PANGKALAN KERINCI
BY : YUNIARTI SIN. 11810423401
FACULTY OF EDUCATION AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU
PEKANBARU
1444 H / 2023 M
PANGKALAN KERINCI
BY : YUNIARTI SIN. 11810423401
Thesis
Submitted to Fulfill One of Requirement For Undergradute degree in English Education
(S.Pd)
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATION AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU
PEKANBARU
1444 H / 2023 M
i
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In the name of Allah, the Lord of the World. The Beneficent and the most Merciful, Praises belong to Allah Almighty. By His guidance and blessing, the researcher has accomplished the final research paper as an academic requirement to finish his bachelor degree. Then, My sholawat and salam always be presented to the last messenger of Allah, Prophet Muhammad SAW. My deepest gratitude goes to the researcher’s parents, Musa and Syarlina and all of my beloved family, Thank you so much for the unflagging love and unconditional support throughout his life, the researcher could ever never replay for everything that you all have given to. The researcher would like to show her gratitude to all beloved people that have encouraged, motivated even helped the researcher in finishing the paper.
They are:
1. Prof. Dr. Hairunas, M.Ag., Rector of State Islamic University of Sultan Syarif Kasim Riau. Prof. Dr. Hj. Helmiati, M.Ag., as the Vice of Rector I. Dr. H. Mas’ud Zein, M.Pd., as Vice of Rector II, Prof. Edi Erwan, S.pt.,M.Sc.,ph.D., as Vice of Rector III all staff. Thanks for your kindness and encouragement.
2. Dr.H. Kadar, M.Ag., the Dean of Faculty of Education and Teacher Training, State Islamic University of Sultan Syarif Kasim Riau. Dr. H. Zarkasih, M.Ag., the Vice of Dean I. Dr. Zubaidah Amir, MZ., M.Pd., the Vice of Dean II. Dr. Amirah Diniaty, M.Pd,Kons., the Vice of Dean III and all staff. Thank for kindness and encouragement.
3. Dr. Faurina Anastasia, SS., M.Hum., the Head of English Education Department, who has given correction, suggestion, support and guidance in completing the thesis.
4. Dr. Nur Aisyah Zulkifli, M.Pd., the Secretary of Department of English Education, for her guidance to the students.
iv suggestions and support.
7. All lecturers of English Education Department who has given suggestions and motivations. They have taught and transferred their knowledge during the courses.
8. The Headmaster of SMA Negeri 1 Pangkalan Kerinci, Drs. Adroni, M.Pd., that is admitted as a good leader and the English teacher, Anita Maria Sofa, S.Pd., all staffs and also all students who provided her with the opportunity to collect the data.
9. The researcher’s classmates of EED 2018, the researcher beloved friends, such as Herlia Nursyahrina, Aisyah and Mia Anggraini.
Finally, the researcher realizes that the thesis is still far from perfections.
Therefore, constructive comments, critiques and suggestions are appreciated very much. May Allah Almighty the lord of universe blesses them all. Aamiin.
Pekanbaru, 22 October 2022
The researcher
Yuniarti SIN. 11810423401
v Pangkalan Kerinci
This research was conducted based on the problems faced by the students in learning English especially in reading narrative text. The researcher use Board Game to improve students’ reading comprehension in narrative text. The research design was an experimental. The population of the research was the tenth grade students of SMA Negeri 1 Pangkalan Kerinci in academic year 2022/2023, consisted of nine classes. Total population was 321 students. The sample classes were 64 taken from two classes (32 students in each class). To collect the data the this research used pre-test and post-test. The technique of analyzing data was an independent sample t-test and it was eased by using SPSS 26 program. This research finding the mean of the students in control class are classified into Good category which the score was 73. The majority of the students in the experimental class after being taught by using Board Game were classified as Very Good, which the mean score was 80.625. There was significant effect on students’
reading comprehension taught by using Board Game. Eta square was 0.07 its mean the effect size has Moderate effect. Based on the research findings, the researcher concluded that there was a significant effect of students’ reading comprehension taught by using Board Game.
vi Pangkalan Kerinci
Penelitian ini dilakukan berdasarkan masalah yang dihadapi siswa dalam belajar bahasa Inggris khususnya dalam membaca teks naratif. Peneliti menggunakan Board Game untuk meningkatkan pemahaman membaca siswa dalam teks naratif.
Desain penelitian adalah eksperimen. Populasi penelitian ini adalah siswa kelas X SMA Negeri 1 Pangkalan Kerinci tahun pelajaran 2022/2023 yang terdiri dari sembilan kelas. Jumlah populasi sebanyak 321 siswa. Sampel kelas sebanyak 64 orang yang diambil dari dua kelas (32 siswa per kelas). Untuk mengumpulkan data penelitian ini menggunakan pre-test dan post-test. Teknik analisis data adalah independent sample t-test dan dipermudah dengan program SPSS 26. Penelitian ini menemukan rata-rata siswa di kelas kontrol tergolong dalam kategori Baik dengan skor 73. Mayoritas siswa di kelas eksperimen setelah diajar menggunakan Board Game tergolong Sangat Baik, dengan skor rata-rata 80,625. Ada pengaruh yang signifikan terhadap pemahaman membaca siswa yang diajarkan dengan menggunakan Board Game. Kuadrat eta adalah 0,07 artinya ukuran efek memiliki efek Sedang. Berdasarkan temuan penelitian, peneliti menyimpulkan bahwa terdapat pengaruh yang signifikan terhadap pemahaman membaca siswa yang diajar dengan menggunakan Board Game.
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في ةصاخو ،ةيزيلنجلإا ةغللا ملعت في ذيملاتلا اههجاوي تيلا تلاكشلما ىلع ًءانب ثحبلا اذه ءارجإ تم
.ةيدرسلا صوصنلا ةءارق ا
مدختس ت ثحابلا ة عل ينسحتل ةلواطلا ةب ةراهم
ةءارق لا مهف ل صوصنلا في ذيملاتل
عمتمج .بييرتج ثحبلا ميمصت .ةيدرسلا ه
نم ذيملات فصلا 10 في ةيموكلحا ةيوناثلا ةسردلما 1
يجنيرك نلااكنجاب
يساردلا ماعلل 2022
/ 2023 ةعست نم نوكتي يذلاو فوفص
ناكسلا عوممج . 321
اذيملت لا ةنيع . فص يه
اًصخش 64 تم مهذخأ نم ينفص ( 32 فص لكل اذيملت يلبقلا رابتخلاا مادختساب ثحبلا تانايب عجم .)
.يدعبلاو و رابتخا نع ةرابع تانايبلا ليلتح ةينقت -
لما ت مادختساب اهليهست تمو ةنيعلل لقتس ةمزلحا جمانرب
ةيعامتجلاا مولعلل ةيئاصحلإا 26
ةيبلاغ نأ ثحبلا اذه دجوو . ذيملاتلا
لا في فص طباضلا ةجردب ةديج ةئف في
73 . و يبلاغ مهت في فصلا دعب بييرجتلا مهميلعت تم
مادختساب ةبعل
هفينصت تم ةلواطلا م
نهأ ىلع ةئف في م ةديج
طسوتبم ،اًدج 80.625
. كانه يرثأت يربك ىلع مهف ةءارقلا ىدل ذيملاتلا نيذلا تم مادختساب مهميلعت ةبعل
ةلواطلا . عبرم اتيإ 0.07 امم نيعي نأ مجح يرثأتلا صلخ ،ثحبلا جئاتن ىلع ًءانب .لدتعم يرثأت هل ت
ثحابلا ة لىإ
ارقلا مهف ىلع اًيربك اًيرثأت كانه نأ ةء
ذيملاتلل مادختساب مهميلعت تم نيذلا ةبعل
.ةلواطلا
viii
EXAMINER APPROVAL ... ii
ACKNOWLEDGEMENT ... iii
ABSTRACT ... v
ABSTRAK ... vi
صخلم
... viiLIST OF CONTENTS ... viii
LIST OF TABLE... ix
LIST OF APPENDICES... xii
CHAPTER I INTRODUCTION A. Background of the Problem ... 1
B. The Problem ... 4
1. Identification of the Problem ... 4
2. Limitation of the Problem ... 5
3. Formulation of the Problem ... 5
C. Objectives and Significance of the Research ... 6
1. Objectives of the Research ... 6
2. Significance of the Research ... 6
D. Definition of the Term ... 7
1. Board Game ... 7
2. Reading Comprehension ... 8
3. Narrative Text ... 8
CHAPTER II LITERATURE REVIEW A. Theoretical Framework ... 9
1. Reading ... 9
2. Board Game ... 15
B. Relevant Research ... 24
C. Operational Concept ... 27
ix
B. Location and Time of the Research ... 33
C. Subject and Object of the Research ... 33
D. Population and Sample of the Research ... 33
E. Technique of Data Collection ... 34
F. The Research Procedure ... 36
G. Validity and Reliability ... 38
H. Technique of Data Analysis ... 42
CHAPTER IV FINDINGS AND DISCUSSION A. Findings ... 45
B. Discussion ... 54
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 60
B. Suggestion ... 60 REFERENCES
APPENDICES
CURRICULUM VITAE
x
Table III.2 The Population of Students Grade X at SMA Negeri 1 Pangkalan
Kerinci ... 34
Table III.3 The Blue Print of Pretest and Posttest ... 36
Table III.4 Validity Test ... 40
Table III.5 Reliability Statistic ... 42
Table III.6 The Classification of Students’ Score ... 43
Table IV.1 The Data of Experiment Class of Students Reading Comprehension taught with using Board Game ... 45
Table IV.2 The Classification of Students’ Score of Pre-Test in Experimental Class... 47
Table IV.3 The Classification of Students’ Score of Post-Test in Experimental Class... 48
Table IV.4 The Descriptive Statistic of Experiment Class ... 49
Table IV.5 The Data of Control Class of Students Reading Comprehension taught without using Board Game... 50
Table IV.6 The Classification of Students’ Score of Pre-Test in Control Class ... 51
Table IV.7 The Classification of Students’ Score of Post-Test in Control Class ... 52
Table IV.8 Descriptive Statistic of Control Class ... 53
Table IV.9 Description Of Pre-Test and Post-Test Score of Both Experimental Class and Control Classes ... 53
Table IV.10 Test of Normality ... 55
Table IV.11 Test of Homogeneity of Variance ... 56
Table IV.12 Group Statistic ... 57
Table IV.13 Independent Sample T-test ... 57
xi Appendix 2 Observational Checklist Appendix 3 Blue Print of the Test Appendix 4 Instrument of the Research Appendix 5 Decision Letters of Supervisor Appendix 6 Research Letters
Appendix 7 Documentation
1 A. Background of the Problem
Besides listening, speaking and writing, reading is one of the language skills that English learners must be mastered. Reading is regarded to be the primary means of learning new knowledge and obtaining access to alternative descriptions and interpretations in academic settings (Murcia, 2011). When someone considers the number of levels and components that must be mastered, reading is a remarkable accomplishment. Consider how long it takes you to read a short story. Graphemes, phonemes, and morphemes are all present in the words.
Syntactic structure, propositions, and stylistic characteristics are all present in sentences. Deep understanding of the sentences necessitates the creation of noun referents, a discourse focus, presumptions, and credible inferences. (Graesser, 2007)
Reading can be difficult, especially when the subject matter is unfamiliar, specialized, or complicated. Furthermore, comprehension is always a challenge for some readers. They may grasp each word on its own, but connecting them into meaningful thoughts isn't always as easy as it should be. These readers can decode the words, but they lack the ability to understand the underlying, deeper meaning of the phrases, paragraphs, and complete text. The ability to understand the ideas and links between ideas provided in a text is referred to as comprehension (McNamara, 2006).
In Senior High School, the types of English texts are narrative, descriptive, recount, and procedure. These topics are covered from the first to the last semester. Due to the wide range of text classifications, the current study will concentrate on students' problems in comprehend the meaning of the text, especially in narrative text, because narrative text has language features that are different from other texts, this is a challenge for students to grasp the text well.
Based on the researchers’ interview result on 5th October 2021, the English teacher at SMA Negeri 1 Pangkalan Kerinci said that most of the students have difficulty in reading comprehension, especially in achieving the basic competencies that have been set by the school curriculum.It occurs because they are not accustomed to reading english text, which makes it difficult for them to comprehend the meaning of the each paragraph. Even though the teacher has implemented several strategies and methods in learning during the reading comprehension session, such as using the strategy of holding literacy before the lesson begins and using Discovery Learning method and Problem Based Learning method but the method that has been used does not have a significant impact in improving students' reading comprehension. The indication is that the students were not able to achieve Minimum competency criterion (KKM), that is 70.
Although this is not the KKM for reading, bur most of Competency Standard that should be mastered by the students is about reading texts, passages or dialogs.
Therefore, in teaching English, the teacher can use some strategies, because the suitable strategy is expected to make students feel easier to comprehend English text during reading session. Using a suitable strategy such as
a game is one of the efforts of the teacher that can encourage students to improve their skills in learning English. One of the games that can be used by the teacher is Board Game to improve students’ reading comprehension. Based on (Fitzpatrick, 2011), Board games necessarily take what you've read into action, which might help you improve your reading comprehension. Assist students in reading the directions for a new board game or reviewing the rules of a favorite old game.
Asking if they'd like to make any small changes to the rules or game play, and then put their suggestions into action. The teacher can also utilize games to assist students build settings in which the language is useful and meaningful. Almost everyone enjoys games since they can help them break their monotony while also allowing them to learn a language and have fun. However, it is dependent on the game's suitability and the player's position.
A board game is a game in which counters or pieces are moved or arranged according to a set of rules on a pre-marked surface or "board." We should be familiar with board games because we use them in our daily lives.
Monopoly, snakes & ladders, mahjong, and a variety of other board games are included. In other words, the students must be well-versed in this game and how to play it. A board game is a type of game that can be played by a small or large group. Players must follow a set of rules, deal with money, roll dice, make judgments, and try to win the game. (Moursund, 2007).
Most of the research has inverstigate the use of Board Game in teaching such as; (Faizah, 2019), who did research on the effect of using jeopardy and board game on students' reading comprehension at Global Cendekia Vocational
High School of Kampar Regency; then (Amelia, 2015) who did research on the effectives of using Board Games toward students’ speaking skill. (Khikmah, 2016), who did research on the use of Scattergories Board Game to improve students’ vocabulary mastery and reading comprehension for the eight year students of SMP Islam Sudirman Ambarawa in the academic year of 2016/2017.
The fourth previous study is related to reading comprehension, it was conducted by (Amira, 2016) which entitled, “The Use Of Think Pair Share Technique on Students’ Reading Comprehension in Narrative Text at Islamic Senior High School Daarun Nahdhah Thawalib Bangkinang”. This research was conducted based on the problems faced by the students in learning English especially in reading narrative text.
Based on the phenomena mentioned above, it is clear that certain students are still having difficulty learning English, particularly in terms of comprehending the meaning of narrative material. As a result, based on the problems researcher mentioned above and in order to increase students' reading comprehension, it is required to investigate the problems above in a research project entitled: “The Effect of Using Board Game to Improve Students’ Reading Comprehension in Narrative Text of the Tenth Grade Students at SMA Negeri 1 Pangkalan Kerinci”.
B. The Problem
1. Identification of the Problem
Based on the background of the problem, the problems can be identified of this research as follows: some students not able to identify the factual information,
some students not able to identify the main idea, some students not able to consider the definition of difficult word, some students not able to determine the references, some students not able to identify the inference, some students not able to identify generic structure in narrative text, some of the students not able to identify language features in narrative text.
1. Limitation of the Problem
According to the identification of the problem mentioned above, it is evident that there are numerous problem involves. As a result, the writer must limit the problems to the students' reading comprehension in narrative text.
However, the components of reading comprehension as follows, students are able to identify the factual information, main idea, difficult word, references and inference. Board games will be used as a media for teaching reading comprehension to help students comprehend. The study involved tenth-grade students from SMA Negeri 1 Pangkalan Kerinci.
2. Formulation of the Problem
Based on limitation above, the researcher formulated some questions in following:
a. How is the students’ reading comprehension taught with and without using board game of the tenth grade students of SMA Negeri 1 Pangkalan Kerinci?
b. Is there any significant effect in students’ reading comprehension in narrative text by using board game and without using board
game at the tenth grade students of SMA Negeri 1 Pangkalan Kerinci?
C. The Objective and Signifiance of the Research 1. The Objective of the Research
Based on the formulation above, the researcher want to find out the objective are formulated in the following research objectives:
a. To examine Students’ reading comprehension taught with and without using Board Game at SMA Negeri 1 Pangkalan Kerinci.
b. To determine whether or not significant effect of using Board Game on students’ reading comprehension in narrative text of the tenth grade at at SMA Negeri 1 Pangkalan Kerinci
2. The Significance of the Research
The researcher expect that this study will be valuable, particularly in terms of using a board game to help learners improve their reading comprehension. As stated below, the researcher expects that this research would be beneficial to instructors, and students of SMA Negeri 1 Pangkalan Kerinci in the academic year 2021/2022. Theoretically, based on (Fitzpatrick, 2011) stated that Board games necessarily take what you've read into action, which might help you improve your reading comprehension, so board game is expected to motivate students to master English lessons especially on reading comprehension, and make them enjoy while learn English.
Then, in practically this study is expected to encourage English teachers using this strategy in their reading classes by implement new strategies such as by
using media and playing a game to help learners enjoy and relax during the teaching and learning process. The last, because of the well-trained teachers and good student performance, the study's is expected to assist in achieving improved educational quality.
D. Definition of the Key Term
The researcher provides the following definitions to explain and avoid misunderstanding and ambiguity about the meaning of the terms used in this study:
1. Board Game
Board games mean to either traditional American board games with little instructional value or educational products masquerading as games. (Harris, 2010).
A board game is a game in which counters or pieces are moved or arranged as shown in a set of rules on a pre-marked surface or "board." Games can be defined as the fundamental strategy, probability (e.g. rolling dice), or a combination of the two, and they almost always involve a goal for the player to pursue. The majority of modern board games are still oriented on defeating other players in terms of counters, winning position, or point accumulation (Regina, 2012). Meanwhile, in this study, board game is a game that the researcher use to see how it affects students' reading comprehension of narrative texts in tenth grade students at SMA Negeri 1 Pangkalan Kerinci.
2. Reading Comprehension
Reading comprehension is a multifaceted, extremely complicated process that involves various interactions between readers and the information they bring to the text (prior knowledge, method use), as well as text-specific variables (interest in text, understanding of text types) (Klingner, 2007). However, reading comprehension is a complex process to grasp the meaning of the text.
3. Narrative Text
According to (Anderson, 1997), a narrative text is one that is designed to entertain the reader or listener. However, narratives can be written to teach or enlighten, to change attitudes or social beliefs, or to demonstrate a story's moral.
Fantasy novels, historical fiction, and short stories are forms of narrative text. In short narrative text is a text that is created to entertain the reader but still has moral messages.
9 A. Theoretical Framework
1. Reading
The use of English as a library language also implies that, of the three language skills of speaking, reading, and writing, the reading skill is the most important, and it should be developed to a high degree in students so that they can read all general and technical reference material written in English, take notes, and use it for their purposes. Reading is understanding the meaning of printed words, also known as written symbols. Reading is such active process that involves recognition, comprehension, and recognition. Reading is a crucial function in one's life because it allows one to keep up with current events (Patel, 2008).
Furthermore, reading is a set of skills that entails making sense of the printed word and obtaining meaning from it. To read we should be able to interpret printed words and comprehend what we read in order to read (Nunan, 2005). To understand the meaning of the text that we read, we should comprehend it. Reading text without comprehend the text is worthless. Reading involves comprehending what you're reading.
However in Wolley (2011), Bishop and Snowling (2004); Vellutino et al.
(2004) stated that reading is primarily a language skill, not merely a visual one. It is also obvious that linguistic features such as phonological abilities are more
important than semantic and syntactic skills as crucial skills for beginning reading ability. As a result, if older students are expected to focus more on text comprehension rather than single-word reading, syntactic abilities will play a larger part in their reading development.
a. Reading Comprehension
Reading comprehension is a multidimensional, extremely complex process that involves several interactions between readers and what they bring to the text (prior knowledge, method use), as well as text-specific elements (interest in text, understanding of text types) (Klingner, 2007). Meanwhile, understanding the meaning of context, vocabulary, grammatical structure, and concepts is required for reading comprehension (Patel, 2008).
The target of reading is comprehension. Understanding the reading text is the most important thing in reading process, since the aim of this activity is to comprehend the meaning or obtain information from a text. The process of extracting meaning from text is known as reading comprehension. Rather than discovering meaning from isolated words or sentences, the goal is to develop a wide comprehension of what is described in the text (Wolley, 2011). In Addition, comprehension is crucial part of learning to activate and use prior knowledge (Moreillon, 2007).
According King and Stanley (1998) there are five components that can support students ’ reading comprehension carefully:
a. The first point is to get factual information. Readers must analyze specific details to find factual information. The WH
question word is frequently used in factual information questions.
b. The second point is to identify the main idea. Finding the ideas was crucial since it not only helped me understand the text, but it also helped me remember it afterwards.
c. The third point to consider is the definition of a difficult word.
It indicates that by associating the close meaning of unfamiliar terms to the text, readers might improve their guessing skill for words they are unfamiliar with.
d. The fourth point is to determine references. It would be monotonous to have the same word or phrase repeated in each paragraph of a work. It is possible to use references of the word to avoid the repetition of the word. It, she, he, this, and other pronouns are frequently used in reference words.
e. The fifth point is making inference. A reader's ability to read between the lines is known as inference. according to King and Stanley, Drawing logical inferences and producing accurate predictions are the two primary aspects of inference b. Reading Comprehension of Narrative Text
Different texts accomplish different goals (Kalantzis, 2000). A narrative text's primary goal is to tell a story. Characters, plot or conflict, and setting are all present in narrative text. The author's imagination is usually used to write narrative texts. Fairy tales, mysteries, science fiction, romances, horror stories,
parables, fables, and moral tales, myths and legends, as well as historical narratives are all included. A narrative text is a type of reading text that is intended to tell the reader a story or an event. The author of a narrative text tries to tell the story in such a way that the reader can clearly follow the storyline.
A narrative text is one that is intended to entertain the reader or listener (Anderson, 1997). However, narratives can be written to teach or enlighten, to change attitudes or social beliefs, or to demonstrate a story's moral. Fantasy novels, historical fiction, and short stories are examples of narrative text. A narrative text is a piece of writing in which a tale is told, with the facts being either fictional or true.
a. Social Function of Narrative Text
Hasibuan and Ansyari (2007) explained that the The function of narrative text is to entertain, inspire, excite emotions, motivate, guide, and instruct the readers, according to the author.
b. The Generic Structure of Narrative Text
Based on (Anderson, 1997) The generic structures of narrative text are as follows:
1. Orientation
In which the narrator tells the audience about what, when and where the action is happening.
2. Complication
Tells the beginning of the problem which leads to the crisis of the main of participant.
3. Resolution
Provides the final series of the events either in happy or sad ending.
c. Language Features
According to Gerot and Wignell, (1994) The language features of narrative text as follows; it focuses on specific participants, using of Material, Behavioral, and Verbal Processes, using of Relational Proccesses and Mental Processes, using of temporal conjuctions and temporal Circumtances and using of simple past tense.
Therefore, specific participants mean the participants in the story is not general. material process is simply the process of doing which means that some entity does the action and may be done to other entity by Halliday (1994).
(Eggins, 2004) defines the term behavioural processes as the processes of physicological and psychological behaviour that are in the middle of material and mental processes. The sentence that can answer the question “what did you say?” is called as the verbal process meanwhile, relational processes is the processes of being (Halliday, 1994).
d. Assessment of Reading Comprehension of Narrative Text
Comprehending the text is the goal of reading. Teaching reading can be meant as facilitate students’ performance in comprehending texts, and provide
students with many opportunities for practice are encourage in a number of comprehension enhancing the best known of which are reciprocal teaching, cooperative learning and reading recovery.
According to Coffman and Reed (2010) in (Amira, 2016), It should be taught to the students that narratives are connected. Connectivity is based on important or central information in the causal chain. It implies that the narratives contain material that ties the story together from beginning to end.
The purpose of reading also determines the appropriate approach to reading comprehension. Moreover, teaching reading will not be successful if the students only read the words, without any understanding the message being read. According to Smith and Robinson in (Suharti, 2011) understanding is synonymous with comprehension. Reading comprehension is a mental process in which the reader comprehends the writer's ideas and applies them to his or her own needs. As a result, mastering reading comprehension is essential for students. The process of understanding meaning will flow easily if the students understand the text. There are certain types of texts that students in senior high school are taught when learning English. Text genres are split into two categories: tale genres and factual genres. Descriptive, recount, and narrative texts are the three types of fiction genre texts. Procedure, explanation, exposition, report, discussion, review, and announcement are among the factual genres. The functional texts taught to tenth grade students at SMA Negeri 1 Pangkalan Kerinci are narrative, descriptive, and recount, according to the school's syllabus. The researcher concentrated on narrative text in this
study.Reading narrative text is not difficult if the student knows about narrative itself. When the students read the narrative text, they have to know about the definition of narrative text, the important parts occur in narrative text, and knowing about the purpose of narrative text.
A narrative text is one that conveys a story about past events. Some events in the story are given to amuse the readers or listeners. As a result, written narrative texts are intended to entertain the audience (Mahendra, 2014).
A narrative text, according to the definitions above, is a text that tells a story in a chronological order. Students play a role as the active readers in learning reading narrative text.
2. Board Game
a. The Nature of Board Game
Modern board games go with a variety of names. These are sometimes referred to as eurogames or european-style board games to represent their style (rather than their origin). This acknowledges Germany's recent game design renaissance, which has resulted in a rise of modern games. Designer games are another name for these new board games. Modern board games, unlike older games, frequently have the game designer's name on the box cover. Gamers will follow game designers whom might work with multiple publishers, just as readers will follow authors. We'll use the terminology "designer games" throughout this book to refer to card games that don't have a board. American board games such as Chutes and Ladders, Candy Land, Monopoly, Sorry! and Life are popular in the United States. The basic game mechanic in all of these is rolling dice and moving
the number of spaces represented on the dice. Something happens depending on where the player's pawn lands on the board. This simple mechanic provides for simple games to learn, but it doesn't deliver much in the way of intellectual interest. Though there are certain financial decisions to be made in monopoly, the opportunity to make those decisions is determined by the throw of the dice. In these games, luck takes precedence over all other factors. Designer games are more commonly structured around a set of shared features, while some still include a chance element (Harris, 2010).
In such a game, the rules allow for some type of communication between the two or more players of a team. This is common in board games like monopoly and card games like hearts. Several additional board games shared some of the same traits. Players must follow a set of rules, deal with money, roll dice, make decisions, and try to win the game (Moursund, 2007). However, board games are an adaptable asset in the classroom because board games can be used as appropriate for native speakers. Examples of popular board games are Monopoly, Snakes and Ladders. Board games have also been used to teach children basic facts and information about the world they live in (Chang and J. Gogswell, 2008).
Board game mechanics are mechanics that are played cooperatively. In this style of play, players work together as a team against the game itself and there are two main subgroups of cooperative games: true cooperative games and traitor based games. Cooperative board games tend to be built around closed systems that have the player move around a track completing the current objective (Harris, 2010). Competitive games and cooperative games are two types of board games.
In the first, the emphasis is on winning or losing, which can motivate players to try their hardest to win. In cooperative games, the emphasis is on teamwork, which can lead to greater learning results (Faig, 2020)
b. Teaching reading comprehension by using board game
Monopoly is a multi-player economics-themed board game. In the game, players roll two dice to move around the game board, buying and trading properties, and developing them with houses and hotels. Players collect rent from their opponents, with the goal being to drive them into bankruptcy. Money can also be gained or lost through Chance and Community Chest cards, and tax squares. Players receive a stipend every time they pass "Go", and can end up in jail, from which they cannot move until they have met one of three conditions.
The game has numerous house rules, and hundreds of different editions exist, as well as many spin-offs and related media. (Wikipedia)
However there is some need to understand property values and select good matches for currently owned property in monopoly, these options are still severely limited by random dice rolls. Bloom's taxonomy, on the other hand, represents a continuum of possible educational aims rather than a hierarchy. The degrees of knowledge and comprehension are neither lower or higher than others; they are simply more straightforward in that they demand less independent interpretation.
(Harris, 2010).
Image II. 1 Monopoly Board Game
Before implementing the monopoly board game, Sugar (2002) stated that the following preliminaries are the in-class procedures prior to actual game play that help create the structure for the game and a game play environment. They may include these activities:
1. Dividing the class into subgroups or teams.
2. Seating each team at its own table.
3. Getting players lined up in established game play areas.
4. Having teams select team names.
5. Getting teams to assign roles to players and establishing procedures for knowing which team member should respond to a question.
6. Distributing game materials, including game sheets and paper and pencils.
7. Distributing score sheets, question or problem sheets, and other game materials and props.
8. Displaying game information and player instructions.
Hereafter, the processes of monopoly board game such as; players roll two dice to move around the game board, buying and trading properties and
developing them with houses and hotels. Players collect rent from their
opponents, aiming to drive them into bankruptcy. Money can also be gained or lost through Chance and Community Chest cards and tax squares. Players receive a stipend every time they pass "Go" and can end up in jail, from which they
cannot move until they have met one of three conditions. House rules, hundreds of different editions, many spin-offs, and related media exist (Todd, 2015).
Deviana & Prihatnani (2018) said, how to play monopoly is like an
ordinary game. Students roll the dice and run the pawns. "If students get cards that contain material, students must deliver the material in front of the class" said Putri. "If the cards contain questions, students must discuss with the group the answers and present them in front of the class". If students are able to answer the questions, then they will get one star that is attached to the group star board that has been provided. According to him, this learning media is useful as a creative and fun learning medium, increases student enthusiasm in learning, facilitates the learning process so that students are able to understand their obligations and rights well, and can improve learning outcomes in students (Vingki et al., 2016)
Based on Sugar (2002), Todd (2015) and Deviana & Prihatnani (2018) the researcher combined the process of monopoly board game as follows:
1. The students are divided into sub-groups by the teacher.
2. The teacher assigns each group of students to its own table.
3. The teacher instructs the children to form lines in designated game play areas.
4. The teacher instructs the students to name their teams.
5. The teacher assigns duties to the pupils and establishes procedures for determining which team member should answer a question.
6. The teacher hands out game materials, such as game sheets, paper, and a pen/marker.
7. The distributes game materials such as score sheets, question sheets, and other score sheets.
8. The teacher explains game informations and directions.
The direction follows:
a. Students roll two dice to move around the game board b. Buying and trading properties and developing them with
houses and hotels.
c. Players collect rent from their opponents, aiming to drive them into bankruptcy.
d. Money can also be gained or lost through Chance and Community Chest cards and tax squares.
e. Players receive a stipend every time they pass "Go" and can end up in jail, from which they cannot move until they have met one of three conditions.
The questions about narrative text are provided on the cards of monopoly.
If students get cards that contain material or question, students must answer the
question in front of the class. If the cards contain questions, students must discuss with the group the answers and present them in front of the class. If students are able to answer the questions, then they will get one star that is attached to the group star board that has been provided.
c. Advantages and Disadvantages of Doing Board Game 1. Advantages of Doing Board Game
Based on Faig (2020) there are a number of advantages to utilizing board games in foreign language instruction:
a. They assist in the creation of certain structures and contents.
b. They serve as a supplement to the knowledge covered in the classroom through a variety of activities.
c. They make certain that all pupils take part in the class.
d. All pupils, including native English speakers and non-native English speakers, can engage in the board game without difficulty; there are games for everyone.
e. They give directions and assist the teacher in leading the class.
f. They promote healthy competitiveness while battling the frustration of losing.
g. Aside from English, they cover all other areas of expertise.
Harris (2010) stated that some benefit of using games on teaching and learning activities, include
a. Games, and play in general, provide a strong scaffolding platform for teaching young people to perform in public speaking situations.
b. These exercises allow students to temporarily remove social barriers that they have created, allowing them to develop leadership abilities and gain confidence in presenting their ideas to others.
c. They learn to speak up with confidence, arguing convincingly based on research and critical analysis of data collected during the game.
d. Cooperative games allow children to practice speaking up in group choices. If the game includes a traitor mechanic or role-playing, students may be required to explain their case to the other players, aiming to persuade, curry favor, and deceive them.
e. Games can encourage students understand that they can, and should, participate.
f. Games also have some natural advantages that make them more engaging than academic competitions.
g. Games are dynamic, allowing students to build and then apply learning to specific situations, whereas competitions typically promote memory and recall of previously learned information.
h. Furthermore, most designer games are inclusive, allowing everyone to participate throughout the experience, whereas competitions normally work on an elimination basis.
2. Disadvantages of Doing Board Game
On the other hand, Faig (2020) stated that the disadvantages or cons about using board games in language teaching are the next:
a. These tools require a lot of time to use them.
b. Sometimes only a certain number of people can play the board game.
c. Students can be very competitive against others and start conflicts depending on the game.
d. Sometimes there is an age limit.
However, the disadvantages are not a problem because the use of board games is always helpful for children when learning something new.
B. Relevant Research
The first relevant research was conducted by Hayatun Faizah (2019) which entitled “The Effect of Using Jeopardy and Board Game on Students’ Reading Comprehension at Global Cendekia Vocational High School of Kampar Regency”. The objective of this research was to find out whether or not there is significant effect of using Jeopardy and Board game to improve students' reading comprehension at Global Cendekia Vocational High School, Kampar Regency.
This research was quasi experimental, with two groups of pre-test and post-test design. The population was all of the eleventh grade students in the academic year
of 2018/2019. The number of the entire population was 188 students. The writer used cluster random sampling technique 10 determine the samples. The similarities of this thesis to this study is that the discussion about the board game that can improve the students reading comprehension in learning English. While the difference is that, this thesis also discusses about Jeopardy while this study focuses on the use of board game to improve students’ reading comprehension.
The second relevant research was conducted by Rizki Amelia Azzahroh (2015) which entitled “The Effectives of Using Board Games Toward Students’
Speaking Skill”. The purpose of this research is to find the effectiveness of using board games towards students’ speaking skill for the tenth grade students of SMAN 1 Parung academic year 2014/2015. To know whether this media is effective, the writer used quasi experimental study applied in 40 students of X MIA 2 as experiment class, and 40 students of X MIA 3 as controlled class. The method that is used in this research was quantitative method which the data was served by numerical and tested by statistical formula of t-test. The design of research was quasi experimental design. To get the data, the writer used oral test as the instrument of research, consisted of pre-test and post-test. The similarities of this thesis to this study is the discussion about the board game that can improve the students ability in learning English. While the difference is, this thesis was focused on discussion about speaking skill while this study focuses on the use of board game to improve students’ reading comprehension.
The third relevant research was conducted by Nur Khikmah (2016) which entitled, “The Use of Scattergories Board Game to Improve Students’ Vocabulary Mastery and Reading Comprehension for the Eight Year Students of SMP Islam Sudirman Ambarawa in the Academic Year of 2016/2017”. The goals of this research are to know the implementation of scattergories board game and to find out the students‟ improvement after implementation of scattergories board game.
This is classroom action research. The subject of this research is the VIII B students‟ of SMP Islam Sudirman Ambarawa in the academic year of 2016/2017.
It consists of 37 students. The research is conducted in two cycles. There are two meetings in cycle 1 and three meetings in cycles 2. Technique in collecting the data are qualitatives and quantitatives method. The similarities of this thesis to this study is the discussion about the board game that can improve the students’
reading comprehension in learning English. While the difference is, this thesis discussed about the specific kind of board game, that is Scattergories board game and this thesis also discussed about vocabilary mastery while this study focuses on the use of board game to improve students’ reading comprehension.
The fourth relevant research was conducted by Nurul Amira (2016) which entitled, “The Use Of Think Pair Share Technique on Students’ Reading Comprehension in Narrative Text at Islamic Senior High School Daarun Nahdhah Thawalib Bangkinang”. This research was conducted based on the problems faced by the students in learning English especially in reading narrative text. In this case, the researcher provided Think Pair Share technique to help students’ reading comprehension in narrative text. In this research, the research design was an
experimental research. The population of the research was the tenth grade students of Islamic Senior High School Daarun Nahdhah Thawalib Bangkinang in academic year 20120/2021. The similarities of this thesis to this study is that the discussion about students reading comprehension in learning English. While the difference is the thesis has different variable X from this study that is Think Pair Share Technique while this study focuses on the use of board game to improve students’ reading comprehension.
Hereafter, the researcher investigated this study by using quasi-experiment concept with quantitative approach, the researcher used cluster random sampling.
The researcher analyzed the data used pre-test and post-test design strategy. The subject of this research will be students tenth grade of SMA Negeri 1 Pangkalan Kerinci.
C. Operational Concept
In accomplishing the research, it is important to clarify the variable in analyzing the data. There are two variables; X variable and Y variable.
Independent variable or X variable is Board Game and dependent variable or Y variable is Reading Comprehension. The indicators are:
1.The Use of Board Game in Teaching Reading (Variable X) Based on Sugar (2002), Todd (2015) and Deviana & Prihatnani (2018) the researcher combined the process of monopoly board game as follows:
1. The students are divided into sub-groups by the teacher.
2. The teacher assigns each group of students to its own table.
3. The teacher instructs the children to form lines in designated game play areas.
4. The teacher instructs the students to name their teams.
5. The teacher assigns duties to the pupils and establishes procedures for determining which team member should answer a question.
6. The teacher hands out game materials, such as game sheets, paper, and a pen/marker.
7. The distributes game materials such as score sheets, question sheets, and other score sheets.
8. The teacher explains game informations and directions.
The information and direction as follows:
a. Students roll two dice to move around the game board b. Buying and trading properties and developing them with
houses and hotels.
c. Students collect rent from their opponents, aiming to drive them into bankruptcy.
d. Money can also be gained or lost through Chance and Community Chest cards and tax squares.
e. Students receive a stipend every time they pass "Go" and can end up in jail, from which they cannot move until they have met one of three conditions.
The questions about narrative text are provided on the cards of monopoly.
If students get cards that contain material or question, students must answer the question in front of the class. If the cards contain questions, students must discuss with the group the answers and present them in front of the class. If students are able to answer the questions, then they will get one star that is attached to the group star board that has been provided.
2. Students’ Reading Comprehension (Variable Y)
There are five indicators for reading comprehension based on the syllabus of the school, as follows:
a. The students are able to identify the factual information of narrative text.
b. The students are able to identify the main idea of narrative text.
c. The students are able to identify definition of difficult word in narrative text.
d. The students are able to identify the references in narrative text.
e. The students are able to identify inference in narrative text.
In narrative text, the researcher took two indicator based on the curriculum that must be reached by the students , as follows;
a. The students are able to identify the generic structure of narrative text.
b. The students are able to identify the language features of narrative text.
D. Assumption and Hypothesis 1. Assumption
In this research, the researcher assumes that there is significant different of using Board Game on students’ reading comprehension in narrative text between experimental class and control class at SMA Negeri 1 Pangkalan Kerinci.
2. Hypothesis
Based on the assumption above, there are four hypothesis proposed:
Ho: There is no significant effect of using Board Game comprehension in narrative text of the tenth grade at SMA Negeri 1 Pangkalan Kerinci
Ha: There is a significant effect of using Board Game comprehension in narrative text of the tenth grade at SMA Negeri 1 Pangkalan Kerinci.
30 A. Research Design
This is a study that is being conducted as an experimental research. It happened because the only sort of study that can test hypotheses and demonstrate cause and effect relationships is experimental research (Gay, 2000). Based on Creswell (2012) there are three types of experimental research including true- experiment, quasi-experiment and pre-experimental. He stated that that quasi- experiments include group assignment, but not random group assignment. This is due to the fact that the experimenter cannot construct groups for the experiment artificially. ln this research, the researcher used quasi-experimental design with non-equivalent control goup design. It can be seen from pretest-posttest control group design which is an appropriate one to this research in order to find out the effect of using Board Game on Students' reading comprehension at SMA Negeri 1 Pangkalan Kerinci.
Furthermore, the researcher used a pre-test and post-test design strategy in this study. The researcher divides the experimental and control groups into intact groups, administers a pre-test to both groups, and solely undertakes experimental treatment activities with the experimental group, and finally administers a post- test to compare the two groups (experimental and control).
In addition, there are two variables in this study. The independent variable is the first, and the dependent variable is the second. The Board Game is an independent variable, represented by the letter "X," and the students' reading comprehension is a dependent variable, represented by the letter "Y." Then there are two classes involved in conducting this research. The first is a class that is designed to be experimental. A control class is the second.
Table III.1 The Research Design
Group Pre-Test Treatnent Post Test
E T1 X T2
C T1 Θ T2
Where:
E = Experimental Group C = Control Group
T1 = Pre-test to Experimental Group and Control Group X = Receive the treatment using Board Game
T2 = Post-test to Experimental and Control Group Θ = No Treatment
According to the description above, the treatment was only given to the experimental group. The experimental group is treated by using Board Game, meanwhile the control group will not taught by any treatments.
B. Location and Time of the Research
The location of this study has been held at SMA Negeri 1 Pangkalan Kerinci. It is located at Pangkalan Kerinci regency. The research conducted from July-August 2022.
C. Subject and Object of the Research
The subject of this research is the students of SMA Negeri 1 Pangkalan Kerinci in 2021/2022 academic and the object of this research is the students’
reading comprehension in narrative text taught by using board game.
D. Population and Sample of the Research a. Population
According to Creswell (2012), a population is a group of individuals who have the same characteristic. The population of this research was the tenth grade students majoring science of SMA Negeri 1 Pangkalan Kerinci. The total numbers of the students as follow:
Table III.2
The Population of Students Grade X at SMA Negeri 1 Pangkalan Kerinci
No Grade Class Population
1
X
1 32
2 2 32
3 3 32
4 4 36
5 5 36
6 6 32
7 7 36
8 8 36
9 9 39
Total 321
b. Sample
The technique used in this research was a cluster sampling. Gay (2000) stated that cluster sampling randomly select the groups, not individuals. All the members of selected groups have similar characteristics. passing out small roll paper mark by the sequence number of students. In this study, class X 3 as an Experimental Group was chosen and class X 6 as a Control Group.
E. Technique of Data Collection
Collecting the data was required for this study. The researcher used Test and Observation sheet as instruments. Test is used to find out the effect of
using Board g.rme on students' reading comprehension at the tenth grade of SMA Negeri 1 Pangkalan Kerinci.
There are numerous types of tests that can be used to evaluate students (Brown, 2003). Multiple-choice, matching tasks, short answer exercises, cloze tests, open ended questions, editing tasks, picture-cued tasks, and gap-filling tasks are examples of tests. As a result, the researcher used multiple choices to assess students' comprehension of narrative material in this study. The test in this study is separated into two parts: a pretest that was given before treatment and a posttest that was given after treatment. Both will have a total of 25 items. The researcher offers five possible responses: A, B, C, D, and E, the students must choose the correct answer.
The first is a pre-test that was provided by the researcher once before treatment, and the researcher gave treatment four meetings, each meeting for 45 minutes. The second is a post-test that was given by the researcher once after treatment. Pre- and post-tests were given to the experimental group. In the meanwhile, there's the control group. The post-test is given once to both the experimental and control groups, using the same post-test instrument. This was done to verify the experimental group's real score. In addition, the researcher took the average of two post-test scores from the experimental and control groups to analyze the data. The type of the test was multiple choices test. The blue print of the test as follows:
Table III.3
The Blue Print of Pretest and Posttest
Genre Indicators Item Number Total
Narrative Text
Factual Information 6,12,18,20 4
Finding Main Idea 17,22,27 3
Meaning of Vocabulary (synonym/antonym)
15,16,19 3
Reference Word 3,24,28 3
Inference Word 14,5,7,26 4
Generic Structure 9,11,21,29 4
Language Features 4, 23,25,30 4
TOTAL 25
F. The Research Procedure
There were some procedures in this research. Three procedures were administered to collect the data as follow:
a. Pre-test
The pre-test is carried out to determine the students’ reading comprehension with their score. The test will be given is in the form of multiple choice and it consist of 25 items. In this test consist 5 text, and each text consist 5 items. Students are given 40 minutes to do the test.
b. Treatment
The treatment is conducted for the experimental class. This use Board Game and it is applied for about four meetings. Each meeting for 45 minutes.
The process of learning in each meeting as follows:
1. Greeting, Praying and Checking Students' attendance list 2. Demonstrating the students about the objectives of study and
giving motivation
3. Teacher divides the class into sub-groups or teams
4. Teacher lets the students to sit each team at its own table.
5. Teacher lets the students lined up in established game play areas.
6. Teacher asks the students to select team names
7. Teacher lets the students to assign roles to play and establish procedures for knowing which team member should respond to a question.
8. Teacher distributes game materials, including game sheets, paper, dice, and something like that.
9. Teacher distributes score sheets, question sheets, and other game materials.
10. Teacher displays game information and player instructions.
The instruction and direction of using monopoly board game, it can be seen in operational concept in chapter 2.
In meeting one, the researcher used topic fairy tales narrative text, the text is about Cinderella. In meeting two the researcher used legend as a topic of narrative text, the title of the text is the Legend of Mount Batur. In the next
meeting researcher used Folklore as a topic, the text entitled Malin Kundang. In the last meeting researcher used Fairy tales, the text entitled Snow White.
c. Post-test
Post-test is complete done. After giving the treatment, the post-test is and analyzed as final data for this research. The test will be given is in the form of multiple choice and it consists of 25 items. Students are given 40 minutes to do the test. In this test consist 5 text, and each text consist 5 items. Students are given 40 minutes to do the test.
G. Validity and Reliability of the Test a. Validity
The amount to which inferences drawn from assessment results are appropriate, meaningful, and useful in terms of the assessment's aim is referred to as validity (Brown, 2003) The test is shown to be valid if it accurately measures the test takers' abilities. A test is valid if it accurately measures what it is designed to measure (Hughes A. , 2005). Validity is the most difficult requirement of an effective test, and possibly the most crucial concept, according to (Brown, 2003), the amount to which inferences drawn from assessment results are acceptable, meaningful, and valuable in terms of the assessment's goal. It means that in order to measure a student's abilities, validity is required.
The extent to which a test measures only what it is designed to assess is known as its validity. In other words, a validity test is used to verify whether or
not a test can be implemented. Using SPSS, the writer tests the question based on the test results to determine whether the query is valid or not.
In this study the researcher will use criterion-related validity because it is the most appropriate form for determining the validity of reading comprehension in narrative text. The material will be used by the researcher based on what they learn. The researcher will try out the test items before administering the test to the sample of this study because the researcher created test materials for this variable and want to know how difficult the exam is. The test will be given is in the form of multiple choice and it consists of 30 items. The students will be gived a test that is not too difficult or not too easy.
According to Arikunto (2009). It signifies that a study instrument is considered valid if it has been tested by experience, such as a tryout. It was established by determining the level of difficulty of each item.
1. If the level of difficulty is between <0.30 and >0.70. It means that an item is rejected
2. If the level of difficulty is between 0.30-0.70, it means that the item is accepted
3. If the level of difficulty is less than 0.30 the item is too difficult 4. If the level of difficulty is over than 0.70 the item is too easy
Finally, the researcher determined the validity by referring to the material that was given to the students based on the students’ text book. In other words, the test given to the students was based on the material that they had learned. To find
out the validity of test, researcher calculated it by using SPSS 26 version. Based on the try out result, it was determined that all of the items were valid. The result of try out is as follows:
Table III.4
The Table of Validity Test
NO Item Number Pearson
Correlation
Result
1 Item number 1 0.163 Invalid
2 Item number 2 0.106 Invalid
3 Item number 3 0.436 Valid
4 Item number 4 0.363 Invalid
5 Item number 5 0.532 Valid
6 Item number 6 0.518 Valid
7 Item number 7 0.692 Valid
8 Item number 8 0.702 Valid
9 Item number 9 0.475 Valid
10 Item number 10 0.304 Invalid
11 Item number 11 0.745 Valid
12 Item number 12 0.588 Valid
13 Item number 13 0.000 Invalid
14 Item number 14 0.700 Valid
15 Item number 15 0.514 Valid
16 Item number 16 0.529 Valid
17 Item number 17 0.604 Valid
18 Item number 18 0.518 Valid
19 Item number 19 0.595 Valid
20 Item number 20 0.435 Valid
21 Item number 21 0.650 Valid
22 Item number 22 0.752 Valid
23 Item number 23 0.464 Valid
24 Item number 24 0.650 Valid
25 Item number 25 0.689 Valid
26 Item number 26 0.400 Valid
27 Item number 27 0.778 Valid
28 Item number 28 0.713 Valid
29 Item number 29 0.652 Valid
30 Item number 30 0.701 Valid
Based on the table above there are 25 items are valid and 5 items are invalid. However, the researcher used 25 valid items to examine the students in pre-test and post-test on experimental class and control class.
b. Reliability
Brown (2003) defined a reliable test as one that is consistent and dependable so that the results can be measured. In this study, the researcher assesses the test's reliability by looking at rater dependability, specifically inter- rater reliability. There will be two raters, each of whom will assign a different score. The researcher utilized the SPSS tool to calculate the dependability. The reliability test categories used to determine the accuracy of the questionaire are listed in the table below.
Table III.5
The Table of Acceptable Reliability
NO Reliability Validity
1. >0.90 Very high
2. 0.80-0.90 High
3. 0.70-0.79 Reliable
4. 0.60-0.69 Marginally
5. <0.60 Unacceptable low
(Cohen, Manion & Morison, 2007)
To obtain the reliability of the test given, the writer used SPSS 26.0 to find out whether the test is reliable or not.
Reliability Statistics
Cronbach's Alpha N of Items
,776 30
In sum, the reliability of test was 0.77 the reliability of the test was categorized in reliable. It means that the instrument was reliable.
G. Technique of Data Analysis
The data was analyzed using a static's analysis in order to determine whether it was statistically significant. It was analyzed using Independent Sample T – Test. According to Pallant (2010), we chose two sets of scores that are unlikely to occur by chance in the analysis of the above independent sample t-test because it did not convey the size of the intervention's effect. The data of the
