ABSTRACT
INCREASING STUDENTS’ ACHIEVEMENT IN READING
COMPREHENSION OF RECOUNT TEXT THROUGH SQ4R STRATEGY AT THE SECOND YEAR OF SMPN 5 BANDAR LAMPUNG
By: Olla Refildha
Reading is one language component that should be mastered in Junior High School. As a matter of fact, students’ achievement in reading comprehension are still low, especially in comprehending recount text which is actualy a
reconstruction of past experience. Facing this problem, the researcher applies SQ4R strategy to help students in reading English recount text. SQ4R is applied because it can help the students in comprehending the text easier through six steps, namely; survey, question, read, recite, relate and review. Also, by implementing SQ4R, students become more active, and more comfortable in learning reading comprehension.
The objective of this research is to find out whether SQ4R technique can increase students’ achievement in reading comprehension of recount text. The quantitative research based on the experimental method was used in this research. The
population of the research was the second year of SMAN 5 Bandar Lampung, with class 8F as the sample. This class received pre-test, and after four time treatments, post-test.
The result of data analysis shows that the use of SQ4R strategy can be used to increase students’ achievement in reading comprehension of recount text It can be seen from the increase of the students’ score after applying SQ4R in reading recount text, the gain of students’ score is 12,86. In which the students’ mean score in pretest which was 59,64, increased into 72,50 in the posttest. It shows that SQ4R can increase students’ achievement significantly. It means that SQ4R strategy is an appropriate strategy to increase students’ achievement in reading comprehension of recount text.
I. INTRODUCTION
A. Background of the Problem
Students are one of classroom components that take an important part in teaching learning process. Mostly the objective of the lesson is to make students able to understand or produce something. Therefore, teaching learning process nowadays is centralized on the students which is called ‘students centre learning’. In teaching learning which is centralized on the students, students should be independent and active in learning, so they can be able to receive knowledge given in the lesson and the objectives of the lesson can be reached.
Based on the statement of the English teacher in SMPN 5 Bandar Lampung, from students English score in the previous semester, among all English skills and components, the students’ score in reading test was lower than other skills of language. She stated that her students were reluctant to comprehend English text by themselves. In addition, when the researcher had an interview with some students, they stated that when they had a test, they did reading comprehension test by choosing the longest choice, or, if it was an essay test they tried to find a similar sentence to the question in the text. They also stated that it was not important to learn English reading in daily meeting, because in every test there would be different texts and different questions that should be answered to get a high score. Whereas, it is stated in the syllabus of KTSP that “students must be able to understand the meaning of functional text and simple short essay related to their environment” not to answer the question given to get a high score. This case indicates that students’ independency and effort in English reading lesson are low so that their achievement is not increased well.
readers. Reluctant readers need more support from the teacher before they can successfully participate in any kind of independent reading time.
Based on the pre observation in some classes of 8th grade in SMPN 5 Bandar Lampung, the researcher found that teacher in school did not lead students to use an effective strategy to be easy to comprehend texts. Firstly, she gave the text to the students, asked some students to read it paragraph by paragraph aloud, translate the text that have been read by stu by students, and finally she asked students to answer the questions. Most students answered the question by opening their dictionary to translate the question and choose the right answer. By doing so, most students could answer the questions given. But the problem came when the students faced reading test. Most students were frustrated because they were asked to comprehend the text and answer the questions while their teacher did not give the translation of the text and did not give them any chance to open their dictionary to translate the text.
Robinson in Hartlep (2000:269) has proposed the survey, question, read, recite, and review (SQ3R) study method as a way to get students to build more actively process textbook material. After a year, P. D. Forsyth and Forsyth in Hartlep (2000:269) have proposed an SQ4R strategy, including a self-referencing component, referring to this additional “r” as “reflect.” Specifically, this step involves having students reflect about how the reading materials relate to their life experiences.
Previous research done by Marsiyah (2011) at SMA Muhammadiyah 1 Kotabumi applying SQ3R strategy in teaching reading showed that teaching reading through SQ3R can increase students’ achievement significantly. In line with Marsiyah (2011), research done by Novendra (2011) at SMU Persada Bandar Lampung, applying SQ3R strategy in teaching reading showed that teaching reading through SQ3R strategy can increase students’ achievement significantly.
From the result of the previous research, it can be seen that SQ3R strategy is an efective strategy to be used to comprehend text. Considering this fact, the researcher tries to use SQ4R strategy as the development of SQ3R strategy, as SQ4R provides “reflect” as the additional strategy that can be used by the reader,
students preview text to develop predictions and set a purpose for reading by generating questions about the topic, students then read actively, searching for answers to the questions they have generated, next they summarize information that they get, by summarizing information students are able to monitor their own comprehension, after that students relate the information they get to their own experience, and finally students evaluate their comprehension through review. By doing so, it is expected that students’ independency and effort in reading English text can be increased, and their achievement can be developed.
For the explanation above, the researcher tries to use SQ4R as a strategy to help students to comprehend text; especially students who are still depend on their teacher or their dictionary to comprehend text. Therefore, the researcher conducts the research entitled “improving students’ achievement in reading comprehension of recount text through SQ4R strategy at the second year of SMPN 5 Bandar Lampung”.
B. Formulation of the Problem
C. Objective of the Research
The objective of the research is:
“To find out whether SQ4R strategy can increase students’ achievement in reading comprehension of recount text sygnificantly.”
D. Uses of the Research
1. Theoretically, it may support theories that SQ4R strategy can be used to increase students’ achievement in reading comprehension ability.
2. Practically, it may inform English teachers that SQ4R strategy can be applied as a way to comprehend and study text in teaching reading comprehension.
E. Scope of the Research
comprehend some reading aspects namely main idea, vocabulary, specific information, reference and inference. The research was conducted in 4 meetings.
A quantitative research based on the experimental method had been conducted by using one group pre-test and post-test design, to find out whether the use of SQ4R strategy can increase students’ achievement in reading comprehension of recount text sygnificantly.
F. Definition of Terms
There are some terms used in this research. Some definitions of terms are clarified as follow:
1. Reading Comprehension is defined as an active cognitive process of interacting with print and monitoring comprehension to establish the meaning. (Silberstine, 1987 ;Simanjuntak, 1988:15)
2. Recount text is a sequence of events, which is based on life experience and is person-oriented using dialogue and familiar language.
II. LITERATURE REVIEW
A. Concept of Reading Comprehension
Anderson in Nunan (2003: 69), states that reading is a fluent process of readers combining information from a text and their background knowledge to build meaning. He adds that the goal of reading is comprehension. In many reading instruction programs, more emphasis and time may be placed on testing reading comprehension than on testing readers how to comprehend. Monitoring comprehension is essential to successful reading. In accordance with Anderson, Nuttal (1982:3) has stated that authentic reason for reading is to get something from the writing: fact, ideas, enjoyment, even feeling of family community (from a letter). Reading process is more important than anything else because readers’ purpose in reading is to comprehend the text they read.
In reading, there are some processes in transferring meaning from printed materials to comprehension. Clark and Silberstein in Simanjuntak (1988:15) have defined reading as an active cognitive process of interacting with print and monitoring comprehension to establish meaning. Reading is the instantaneous recognition of various written symbols, simultaneous association of the symbol of the information and ideas communicated. It means that when a reader interacts with print, his prior knowledge combined with the visual (written) information result in his comprehending the message. Additionally, Mikulecky (2008), states that reading is a conscious and unconscious thinking process. She states that a reader approaches a text with a huge store of prior knowledge and experience, including preconceptions about the uses of spoken and written language. The reader approaches are used to comprehend text they read. When the reader is able to comprehend the text he is called a successful reader.
From the explanation above, it is quite clear that comprehension is important in reading. Comprehension is the result of reading. The background knowledge that each individual reader brought to the reading situation is a primary context variable involved in reading comprehension. Reading comprehension is as much about integrating new information into what readers already know (their background knowledge) as it is about properly identifying words.
B. Concept of Reading Aspects 1. Main Idea
The main idea is the most important piece of information the author wants the reader to know about the concept of that paragraph. Main idea is the essence of the paragraph, or rather what the author is trying to get across to the reader. In other words, that is what the author wants a reader to know about. So, the main idea is the "key concept" being expressed in a paragraph
2. Specific Information
Supporting sentence or specific information develops the topic sentence by giving definition, examples, facts, comparison, analogy, cause and effect statistics and quotation.
3. References
4. Inference
Kathleen (1986:31) states that an inference is an educational guess or prediction about something unknown based on available facts and information. The reader will be able to do this by making use of the context in which the word occurred, in order to give him a rough idea of its meaning.
5. Vocabulary
According to Wallace (1987:30) vocabulary is the stock of word used by people or even person. Concerning with those statements indeed vocabulary is fundamental for everyone who wants to speak or to produce utterances for reading.
It is understood that a reader is called a good reader if he/ she is able to master these 5 aspects of reading.
C. Concept of Recount text
Recount is a text which retells events or experiences in the past. Its purpose is either to inform or to entertain the audience. In the syllabus of second grade of junior high school, it stated that recount text is one of text that should be mastered by the second grade students.
event took place and when it happened. The sequence of event is then described in some sort of order, for instance a time order (Seaton, 2007).
The generic structure of a recount consists of three parts; they are the setting or orientation, events, and re-orientation. The setting or orientation is the background information answering who, when, where and why. It is also where you give an outline of what you are writing about. Events are where you write about the things that happened and are identified and described in chronological order. And the re-orientation expresses a personal opinion regarding the events described. In other words this is where you bring your writing to a close by; saying how things went, saying what you felt about the things that happened and/or mentioning something which will or may happen later.
A recount has a title, which summarizes the text. Since recount tells about past experiences, it uses past tenses; such as simple past, past perfect, past continuous, past perfect continuous tenses. A recount describes events, so plenty of use is made of verbs (action words), and of adverbs (describe or add more detail to verbs). And since it describes events in a chronological order, to describe the events words which link events in time can be used, such as next, later, when, then, after, before, first. The grammatical features of recount are focus on specific participants, use of past tense, use of material processes, circumstances of time and place, and focus on temporal sequence.
My Adventure at Leang-Leang Cave
On Sunday, my parents, my best friend Novi, and I visited a cave at Maros called Leang-leang . It was my first time to visit the cave, better yet, my best friend came to visit it with me!
The cave was famous for its primitive cave wall paintings which were some hand prints and wild boar paintings. The cave and its surroundings were turned into a national park, so it was taken care of. My parents took a rest in a small hut for visitors of the park, while Novi and I adventured around the cave with a guide. We had to climb some metal stairs to get to the cave, because the cave was embedded into a small mountain. Next stop was a place where some seashells littered the ground and some were actually piled into a big mound! The guide said that these piles of seashells are called kjokkenmoddinger, or kitchen trash. The humans who lived here ate the shells and dumped the left over in their 'kitchen'. The last place was a small museum where they have skeletons of the humans who lived in the caves. The skeletons along with some roughly made jewelry and weapons were placed inside glass cases for display. The walls of the museum were adorned with photographs taken when they did an excavation there.
After a quick lunch with Novi and my parents, we decided it was time to go back home. We really had the time of our lives!
Following is the generic structure of the recount text: Orientation:
On Sunday, my parents, my best friend Novi, and I visited a cave at Maros called Leang-leang. It was my first time to visit the cave, better yet, my best friend came to visit it with me!
Event:
The cave was famous for its primitive cave wall paintings which were some hand prints and wild boar paintings. The cave and its surroundings were turned into a national park, so it was taken care of. My parents took a rest in a small hut for visitors of the park, while Novi and I adventured around the cave with a guide. We had to climb some metal stairs to get to the cave, because the cave was embedded into a small mountain. Next stop was a place where some seashells littered the ground and some were actually piled into a big mound! The guide said that these piles of seashells are called kjokkenmoddinger, or kitchen trash. The humans who lived here ate the shells and dumped the left over in their 'kitchen'. The last place was a small museum where they have skeletons of the humans who lived in the caves. The skeletons along with some roughly made jewelry and weapons were placed inside glass cases for display. The walls of the museum were adorned with photographs taken when they did an excavation there. After a quick lunch with Novi and my parents, we decided it was time to go back home.
Re-orientation:
We really had the time of our lives
D. Concept of SQ4R Strategy
SQ4R is developed from SQ3R, SQ4R is a strategy that guides students to read through 6 steps, Coon and Mitterer (2007) explain this strategy as follows:
1. S-Survey: means that the reader should be familiar with the organization and general content of the material read. For example, skim through a text before you begin reading it. Start by looking at topic headings, figure captions, and summaries. Try to get an overall picture of what lies ahead.
2. Q-Question: means that the reader should form questions that can be answered as he read. The easiest way to do this is to turn boldface headings into a question. Then the reader writes questions for each heading and subheading. For example, as you read, turn each topic heading into one or more questions. For example, when you read the heading “My Adventure at Leang-Leang Cave” you might ask, “What was the writer’s adventure at Leang cave?” “Where is Leang-Leang cave?” “How did the writer climb into the cave, embedded into the small mountain?” Asking questions helps you read with a purpose. 3. R-Read: means that the reader should read one paragraph at a time and
4. R-Recite: means that after the reader finish each section he should stop. Reader can check their level of understanding and answer their questions for the section. If the he cannot, look back and find the answer. Then check his recall again. For example, after reading a small amount, you should pause and recite or rehearse. That is, try to mentally answer your questions. Better yet, summarize what you just read in brief notes, because making notes will show you what you know and do not know, so you can fill gaps in your knowledge.
5. R-Relate/ Reflect: means that reader reflect on how his own life experience relates to what he is reading increased his memory of his textbook material. For example, as you read, try to relate new facts, terms, and concepts to information you already know well or to your own experiences. You’ve probably noticed that it is especially easy to remember ideas that are personally meaningful, so try to relate the ideas you read about to your own life. This may be the most important step in the SQ4R method. The more genuine interest you can bring to your reading, the more you will learn.
The following are further explanation of SQ4R method:
The first step of reading process is surveying the content of text. Students should skim and scan the chapter. The purpose of surveying the chapter is to get the general idea of the content, structure, organization, and plan of the chapter. Surveying the chapter gives the “big picture" of a framework of the main ideas, which will help to hold the detail together later (Richardson & Morgan, 1997).
In the first step, the reader can read the titles and subtitles to determine the topic. The reader first read the introductory paragraph, familiarize himself with the bold and italicized words, look up the definitions in the textbook’s glossary or in a dictionary, read the notes in the margins, look at the pictures, charts, graphs, and map, read their captions, read the study questions at the end of the chapter, and read the last paragraph and the conclusion or summary at the end of the chapter.
The third step of SQ4R is read the text. Reading promotes an active search for answers to the specific questions that students have developed. It forces the student to concentrate for better comprehension and aids in lengthening attention span (Richardson & Morgan, 1997). Students should read each section of the text to answer questions that were developed in the step above. If a word meaning is not clear through its use in the selection, reread. If it is still unclear, underline the word or jot it down and look it up when reader finish reading. In this strategy, the students should look for information that answers the predicted questions, and take note of unexpected ideas. That is why the students do reading slowly. In this case, the students are suggested to underline the main idea and supporting details by using pencil or pen.
Recite is the fourth step. This step encourages students to use their own words and not simply copy from the book. This increases memory and assures greater understanding (Richardson & Morgan, 1997). After the student has read the selection, they should close their book and write the answers to the questions they developed. The answers should be written in their own words and not copied out of the text. If a student cannot answer a question they should reread. Students should also jot down key examples and make brief notes (Richardson & Morgan, 1997). If students cannot answer a question, they may find that they need to revise their question.
make mental connections among main ideas and details, the students can recite them aloud or write them down. Then, the students go over the answers to the predicted questions. The students who spend most of their study time reciting rather than reading will do better on test because reciting gives practice answer of the test.
The fifth step is reflecting. Reflecting help students to relate the reader own life experience. Anderson in Nunan (1982:74) states that if students are reading on an unfamiliar topic, teacher may need to begin the reading process by building up background knowledge. It means that relate or reflecting literature topic to readers’ can build their understanding deeper than when students are not asking to relate literature topic with their background knowledge.
The last step in SQ4R is review. Teachers should include regular review periods as an effective strategy for retaining information. Regular reviews help students remember more of the information, thereby changing the nature of studying done at exam time. Rather than relearning material that has been forgotten because students haven‘t looked at it since reading it or writing it down, preparing for an exam can include a review of familiar material and rehearsal strategies like trying old exams. The volume of material to review increases as the course continues, but the amount of time needed to review older material decreases.
try to see relationships within the content. If they are unable to, the teacher may need to model for students how to look for relationships. Student should be checking their memory by trying to recall main points and sub points.
E. Procedures of Teaching Reading through SQ4R Strategy
Richardson & Morgan (1997) has prescribed the procedures of teaching reading through SQ4R for groups, and based on those procedures the writer modifies the steps as follows:
Pre-activity
1. Students are greeted by the teacher. 2. Students’ attendance list are checked.
3. Students are asked about their daily activities and about their past experience (e.g. “have you ever gone to Bali?).
4. Students answer the questions related to the material they will learn “Do you know about recount text?”, “What do you know about recount text?”, “Have you ever read recount text?”
Whilst-activity
2. Then, students provided with a reading text. In this research, teacher will give recount text as the reading text material.
3. Survey: After the students provided with reading text, they are asked to see a title of the text. Then, the students skim text and give an overview about the text.
4. Question: After the survey stage the students make some questions about the text before they read the whole text. This is a part of study process because it encourages the students to stimulate their interactive sense.
5. Read: Next, the students read the whole text carefully. By reading the whole text students can get some new ideas and compare them with their already made question.
6. Recite: Following the read stage the students answer the questions they made by their own words and share their idea with other students.
8. Review: Finally, as a review, the students remember what have been learnt by reading their notes to help them understand the whole text given.
Post-activity
1. Students share the difficulty in understanding the lesson. 2. Students summarize the text.
3. The summary of the lesson is reinforced by the teacher 4. Students listen to the closing of the meeting.
F. Advantages and Disadvantages of Using SQ4R Strategy in Teaching Recount Text
As one of the strategy in teaching reading, SQ4R can give advantages and disadvantages in teaching recount text reading. The advantages and disadvantages of using SQ4R in teaching reading are as follows:
a. The advantages:
Since in SQ4R startegy reader are asked to use their own idea about the text, SQ4R involves higher thinking skill like originality and creativity. SQ4R strategy also build students independency in finding solution, so it can challenge students to be active in learning
b. The disadvantages:
G. Theoretical Assumption
Based on the theories above, the writer assumes that the SQ4R strategy is a suitable strategy in teaching reading, particularly in improving students’ comprehension. By applying SQ4R strategy reader can be actively involved in reading lesson. SQ4R requires independency and activeness of the students as it involved the higher thinking and activity during the process. Therefore, the writer assumes that SQ4R strategy is applicable to increase the students’ achievement in reading comprehension of recount text.
H. Hypothesis
Based on the theoretical assumption above, the writer formulates the hypothesis as follow:
H0 : There is no significant increase of students reading
comprehension achievement of recount text before taught through SQ4R strategy and after taught through SQ4R strategy.
III. RESEARCH METHOD
A. Research Design
The objective of this research is to find out whether SQ4R strategy can increase
students’ achievement in reading comprehension of recount text. In this research
the researcher only used one class. The research was conducted based on the one
group pretest posttest design. The researcher used this type of design because she
compared the pretest with the posttest to know the result of the research. The
design can be presented as follows:
T1 X T2
T1 : Pretest
X : Treatment (by using SQ4R strategy)
T2 : Posttest
(Hatch and Farhady, 1982:20)
In this research, the students were given pretest (T1), the result of the pre-test was
measure their previous ability. And at the end of the program students were given
posttest (T2) in order to know their achievement after the treatment through
SQ4R.
B. Population and Sample
The population in this research was the second year students of SMPN 5 Bandar
Lampung. The researcher had one class as the sample of this research, and one
class as a try out class which were determined by using lottery.
The second year of SMPN 5 Bandar Lampung has eight classes with each class
consists of around 40 students. The classes in SMPN 5 Bandar Lampung are 8 A,
8 B, 8 C, 8 D, 8 E, 8 F, 8 G, and 8 H. In determining the experimental class, the
writer uses the random sampling technique by using lottery, but the researcher
used lottery only in 8 E, 8 F, 8 G, and 8 H. this decision was made based on the
consideration of the fact that the classification system in grouping students in one
class in SMPN 5 Bandar Lampung is based on students’ rank, this classification
technique makes 8E to 8 H has the lowest ability than other classes, and to
conduct an objective research equal level of classes has to be taken. Based on the
consideration above, lottery had been applied only in 8E to 8 H to give every class
the same opportunity to be selected and to avoid subjectivity. The result of the
C. Data Collecting Technique
There are two techniques in collecting data, which are:
1. Pre-test
Pre-test was used in 8 F as an experimental class, to find out how far the
competence of the students basic ability in reading comprehension. In pre-test, the
students were asked to answer multiple choices question about recount text given.
Students’ score in pre-test was used as a data to see the increase of students’
comprehension of recount text.
2. Post-test
Post-test is used to find out the increase of students’ achievement in reading
comprehension after receiving the treatments. After doing treatments to the
students by using SQ4R strategy, the students got post-test. Students’ score in
post-test was used as a data and averaged with their result in pre-test. By doing so,
the researcher can measure students increase in comprehending recount test.
D. Research Procedures
The procedures of this research are:
1. Determining the population and sample of the research
To determine the population and sample of the research, the researcher
chose one class from four classes in the second year students in SMPN 5
2. Conducting try out test
In the first meeting, the researcher conducted try out test in 8 H. Students
were administered the test paper, asked to do the test and handed in their
answer sheet. This multiple choice test consists of 50 items. After conducted
the try out test to the students and got the result, the test items were analyzed
in order to know which items were good to be used in pre-test and post-test.
From the 50 items, 40 items were taken to be used as pre-test 20 items, and
post-test 20 items.
3. Presenting the pretest
Pretest was given in both experimental and control class in order to find out
students’ basic ability of recount text. Pretest was also conducted to find out
the English reading ability of these two classes. There were 20 items used in
pre-test, this item is taken from tryout test, and included five aspects of
reading.
4. Conducting treatment
In this research, the treatment was conducted four times. In the treatment,
the researcher explained about SQ4R strategy to help them comprehend
recount text given. After giving explanation of SQ4R strategy, the
researcher guided them to apply SQ4R by asking them to look at the text in
a glance (survey), make question about text that have been scanned by them
(question), read text carefully (read), recite or answer question that they
made directly and summary with their own language (recite), relate the text
that they read to their own experience (relate), and the last review text to
the real understanding of the text (review), if they made mistake in
answering their own question they have to reread the text. After they got
deeper understanding of the text, the researcher gave them exercise to
answer questions to measure their understanding objectively and to be used
as a data of the research.
5. Presenting posttest
The test is given after the treatments to the class in order to know students’
increase after they have received the treatment. The test items were in
multiple choice. Similar with pre-test, post-test questions were also taken
from tryout test, there were 20 items taken and these items were also
covered five aspects of reading
6. Analyzing the test result
After conducting the pretest and posttest, the researcher analyzed the data
from pre-test and post-test. The researcher analyzed the data by comparing
the average score (mean) of the pre-test and post-test to know whether there
was increase of students’ reading ability through SQ4R strategy.
7. Reporting the result
In reporting the data, the data was arranged systematically based on the
pretest and posttest to see whether there was an increase on the students’
E. Criteria of Good Test
A good test should meet four criteria: a good validity, reliability, and level of
difficulty and discrimination power.
1. Validity of the test
A test can be said to be valid if it measures the object to be measured and suitable
with the criteria (Hatch and Farhady, 1982:250). According to Hatch and Farhady
(1982: 251), there are four types of validity: face validity, content validity,
construct validity and empirical or criterion-related validity. To measure whether
the test has good validity, the researcher used content and construct validity since
the other two are considered be less needed.
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). To know whether the test was good reflection
of what has been taught and of the knowledge which the teacher wants
the students to know, the researcher compares this test with the table of
specification.
A table of classification is an instrument that helps the test constructor
plans the test. To ensure the valid measure of the must rational objective
each of the area to be measured the instrument that that is widely used for
[image:30.612.132.549.179.475.2]this purpose is called table of specification.
Table 1. Table of Specification
No. Skills of reading Items number Percentage of items
1 Determining main idea 1., 6., 11., 17., 23., 27.,
31., 36., 41., 46.
20 %
2 Finding specific information 2., 7., 12., 13., 18., 19.,
24., 28., 32., 38., 42., 47.
24 %
3 Inference 3., 8., 15., 21., 29., 33.,
37., 43., 48.
18 %
4 Reference 4., 9., 14., 20., 25., 30.,
34., 39., 44., 49.
20 %
5 Vocabulary 5., 10., 16., 22., 26., 35.,
40., 45., 50.
18 %
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, 1982:252)
To know the test is true reflection of the theory in reading comprehension,
the researcher examines whether the test questions actually reflected the
2. Reliability
Reliability is a measure of accuracy, consistency, dependability or fairness of
scores resulting from administration of particular examination.
Reliability of the test can be determined by using the Spilt half method in order
to estimate the reliability of the test. To measure coefficient of the reliability
the first and second half group, the researcher uses the following formula:
Where:
rl : The coefficient of reliability between first half and second half group
X : The total numbers of first half group
Y : total numbers of second half group
X2 : The square of X
Y2 : The square of Y
(Lado in Hughes, 1991:3)
Then the researcher uses “Spearman Brown’s Prophecy Formula” (Hatch and
Farhady, 1982: 256) to determine the reliability of the test as follow:
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
0.00 – 0.49 = low
3. Level of Difficulty
To see the level of difficulty, the researcher uses the following formula:
LD = N R
Where:
LD : level of Difficulty
R : number of students who answer correctly
N : the total number of students following the test
The criteria are:
<0.30 : difficult
0.30-0.70 : average
>0.70 : easy
(Shohamy, 1989:79)
4. Discrimination Power
To see the discrimination power, the researcher will use the following
formula:
DP = N
L U
2 1
DP : discrimination power
U : the proportion of upper group students
L : the proportion of lower group students
N : total number of students
The criteria are:
1. If the value is positive, it has discrimination because a large number or
more knowledgeable students than poor students get the item correct. If
the value is zero, it means no discrimination.
2. If the value is negative, it means that more low-students than high level
students get the item correct
3. In general, the higher the discrimination index, the better. In the classroom
situation most items should be higher than 0.20 indexes
F. Scoring System
In scoring the student’s result of the test, this research uses Arikunto’s formula.
The ideal highest score is 100. The score of pretest and posttest are calculated by
using the formula as follows:
100
N R s
Where,
S = the score of test
R = total of the right answer
G. Data Treatment
The researcher computes the students’ score in order to find out the students’
achievement in reading recount text SQ4R strategy using the following steps:
1. Scoring the pre-test and post-test.
2. Tabulating the results of the test and calculating the score of the pre-test
and post-test.
3. Drawing conclusion from the tabulated-result of the pretest and posttest
administered, that is by statistically analyzing the data using statistical
computerization i.e. Repeated Measure T-Test of Statistical Package for
Social Science (SPSS) version 15.0 for windows to test whether the
increase of students’ gain is significant or not, in which the significance is
determine by p < 0.05. It is uses as the data come from the two samples.
(Hatch and Farhady, 1982:111)
H. Hypothesis Test
After collecting the data, the researcher records and analyzes them in order to find
out whether there is an increase in students’ ability in reading comprehension of
recount text or not after the treatment. The researcher uses Repeated Measure
T-test in analyzing the data. It is used as the data comes from the same sample or
known as paired data (Hatch and Farhady 1982:114). The hypothesis is analyzed
at the significant level 0.05 in which the hypothesis is approved if sign <α. It
The formulation is:
D
S X X
t 1 2
With: n S S D D
X1: Mean of pre-test
X2: Mean of post-test
D
S : Standard error of differences between means
SD : standard deviation
n: Subjects on sample
(Hatch and Farhady, 1982:111)
The criteria are:
1. If the t-ratio is higher than t-table: H1 is accepted
2. If the t-ratio is lower than t-table: H0 is accepted
Where:
H0 : There is no significant increase of students reading comprehension
achievement of recount text before taught through SQ4R strategy and
after taught through SQ4R strategy.
H1 : There is significant increase of students reading comprehension
achievement of recount text before taught through SQ4R strategy and
V. CONCLUSIONS AND SUGGESTIONS
A. Conclusions
In line with the result of the research, the conclusions of this research are:
1. There is significant increase in students reading comprehension of recount
text taught through SQ4R at the second year of SMPN 5 Bandar Lampung
before and after being taught through SQ4R strategy, as seen from the
result of the hypothesis which shows that at significant level of p<0.05
(p=.00), in which the students’ mean score in pre-test is 59.64 which have increased to 72.50 in post-test, with 12,86 of gain. It means after
implementing SQ4R the students are able to comprehend recount text
quite well.
2. By implementing SQ4R, the students become more active to learn recount
text reading the class. Since SQ4R gives them chance to be actively
reading and involved with the text, so that they enjoy the class during the
teaching learning process.
3. SQ4R could give opportunities in developing interaction between students
themselves and also with the text. In learning recount text of reading, the
B. Suggestions
Based on the result of this research, the writer purposed suggestion as follows:
1. Considering the strategy, the writer suggests the English teachers will apply
SQ4R as one of the ways in teaching reading comprehension of recount text
because it can help the students in comprehending the text easier.
2. Considering the students’ problem in vocabulary mastery during the
treatments, the writer suggests the English teacher will increase the precentage
of vocabulary discussion during the lesson and the test, for example from 18%
to 20 %.
3. In this research, the writer used SQ4R to help students of Junior High School,
especially in recount text. Further researchers may conduct this strategy on
different level of students, for example Senior High School. They can apply
other kinds of texts, for examples, narrative, descriptive, exposition, spoof,
report text etc.
4. To improve the students independency, the writer suggests the teacher to let
the students work in group since group work can provides learners with an
opportunity to learn from each other in an active, involved way. In addition, it
temporarily takes the control away from the teacher and gives it to the
AT THE SECOND YEAR OF SMPN 5
BANDAR LAMPUNG
(A Script)
By
OLLA REFILDHA
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF LAMPUNG
AT THE SECOND YEAR OF SMPN 5
BANDAR LAMPUNG
By
OLLA REFILDHA
A Script
Submitted in a Partial Fulfillment of
The Requirement for S-1 Degree
in
The Language and Arts Department of
Teacher Training and Education Faculty
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF LAMPUNG
INCREASING
COMPREHENSION OF RECOUNT TEXT THROUGH SQ4R STRATEGY AT
THE SECOND YEAR OF SMPN 5 BANDAR LAMPUNG
By:
Olla Refildha
Reading is one language component that should be mastered in Junior High
School. As a matter of fact,
still low, especially in comprehending recount text which is actualy a
reconstruction of past experience. Facing this problem, the researcher applies
SQ4R strategy to help students in reading English recount text. SQ4R is applied
because it can help the students in comprehending the text easier through six
steps, namely; survey, question, read, recite, relate and review. Also, by
implementing SQ4R, students become more active, and more comfortable in
learning reading comprehension.
The objective of this research is to find out whether SQ4R technique can increase
. The quantitative
research based on the experimental method was used in this research. The
population of the research was the second year of SMAN 5 Bandar Lampung,
with class 8F as the sample. This class received pre-test, and after four time
treatments, post-test.
The result of data analysis shows that the use of SQ4R strategy can be used to
increase
It can be seen from the increase
reading recount text, t
re is 12,86. I
mean score in pretest which was 59,64, increased into 72,50 in the posttest. It
shows that SQ4R can increase students achievement significantly. It means that
SQ4R strategy is an appropriate strategy to increase
in
reading comprehension of recount text.
STRATEGY AT THE SECOND YEAR OF
SMPN 5 BANDAR LAMPUNG
:
OLLA REFILDHA
: 0613042044
Department
: Language and Arts Education
Study Program
: English Education
Faculty
: Teacher Training and Education Faculty
APPROVED BY
Advisory Committee
Advisor I
Advisor II
Dra. Edhita Gloria Simanjuntak
Budi Kadaryanto,S.Pd., M.A.
NIP 19480123 197703 2 003
NIP 19810326 200501 1 002
The Head of Language and Arts Department
Drs. Imam Rejana, M.Si.
NIP 1948 0421 197803 1 004
Chairperson
:
Dra. Editha Gloria Simanjuntak
Examiner
:
Dra. Rosita Simbolon P., M.A.
Secretary
:
Budi Kadaryanto, S.Pd., M.A.
2. The Dean of Teacher Training and Education Faculty
Dr. H. Bujang Rahman, M.Si.
NIP 19600315 198503 1 003
Graduated on: 22
ndFebruary 2012
She started her study from kindergarten at TK Al-Munawarrah in 1991 and
graduted in 1993. In the same year,she was registered at SD Negeri 2 Pelita and
graduated in 1999. After that, she continued her study at SLTP II-2 Kartika Jaya
and graduated in 2002. Then, she was enlisted at SMA Negeri 12 Bandar
Lampung and graduated in 2005.
In 2006, the writer was registered as a student of English Education Study
Program at the Teacher Training and Education Faculty, Lampung University.
She accomplished the Teacher Training Program (PPL) as one of the requirements
for FKIP students, at SMAN 10 Bandar Lampung from February to April 2010.
DEDICATION
I would like to dedicate this paper to:
My almamater, University of Lampung
ACKNOWLEDGEMENTS
Dra. Editha Gloria Simanjuntak, as the first advisor, for her willingness to give
assistance, ideas, encouragement, and scientific knowledge within her time during
the script writing process. Deep gratitude is also addressed to Budi Kadaryanto,
S.Pd., M.A., as the second advisor, for his kindness, suggestion, and patience in
guiding the researcher. Thankfulness is also extended to Dra. Rosita Simbolon P.,
M.A., the chief examiner, who has given valuable criticisms and suggestions for
the improvement of this script.
acknowledge her deepest gratitude to her beloved
parents Lukman Ludin and Nurleli for the endless love and support, as well as to
her beloved brother and sister Edo Rodolphi and Neshia Alfi Syahara, for their
support and spirits.
special appreciation is extended to her unforgettable best friends:
Pun Anjarwati, Eka Lisma Dewi, Hesti Presetianingtias, and Fetrisia
for their
best helps during her studying period and especially when she did her research
and wrote her script. Last but not least, the appreciation is addressed to Darul
Hidayat for all the happy times, supports and intense cares.
Bandar Lampung, February 2012
Olla Refildha
TABLE OF CONTENTS
Page
ABSTRACT...
i
CURRICULUM VITAE ...
ii
DEDICATION ...
iii
MOTTO ...
iv
ACKNOWLEDGEMENTS ...
v
TABLE OF CONTENTS...
vi
A. Background of the Problem ...
1
B. Formulation of the Problem ...
5
C. Objectives of the Research ...
6
D. Uses of the Research...
6
E. Scope of the Research ...
6
F. Definition of Terms ...
7
II. Literature Review ...
8
A. Concept of Reading Comprehension ...
8
B. Concept of Reading Aspects... 10
1. Main Idea ... 10
2. Specific Information ... 10
3. Reference ... 10
4. Inference ... 11
5. Vocabulary... 11
C. Concept of Recount Text ... 11
D. Concept of SQ4R Strategy ... 14
E. Procedure of Teaching Reading through SQ4R Strategy ... 19
F. Advantage and Disadvantage of SQ4R Strategy... 21
G. Theoretical Assumption... 22
H. Hypothesis ... 22
III. Research Method... 23
A. Research Design ... 23
B. Population and Sample ... 24
C. Data Collecting Technique ... 25
D. Research Procedures... 25
E. Criteria of Good Test ... 28
1 Validity of the Test ... 28
2. Reliability of the Test ... 30
3. Level of Difficulty ... 31
4. Discrimination Power ... 31
F. Scoring System... 32
G. Data Treatment ... 33
H. Hypothesis Test ... 33
IV. Results and Discussions ... 35
A. Result of Research ... 35
1. Result of Tryout-Test... 36
2. Result of Pre-Test ... 37
3. Result of Post-Test... 38
4
Reading Comprehension of Recount Text
Achivement... 39
A. Conclusions ... 49
B. Suggestions ... 50
References ... 51
Appendices ... 53
LIST OF TABLES
Table
page
1. Table 3.1 Table of Specification ...
29
2. Table 4.1 Distribution of Students Score of Pre Test...
38
3. Table 4.2 Distribution of Students Score of Post Test ...
39
Appendice
page
1. Research Schedule...
54
2. Try Out Test ...
55
3. Pre Test...
67
4. Lesson Plan 1...
73
5. Lesson Plan 2...
76
6. Lesson Plan 3...
79
7. Lesson Plan 4...
82
8. Post Test ...
85
9. Reliability Analysis of Upper Group Try Out Test ...
91
Try Out Test ...
95
14.
...
96
15.
...
97
16.
...
98
17. Frequencies of Pre Test ...
99
18. Frequencies of Post Test...
100
19.
...
101
