(A Quasi-Experimental Study at the Seventh Grade of MTs Salafiyah)
By
Yayah Fauziyah
109014000123
THE DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
i
THE EFFECTIVENESS OF USING READING, ENCODING, ANNOTATING AND PONDERING (REAP) TECHNIQUE TOWARDS
STUDENTS’ READING SKILL OF DESCRIPTIVE TEXT (A Quasi-Experimental Study at the Seventh Grade of MTs Salafiyah)
Skripsi
Presented to the Faculty of Tarbiyah and Teachers Training in Partial Fulfillment of the Requirements for the Degree of S.Pd (S - 1)
in The Department of English Education
By
Yayah Fauziyah
109014000123
THE DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
v
ABSTRACT
Yayah Fauziyah (109014000123).The Effectiveness of Using Reading, Encoding, Annotating and Pondering (REAP) Technique towards Students’ Reading Skill of Descriptive Text; A Quasi-Experimental Study at the Seventh Grade of MTs Salafiyah. Skripsi of The Department of English Education at Faculty of Tarbiyah and Teachers Training of State Islamic University Syarif Hidayatullah Jakarta, 2014.
This study was carried out to find out the effectiveness of using Reading, Encoding, Annotating and Pondering (REAP) technique towards students’ reading skill of descriptive text in the seventh grade of MTs Salafiyah academic year 2013/2014. The subjects of this study were consisted of 60 students’ of 2 class of MTs Salafiyah.
The method was used in this study was Quasi-Experimental research that used 2 classes which consists of one control class and one experimental class. An experimental class as a group that gets the treatment and the control class that
doesn’t get the treatment. this study will be focused on using REAP technique as a treatment in the experimental class, then the writer will compare the result with a
control class that doesn’t get a treatment in the end of the research.
The result of the study showed that the test of this research is 56.961 and the T-table of this research is 2.662. It can be seen from the calculation of reading test result between the experimental class and the control class, Ho is rejected, and the Ha is accepted because 56.961 > 2.662 or the T-test > T-table. It means there is an effectiveness of using Reading, Encoding, Annotating and Pondering (REAP)
technique towards students’ reading skill of descriptive text at the seventh grade of MTs Salafiyah. It can be seen that the students’ reading skill in the experimental class after being given the treatment of using REAP technique were higher than the
Ability of Descriptive Text; A Quasi-Experimental Study at the Seventh Grade of MTs Salafiyah. Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta. 2014.
Penelitian ini dilakukan untuk mengetahui keefektivan penggunaan Reading, Encoding, Annotating and Pondering (REAP) teknik terhadap kemampuan membaca teks deskriptif siswa di kelas tujuh MTs Salafiyah tahun akademik 2013/2014. Subyek penelitian ini terdiri dari 60 murid dari 2 kelas MTs Salafiyah .
Metode ini digunakan dalam penelitian ini adalah Quasi - Experimental yang menggunakan 2 kelas yang terdiri dari satu kelas kontrol dan satu kelas eksperimen. Kelompok eksperimen sebagai kelompok yang mendapat perlakuan dan kelompok kontrol yang tidak mendapatkan perlakuan. Penelitian ini akan difokuskan pada menggunakan teknik REAP sebagai perlakuan di kelas eksperimen, maka penulis akan membandingkan hasilnya dengan kelas kontrol yang tidak mendapatkan perlakuan pada akhir penelitian .
vii
ACKNOWLEDGEMENT
In the name of Allah, The Beneficent, The Merciful. All praises be to Allah for the
blessing given to the researcher, so she could eventually accomplish this skripsi entitled The Effectiveness of Using Reading, Encoding, Annotating and Pondering (REAP) Technique towards Students’ Reading Skill of Descriptive Text (A Quasi-Experimental Study at the Seventh Grade of MTs Salafiyah. Peace and Blessing be upon to the prophet Muhammad, who had guided mankind to the right path blessed
by the lord.
In this opportunity, the researcher would like to remark the utmost thanks
from her deep heart to the following people, who always helped, contributed, and
empowered her to achieve a success in completing this skripsi.
1. The honorable Dr. Alek, M.Pd., and Devi Yusnita, M.Pd., as the advisors of the
researcher, for the guidance and patience in helping and correcting the researcher
in writing this skripsi.
2. The Head of English Education Department, Drs. Syauki, M.Pd., and the
Secretary, Zaharil Anasy, M.Hum.
3. All lecturers of English Education Department who have given lots of things like
motivation, guidance, knowledge and happiness during her study in English
Education Department, Syarif Hidayatullah Jakarta State Islamic University
Jakarta.
4. The Principal, Vice-Principal, the English teachers and the students at MTs
Salafiyah Sawangan Depok, for giving chance, permission and helping the
researcher to conduct the research there.
5. The researcher’s parents and family, Drs. H. Musa Thoyib as her father and Hj. Salbiah, S.Pd., as her mother who is always giving motivation, never stop caring
and always sending prayers for her. In addition, for her two younger sisters and a
Rusda Ayu Syafniar, S.Pd., Viona Rosalina, S.Pd., Linda, S.Pd., Leyly K.Z.
7. Her special friend, Hendra Wijaya, S.Pd.I. who always gives her support and
prayers for her and giving her a great motivation to finish her skripsi.
8. Her another friend, Josh Meares, thanks for giving some suggestions and motivation.
9. The people who have helped the researcher to finish her study that she cannot
mention one by one.
May Allah bless them all, Aamiin.
Jakarta, March 2014
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TABLE OF CONTENTS
TITLE………...... i
APPROVAL... ii
ENDORSEMENT SHEET ... iii
CERTIFICATION OF ORIGINALITY ... iv
ABSTRACT ... v
ABSTRAK ... vi
ACKNOWLEDGEMENT ... vii
TABLE OF CONTENTS ... ix
LIST OF TABLES ... xii
LIST OF PICTURES ... xiii
LIST OF APPENDICES... xiv
CHAPTER I INTRODUCTION A. Background of The Study... 1
B. Identification of the Problem ... 3
C. Limitation of the Problem ... 4
D. Formulation of the Problem ... 4
E. Objective of the Study ... 4
F. Significance of the Study ... 4
CHAPTER II THEORETICAL FRAMEWORK A. Reading ... 5
1. Definition of Reading ... 5
2. Purpose of Reading ... 6
a. Reading to Search for Simple Information and Reading to Skim ... 6
3. Kinds of Reading ... 8
a. Critical Reading ... 8
b. Extensive Reading ... 8
4. Model of Reading ... 9
5. Reading Principles ... 10
a. Exploit the Reader’s Background Knowledge 10
b. Build a Strong Vocabulary Base ... 10
c. Teach for Comprehension ... 11
d. Work on Increasing Reading Rate ... 11
e. Teach Reading Strategies ... 12
f. Encourage Readers to Transform Strategies into Skills ... 12
g. Build Assessment and Evaluation into Your Teaching ... 12
B. Descriptive Text ... 13
1. Definition of Descriptive Text ... 13
2. The Purpose of Descriptive Text ... 13
3. Generic Structure of Descriptive Text ... 14
4. Example of Descriptive Text ... 15
C. Reading, Encoding, Annotating and Pondering (REAP) ... 15
1. Definition of REAP ... 15
2. Procedure of REAP ... 16
D. Teaching Reading Using Reading, Encoding, Annotating and Pondering (REAP) ... 17
E. Previous Study………. 18
F. Conceptual Framework ... 19
xi
CHAPTER III RESEARCH METHODOLOGY
A. Place and Time of the Study... 21
B. Method and Research Design ... 21
C. The Population and Sample ... 22
D. The Instrument of the Research ... 22
E. The Technique of Collecting Data ... 23
F. Internal Validity Control………. 23
G. Data Analysis ... 24
H. Statistical Hypotheses... 24
CHAPTER IV RESEARCH FINDINGS A. The Description of the Data ... 25
B. The Analysis of the Data ... 29
C. Data Interpretation ... 41
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 43
B. Suggestion ... 44
BIBLIOGRAPHY ... 45
Table 4.3 Table of Data Description of Pre-test Result
of Experimental Class……….. 29
Table 4.4 Table of Frequency Distribution of Pre-test Result
of Experimental Class………..……….……... 30
Table 4.5 Table of Data Description of Pre-test Result
of Control Class……….………... 31
Table 4.6 Table of Frequency Distribution of Pre-test Result
of Control Class………... 32
Table 4.7 Table of Data Description of Pos-test Result
of Experimental Class………. 33
Table 4.8 Table of Frequency Distribution of Pos-test Result
of Experimental Class………. 34
Table 4.9 Table of Data Description of Pos-test Result
of Control Class………... 35 Table 4.10 Table of Frequency Distribution of Post-test Result
of Control Class………... 36
Table 4.11 Normality Pretest Result between
Experimental Class and Control Class……… 37 Table 4.12 Normality Posttest Result between
Experimental Class and Control Class………. 37 Table 4.13 Homogeneity Pretest Results between
Experimental Class and Control Class………. 38 Table 4.14 Homogeneity Posttest Results between
Experimental Class and Control Class……… 39
xiii
LIST OF PICTURES
Appendix 2 Lesson Plans ... 51
Appendix 3 Validity question test... 85
Appendix 4 Key answer of validity test ... 89
Appendix 5 Pre-test and post-test question ... 90
Appendix 6 Key answer of pre-test and post-test ... 93
Appendix 7 Score list ... 94
Appendix 8 ANATES result ... 98
Appendix 9 SPSS result ... 106
Appendix 10 Surat Permohonan Izin Penelitian ... 122
1
CHAPTER I
INTRODUCTION
A. Background of the Study
Reading is one of skills that students need to master English. For students
Junior High School, reading is one of the problems that they should face. In
reading, students need ability and more concentration to comprehend the text.
As Antonioul said that reading comprehension is the biggest problem that
almost students face when they study English. A large number of studies have
shown that most students (80%) with learning disabilities manifest with
difficulties in reading acquisition, particularly comprehension of written material.1
Successful understanding of written text involves certain prerequisite
skills. Briefly, the main prerequisites for successful reading comprehension
include the ability to decode words and to read fluently, as well as the use of
active strategies to understand the meaning of printed text. As Pardo said that
reading comprehension is the process of meaning construction as a result of
blending content and message of the text with the readers existing knowledge and
skills during reader text interaction2. Therefore, reading comprehension is a
combination of knowledge and text oriented constructions. It is the result of a
systematical reading process that integrates basic as well as higher-order reading
skills.
Furthermore, In Indonesia, English has become a foreign language that
should be taught from Elementary School up to college or university level. In
Curriculum 2006 or KTSP (Kurikulum Tingkat Satuan Pendidikan), the objective
of English learning is stated on standard competence and based competence of
KTSP. Thus, English learning in Indonesia has different obejctives for different
1
Faye Antoniou1 and Elmar Souvignier, Strategy Instruction in Reading Comprehension: An Intervention Study for Students with Learning Disabilities, (Learning Disabilities: A Contemporary Journal, 2007), p. 1.
2
levels of education. Based on the curriculum KTSP 2006, the purpose of English
Language as a subject in SMP/MTs is that the students have an ability as follows:
1. To be able to develop a communicative competence whether in written
or oral form to achieve a functional literacy
2. To have an awareness of English nature and importance to increase
national competiveness in globalization society
3. To develop learners understanding about the language and nature
relation.3
As we know, there are four language skills that have to be mastered by
students in learning English. They are reading, listening, writing, and speaking.
Among those skills. Reading is one of the skills to be developed and mastered in
English language.
Talking about reading, there are so many types of text in reading, such as
narrative tsext, recount text, argumentative text, etc. And one of the texts that
sudents need to master is descriptive text. In contrast, there are still some students
who got difficulties in comprehend descriptive text.
Based on my observation in MTs Salafiyah Depok, there are some
problems in learning process of reading. The first problem is from the teacher. In
learning process of reading, the teacher should be more creative in creating the
reading technique. In order to make the teaching learning proccess fun and easier.
As the matter of fact, the teacher of this school uses any inappropiate method or
technique in learning process. So, it cannot make students easier to comprehend
the reading.
The second problem is the students itself. There are several reasons why
they have difficulties in reading. First, to properly comprehend a written passage
students must be able to decode the words on the page. Second, the students need
to hold the information in working memory long enough for the information to be
more extensively processed. Third, the students must have knowledge about
vocabulary, grammar and syntactical skills to organize and interpret the written
3
3
message efficiently. Fourth, the students need to access higher order thinking
skills to process the written message and infer possible meaning.4
In order to assess the extent to which students retrieved and used reading
strategies, they were introduced to a reading-strategy knowledge test that was
based on the metacognition questionnaire and further modified5. Reading
strategies and guiding students towards self-regulated reading routines are
promising approaches to fostering reading comprehension in students with
learning disabilities.6
Departing the statement above, we need a suitable technique in teaching.
So many techniques that we can apply to master reading comprehension for
students. One of the techniques that writer want to research is Reading, Encoding,
Annotating, and Pondering (REAP). REAP as a strategy which will ensure
meaningful reading and encourage concise writing and thinking. REAP is also a
technique for imprinting information in long term memory.7 So in this case, the
weiter focus on the effectiveness of REAP in mastering desriptive text for first
grade.
B. Identification of the Problem
Based on the background of the study above, the problems which are
identified as follows:
1. The teachers not yet applied an approriate technique, method, approach, and
model to teach reading
2. Students still have some difficulties in understanding text
3. The students still have many problems in reading skills, like on some genre
texts, such as descriptive text, narrative text, recount, etc.
4
Wagner, R.K. Muse, A.E. & Tannenbaum, K.R, Vocabulary Acquisition: Implications for Reading Comprehension. (The Guilford Press, 2007),
(http://everydaylife.globalpost.com/types-reading-comprehension-problems-children-13533.html)
5
Antonioul. op. cit., p. 1.
6
Antonioul. op. cit., p. 1.
7
4. Students still have difficulties in interpreting later, some important aspects,
such as, min idea, structure and specific language features.
C. Limitation of the Problem
Based on the indentification of problems above, the problems will be
limited on the technique that teacher uses in teaching reading. In this case, the
writer uses REAP.
D. Formulation of the Problem
In accordance with the limitation of the problem, the writer formulates the
research question as follows: “Is REAP technique effective towards students’ reading skill of desriptive text for the seventh grade of MTs Salafiyah?”
E. Objective of the Study
The objective of this study is to know the emperical evidence about the
effectiveness of using Reading, Encoding, Annotating and Pondering (REAP) in
learning reading of descriptive text.
F. The Significance of the Study
The writer expects that the results of this study will be significant to
teachers, students and other researchers. This study was expected to give
contribution on helping the teacher when he uses REAP (Reading, Encoding,
Annotating and Pondering) can enhance the quality students’ reading ability. For
students, this study is expected to give the students motivation in learning reading
and hopefully increase their reading ability of descriptive texts, as well as the
general reading of other texts. It is also can be reference for other researcher, and
5 CHAPTER II
THEORETICAL FRAMEWORK
A.
Reading
1. Definition of Reading
Reading is an important skill in English language. To learn reading, we
absolutely need to know the definition of reading.
“Establishing a clear definition of reading provides an important perspective for evaluating approaches to teaching word identification skills. Most educators would agree that the major purpose of reading should be the construction of meaning comprehending and actively responding to what is read. Two of the most widely cited and agreed-upon definitions of reading are the following: Reading is the process of constructing meaning from written texts. It is a complex skill requiring the coordination of a number of interrelated sources of information.”1
While Wixson said that reading is the process of constructing meaning
through the dynamic interaction among: (1) the reader's existing knowledge; (2)
the information suggested by the text being read; and (3) the context of the
reading situation.2
As Heilman said that reading is proccess of getting meaning from printed
word–symbols. It is not mererly a proccess of making conventaionalized noises
assosiated with these symbols.3
As Grabe and Stoller said that reading is the ability to draw meaning from
the printed page and interpret this information appropriately.4
In addition, Grellet said that reading is a constant process of guessing, and
what one brings to the text is often more important than what one finds in it.5
1
Anderson et al, Definition of Reading and Word Identification, 2012 (http://www.eduplace.com/rdg/res/teach/def.html).
2
Wixson, Peters, Weber, & Roeber, Citing the new definition of reading for Michigan, 2012 (http://www.eduplace.com/rdg/res/teach/def.html).
3
Arthur W. Heilman, Principles and Practices of Teaching Reading, (Ohio: Charles E. Merrill books, Inc, 1961), p. 8.
4
William Grabe and Fredrica L. Stoler, Teaching and Researching Reading, (England: Longman, 2002), p. 9.
5
Meanwhile, another author said that reading is a problem–solving
proccess. As a readers, we try to discover what the author means while, at the
same time, we build meaning for ourselves. We use our own language, our own
thoughts, and our own view of the world to interept what the author has written.
These interpretations are limited by what we know. 6
Based on some of explanations above, the writer concluded that reading is
a process to get the information of text that the writers share their mind to the
readers.
2. Purpose of Reading
When we begin to read, we actually have some decisions to make, and we
usually make these decisions very quickly, almost unconsciously in most cases.
As William Grabe said that there are several puposes of reading as follows:
a. Reading to search for simple information and reading to skim
A common reading ability is reading to search for simple information,
though some researchers see it as a relatively independent cognitive process. That
is probably best seen as a type of reading ability, it is used so often in reading
task. We typically scan the text for a specific piece of information or a specific
word in reading to search. As an example, we usually search through a telephone
directory to find key information, either an address or a phone number. We
sometimes slow down to process the meaning of a sentence or two in search of
clues that might indicate the right page in prose text, section, or chapter.
Similarly, reading to skim (i.e. sampling segments of text for a general
understanding) is a common part of many reading tasks and a useful skill in its
own right. It involves, in essence, a combination of strategies for guessing where
important information might be in text, and then using basic reading
comprehension skills on those segments of the text until a general idea is formed.
6
7
b. Reading to learn from text
Reading to learn typically occurs in academic and professional contexts
in which a person needs to learn a considerable amount of information from a
text. It requires ability too remember main ideas as well as a number of details
that elaborate the main and supporting ideas in the text recognize and build
rhetorical frames that organize the information in the text link the text to reader‟s
knowledge base
Reading to learn is usually carried out at a reading rate somewhat slower
than general reading comprehension (primarily due to rereading and reflection
strategies to help remember information). In addition, it makes stronger
inferencing demands than general comprehension to connect the information with
background knowledge (e.g. connecting a character, event or concept to other
known characters, events or concepts; or connecting possible causes to known
events).
c. Reading to integrate information, write, and critique texts
Reading to integrate information requires additional decisions about the
relative importance of complementary, mutually supporting or conflicting
information and the likely restructuring of a rhetorical frame to accommodate
information from multiple sources. This skill inevitably require critical evaluation
of the information being read so that the reader can decide what information to
integrate and how to integrate it for the reader‟s goal. In this respect, both reading
to write and reading to critique texts maybe task variants of reading to integrate
information. Both require abilities to compose, select, and critique information
from a text. Both purposes represent common academic tasks that call upon the
reading abilities needed to integrate information.
d. Reading for general comprehension
The notion of general reading comprehension has been intentionally
for reading. Second, general reading comprehension is actually more complex
than commonly assumed. (note that the term „general‟ does not mean „simple‟ or
„easy‟). These assertions are treated in detail in the next two sections of this chapter. Reading for general comprehension, when accomplished by a skilled
fluent reader, requires very rapid and automatic processing of words, strong skills
in forming a general meaning representation of main ideas, and efficient
coordination of many processes under very limited time constraints.7
3. Kind of Reading
As students gain in their processing abilities, teachers can have them do
activities to develop their skills to skim, scan, read for through comprehension,
read critically, read extensively, and read dramatically. As Gebhard said that there
are some kinds of reading, as follows:
a. Critical Reading
“There are at least three things to remember when asking students to do critical reading. First, when students are asked to read critically, they still need to do the kinds of activities that lead the full comprehension, as discussed earlier in this chapter. Second, students are asked to make
judgments about what they read: Do I agree with the author‟s point of
view? How is my view different? Does the author persuade me to change
my view? Is the author‟s evidence strong? Third, we need to be careful
about what we asked students to make judgments on. In other words, we need to select content that is not only interesting to the students as readers but also something they can relate to.”8
b. Extensive Reading
The goal of extensive reading is to improve reading skills by processing
a quantity of materials that can be comprehend and pleasurable. Teachers who
implement extensive reading set up an open library (in the classroom or school
library) where students can select from an assortment of reading materials. The
7
Grabe and Stoller, op. cit., pp. 11—15.
8
9
teachers‟ job is to guide the reader to materials that are comprehensible, letting the
students make their own choices.9
As a part of the extensive reading experience, teachers often ask students
to report on what they have read. One way to do this is to have students interview
each other through the use of question prompts.10
“As Broughton said, there are some kinds of reading. First, reading aloud is primarly an oral matter. For those who teach foreign languages it
is closer to „pronunciation‟ than it is to „comprehension‟. While it is
perfectly proper to try to develop the skill of reading aloud it clearly cannot be done using an unfamiliar text the content and language of which stretches the linguistic capabilities of the learners to the utmost. It requires a familiar text whose content and language are clearly understood, detailed explication and practice of the special pronunciation problems in it, and small group techniques. It must also be admitted that the usefulness of the skill of reading aloud is limited. Few people are required to read aloud as a mater of daily routine, radio newscasters, clergymen, perhaps actors and that is all. To the huge majority its importance is minimal. Second, silent reading is interpretation is most likely for the term. This is perhaps the nearest approach to the essence of reading, the A – C of it. It is obvious that by far the greatest amount of reading that is done in the world is silent. A reading room is a silent room.”11
4. Models of Reading
As Goodman said that predicting, confirming, integrating – these we
have identified of the key operation within the reading process. There will always
be some minor variations in meaning is the basic function of reading, and it is
achieved through the use of predicting and confirming strategies.12
5. Reading Principles
a. Exploit the Reader’s Background Knowledge
Carrell, Carrell and Connor said that areader‟s background knowledge can
influence reading comprehension. Background knowledge include all of the
9
Jerry G. Gebhard, Ibid., p. 208
10
Jerry G. Gebhard, Ibid., p. 208
11
Gefrey Broughton, et al., Teaching English as A Foreign Language, (New York: Taylor and Francais e – Library, 2003), pp. 91—92.
12
experiences that a reader brings to a text: life experiences, educational
experiences, knowledge of how texts can be organized rhetorically, knowledge of
how one‟s first language works, knowledge of how the second language works,
and cultural background and knowledge. Reading comprehension can be
significantly enhanced if background knowledge can be activated by setting goals,
asking questions, making predictions,teaching text structure, and so on. If students
are reading on an unfamiliar topic, you may need to begin the reading process by
building up background knowledge.
b. Build a Strong Vocabulary Base
Recent research emphasized the importance of vocabulary to successful
reading. As the writer of this book have developed my own philosophy of the role
of vocabulary in reading instruction, he have decided that basic vocabulary should
be explicitly taught and L2 readers should be taught to use context to effectively
guess the meanings of less frequent vocabulary.
c. Teach for Comprehension
In many reading instruction programs, more emphasis and time may be
placed on testing reading comprehension than on teaching readers how to comprehend. Monitoring comprehension is essential to successful reading. Part of
that monitoring process includes verifying that the predictions being made are
correct and checking that the reader is making the necessary adjustments when
meaning is not obtained.
Cognition can be defined as thinking. Metacognition can be defined as
thinking about our thinking. In order to teach for comprehension, it is my belief
that readers must monitor their comprehension processes and be able to discuss
with the teacher and/or fellow readers what strategies they use to comprehend. By
11
d. Work on Increasing Reading Rate
One great difficulty in the second language reading classroom is that
even when language learners can read, much of their reading is not fluent. Often,
in their efforts to assist students in increasing their reading rate, teachers over
emphasize accuracy which impedes fluency. The teacher must work towards
finding a balance between assisting students to improve their reading rate and developing reading comprehension skills. It is very important to understand that
the focus is not to develop speed readers, but fluent readers. I define a fluent reader as one who reads at a rate of 200 words-per-minute with at least 70 percent
comprehension.
One focus here is to teach readers to reduce their dependence on a
dictionary. Skills such as scanning, skimming, predicting, and identifying main
ideas get students to approach reading in different ways. Readers should spend
more time analyzing and synthesizing the content of the reading, and not focusing
on moving through the passage one word at a time. Part of the joy of reading is
being able to pick up a book and comprehend it, without having to struggle
through the task of reading.
e. Teach Reading Strategies
Strategies are the tools for active, self-directed involvement that is
necessary for developing communicative ability. Strategies are not a single event,
but rather a creative sequence of events that learners actively use. This definition
underscores the active role that readers take in strategic reading. As Anderson,
Chamot and O‟Malley said that to achieve the desired results, students need to learn how to use a range of reading strategies that match their purposes for
reading. Teaching them how to do this should be a prime consideration in the
reading classroom.
A good technique to sensitize students to the strategies they use is to get
them to verbalize (or talk about) their thought processes as they read. Readers can
listen to the verbal report of another reader who has just read the same material,
a passage. I use this technique in my reading classes to get students to become
more aware of their reading strategies and to be able to describe what those
strategies are.
f. Encourage Readers to Transform Strategies into Skills
An important distinction can be made between strategies and skills.
Strategies can be defined as conscious actions that learners take to achieve desired
goals or objectives, while a skill is a strategy that has become automatic. This
characterization underscores the active role that readers play in strategic reading.
As learners consciously learn and practice specific reading strategies, the
strategies move from conscious to unconscious; from strategy to skill.
For example, guessing the meaning of unknown vocabulary from context
can be listed as both a strategy and a skill in reading texts. When a reader is first
introduced to this concept and is practicing how to use context to guess the
meaning of unfamiliar vocabulary he or she is using a strategy. The use of the
strategy is conscious during the learning and practice stages. As the ability to
guess unfamiliar vocabulary from context becomes automatic, the reader moves
from using a conscious strategy to using an unconscious skill. The use of the skill
takes place outside the direct consciousness of the reader.
The goal for explicit strategy instruction is to move readers from
conscious control of reading strategies to unconscious use of reading skills.
g. Build Assessment and Evaluation into Your Teaching
According Brindley, assessing growth and development in reading skills
from both a formal and an informal perspective requires time and training. Both
quantitative and qualitative assessment activities should be included in the reading
classroom. Quantitative assessment will include information from reading
13
include reading journal responses, reading interest surveys, and responses to
reading strategy checklists.13
B.
Descriptive Text
1. Definition of Descriptive Text
Sanggap Siahaan and Kisno Shinoda defined that descriptive text is a
written English text in which the writer describe an object. In this text, the object
can be concrete or abstract object. It can be a person, or an animal, or a tree, or a
house, or camping. It can be about any topic.14
Meanwhile according to Alice Oshima and Ann Hogue said that descriptive
writing appeals to the senses, so it tells how something looks, feels, smells, tastes,
and/or sounds. A good description is a word picture; the reader can imagine the
object, place, or person in his or her mind.15
Based on Anderson and Anderson said that descriptive text describes a
particular person, place or thing. Its purpose is to tell about the subject by
describing its features without including personal opinions.16
From those explanations about the definition of descriptive text, it can be
conclude that descriptive text is a text for describing the object to another. It can
be everything like a person, an animal, a place, etc. that describe the feature of
subject itself.
2. The Purpose of Descriptive Text
When we make a descriptive text, we absolutely have a purpose.
According Barbara Pine Clouse, there are some purposes on using descriptive
text.
13
Carell and Conor, Principles for Teaching Reading, (1991), http://www.mhhe.com/socscience/supergoal/Chapter4%20Section3.pdf
14
Sanggap Siahaan and Kisno Shinoda, Generic Text Structure, (Yogyakarta: Graha Ilmu, 2008), p. 89.
15
Alice Oshima and Ann Hogue, Introduction to Academic Writing, (New York: Longman, 2007), p. 61.
16
“First is descriptive text can entertain, convey feelings, relate experience, inform, and persuade. Second, descriptive text is most often expressive, so it most helps writers share their perceptions. As human beings, we have compelling desire to connect with other people by sharing our experiences with them. Descriptive text helps us to do that. The last is descriptive text helps writers do more then just tell that something is true; it allows them to show that something is true. For this reason, writers often combine description with other patterns of development.”17
3. Generic Structure of Descriptive Text
The generic structure of descriptive text as follow:
a. Identification: Identifies phenomenon to be describe
b. Description: Describes parts, qualities, characteristics. 18
In addition, Anderson and Anderson divided the generic structure of
descriptive text into:
a. A general opening statement in the first paragraph
1. This statement introduce the subject of the description to the audience
2. It can give the audience brief details about the when, where, who, or what
of the subject.
b. A series of paragraphs about the subject
1. Each paragraph usually begins with a topic sentence
2. The topic sentence reviews the details that will be contained in the
remainder of paragraph
3. Each paragraph should describe one feature of the subject
4. These paragraphs build the description of the subject
c. A concluding paragraph (optional)
Concluding paragraph signals the end of the text.19
17
Barbara Pine Clouse, Patterns for a Purpose, (New York: Mc Graw Hill, 2006), pp. 102—103.
18
Sanggap Siahaan and Kisno Shinoda, op. cit., p. 89.
19
15
4. Example of Descriptive Text
Deidonychus
The model of Deidonychus, a dinosaur from the Cretaceous period, can be found in the museum of Natural Science.
Deidonychus is small by dinosaur standards. It is about 2.5 meters in length and stands about one metre high at the shoulder.
This reptile has a long tail, spindly legs and slender neck. The head is large and the jaws are lined with sharp teeth. The tail, approximately 3 metres in length, has vertebrae surrounded by bundles of bony rods so the whole tail can be held stiff.
The toes of Deidonychus are unusual. The first toe is small and points backwards. The second toe has a huge sickle - shaped claw and is raised. The third and fourth toes are in the normal position.
Deidonychus is an interesting example of a fast running dinosaur.20
C.
Reading, Encoding, Annotating and Pondering (REAP)
1. Definition of REAPAccording Manzo said that REAP is designed to improve thinking, a
strategy for helping readers read and understand the text. This strategy, with
modeling and guided practice will help students in increasing reading
comprehension. According to Allen there are four stages of reading in REAP.
a. R : Read on your own
b. E : Encode the text by putting the gist of what you read in your own words.
c. A : Annotate the text by writing down the main ideas and the author‟s
message.
20
Mark Anderson and Kathy Anderson, op. cit., p. 27. Opening
statement introducing the subject
Series of paragraphs describing the subjects
d. P : Ponder what you read by thinking and talking with others in order to make
personal connections, develop questions about the topic, and/or connect
this reading to other reading you have done.21
The others said REAP is designed to improve thinking, the underlying musculature for active reading and meaningful writing. The idea for this
reader-writer exchange system was proposed some time ago as a means ofimproving and
supporting a national content area reading and writing project essentially for
urban schools. Shortly afterwards it was collectedinto a teaching learning
approach called REAP—Read-Encode-Annotate-Ponder . The REAP system for
responding to text has been in use in elementary through college classrooms for
two decades. It is based on a scaffold form of writing that invites creativity, much
as does haiku, or any other disciplined form of art.22
2. Procedure of REAP
“The procedure of REAP is divide in some ways. The teacher should begin with easy reading materials. Students will require practice in determining the message or main idea. Several examples should be examined and critiqued. The teacher could model the process by thinking out loud. Students will find it useful to share annotations in pairs or small groups for evaluation, clarification and further development.”23
The use of this strategy will cause the students to revisit the text during
each stage of the REAP process. In the Reading stage, the students read to figure
out the writer‟s message while taking note of the title and author. As students move into Encoding, the students must take what they have read and place it into
their own words. This allows the students to internalize the content of the reading
while thinking about representing the main ideas, message in the author‟s and
their own words. Once in the Annotate stage, students look at the main ideas and
the author‟s message by writing a statement that summarizes the important points.
21
Allen, J, Tools for Teaching Content Literacy. Stenhouse, 2012 (http://www.west.net/~ger/index.html ).
22
Eanet, op. cit., p. 2.
23
17
Annotations are brief summaries of a text that explain and or critique the text.
Annotates can be done by writing the message in notes or in a journal form. In
this stage, the student should look at important words and quotes of the
text. Once students move to the Ponder stage of this activity, they must connect
with the text at a higher level through analysis and synthesis of the reading. In Jeff
Zwiers book Building Academic Language, he talks about making connections through examples. This requires us to know our students so that the examples
weuse actually do connect. Furthermore, when we use examples in the ponder
stage it helps to clarify content for the students and models for students the
process of supporting their claims and opinions with examples, explanations and
evidence.24
D.
Teaching Reading Using Reading, Encoding, Annotating and
Pondering (REAP)
First activity that writer will be held is the teacher helps the student in
building their background knowledge about the will be learned. Such as shows
some pictures, the title of the text and asks some questions.
After that, the students may have some references in their mind about text
that they will read. The next step is dividing the students into some groups. In
each group consist of three or four people. Because there are four steps in REAP
strategy, divided students make a group can help them in learning reading with
REAP. Then, the first activity should teacher do is giving a descriptive text to
each member of the group.
Next, the teachers guide students to do the first phase of REAP strategy;
Reading, in this phase, the teachers can ask one of the students to read aloud in front of the class, during this students read aloud, the other students listening
carefully. After that the teachers ask all of students to read the text by two or three
times by themselves. This activity may take time about 10 until 15 minutes.
24
The second activity is Encode; in this phase the teacher leads the students to explore their idea about that text into their own words, also some of the difficult
vocabularies. In this stage, the students may discuss to other member of their own
group. In Encode step the teacher also add an activity; discussing the new or
difficult vocabulary. Teacher asks a student of each member to write down the
difficult vocabularies in the whiteboard. After that, the teacher leads the
discussion about the meaning or the synonym of the difficult vocabularies.
The third step is Annotate, this activity take time about 15 minutes. In annotate step, the student should write down their idea about the content of the
descriptive text that teacher gave them before. To make it easier, the students can
make the generic structure of the descriptive text they have read, such as
identification, description and conclusion of the story line and the contents of it.
In this activity, the student work alone.
The teacher looking around the classroom for checking the students‟ work.
In this activity there is possibility that there are some groups or students who are
not understand about what to do in Annotate step.
The last stage of REAP strategy is Ponder, in this stage, the students work by group. They pondering the significance of text, by thinking, discussing, or
talking with their member of the group, then make one perfect summarize about
the text. The summary is using their own language.
E.
Previous Study
The writer has found a relevant study which related to this research. That
journal was written by Janet Allen with the title Teaching Content Literacy. In this
research, Allen used Reading, Encoding, Annotating and Pondering (REAP) as a
technique. Her classroom consist of twelve students, and she divided it into two
group. The first group consist of 6 students that studied using REAP technique,
and the second group consist of 6 students that didn‟t get REAP technique. Allen
gave the short story to each group to find out the effectiveness of REAP
technique. The result of this research is the first group students able to
19
conclude the message of the story. Besides that, the second group students had
different result. In this group, the student was hard to understand the short story
that Allen gave. It can be concluded that the REAP technique is effective.25
F.
Conceptual of Framework
Reading is one of the important skills which improve students‟ general
language skill in English. Reading is a process to get the information of text that
the writers share their mind to the readers. Students need to master reading,
because reading is tested in National Examination in Indonesia. Absolutely,
students need to have good reading ability to pass the National Examination. In
other words, reading is important for students to master English. By mastering
reading, students can learn another skills.
Talking about reading, many research results showed that the ability of
Indonesian students to read English text was very low. It can be seen that some of
students still have difficulties in comprehend the text. The first problem is because
they should have enough knowledge about grammar, vocabulary, etc to get the
information about the text. The other problem is the teacher. It‟s really hard to teach the students reading when the teacher has not yet the appropriate technique
to make the students interest in learning reading. Hence, the teacher should find
the an appropriate technique to increase students‟ reading ability.
Those explanations above seemed to be the reason why the writer wanted to
conduct this research. The writer believes that reading is such a compulsory skill
to be mastered and the underlying problem stated above is that the students have
low motivation in and outside the classroom. Therefore, to get the students‟ want
to read and comprehend the text, the teachers need the appropriate method and
technique which encourage students‟ reading skill.
25
G.
Theoretical Hypothesis
Hypothesis is a temporary answer or a conclusion of the research. To find
out is there any effectiveness of using REAP technique towards students reading
skill of descriptive text, therefore the hypothesis of this research is, that Reading,
Encoding, Annotating and Pondering (REAP) technique is effective towards
21
CHAPTER III
RESEARCH METHODOLOGY
A.
The Place and Time of the Study
The writer chose MTs. Salafiyah Bedahan as a place of study. It is located
at Jl. H. Sulaiman No. 9 Bedahan, Sawangan Kota Depok. The study will be
conducted on January 2014.
B.
Method and Research Design
1. MethodThis study will be conducted using a quasi experimental research that uses
2 classes which consists of one control class and one experimental class.
Generally, the researcher in experimental research uses two groups, experimental
group as a group that gets the treatment and the control group that doesn‟t get treatment. So, this study will be focused on using REAP technique as a treatment
in experimental class, then the writer will compare the result with a control class
that doesn‟t get a treatment in the end of the research.
2. Research Design
In this study the writer will use a quasi-experimental method with one
experimental class and one control class. The design of experiment that will be
used is:
Pretest Treatment Posttest Difference
Experimental Class X -
Control Class -
Y1 = Pretest of both experimental and control group
Y2 = Posttest of both experimental and control group
X = Implementation of REAP Technique1
C.
The Population and Sample
1. PopulationThe population of this study is the first grade student of MTs Salafiyah
which consists of 180 students and divided into 4 classes; class VII.1, VII.2,
VII.3, VII.4.
2. Samples
The sampling technique of this research is Purposive Sampling. It is purposive because the sampling is determined by certain considerations.2 The
sample was 60 students from two classes; VII.1 and VII.4. The writer
implemented without REAP technique in the first class (VII.1) and REAP
technique was implemented in the second class (VII.4). Before the writer
conducted the research, she made sure that both classes have the same
characteristic by doing a pre observation. She observed the teaching and learning
process in the classroom once and she saw the students‟ reading score from their
real teacher. It was found that the students from both classes have the same
characteristic. The sample of this study is a class VII.1 as a control class and VII.4
as experimental class which each class consist of 30 students.
D.
The Instrument of The Research
The Instrument of the research is a test. The test was multiple choices. It
was consist of 40 items which is designed not only validity but also reliability.
Before the test is applied, the 40 items of the tests was tested first toward students
of second grade to know its validity and reliability. The validity and reliability test
1
Larry B. Christensen, Experimental Methodology, (Alabama: University of South Alabama, 2007) , p. 332
2
23
was analyzed by using software ANATES. The content validity of the test item
will be compared with the curriculum. It answered “Does the 40 tests items
represent all the course objectives as stated in the curriculum?”
E.
The Technique of Collecting Data
To obtain the data, the technique that used in this research was a method
of test, there were pretest and posttest. Pretest conducted to determine the ability
of student learning outcomes early in the subjects of English language students
before treatment. This test is used to determine their reading skill in descriptive
text. This test was given to the control class and experimental class of first grade
students of MTs Salafiyah. The test consists of some questions in multiple choices
about descriptive text. It is necessary to do this test because the writer will
compare the pretest data and the posttest data. Furthermore, after the treatment,
the writer will give them the posttest. Posttest is performed to measure the
acquisition of learning outcomes at the end of the treatment.
F.
Internal Validity Control
The instrument of this research is a test. Before the writer used this
instrument to the students as the sample of the research, the writer tested the
instrument to the eight grade students of MTs Salafiyah. In this case, the writer
tested the instrument in class VIII.2. There are 40 students in this class who did
the validity test. This test is needed to see the validity of this instrument before it
will be applied to the sample of research.
The writer analyzed this instrument by using ANATES. It could be seen
from the result of this test, there were 16 items were very significance, 4 items
significance and 20 items is not significance. So, in this research used 20 items of
G.
Data Analysis
To obtain the result of the research, the data of the research were analyzed
used statistical analysis. In this research, it has done some tests, such as normality
test and homogeneity test. The purpose of analyzing the normality was to to see
whether the data got in the research has been normally distributed or not. After
normality test gives indication that the data is distributed normally, so it needs to
do homogeneity test.
To draw conclusions from the data obtained, the writer will use T-Test
formulate to find out whether there is the differences between two variables in this
study. In this case to get all of the results of the data, it analyzed by SPPS v.16 for windows.
H.
Statistical hypothesis
The statistical hypothesis of this research can be seen as:
1. ; Reading, Encoding, Annotating and Pondering (REAP) technique is not effective towards students‟ reading skill of class VII of
MTs Salafiyah Sawangan Depok.
2. ; Reading, Encoding, Annotating and Pondering (REAP) technique is effective towards students‟ reading skill of class VII of MTs
Salafiyah Sawangan Depok
And then, the criteria used as follows:
1. If t-test (to) > t-table (tt) in significant degree of 0.05, Ho (null hypothesis) is
rejected. It means that the rates of mean score of the experimental group are
higher than the controlled group. The using of REAP is effective towards
students‟ reading skill.
2. If t-test (to) < t-table (tt) in significant degree of 0.05, Ho (the null hypothesis) is
accepted. It means that the rates of the means score of the experimental group
are same as or lower than the controlled group. The using of REAP is not
25
CHAPTER IV
RESEARCH FINDINGS
This chapter IV contains the description of the data, the analysis of the
data, and the discussion of the findings.
A.
The Description of the Data
This chapter describes general description of data gained by researcher
during the research. The data were collected from the result of pre-test and
post-test from both experimental class and control class. The data were depicted into
two tables. The Table 4.1 showed the students’ score in experiment class and the
Table 4.2 showed the students’ score in control class.
During this research, the material was extended to students about
descriptive text with reading as a focused skill. The treatment to experimental
class and control class: REAP technique was implemented in the experimental
class, while in the control class, the writer didn’t use REAP technique. After that,
the writer measured students’ toward reading ability by using a test in multiple
choice forms.
The validity and reliability instrument test was conducted before she
administered the test to both classes. There were 40 numbers of questions given to
the 60 students of class VIII.1 of MTs Salafiyah Depok. From the validity and
reliability test, there were 20 valid questions from 40 questions which was gained.
Further information about validity and reliability result can be seen in the
1. The Data of Control Class
Table 4.1
Pre-test and Post-test Score of Control Class
(Students)
X Pre-test Post-test
1 50 50
2 40 50
3 45 55
4 45 60
5 40 65
6 35 50
7 45 60
8 55 65
9 55 60
10 30 75
11 40 60
12 40 70
13 50 60
14 55 75
15 40 80
16 45 65
17 40 75
18 35 60
19 45 65
20 50 55
21 35 70
22 30 80
23 35 75
27
(Students)
X Pre-test Post-test
25 45 80
26 40 70
27 50 60
28 45 65
29 30 55
30 30 55
From the description of score in experimental class above, it could be seen
the lowest and the highest score of 30 students in the class. The lowest score in
the pre-test was 20 and the highest score was 55. After the treatment using REAP
technique, the writer gave the students post-test. The data showed in the post-test
is the lowest score was 55 and the highest score was 80.
[image:42.595.166.459.111.283.2]2. The Data of Experimental Class
Table 4.2
Pre-test and Post-test Score of Experimental Class
(Students)
Y Pre-test Post-test
1 50 70
2 45 65
3 45 75
4 65 60
5 50 65
6 60 65
7 55 70
8 40 70
9 50 65
(Students)
Y Pre-test Post-test
11 55 70
12 50 70
13 60 65
14 65 75
15 60 70
16 50 85
17 55 75
18 45 75
19 50 85
20 45 70
21 50 80
22 50 85
23 60 65
24 65 65
25 40 60
26 35 75
27 55 65
28 45 70
29 55 55
30 50 75
Based on the Table 4.2 above figured that from 30 students in the class,
the lowest score in the pre-test was 20 and the highest score was 50. After the
writer give the students material about descriptive text, the writer then gave the
students post-test. The data showed in the post-test is the lowest score was 55 and
29
B.
The Analysis of the Data
1. Results of Pre-test of Experimental Class and Control Class
The result of pre-test of experimental class and control class base on SPSS v.16 for windows program was gained from the steps as follows: Analyze – description statistic – frequencies statistic. Results gained from a pre-test in class VII.4 as an experimental class of this research are presented in a Table 4.3 below:
[image:44.595.233.391.284.496.2]Table 4.3
Table of Data Description of Pre-test Results of Experimental Class
N
Valid 30
Missing 0
Mean 51.5000
Median 50.0000
Mode 50.00
Std. Deviation 7.67329
Variance 58.879
Range 30.00
Minimum 35.00
Maximum 65.00
Sum 1545.00
Based on the Table 4.3, it can be described the data of experimental class
was 30 students. The total of all data which is divided with the number of data
determined as mean score from the experimental class was 51.5. Median score
was 50.00. The median was the numerical value separating the higher half of a
data sample, a population, or a probability distribution, from the lower half. The
mode was defined as the element that appears most frequently in a given set of
elements. The mode score from the table was 50. The set of scores constitute a
population determined as variance score was 58.87, and deviation standard was
7.673. Deviation standard is quantity calculated to indicate the extent of deviation
for a group as a whole. The highest score of the experimental class was 65.00 and
According to the Table 4.3 above, it can be made a table of frequency
[image:45.595.229.394.219.410.2]distribution which is presented as follows:
Table 4.4
Table of Frequency Distribution of Pre-test Result of Experiment Class
Score Frequency Percent
35 1 3.3
40 2 6.7
45 6 20.0
50 9 30.0
55 5 16.7
60 4 13.3
65 3 10.0
Total 30 100.0
The Table 4.4 above is a tool of frequency distribution, it also can be
describe by a diagram which is presented as follows:
Picture 4.1
[image:45.595.127.505.501.729.2]31
Result gained from a pre-test in class VII.1 as a control class of this
research are presented in a Table 4.5 below:
[image:46.595.220.396.193.436.2]Table 4.5
Table of Data Description of Pre- test Result of Control Class
N
Valid 30
Missing 0
Mean 41.8333
Median 40.0000
Mode 40.00a
Std. Deviation 7.59802
Variance 57.730
Range 25.00
Minimum 30.00
Maximum 55.00
Sum 1255.00
The Table 4.5 above shows that the data above shows that the data of the
control class was 30 with sum 1255.00. Mean score from the control class was
41.83, the variance score was 57.730, and deviation standard was 7.59802. The
highest score of the control class was 55.00 and the lowest score was 30.00. The
The table of frequency distribution from the data above is presented as
[image:47.595.216.402.190.371.2]follows:
Table 4.6
Table of Frequency Distribution of Pre-test Result of Control Class
Score Frequency Percent
30 4 13.3
35 5 16.7
40 7 23.3
45 7 23.3
50 4 13.3
55 3 10.0
Total 30 100.0
The diagram from the data above is presented as follows:
Picture 4.2
[image:47.595.130.516.433.648.2]33
2. Result of Post-test of Experimental Class and Control Class
The result of post-test of experimental class and control class based on
SPSS V.16 for windows program was gainde from the steps as follows: Analyze – description statistic – frequencies statistic. Results gained from a posttest in class VII.4 as experimental class of this research are presented in a table below:
[image:48.595.231.395.277.494.2]Table 4.7
Table of Data Description of Post-test Result of Experimental Class
N Valid 30
Missing 0
Mean 70.5000
Median 70.0000
Mode 65.00a
Std. Deviation 7.35199
Variance 54.052
Range 30.00
Minimum 55.00
Maximum 85.00
Sum 2115.00
The Table 4.7 above shows that the data above shows that the data of the
control class was 30 with sum 2155.00. Mean score from the control class was
70.50, the variance score was 54.052, and deviation standard was 7.35199. The
highest score of the control class was 85.00 and the lowest score was 55.00. The
The table of frequency distribution from the data above is presented as
[image:49.595.219.403.195.391.2]follows:
Table 4.8
Table of Frequency Distribution of Post-test Result of Experimental Class
Score Frequency Percent
55 1 3.3
60 2 6.7
65 8 26.7
70 8 26.7
75 7 23.3
80 1 3.3
85 3 10.0
Total 30 100.0
The diagram from the data above is presented as follows:
Picture 4.3
[image:49.595.135.504.454.706.2]35
Results gained from a posttest in class VII.1 as a control class of this
research are presented in a Table 4.9 below:
[image:50.595.211.403.209.458.2]Table 4.9
Table of Data Description of Post-test Result of Control Class
N Valid 30
Missing 0
Mean 64.6667
Median 65.0000
Mode 60.00
Std. Deviation 9.27857
Variance 86.092
Range 30.00
Minimum 50.00
Maximum 80.00
Sum 1940.00
The Table 4.9 above shows that the data above shows that the data of the
control class was 30 with sum 1940.00. Mean score from the control class was
64.6667, the variance score was 86.092, and deviation standard was 9.27857. The
highest score of the control class was 80.00 and the lowest score was 50.00. The
median score was 65.00 and the mode score was 60.00.
The table of frequency distribution from the data above is presented as
Table 4.10
Table of Frequency Distribution of Post-test Result of Control Class
Score Frequency Percent
50 3 10.0
