the other students to understand the story clearer than they read by their own self.
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skills of reading. For example, using L2 to L1 translation will improve, among other things.
2.3 Concept of Retelling Story
According to Karen (2001), retelling does not mean memorizing, retelling means recounting the same story using the students’ own words.Retelling story requires the student to think more conceptually, to look at the bigger picture rather than answering specific question about the text. In retelling story, the function of a teacher is as a tutor. The teacher helps the students to absorb the information from the story and encourage the students to retell the story (Brown and Cambourne, 1987:49).
Concerning the description above, it can be inferred that in retelling story, the function of a teacher is very important in order to reinforce the students to comprehend a story through retelling story. For the purpose of the research, the researcher intends to conduct a research about teaching reading comprehension through retelling story.
In retelling story, a story teller can combine gestures and expression. The story teller can also visualize the characters and setting and then improvise the actual wording. Matthews (1994) stated that there are some physical aspects in retelling story, those are: eye contacts, volume, body movement and hand and arm
gestures.
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of the words. Moreover, this technique is more suitable to be applied related to condition and needs of the students.
Gambrell & Dromsky (2000) stated that there are some tips that should be kept in mind by the teacher to engage students in retelling activities:
Model retelling
Use predictable texts and/or familiar stories, such as fairy tales or folk tales Retell a portion of a familiar text and ask the students to finish the retelling Ask the students to indentify the most important part of the text
Have the students work with a partner to practice retelling
In retelling story, the teacher should prompt the students to tell about: The Topic
The main idea
The ideas supporting the main idea
The teacher can provide more structure to help the students organize the
information absorbed, and encourage further retelling through the use of concrete materials.
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students are able to retell the story in sequence, with a beginning, middle, and end, it indicates that the students have a good understanding of the story.
Students are expected to be able to retell the story which was given by the teacher by using their own words in their own way. They can use gesture and body movement to express their idea in retelling the story.
2.4 Concept of Translation
Translation has always played a role in language teaching. Translation is a general term referring to the transfer of thought and ideas from one language (source of language) to other language (target language) whether the language in written or spoken forms. According to Garrow (1972: 27), translation is changing a
communication (a word, phrase, and sentence) to other terms or to another form (verbal or symbolic) or to another level abstraction (simpler or more complex).
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Referring to this technique, students are expected to be able to translate the text from second language into first language individually or in group.
2.5 Concept of Fairy Tale
Fairy tale is stories both created and strongly influenced by oral tradition. Literally, fairy tale is a story for children in which magical things happen. The precise definition of fairy tale is a fictitious, highly fanciful story or
explanation. A fairy tale is usually used as a way to evoke children’s imagination (Keightley, 1970). Fairy tale is suitable for children.
A fairy tale would logically be described a story containing enchanting and
illusory subject matter (Keightly, 1970). The messages that are brought are related with the issues community and universal human emotions such as: poverty, love, hate, and kindness. As an old type of prose, fairy tale is also known as bedtime stories.
This fairy tale is simply a material, so that they can better comprehend the structures of literature as well as for the state of the wonder, pleasure, and human understanding these stories can provide in their own right.
In the late ninetieth and twentieth century the fairy tale comes to be associated with children’s literature, adults are originally as likely as children to be the
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The writer assumes that fairy tales may be used as one of equipment for teachers to develop the language ability of the students and enrich their knowledge by entering the world of unlimited imagination of unlimited imagination of fairy tale. They will try to describe the story with their own language. Fairy tale also lead the students to learn about norms of life, helps them to distinguish the good things and the bad.
2.6 Procedures of Teaching Reading Through Retelling Story In this research, the writer will use the following procedures:
1. Pre- Activity
- Students greet the teacher.
- Teacher asks students about the last material
- Students are motivated by asking some question related to the text that will be discussed.
2. While Activity
- Students are given a piece of fairy tale. - Students listen to the teacher reading the text. - Students answers the questions related to the story. - Students retell the fairy tale in front of class. - Students do the test.
- Students answer the questions on their own answer sheet. 3. Post Activity
- Students and teacher evaluate students work.
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- Students get homework.
- After the students understood, teacher ends the class.
2.7 Procedures of Teaching Reading Comprehension Through Translation
The steps of teaching reading through translation are: 1 Pre Activity
- Students greet the teacher.
- Teacher asks students about the last materials.
- Students are motivated by asking some questions related to the text that will be discussed.
2 While Activity
- Students are given a piece of fairy tale text. - Students read the text individually.
- Students answer the questions related to the text.
- Students find out and underline the difficult words in the text. - Students try to find out the meaning by looking up dictionary. - Students try to translate the text sentence by sentence.
- Students do the test.
- Students answer the questions on their own answer sheet. 3 Post Activity
- Students and teacher evaluate students work.
- Students try to express their problems in comprehending the text. - Students get homework.
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2.8 Theoretical Assumptions
Based on the frame of theories the writer assumed that retelling reading through retelling storiescan be used to increase students’ reading comprehension in identifying the specific information of the fairy tale texts for Senior High School Students. Teaching reading through retelling story from fairy tale would increase students’ motivation to learn, help the students to understand the story well and
the students also would be brought into interesting situation and enjoyable situation.
2.9 The Hypothesis
Based on the theoretical assumption above, the researcher formulates the hypothesis as follow:
H0: There is no difference ofstudents’reading comprehension
achievement between students who are taught through retelling story and students who are taught through translation by using fairy tale.
H1: There is difference ofstudents’reading comprehension
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III.RESEARCH METHOD
3.1 The Research Design
To conduct this research, the researcher usedPretest Posttest Control Group Design. This design belongs to true experimental designs. True experimental designs have three basic characteristics: (1) a control group is present, (2) The sample are randomly selected and assigned to the groups, and (3) a pretest is administered to capture the initial differences between the groups (Hatch and Farhady 1982:22).
The researcher used this design because she wanted to give special treatment to the experimental class using retelling story in teaching reading comprehension and the control class which does not. There were two classes of this experimental study; one is experimental class which got treatment through retelling fairy tale and another as a control class which got treatment through translation.
The pretest administered first before the treatment. It was intended to measure the students’ basic ability of both in order to ensure their entry point.
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The research design can be represented as follow: G1 (random) T1 X T2 G2 (random) T1 O T2
(Hatch and Farhady 1982: 22) G1 : Experimental class
G2 : Control class T1 : Pre- test T2 : Post-test
X : Treatment (teaching reading through retelling a fairy tale) O : Regular teaching (teaching reading through translation)
The result of post test of both classes were compared to prove whether or not there is difference of students’ reading comprehension achievement between
experimental class and control class in order to see whether teaching reading through retelling a fairy tale is effective or not
3.2 Population and Sample 3.2.1 Population
The population of this research was the 1stgrade students of MA Ma’arif 4
Kalirejo Kab. Lampung Tengah period of 2011/2012. There are 2 classes in the 1st grade ofMA Ma’arif 4 Kalirejo. Each class consists of 30 students.
3.2.2 Sample
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School. One was the experimental class and the other was the control class. As the sample, the class was selected randomly by using lottery, since the first year students of MA Ma’arif 4 Kalirejo Lampung Tengah was not stratified class.
There was no priority class. It was applied based on that consideration that every student in the population had the same chance to be chosen and in order to avoid the subjectivity in the research. Next, to determine which class is as the
experimental class and as the control class, the researcher used a coin by flipping it.
3.3 Data Collecting Technique
To collect the data the writer will use the following techniques: 1. The Pretest
The pre-test will be administered before the treatment applied. It is done in order to know how far the competence of students in reading comprehension before the treatment. It is also needed to know whether both experimental class and control class are equal or not in the terms of their reading comprehension achievement. The test will be multiple choices.
2. The Posttest
Post-test will be administered after the treatment applied in order to find out whether there is difference of students’ reading comprehension between those
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treatments. The result of the post test of two classes will be compared in order to know whether teaching reading through retelling fairy tale is effective or not.
3.4 Research Procedures
The research will be conducted during normal class hour. The writer will follow the following procedures:
1. Determining the Problem
The first step of this research was determining the problem. The writer determined what kind of problems appear in the classes.
2. Determining and selecting the samples
The population of this research is the first year students of MA Ma’arif 4 Kalirejo, Lampung Tengah. The samples of this research were two classes which was chosen randomly.
3. Conducting try out
There were 40 items. The try out was administered in 60 minutes. The aim of this try out was to know the quality of test, which would be used as instrument of the research.
4. Preparing the pretest and giving the pretest.
5. Preparing the treatment material and presenting the treatment material by implementing the technique.
6. Preparing the posttest material and giving the posttest.
7. Analyzing the data. The data of pretest and posttest were put into a score table and it was used to see the significant increase of students’ score in reading
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3.5 Scoring System
In scoring the result of students’ work, the researcher used Percentage Correct
(Lyman, 1971:95). The percentage correct score is used in reporting the result of classroom achievement tests.
The researcher will calculate the average of the pre-test and post test by using this formula:
T R X%c 100
(Lyman, 1971: 95) Where:
X%c = percentage of correct score
R = number of right answers T = total number of items on test.
3.6 Try Out
The tests are said to have good quality if it had a good validity, reliability, and level of difficulty and discrimination power.
3.6.1 Validity of the Test
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basic types of validity: face validity, content validity, construct validity and empirical or criterion-related validity.
The validity of the test is considered in this researcher. The writer will take content and constructs validity for this research. It will be considered that the test should be valid and in line with reading theory and material.
a. Content Validity
Content Validity is the extent to which a test measures a representative sample of the subject matter content, the focus of content validity is adequacy of the sample and simply on the appearance of the test (Hatch and Farhady, 1982:251). The writer uses content validity because she wants to know whether or not the content of the test is sufficiently representative and comprehensive for the test to be a valid measure of what it is supposed to measure. To know whether the test is good reflection of what will be taught and of the knowledge which the teacher wants the students to know, the researcher compares this test with table of specification. If the table represents the material that the researcher wants to test, then it is valid from that point of view. A table of specification is an instrument that helps the test constructor plans the test.
Table 1. Table of specification
NO Objective Number of items Presentage
1 Identifying main idea 1.,5.,11.,18.,26.,32.,35. 17,5%
2 Inference 8.,9.,14.,15.,27.,38. 15%
3 Reference 2.,16.,25.,29.,34.,39. 15%
4 Specific Information 3.,4.,6.,13.,17.,19.,21.,22.,23.,30.,31.,33.,36.,40. 35%
5 Vocabulary 7.,10.,12.,20.,24.,28.,37. 17,5%
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b. Construct Validity
Construct validity is concerned with whether the test is actually in line with the theory of what reading comprehension means (Hatch and Farhady, 1982:251). To know the test is true reflection of the theory in reading comprehension, the researcher will examine whether the test questions actually reflected the means of reading comprehension or not.
3.6.2 Reliability of the Test
Reliabilityrefers to the extent to which the text is consistent in its score, and gives us an indication of how accurate the test score are (Hatch and Farhady, 1982: 244).
To measure the coefficient of the reliability between the first and the second half, Pearson Product Moment is used, which is formulated as follows:
(Hatch and Farhady, 1982: 222) Where,
n = number of students
r = coefficient reliability between first and second half = total number of first half
= total number of second half = square of
= square of
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Then the researcher will use “Spearman Brown’s Pharophecy formula” (Hatch
and Farhady, 1982: 246) to determine the reliability of the test as follow:
rl
(Hatch and Farhady, 1982: 286) Where:
Rk : the reliability of the test rl : the reliability of half test
The criteria of reliability are: 0.90- 1.00 = high
0.50- 0.89 = moderate 0.0- 0.49 = low
3.6.3 Level of Difficulty
Level of difficulty of an item simply shows how easy or difficult the particular item proved in the test (Heaton, 1975: 182). Level of difficulty is generally expressed as the fraction (or percentage) of the students who answered the item correctly.
To see the level of difficulty, the writer uses the following formula:
N R LD
(Heaton, 1975: 182) Where:
LD : level of difficulty
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The criteria are:
< 0.30 = difficult 0.30- 0.70 = average > 0.70 = easy
3.6.4 Discrimination Power
The discrimination power (DP) is the proportion of the high group students getting the items correct minus the proportion of the low-level students who getting the items correct.
To see the discrimination power, the writer uses the following formula:
(Heaton, 1975: 182) Where,
DP = Discrimination Power
U = Number of upper group who answer correctly L = Number of lower group who answer correctly N = Total number of the students.
The criteria are: DP: 0.00-0.19 = Poor
DP: 0.20-0.39 = Satisfactory DP: 0.40-0.69 = Good DP: 0.70-1.00 = Excellent
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3.7 Data Analysis
To analyze the data, some following techniques will be used: 3.7.1 Normality Testing
Normality testis an idealized model which can be used to dealing with natural behavior (Hatch and Farhady 1982:64). This test is used to measure whether the data in two classes are normally distributed or not. The normal distribution has three distinct properties that allow the researcher to make inferences about the population in general and our sample of the population in particular. That is:
1. The mean, median, and mode in a normal distribution are all the same. 2. The first property results in the second characteristic- the shape of the normal
distribution is bell shaped and symmetric.
3. The normal distribution does not have a zero score; the tails never meet the straight line.
(Hatch and Farhady 1982:64)
The data are tested by One-sample Kolmogorov-Smirnov Formula (SPSS 15). The criteria of normal distribution are:
The hypothesis is accepted if the result of the normality test is higher than 0.05 (sign > α). In this case, the researcher used level of significance of 0.05.
3.7.2 Homogeneity Test
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The criteria for the homogeneity of pre test are:
H1: There is no significant difference in the level of ability (equal) H0: There is a significant difference in the level of ability (not equal).
The criteria for the hypothesis is: H1is accepted if the result of Homogeneity test of pre test is higher than 0.05 (Sign > α).
3.7.3 Hypothesis Testing
The researcher will test the hypothesis to prove whether the hypothesis proposed by the researcher is accepted or not. The writer used Independent Group T-test to know the level of significance of the treatment effect. The hypotheses is analyzed at the significant level of 0.05 in which the hypothesis is approved if sign <α. It means that the probability of error in the hypothesis is only about 5%.
The formulation is:
X : Mean from the difference pre-test and post-test of experimental class 1
c
X : Mean from the difference pre-test and post-test of experimental class 2
S XeXc : Standard error of differences between means
n : Subjects on sample
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The criteria are:
If the t-observe is higher than t-table : H0is accepted If the t-observe is lower than t-table : H1is accepted
H0= There is no difference of students’ reading comprehension between students who are taught through retelling story and students who are taught through translating technique by using fairy tale.
H1= There is difference of students’ readingcomprehension between students who are taught through retelling story and students who are taught through translating technique by using fairy tale.
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V. CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
Based on the data analysis and discussion in Chapter IV, the following conclusion is drawn:
There was a significant difference of students’ reading comprehension between those who were taught through retelling story and those who were taught through translation at the first year students of MA Ma’arif 4 Kalirejo, Lampung Tengah. This can be identified from the significant increase of students reading
comprehension within experimental class after being taught using retelling story strategy. There was a significant increase from the mean of their pretest (51.2) to posttest (75.16) with an increase was 23.96 point. The result of the hypothesis test shows also that the hypothesis of this research accepted.
✁ ✂
5.2 Suggestions
Based on the conclusions above, the researcher would like to convey some suggestions below:
1. It is suggested to the English teachers to use retelling story from fairy tale as way in teaching reading comprehension, since it can encourage the students to be more creative in teaching learning process.
2. In teaching reading comprehension, the teacher should present the material according to the level and guide the students to the real meaning of the target words until they understand the meaning
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