i ABSTRACT
A COMPARATIVE STUDY OF STUDENTS’ READING COMPREHENSION ACHIEVEMENT BETWEEN THOSE TAUGHT THROUGH PREDICTIVE TECHNIQUE AND THOSE TAUGHT THROUGH MAKING INFERENCES
TECHNIQUE AT THE SECOND GRADE OF SMAN 1 KOTAGAJAH
By
Dini Kurnia Nursepti
Reading is strongly recommended for all students who learn English subject. By reading, they are expected to be good in reading by using their prior knowledge for connecting background knowledge to their thoughts to get the information and from the text. However, the students still have some problems in comprehending the texts. In addition, the students tend to be passive and do not focus and they could not answer or give responds quickly during the learning process.
The objectives of the research are (1) to investigate whether there was difference of students’ reading comprehension achievement between those taught through predictive technique and those taught through making inferences technique, and (2) to determine which one of the two techniques was more effective for teaching reading comprehension. The researcher applied pre-test and post-test control group design. This experimental method dealt with two groups: the experimental class and control class. The sample of the research was the second grade of SMAN 1 Kotagajah.
The findings of the research revealed that there was difference of students’ reading comprehension achievement between those taught through predictive technique and those taught through making inferences technique. In addition, predictive technique was more effective than making inferences technique to encourage the students’ motivation to be more active during the process of learning reading. It can be seen from the results of post-test in the experimental class was 81.50 which higher than the mean score of students’ post-test in the control class which was 72.18, with mean difference of score was 9.32. The value of two tailed significant was 0.000. It means that H0 was rejected and H1 was accepted since 0.000 < 0.05.
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ACKNOWLEDMENTS
All praises are rendered to Allah SWT, the Almighty God, for His gracious mercy and blessing that enables the writer to finish her script. Greeting is never forgotten, praise upon Prophet Muhammad SAW and his family, followers and all Muslims. This script entitled “A Comparative Study of Students Reading Comprehension Achievement between Those Taught through Predictive Technique and Those Taught through Making Inferences Technique at SMAN 1 Kotagajah” is submitted as a compulsory fulfilment of the requirement for S-1 Degree at the Language and Arts Education Department of Teacher Training and Education Faculty of Lampung University.
Gratitude and honour are addressed to all persons who have helped and supported the writer in completing this research. It is necessary to be known that this research will never have come into its existence without any supports, encouragements and assistances from several outstanding people and institutions. Therefore, the writer would like to acknowledge her respect and best gratitude to: 1. Drs. Ujang Suparman, M.A., Ph.D., as the first advisor, for his criticism,
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3. Dr. Muhammad Sukirlan, M.A., as the examiner, for his support, encouragement, ideas, suggestions and in supporting the writer.
4. Prof. Dr. Cucu Sutarsyah, M.A., as the Chief of English Education Study Program and the writer’s academic advisor and all lecturers of English Education Study Program who have contributed their guidance during the completion process until accomplishing this research, for advices and supports to finish the writer’s study soon.
5. Drs. Mashudi, M.Pd., as the headmaster of SMAN 1 Kotagajah, for giving the writer permission to conduct the research.
6. Nirwati, S.Pd. and Dra. Rajiyem, as the English teachers of SMAN 1 Kotagajah who helped much and gave supports for this research. All of the students of classes XI A1, XIA4, and XIS1 year of 2012/2013 thanks for their participation as the subject of this research.
7. The writer’s beloved parents (Tri Widjiono, S.Pd. and Nirwati, S.Pd.), brothers (Arief Chandra Dharmawan and Rizki Maulana) thanks for their greatest love, kindness, spirits, pray and never ending sincerity.
8. The writer’s beloved grandfathers and grandmothers: Kakek Hi. M. Ali (The
Late), Nenek Hj. Siti Rafiah (The Late), Eyang Kung A. Tohir and Eyang Putri Siti Fatimah S. (The Late) thanks for the love, supports and pray.
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10. The special one (M. Akbar Rendi Prastyo Herlambang) with his tender love, kindness, supports also critics and for saying the words “Udh smp mn skripsi ny? Jgn lp dkrjain skripsi ny!” for many times.
11. All the writer’s friends of English Education Study Program 2008 generation: Mirna, Tince, Annisa, Monica, Yuyun, Inggar, Desti, Berlinda, Novi, Vivi, Maria, Yuni, Fitri, and sisters in Dorothy’s house Yoka, Missi, Serli and all of my friends that cannot be mentioned one by one thank you very much for your love, happiness, sadness, also supports.
Finally, the writer believes that her writing is still far from perfection. There may be weaknesses in the research. Thus, comments, critiques, and suggestions are always opened for better research. Somehow, the writer hopes this research would give a positive contribution to the educational development, the readers and to those who want to accomplish further research.
Bandar Lampung, 2013 The writer,
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CURRICULUM VITAE
The writer’s name is Dini Kurnia Nursepti. She was born in Semulijaya, North Lampung on September 13th, 1990. She is the only daughter of Tri Widjiono, S.Pd. and Nirwati, S.Pd. She has three brothers, Arief Chandra Dharmawan, Rizki Maulana, and Rahmat Julian (The Late).
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DEDICATION
In the name of Allah, the most Beneficent and Merciful
This paper is proudly dedicated to:
My beloved parents (Ayah and Bunda) with full of love, kindness, spirits and never ending sincerity
My lovely brothers: Arief , Kiki, and Julian (The Late)
My beloved friends for being true friendship
vi MOTTO
Allah does not charge a soul except (with that within) its capacity. It will have (the consequence of) what (good) it has gained, and it will bear (the consequence
of) what (evil) it has earned…
(Q.S. Al Baqarah 286)
We Never Know How Strong We Are until Being Strong is the Only One Choice
that We Have
I. INTRODUCTION
In this introduction chapter, the researcher explains the background of the problems that is the reasons for conducting the research. It is includes, the identification of the problems, limitation of the problems, formulation of the problems, the objectives, uses of the research, and scope of the research.
1.1. Background of the Problem
English is a foreign language which was taught as a compulsory subject at Senior High School. Reading was strongly recommended for all students who learn English subject. By reading, the students can get information and knowledge from the text. According to English Curriculum 2006, the students of Senior High School are required to learn English from various texts. It means that the students have to deal with many texts during their participation in the English subject. In this case, reading dominates the teaching learning activity in the classroom. In reading process, the students have to learn kinds of texts and they do not only learn how to read but also how to get the information from those kinds of text.
means the students used their prior knowledge for connecting words to their thoughts. In line with the concept of reading as an active process which was important when reading process, the readers have to involve the interaction between thought and language.
In fact, based on the information from the teacher when the researcher conducted pre research in SMAN 1 Kotagajah, the teacher said that some students were successful in comprehending the text like narrative text but the others still have some problems in comprehending the texts especially in getting the main idea and find the specific information from the text. As the result, the students’ achievements could not reach the standard score in the school. In addition, their problems were also related to some factors such as, identifying the main idea of the passage and the passage which has unfamiliar vocabulary. Moreover, the students also tended to be passive and the teacher was the centred, and they do not focus during the learning process. When the teachers give the students some questions and asked them to give the answer directly, they could not answer or gave the responds quickly. According to the researcher’s observation during the learning process of reading, the students read the whole paragraph words by words, and then finally they got difficulties in transferring the information from the text quickly.
technique in every reading activity. Therefore, the researcher assumed that the students’ problems were also caused by the same old teaching technique used by the teacher and the teacher did not try other various techniques to encourage the students’ motivation to be more active in the classroom activities. By knowing the appropriate technique in reading, hopefully they were able to overcome their problems during the learning process of reading.
Predictive technique was one of the techniques which help the students to activate their awareness for the subject and also focus on their reading. Before the students read the whole text, they will be asked by teacher to predict what they will be read concerning the topic and the contents by giving some clues and supporting media like a picture. After making predictions, the students can read through the text and refine, revise, and verify their predictions. Thus, this technique was proposed to help the students when they get the problems in getting main idea and getting specific information from the text quickly.
Based on the explanation above, the researcher tried to compare the two techniques in teaching reading. Those techniques might overcome the students’ problems in comprehending the reading text quickly because it helped the students in comprehending the reading text quickly by predicting the content before they read the whole text. In this research, the researcher focused on narrative text because narrative text is one of reading texts that the students still get difficulties to comprehend the text, especially for getting main idea, getting specific information from the text quickly.
1.2. Identification of the Problems
Based on the background of the problem, there are five main problems that could be identified:
1. The students got difficulties in comprehending the reading text, especially for getting main idea and getting specific information from the text.
2. The students do not focus during the learning process. So, when the teacher give the students some questions and asked them to give the answer directly, they could not answer or give the responds quickly.
3. The students tend to be passive (Teacher-centred).
5. The teacher still applied the same old teaching technique and do not try other various techniques to encourage the students’ motivation to be more active in
the classroom activities.
1.3. Limitation of the Problems
In line with the identification of the problems above, the researcher focused the research on the students’ problems in comprehending the reading text, especially for getting main idea, finding the answer of question and getting specific information from the text. Motivate the students’ respond become more quickly and also the students’ participation during the learning activities. Moreover, this research was intended to find out the solution for the students’ problem in reading by comparing the two techniques and determine which one was more effective.
1.4. Formulation of the Problem
Based on the limitation of the problems, the researcher formulates the research problems as follows:
1. Is there any difference of students’ reading comprehension achievement between those taught through predictive technique and those taught through making inferences technique?
1.5. Objectives of the Research
In relation to the formulation of the problem above, the researcher determines the objectives of the research are as follows:
1. To investigate whether there is difference of students’ reading comprehension achievement between those taught through predictive technique and those taught through making inferences technique or not.
2. To determine which one of the two techniques is more effective for teaching reading comprehension.
1.6. Uses of the Research
The findings of the research may be beneficial both theoretically and practically: 1. Theoretically, the results of this research are expected to confirm and clarify
the existing theories about the effectiveness of teaching reading through predictive technique and making inferences technique.
2. Practically, the result gives the information to the teachers about the effectiveness of teaching reading through predictive and making inferences techniques to improve the students’ reading comprehension achievement.
1.7. Scope of the Research
Meanwhile, in the control class the researcher discussed the reading text that also concerned about some reading aspects without any supporting media. The materials were taken from English handbook and internet that were relevant to senior high school curriculum (KTSP).
1.8. Definition of Terms
There are some terms that the researcher used to make them clearer, as will be defined in the following sections:
Reading Comprehension
Reading comprehension is an active process which involves the interaction between thought and language. The readers use their prior knowledge for connecting words to their thoughts to get the information from reading the text.
Predictive Technique
Predictive technique is a technique in reading in which the reader is asked to apply his/her background knowledge as well by using the illustrative material.
Making Inferences Technique
Narrative Text
II. FRAME OF THEORIES
This chapter discusses the frame of theories which include several points, i.e. review of previous research, related literature, theoretical assumption, and hypothesis of the research.
2.1. Review of Previous Researches
In relation to this research, there are several previous studies which have been conducted by some researchers (see, e.g. Smith, 1999; Evinda, 2009; and Zweirs 2005) as the contribution for teaching reading activity at school.
Smith (1999) has conducted her study for Students College in Arizona University. Based on the result of her study about predictive technique, the finding shows that this technique helps the students to activate their awareness for the subject and they will focus on their reading. In addition, the students make a prediction and answer the questions given by the teacher quickly before they can read the whole paragraph by using their background knowledge, then they refine, revise, and verify their predictions after they read the whole text.
reading comprehension achievement by comparing the predictive technique and the conventional technique. The results show that the students’ mean scores within the experimental class increased significantly. So, she concluded that predictive technique could improve the students’ reading comprehension achievement.
Based on the explanation above, the researcher assumed that predictive technique might improve the students’ reading comprehension achievement. It helped the students activate their awareness for the subject and focus on their reading. It would become a solution for the students’ problem in comprehending text as the researcher’s explanation in the background of the problems.
Meanwhile, Zweirs (2005) conducted his study for the primary students in New Jersey. The results show that in making inferences process, the students use their own experiences and combine them with information gathered from the text. As the result, the students are able to create a new meaning or draw a conclusion that is not explicitly stated in the reading.
find out which one of the two techniques that was more effective to be applied in teaching reading at senior high school.
2.2. Review of Related Literature
For further explanation about the implementing of reading technique for successful reading, the researcher explained some related literature about the reading comprehension and the techniques towards the students’ achievement in reading comprehension.
2.2.1. Concept of Reading Comprehension
There are two kinds of reading activity, namely reading aloud and silent reading. Reading aloud is to change the written sign (form) into oral sign giving the meaning. The most important characteristic of reading aloud (oral reading) are pronunciation, tone, speed and pause. Meanwhile, silent reading uses the eyes and ability to understand the meaning of the written sign, thus comprehending the text will be given more emphasizes in silent reading which will be conducted in this research.
According to Doyle (2004), comprehension is a progressive skill in attaching meaning beginning at the same level and proceeding to attaching meaning to entire reading selection. All comprehension revolves around the reader’s ability in finding and determining main idea and topic sentence from the text.
In addition, Howart (2006) says reading is just as a communicative as any other form of language. It means that in reading, there is an interaction between the researcher and the researcher try to encode the messages to the readers. Then the readers try to decode the messages that sent by the researcher. Moreover, Walker (2004) states reading is a result of the interaction between the perceptions of graphic symbols and the written language form. In reading process, the reader tries to recreate the meaning intended by the researcher. From the description above, it can be stated that reading is a process that requires thought, students’ ability in understanding the meaning and the information from the text.
From the statement above, it can be said that in comprehending the texts the students have to know their technique in reading. It was also to make them easy to identify the specific information in the texts. One aspect that becomes essential in students’ reading in the reading technique. It has direct “link” in comprehension and strategy or technique. The researcher assumed that reading comprehension was students’ competence in comprehending the specific information, word and surface meaning in texts is described by students’ score with an appropriate
2.2.2. Aspects of Reading
There are five aspects of reading, namely main idea, specific information, references, inference, and vocabulary. The explanation was as follows:
1. Main Idea
Finding the main idea of a paragraph is one of the most important specific comprehension skills. Hancock (1987: 54) defines that the 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 important idea that the author develops throughout the 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
According to Latulippe (1986:20) reference are words or phrases used either before or after the reference in the reading material. When such words are used, they are signals to the reader to find the meaning elsewhere in the text.
4. Inference
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.
2.2.3. Concept of Narrative Text
According to School Based Curriculum (KTSP), there are many kinds of text, i.e. descriptive, procedure, recount, narrative, and news item. Kennedy (1981: 8-9) states that one of the foundations in reading is the ability to organize a series of facts, events or ideas into logical order. It was similar with the syllabus in KTSP where the teacher must introduce narrative text as one of genre of paragraph.
Based on English curriculum 2006 that is applied in senior high school in Indonesia, that is KTSP, the students are expected to comprehend the meaning of materials from various texts. One of them is narrative text. Why it is important because the students had to have the ability to look at and get the meaning of written text, that is called reading comprehension. Because of that, reading is very important to be taught to the students.
purpose of narrative text is to entertain, to tell story, or to provide an esthetic experience. Narrative text is written based on life experience and organized focusing at character oriented. It was built using descriptive familiar language and dialogue.
There are some genres of literary text which fit to be classified as the narrative text, namely: (1) Folktale, i.e. very old traditional story from a particular place that was originally passed on to people in a spoken form e.g., Malin Kundang. (2) Fairy tale, i.e. an old story about magic things happened intended for amusing and giving lessons, meanings, and moral values, e.g., Cinderella. (3) Fables, i.e. short stories, especially with animals as characters, which teach a lesson, e.g., The Smartest Animal. (4) Myth, i.e. a story from ancient times, especially one that was
told to explain about natural events or to describe the early history of place or people, e.g., Tangkuban Perahu.
A narrative text generally consists of the following structure:
1. Orientation is usually introducing the participants and informing the time and the place. It is the introduction of who / what, when and where. What text talks in general, who involves in the text, when and where it happens. 2. Evaluation retells a stepping back to evaluate the plight. In this part, it
tells about the first condition of the character before facing the problem. 3. Complication is usually describing the rising crises which the participants
have to do with.
4. Resolution is the phase where the participants solve the problem aroused by the conflict. It doesn’t matter whether the participants succeed or fail.
The point is the conflict becomes end.
5. Re- orientation indicates optional point. This means that the story not always uses this, and usually, it states the conclusions of the event based on the writer point of view.
Basically, narrative text often uses language features as follow: 1. Using processes verbs, for example run away, teach, etc.
2. Using temporal conjunction, for example once upon a time, one day,etc. 3. Using simple past tense, for example got angry, said, etc.
reference. Next, in complication, the teacher could explore more about the vocabulary. In the last stage, resolution, the teacher could ask the students to infer the story. Therefore, this is the essential relation in teaching reading of narrative text.
2.2.4. Concept of Predictive Technique
According to Smith (1999) prediction helps the reader to activate their awareness of the subject, and focus on their reading passage. In implementing the predictive reading technique, the teacher asks the students to apply their background knowledge (students’ experience) and help them to predict the text in order to comprehend and to interpret contextual meaning beyond the passage.
In addition, Forsten, Grant, and Hollas (2003) say that the prediction helps the readers connect what you know with what they are reading. Just as a detective looks for clues to solve a mystery, you can find clues in a text about upcoming events before you read the whole passage.
Meanwhile, Markstein, et al (1982: vi) states that predictive technique is a technique by using illustrative material (photograph, map, and graph) and the title. In predictive technique, the students discusses about:
2. What the picture tells them about the subject. By using picture, the students are encouraging to draw the content of the text on their mind to assist reading comprehension.
3. How they feel about the subject, taking care to examine in detail their past experience or knowledge of the subject. By using the extra clues, elicit more details, the students can predict the content of the text effectively.
The statement above tells us that predictive reading is a technique in reading in which the reader is asked to apply his/her background knowledge as well by using the illustrative material. Moreover, Cowan (2010) says prediction is an educated guess as to what will happen. The readers are guided such kind of question, like “what is going to happen next in the story”, “why did it happen?” before they can read the whole paragraph, but then they refine, revise, and verify their predictions after they read the whole paragraph.
2.2.4.1. Procedures of Teaching Reading through Predictive Technique According to Beers and Howell (2003), the steps of teaching reading comprehension through predictive technique are:
a. Predictive technique is introduced to the students. The teacher and the students are discussed the role/procedures of the teacher and learners in predictive technique.
Discuss the picture by asking the students some questions, for example: What happen? Who was involved in the story? How did the event happen? And write up responses on the board.
c. The students are asked to guess the content of story based on the picture by using their background knowledge. Then, ask a few more questions to help students predict the content of the text by using the extra clues, to find the main idea and supporting details after the teacher shows the text.
As the illustration:
1st step : The students are asked by the teacher “What do you think about the picture?” then also the students are asked to predict the topic of the text based on the prior knowledge after the teacher shows the picture.
2nd step: The students are asked by the teacher “What does the picture tells the about?” By using the picture, the students are encouraged to draw the content of the text on their mind to assist reading comprehension.
picture based on what they’re thinking about the picture, invite another
students to give the opinion and making discussion about it.
d. The students are distributed the gapped text (incomplete text) and asked to complete the gapped text.
e. The students are asked to read the text in front of the class after the teacher has distribute a complete text.
f. The students are asked to discuss the text with their friends and shared with the teacher about their problems.
g. The students are given the exercises and asked to do that exercise.
2.2.4.2. Advantages and Disadvantages of Predictive Technique There are some advantages and disadvantages of predictive technique: 1. Advantages of predictive reading technique:
a. Predictive reading motivates the students to use their schemata or background knowledge in reading the text. By using schemata and background knowledge, they more focus on the main point of their reading text.
b. By using accompanied picture, the students gives more attention to the reading text.
c. The teaching learning process can be more interesting by using picture and the activities which is use the student’s schemata or background knowledge to predict the story.
e. Predictive technique promotes feeling of well being and relaxation during the teaching learning process.
f. It is also encourages the students to be active participants and stimulates the students to express their idea and learn to respectothers opinions.
g. Predictive reading technique helps the readers to activate their awareness of the subject. It means that the reader’s concentration will be more focus.
2. Disadvantage of predictive reading technique:
a. The teacher was rather difficult to select reading materials, which are accompanied with suitable pictures.
b. The class will be noisy if the teacher can not handle the class well because the students tend be active during the learning process.
c. Sometimes, the teaching learning activity was still dominated with clever student and others can not be independent.
2.2.5. Concept of Making Inferences Technique
As they read, they imagine the situation about which they are reading, and they infer things the author has not told to readers about the text. Then infer why things happen, why characters behave, how the way they do, and how characters are feeling. The readers will enter the world created by the author, and you create images and inferences based on what the author tells the students and their own knowledge.
Calvo (2004) also stressesthe importance of the capacity of the working memory in making inferences while reading the text. If our working memory is good at holding provisional representations, it saves times integrating information as reading progresses. When the readers read more explicitly, they will understand about what they have read and they will save it for long period.
Hannon and Daneman (1998), represents the categories of making inferences in reading into 4: (1) identifying important passage words (2) activating important facts about those words (3) doing reasoning about those facts, computing relationships between the words (4) resulting a coherent abstract of discourse representation
predict the information from the text, learn about the unfamiliar words and increase their motivation in reading the text.
2.2.5.1. Procedures of Teaching Reading through Making Inferences
Technique
a. The students are introduced with making inferences technique. The teacher and the students are discussed the role/procedures of the teacher and learners in inference reading technique.
b. The students are given a reading text by the teacher and the teacher asks the students to read the text.
c. The students are asked to read the text, discuss the content of text by asking the students some questions, for example: What does happen in the story? Who was involved in the story? How did the event happen? Write up their responses on the board and also asks the students about the unfamiliar words. d. The students are asked to infer the content of story by using their schemata. e. The students are asked for a few more questions to help students elaborate their
opinion after read the text and discuss the unfamiliar words of the text, to find the main idea and supporting details.
e. The students are asked to find out the unfamiliar words and asks try to guess the meaning based on their schemata.
f. The students are asked to discuss the text with their friends and shared with the teacher about their problems.
2.2.5.2. Advantages and Disadvantages of Making Inferences Technique There are some advantages and disadvantages of teaching reading Comprehension through making inferences technique:
1. Advantages of Inference Reading Technique:
a. Making inferences technique helps the students to define difficult or unfamiliar words and develop their background knowledge in understanding content of the text.
b. The reading comprehension through making inferences technique motivates the students’ awareness in reading process.
c. Making inferences technique helps the students infer the information after they reading the whole text.
d. Making inferences technique gives students a chance to share knowledge and information that they have.
e. Making inferences technique avoids one students dominate each others.
2. Disadvantages of Inference Reading Technique: a. This technique needs a little bit time consuming.
b. The students might get bored and will be noisy if the teacher can not handle the class well.
c. The teacher needs a lot of energy and should be more active in the teaching learning activities in order to make the students more active during the lesson. d. Sometimes, The teaching learning activity was still dominated by the teacher
2.3. Theoretical Assumption
Based on the frame of theories, the researcher assumed that there was difference of students’ reading comprehension achievement between the students who are taught through predictive technique and those taught through making inferences technique. Moreover, based on the observation class, Predictive technique was more effective for the students in comprehending text and elaborates the students’ skill in predicting the story based on their own opinion and answering the questions given by the teacher quickly. They were interested to the related picture of the text given by the teacher, so they don’t get boring during the learning process and tend to be more active in the learning process. Meanwhile, the teaching reading through making inferences technique also gives the students motivate to the reading process, but without any supporting media such a picture used in predictive technique, the students get bored during the learning process. The teacher needs a lot of energy and should be more active in the teaching learning activities and sometimes, the teaching learning activity was still dominated by the teacher.
2.4. Hypothesis
Based on the frame of theory above, the researcher formulates the hypothesis as follows:
III. RESEARCH METHODS
This chapter discusses the design of this research and how to collect the data from the sample. In this chapter, the researcher also encloses the data collecting technique, the procedures of this research, the scoring system and how to analyze the data.
3.1. Research Design
This research is quantitative study which is intended to find out the significant difference of the students’ reading comprehension after the implementation of predictive technique and making inferences technique and to determine which of the two techniques is more effective. The design of the research used intact group pre-test post-test design which the sample was randomly assigned (Hatch and Farhady, 1982:22). The design used two classes as the experimental class and control class. The experimental class was treated through predictive technique. Meanwhile, in control class was treated through making inferences technique. The design of the research was as follow:
G1 = T1 X1 T2
G2 = T1 X2 T2
Notes:
G2 : Control group T1 : Pre-test T2 : Post-test
X1 : Treatment 1 (using predictive technique)
X2 : Treatment 2 (using making inferences technique)
Firstly, the pre-test was administered to identify the ability of the students before the students got the treatment. Then, the students were given 3 times treatments for the experimental class and control class. In each treatment the teaching reading was concerned about five reading aspects (main idea, specific information, references, inference, and vocabulary) through predictive technique for the experimental class and making inferences technique for the control class. Then, the post-test was administered to evaluate the students’ reading comprehension after the treatments.
3.2. Setting of the Research 1. Time
2. Place
This research was conducted for the second grade of SMAN 1 Kotagajah. There were seven classes of second grade at SMAN 1 Kotagajah. There were 224 of students and seven classes of second grade at SMA N 1 Kotagajah which consist of 32 students in every class.
3.3. Population and Sample
The population of this research was the second grade of SMAN 1 Kotagajah. There are 224 of students and seven classes of second grade at SMA N 1 Kotagajah which consist of 32 students in every class. One class was taken as the tryout class and two classes was taken as the samples of this research, one as the experimental class and the other as the control class. In determining the experimental class and control class, the researcher used random sampling technique, so the entire second classes got the same opportunity to be selected as samples. To determine which class was as the experimental class and control class, the researcher used coin by flipping it.
3.4. Variables
In this research there are two variables, they are:
1. The independent variables were predictive and making inferences techniques. The predictive and making inferences technique were the factors that might be influence reading achievement.
achievement was one factor that would be measured by the researcher or as the main topic to be discussed.
3.5. Data Collecting Techniques
In collecting the data, the researcher used the reading tests which consist of pre-test and post-pre-test. The results will be discussed in detail in the following sections:
3.5.1. Types of Data Collecting Technique a. Pre-Test
The pre-test was administered on August, 4th 2012 before the treatment, in order to know the competence of students in reading. The researcher used the objective test with four options of each item. One of the options was correct answer and the rests were as distracters. In order to see the complete elaboration of the result of pre-test can be found in chapter 4 (p.46).
b. Post-Test
3.5.2. Try Out of The Instruments and The Results
Before the data collecting technique were used, they were tried out to measure the quality of the instrument. A try out of the test was conducted before having the pre-test and the post-test to investigate the quality of the test items. It was carried out to make sure the quality of the instruments before the test was used to gather the data. The test was conducted on July, 31st 2012. The try out test was administered in the class which did not belong to the experimental class and control class that is XI Social 1 class. The test comprised for 50 items with time allocation 2 x 45 minutes.
3.5.2.1. Criteria of a Good Instrument
The instrument was said to have a good quality if it has a good validity, reliability, level of difficulty, and discrimination power. Therefore, the try out of the test was carried to achieve the objectives. The results of which are elaborated in the following sections:
3.5.2.1.1. Validity
supposed to measure, and the empirical validity was statistical evidence that a diagnostic instrument measures what it was supposed to measure. But, in this research the researcher used content validity and construct validity since the other two are considered to be less needed. Therefore, two types of validity used in this research as follows:
a. Content Validity
Content validity was extended to measure the sample of subject content. It means that the test was a good reflection of what has been taught and the knowledge of what the teacher wants his/her students need to know. The content validity of the test was reflected in the following table:
Table 1. Table of specification of try out test
No Objectives Item
Numbers
Total
Items Percentage 1 Identifying the main idea 1,7,12,21,24,29,3
Table 2. Table of specification of Pre-Test
No Objectives Item
Numbers
Total
Items Percentage 1 Identifying the main idea 1,7,12,21,22,26,2
8,33,35,36,37,38 12 30%
Table 3. Table of specification of Post-Test
No Objectives Item
Numbers
Total
Items Percentage 1 Identifying the main idea 1,3,7,11,14,22,24,
concern whether the test was actually in line with the language theory or not (Shohamy, 1985:74).
3.5.2.1.2. Reliability
Reliability was aimed to measure how accurate the result of test. In this research, the researcher used the split-half method to estimate the reliability of the test. To measure the coefficient reliability between the first half and the second half items, the researcher used the Pearson product moment formula as follows:
rk =
XY
x2
y2
Where:
rk : coefficient of reliability between the first half and the second half items X : total of items that the students got right in the first half of the test Y : total of items that the students got right in the second half of test
XY: total score of X times Y
x2 : total score of X2
y2 : total score of Y2(Lado: 1961 in Hughes. 1989:32) After having the reliability of the half of the test, the researcher used “Spearman Brown’s Prophecy formula” (Hatch and Farhady, 1982:246) to determine the coefficient correlation of whole items. The formula is:
Where:
rk : the reliability of the test rl : the reliability of half test
The criteria are: 0,90 – 1,00 is high
0,50 – 0,89 is moderate (satisfactory) 0,0 – 0,49 is low
After conducted the try out test, the result of reliability found through this research was 0.75 (see Appendix 5). By referring to the criteria of the reliability proposed by Hatch and Farhady (1982:268), the test had moderate or satisfactory reliability in the range of 0,50 – 0,89. It indicated that this instrument would produce consistent result when administered in the similar condition to the same participants and in different time (Hatch and Farhady, 1982).
3.5.2.1.3. Level of Difficulty
The test was used to measure the difficulties of the item test. The try out test had given before the treatment and the researcher counted the students correct answer. If the amount of students who answer correctly was higher than the amount of students who failed, it was assumed that the test is easy for the students. To determine the level of difficulty, the researcher used the following formula:
Where:
LD : Level of Difficulty
R : The number of students who answer correctly N : The total of students following the test.
The criteria are: researcher found that there were 8 items which were more than 0.70 which means that the items were easy and 2 items were below 0.30 which means difficult. Meanwhile there were 40 items which were between the ranges 0.30 – 0.70 or belonged to average.
3.5.2.1.4. Discrimination Power
Where:
DP : Discrimination Power
U : The number of upper group students who answer correctly L : The number of lower group students who answer correctly n : Total number of the students
The criteria are:
DP: 0.00-0.19 = Poor.
DP: 0.20-0.39 = Satisfactory. DP: 0.40-0.69 = Good. DP: 0.70-1.00 = Excellent.
DP: - (negative) = Bad items, should be omitted.
a. If the value is positive discrimination- a large number of more knowledgeable students then poor students get the item correct. If the value is zero, it means no discrimination.
b. If the value is negative, means that more low students than high level students get the item correct.
c. In general, the higher the discrimination index is better. But, in the classroom situation most items should be higher than 0.20 indexes.
discrimination power and positive value. In this research, the researcher omitted 10 items that were unsatisfactory to be used. Eventually, after analyzing the data, the researcher got 40 items were good and 10 items were poor and should be dropped. Then finally, the items tests that were administered were 40 items for pre-test and post-test.
3.6. Research Procedures
The research procedures of collecting data are as following: 1. Determining the Research Problems
Determining the Research Problems was aimed to determine the students’ commonly problems in reading activity, i.e. the students can not get the main idea and specific information quickly.
2. Determining the Population and Sample
Determining the population and sample was aimed to determine the students which were appropriate as the participation in this research. The classes were not divided in a matter of their cleverness but, it had chosen by using simple probability sampling by using flipping coin.
3. Preparing the Materials
The materials (reading tests) were chosen from the students’ textbook or the material from other sources, such as from internet.
4. Determining the Research Instruments
5. Administering Tryout Test
Tryout test was conducted before the pre-test and the post-test to investigate the quality of the test items, whether the test was appropriate for the students or not. The test consists of 50 items of multiple choices test.
6. Administering the Pre-Test
Pre-test was aimed to identify the ability of the students before the students got the treatment. The researcher used the objective test with four options of each item. One of the options was correct answer and the rests are as distracters.
7. Conducting the Treatments
Implementing the predictive for one experimental class and making inferences technique for the control class. To see the difference of their interest during the activity, the researcher gave the explanation about the techniques and exercises in reading activity.
8. Administering the Post-Test
Post-test was given after the treatment, to identify whether there is a difference between the students’ achievement in reading comprehension or not. It was also used to evaluate the students’ reading comprehension after giving the treatments.
9. Analyzing the Data
3.7. Data Analysis
Analyzing data was aimed to determine whether the students’ reading comprehension achievements increase or not. In analyzing the data, the researcher used the following steps:
1. Scoring the pre-test and post-test.
2. Tabulating the results of the test and calculating the score of pre-test and post-test
3. Drawing conclusion from tabulated results of pre-test and post-test by using independent group T-Test where the two means of two different groups (experimental and control group) were compared. The data was statistically computed through the statistical package for Social Science (SPSS) version 17.0.
3.7.1. Scoring System
In scoring the result of students’ scores in pre-test and post-test, the researcher used percentage correct system (Lyman, 1971:95). The percentage correct score was used to report the result of classroom achievement tests. The researcher calculated the average of pre-test and post-test by using this formula:
3.7.2. Calculating the Mean Score
Mean told us about how difficult or easy the test was. According to Heaton (1991, p.175), the mean score of one test is arithmetical average i.e. the sum of separate score which is divided by the total number of students. It was efficient to measure the central tendency, even it was not always appropriate. To calculate the mean, the researcher uses the formula as follow:
Where:
X : Mean
x : total scoresN : Number of students
(Heaton, 1991:175)
3.8. Data Treatment
According to Hatch and Farhady (1982) in Setiyadi (2006: 168-169), using t-test for hypothesis testing has three basic assumptions:
a. The data is interval or ratio
b. The data is taken from random sample in a population c. The data is distributed normally.
Therefore, the researcher used these following procedures in data treatment:
1. Random Test
This test was used to make sure whether the data are random or not. The researcher used SPSS version 17.0. In this case, the researcher used mean as the cit point run test.
The hypothesis if for the random test is formulated as follows: H0 : the data is not random
H1 : the data is random
In this research report, the criteria for the hypothesis are:
H1 is accepted if sig > . In this case, the researcher uses the level of significant 0.05.
2. Normality Test
The researcher used normality test to investigate whether the data from the experimental class and control class are normally distributed or not. The hypothesis for the normality test is as follows:
H0 : the data is not distributed normally H1 : the data is distributed normally The criteria are:
H1 is accepted if sig > . In this case, the researcher uses the level of significant 0.05.
3. Homogeneity Test
This test was used to know the data from the experimental class and control class are homogenous or not. In this research, the researcher used Independent Samples Test in SPSS 17.0 to know the homogeneity of the test. The hypothesis for homogeneity of variance test was:
The criteria are: independent group T-test to know the level of significance of the treatment effect by using this formula:
With:
Where:
: Mean from the difference pre-test and post-test of experimental class
: Mean from the difference pre-test and post-test of control class
: Standard error of differences between means
n : Subjects on sample
The criteria are:
V. CONCLUSIONS AND SUGGESTIONS
5.1. Conclusions
In line with the results of the data analysis and discussion, the following conclusions are drawn:
a. There was a significant difference of students’ reading comprehension achievement between those who are taught through predictive technique and those who are taught through making inferences technique at the second grade of SMAN 1 Kotagajah. The mean difference was 9.32 meaning that the experimental class gained 9.32 which was higher than control class based on the posttest result. Besides that, the significant value of the posttest in both classes was 0.000 that was lower than 0.05 (0.000 < 0.05). t-value was higher than t-table (5.841 > 2.000).
significant value of posttest in both classes was 0.000 (p= 0.000) that was lower than 0.05 (0.000 < 0.05). value was 5.841 which was higher than t-table 2000 at the level of significant 0.05.
5.2. Suggestions
According to the conclusions above, the researcher recommends predictive technique can be made as alternative in teaching reading and gave some suggestions as follows:
1. Since predictive technique makes the teaching learning process more effective, the researcher suggests to the teachers to apply predictive technique because by using accompanied picture, the students give more attention to their lesson.
2. By using predictive technique, the students are promotes feeling of well being and relaxation during the teaching learning process.
3. For the further researchers can apply predictive technique because it is also encourage the students to be active participants and stimulates the students to express their idea and learn to respectothers opinions.
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x
1.2. Identification of the Problems……… 4
1.3. Limitation of the Problems ……… 4
2.2. Review of Related Literature ………..………. 11
2.2.1. Concept of Reading Comprehension ………... 11
2.2.2. Aspects of Reading …...……….. 13
2.2.3. Concept of Narrative Text ………. 14
2.2.4. Concept of Predictive Technique ……….….. 17
2.2.4.1. Procedures of Teaching Reading through Predictive Technique ……….. 18
2.2.4.2. Advantages and Disadvantages of Predictive Technique ……… 20
2.2.5. Concept of Making Inferences Technique ………….…… 21
2.2.5.1. Procedures of Teaching Reading through Making Inferences Technique ………… 23
xi
4.1.5. The Increase of Students’ Reading Comprehension Achievement ………... 49
4.1.6. Hypothesis Testing ……… 50
4.2. Discussions of Findings……….. 52
4.2.1. Students Reading Comprehension Achievement ……… 52
4.2.2. The Effectiveness of Reading Techniques ……… . 62
V. CONCLUSIONS AND SUGGESTIONS 5.1. Conclusions ……… 66
5.2. Suggestions ……… 67
REFERENCES ……… 68
