THE EFFECT OF REAP STRATEGY TOWARD STUDENTS’ READING COMPREHENSION IN NARRATIVE TEXT OF THE SECOND YEAR AT SMAN 14 PEKANBA

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Jurnal Kependidikan DISCOVERY Vol. 2 No. 1 April 2014 ISSN 2337-7208

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13 DISCOVERY

JURNAL

Terbit tiga kali setahun pada bulan April, Juni, dan September. Berisi tulisan yang diangkat dari hasil penelitian, pengajaran bahasa, linguistik, analisis konseptual dan literary

PELINDUNG DEKAN FKIP UIR

Nazirun, M. Ed

PIMPINAN REDAKSI Johari Afrizal, M.Ed

WAKIL PIMPINAN REDAKSI Sri Yuliani, M.Pd

Khulaifiyah, M.Pd

SIRKULASI Yulianto, M.Pd Diah Ayu Rizqiani, M.Hum

DEWAN REDAKSI Miranti Eka Putri, M.Ed

Aladin, Drs Marhamah, M.Ed Fitra Elia, M.Hum

Afrizal, M.Pd Estika Ari Muliani Ahmad

REVIEWER Seno Himala Putra, Prof

Syofianis, M.Ed Betty Sailun, M.Ed

Rugaiyah, Dr

Design Cover Miranti Eka Putri, M.Ed.

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Daftar Isi

THE EFFECT OF SEQUENCING STRATEGY ON STUDENTS’ READING COMPREHENSION OF THE SECOND YEAR STUDENT AT SMPN 2 PASIR

PENYU ... 1 - 11 Sati Juli Ayuri, Khulaifiyah and Diyah Ayu Risqiani

THE EFFECT OF REAP STRATEGY TOWARD STUDENTS’ READING COMPREHENSION IN NARRATIVE TEXT OF THE SECOND YEAR AT

SMAN 14 PEKANBARU ... 12 - 19 Arik Jatmiko, Kurniawan and Miranti Eka Putri

THE EFFECT OF JOURNALIST QUESTIONS TECHNIQUE TOWARD THE SECOND YEAR STUDENTS’ WRITING NEWS ITEM TEXT AT SMA N 2

UJUNGBATU ... 20 - 27 Yusnaini Siregar, Sri Yuliani and Khulaifiyah

A STUDY ON STUDENTS’ ABILITY OF GRAMMATICAL ASPECT IN WRITING SIMPLE SENTENCES OF THE FIRST YEAR STUDENTS AT SMAN

1 KUANTAN MUDIK ... 28 - 39 Hesti Novarila, Syofianis and Johari Afrizal

AN ANALYSIS OF ENGLISH USED BY THE STUDENTS IN DAILY CONVERSATION AT AL-KAUTSAR ISLAMIC BOARDING SCHOOL

PEKANBARU ... 40 - 52 Hayat Baidillah Zikri, Seno Himala Putra and Fitra Elia

READABILITY ANALYSIS OF READING MATERIAL OF LINKED TO

WORLD PUBLISHED BY YUDISTIRA ... 53 - 60 Rahmad Sofyan Muda, Betty Sailun and Yulianto

AN ANALYSIS ON THE DIFFICULTIES OF THE SECOND YEAR STUDENTS

OF SMA NEGERI 5 PEKANBARU IN EXPOSITORY TEXTS COMPETENCY .... 61 - 69 Lisha Yosi, Betty Sailun and Sri Yuliani

THE EFFECT OF USING DISCOVERY READING STRATEGY TOWARD STUDENTS’ READING COMPREHENSION AT THE SECOND YEAR OF SMP

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THE EFFECT OF VOCABULARY TREES TECHNIQUE TOWARDS STUDENTS’ VOCABULARY AT THE FIFTH GRADE STUDENTS OF SD

NEGERI 133 PEKANBARU ... 79 - 90 M.Ridwan, Seno Himala P and Ade Indrayani Lubis

A STUDY ON THE VOCABULARY MASTERY OF THE SECOND YEAR

STUDENTS OF MA DINIYAH PUTERI PEKANBARU ... 91 - 97 Agustia Marleni, Fadly Azhar and Fitra Elia

THE EFFECT OF WORD WEBS TECHNIQUE TOWARDS STUDENTS’

ENGLISH VOCABULARY ... 98 - 108 Dian Lestari, Kurniawan, and Arimuliani Ahmad

THE EFFECT OF VOCABULARY TREES TECHNIQUE TOWARDS STUDENTS’ VOCABULARYAT THE FIFTH GRADE STUDENTS OF SD

NEGERI 133 PEKANBARU ... 109 - 116 Musdalifa, Syofianis and Estika Satriani

THE EFFECT OF MULTIMEDIA GLOSSES TO STUDENTS VOCABULARY

MASTERY OF THE FIRST YEAR STUDENTS AT SMP NEGERI 3 KERITANG .. 117 - 127 Zubaidah, Betty Sailun and Marhamah

THE EFFECT OF RAFT STRATEGY TOSTUDENTS’WRITING PARAGRAPH

ABILITYOFTHESECONDYEARSTUDENTS AT SMA YLPI MARPOYAN ... 128 - 137 Lidia Sari, Seno Himala Putra and Khulaifiyah

THE EFFECT OF GRAPHIC ORGANIZER TOWARD STUDENTS READING COMPREHENSION IN EXPOSITORY TEXT OF THE SECOND YEAR

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THEEFFECTOFREAPSTRATEGYTOWARDSREADINGCOMPREHENSIONIN NARRATIVETEXT OFTHESECONDYEAR ATSMAN14PEKANBARU

*Arik Jatmiko, **Kurniawan,**Miranti Eka Putri ** Dosen FKIP Universitas Islam Riau

*Mahasiswa FKIP Universitas Islam Riau

Abstract: The research is conducted to find out the effect of REAP strategy toward in reading narrative texts at SMAN14 Pekanbaru. This research was experimental research. They are two variables: Independent variable and dependent variable. The independent variable is a variable that is identifying as a casual variable was taught to cause the dependent variable. The population of this research is the second year students of SMP PGRI Pekanbaru in the academic year 2013/2014. There are 132 students from 5 classes. The data collected them with the number of students are 30 Students. There is XI. 1 IPA. The researcher chose them as sample based wants to apply new strategy that makes students easy in reading narrative text. From the data

analysis, it can be seen that the average of students’ score at the pre-test was 47,12 points. While

the average of students’ score at the post-test was 66,21 points. There was significant different of

students’ reading Narrative text between the pre-test and post-test. Therefore, alternative

hypothesis was accepted and null hypothesis was rejected because the observed statistic (tobserved)

was greater than critical statistic (tcritical) of 5% where 6.24,> 2.04. Therefore, there was

significant effect achieved in Reading Narrative text text after application of REAP strategy toward reading narrative at SMAN14 Pekanbaru.

Key Words: REAP Strategy, Reading Comprehension

INTRODUCTION

In learning English, one of the main skills that students need to acquire is reading. The aim of teaching reading is to make students able to read the text effectively and efficiently. They do not only understand the structure of the text but also comprehend the meaning of the text. In this case, since English is not our first language ,many students face difficulties in gathering and comprehending the idea of a reading passage.

The 'four skills' of listening, speaking, reading, and writing readily come to mind. Of course other skills such as pronunciation, grammar, vocabulary, and spelling all play a role in effective English communication. The amount of attention you give to each skill area will depend both the level of your learners as well as their situational needs. Generally beginners, especially those who are nonliterate, benefit most from listening and speaking instruction with relatively little work on reading and writing. As fluency increases, the amount of reading and writing in your lessons may also increase.

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Here is a tutoring Strategy to help improve reading comprehension through use of pre-reading activities and oral reading practice.in reading text,students often find some difficulty word that they do not its meaning.

LITERATURE

Reading Comprehension

Reading Comprehension is a highly complex cognitive process involving the intentional

interaction between the reader and the text to create meaning (David J. Chard, A Reading First

Quality Brief, 2008). In other words, comprehension doesn’t just happen; it requires effort.

Readers must intentionally and purposefully work to create meaning from what they read.

Reading comprehension is a direct by-product of reading fluency. Without fluency, readers spend their time and effort decoding words, rather than understanding them. A widespread study by the National Assessment of Educational Progress (NAEP) in 1995 confirmed the tight correlation between reading fluency and reading comprehension among fourth graders. The study concluded that reading fluency is "a neglected reading skill in many American classrooms, affecting many students' reading comprehension. (U.S. Department of Education, National Center for Education Statistics, Listening to Children Read Aloud, 15. Washington, DC: 1995.)

Recent research has modified the model so that there is now a link between language comprehension and decoding via the part of language comprehension that is vocabulary knowledge. The argument now is that vocabulary knowledge can make it easier to become good at decoding (Tunmer& Chapman, 2011).

The purpose of reading is comprehending, or to get meaning from written text. (In this booklet, the term text is used to mean any type of written material. A text can be, for example, a page in a novel, an entire short story, an article in a newspaper or magazine, the print on a

computer screen, the words on a sign, or a chapter in a school textbook) Without

comprehension, reading is a frustrating, pointless exercise in word calling. It is no exaggeration to say that how well students develop the ability to comprehend what they read has a profound effect on their entire lives. (Anderson, R.C., Hiebert, E.H., Scott, J.A., & Wilkinson, I.A.G.

(1985).Becoming a nation of readers: The report of the Commission on Reading.Washington,

DC: The National Institute of Education.)

According to Burnes (1991:47) reading comprehension is a reading thinking activity and such relies for its success upon the level of intelligence of the readers, his or her speed of thinking and ability detect relationship. Comprehension will be usually found in the readers’ mind. It is obvious that reading comprehension is not only a process of knowing the meaning of words semantically, but also process of catching idea of the text whether it is explicit or not.Duke (2001) states five components of explicit teaching of comprehension strategies. They are:

1. An explicit description of the strategy and when and how it should be used. E.g., “Predicting is making guesses about what will come next in the text you are reading. You should make predictions a lot when you read. For now, you should stop every two pages that you read and make some predictions.”

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picture of an owl. It looks like he--I think it’s a he--is wearing pajamas, and he’s carrying a candle. I predict that this is going to be a make believe story because owls don’t really wear pajamas and carry candles. I predict it is going to be about this owl, and it is going to take place at nighttime. . .”

3. Collaborative use of the strategy in action. E.g., “I’ve made some good predictions so far in the book. From this part on I want you to make predictions with me. Each of us should stop and think about what might happen next. . . Okay, now let’s hear what you think and why. . .”

4. Guided practice using the strategy with gradual release of responsibility. E.g., Early on . . . “I’ve called the three of you together to work on making predictions while you read this and other books. After every few pages I will ask each of you to stop and make a prediction. We will talk about your predictions and then read on to see if they come true. Independent use of the strategy. E.g., “It’s time for silent reading. As you read today, remember what we’ve been working on-- making predictions while we read. Be sure to make predictions every two or three pages. Ask yourself why you made the prediction you did-- what made you think that. Check as you read to see whether or not your prediction came true. Jamal is passing out “Predictions!” bookmarks to remind you.”

Teaching Concept of Narrative Text

According to KTSP (Kurikulum Tingkat SatuanPendidikan) in Mursydah(2012), there are many kinds of the text (genre) which is refertto to the eighth grade students of junior high school, they are narrative, descriptive, recount, procedure, and anecdote.

In this research, the researcher only discussed about narrative text because many students at the eighth grade of junior high school like stories.

1 For that reason, the researcher chose that topic which is related to the condition of the students.

2 Narrative is a kind of text whose function is to tell the events (fiction or nonfiction) in which consists of complication or the crisis of problem and resolution.

REAP Strategy

The REAP Strategy is an Annotation Strategy for improving reading and writing skills. Annotating has several benefits (Strode, 1993). Besides making texts more meaningful, annotating improves student attention while reading and makes reading a more active process.

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kind, which in turn finds a resolution. Anderson (1999) states that a good narrative uses word to paint a picturein our mind of:

a. What characters look like (their experience), b. Where the action is taking place (the setting),

c. How The characteristics of narrative textsamong others: 1. It tells us about a story of event or events,

2. The events are usually arranged in chronological order- that is, in the order in which they occurred in time,

3. The narrator has a purpose in mind in telling the story. There are some points the narrator wishes to make, or some impression he or she wishes to convey to the reader. Therefore, the details of the narrative are carefully selected for purpose.The purpose to explain text for Junior High School students by using REAP strategy.

Harmer (2007) explains that there are several principles of teaching reading as follows: a. Allow the students to read,

b. Encourage the students to respond the content of reading text. c. predict is major in reading,

d. match the task of the topic.

Here by using REAP strategy, the readers do not need to understand all of the meaning of every word in the text. In REAP strategy the students can use their own language in take the content of a narrative text. In using REAP strategy the teachers can lead the students to comprehend the narrative text easily. The narrative text have a generic structure of narrative texts is same, such as: orientation, evaluation,complication, and resolution. If the teacher can lead the students to find out these generic structures, the students can understand the plot or the story line of a narrative text.

The Advantages of REAP Strategy

There are some advantages of REAP Strategy in teaching reading, Clark (2007:149) explains that this strategy develop in students a greater understanding of the author’s role in writing and to improve their reading comprehension. This strategy helps students build a bridge between the text and their own words to enable them to communicate their understanding of the text.REAP is-to-learn strategy that helps students read and understand a text. This strategy offers several benefits:

a. It asks students to revisit the text several times as they work through the REAP process. b. It leads students to internalize the content of the reading as they restate main ideas and

important points in their own words.

c. It encourages students to connect with the text as they see relationships and pose questions.

d. It promotes engagement.

e. It fosters the development of thinking skills.

f. It creates a helpful document for students to use as they review for testing.

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16 Guided Practice of Procedure of REAP Strategy

1. Hand out the graphic organizer (or have students create their own) and explain how it will be used, calling attention to the instructions and help at the bottom of the organizer. Advise students NOT to write while they are reading.

2. Hand out a passage of informational text (or direct students to the informational passage in their textbooks) and provide time for students to read the text.

3. Assist students as they work individually to complete the R, E, and A sections of their graphic organizer. Emphasize the importance of restating the information in their own words.

4. Organize the class into discussion partners. Guide students to share the work they have completed individually and to make additions or adjustments.

5. Lead students to discuss with their partner appropriate responses for the P section of the graphic organizer and to write their connections and questions in the appropriate space R Read the text. Jot down the title and author

E Encode the text by putting the main ideas in your own words/language

A Annotate the text by writing a statement that summarizes the important points

P Ponder the text by thinking and talking about what you learned. Ask yourself why the author wrote the text. What do you think the author hope you’ll learn?

METHODOLOGY

This research was experimental research. They are two variables: Independent variable and dependent variable. The independent variable is a variable that is identifying as a casual variable was taught to cause the dependent variable.

The population of this research is the second year students of SMP PGRI Pekanbaru in the academic year 2013/2014. There are 132 students from 5 classes. The data collected them with the number of students are 30 Students. There is XI. 1 IPA. The researcher chose them as sample based wants to apply new strategy that makes students easy in reading narrative text.

The instrument of this research was reading test. Most of the test items were not adopted from students’ English text book but From Internet and LKS. The reason using this teks because the students have been studied this book before.

DISCUSSION

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Table 1: The Increase of Experimental Class Score

The analysis table 1 only experimental class. Therefore, the researcher compared between pre-test and post-test score. In the table 4.19 above showed that there was an increasing of students’ test result. The score of pre-test was 1410 and the score of post-test was 2000. The mean or average of the students pre-test score was 47, while the mean of the students’ post-test was 66,66. So, there was increase point about 19.66 % from test to post-test. Varience of pre-test was 213,10 and varience of pre-pre-test was 54,02 so there was increase about 159,08%. Meanwhile, standard deviation of pre-test was 12.69, while standard deviation of post-test was54,02. In here, there was increase about 40% from pre-test to post test.

Based on explanation above, it can be seen that there was a significant increase of the students’ ability in reading comprehension of narrative text. In the post-test become higher than pre-test after Read, Encode, Annote, Pondering (REAP) Strategy . In other word, there was increase of the students’ reading comprehension after treatment by Read, Encode, Annote, Pondering (REAP) Strategy in class.

After calculating mean score of each reading component in pre-test and post test, now we can see the students’ progress result , as table below:

Therefore, the English teachers can use REAP Strategy in order to increase their understanding about reading component, such as: A) Orientation, B)Complication, and C) Resolution during reading Narrative text. The percentages of students mean score in comprehending narrative component can be seen in following graphic:

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was increase become 51.36 points in post-test. Third, in Resolution the students was got 53.5 points in pre-test and it was increase become 69.5 points in post-test.

From the table of pre-test, it can be seen that there was difference result of tests classes before treatment. The mean score for pre-test in experimental class was 47, while the post-test was 66,21. The tobs = 17,92 was bigger that ttable= 2,000 for the level significant 0,05%.

Therefore, there was significant effect achieved in Reading Narrative text after application of REAP strategy toward reading narrative at SMAN 14 Pekanbaru.

CONCLUSION presentation of the research in chapter IV, the researcher describes the following conclusion:

The average of students’ score at the pre-test was 47,12 points. While the average of students’ score at the post-test was 66,21 points. There was significant different of students’ reading Narrative text between the pre-test and post-test. Therefore, alternative hypothesis was accepted and null hypothesis was rejected because the observed statistic (tobserved) was greater

than critical statistic (tcritical) of 5% where 6.24,> 2.04. Therefore, there was significant effect

achieved in Reading Narrative text text after application of REAP strategy toward reading narrative at SMAN14 Pekanbaru.

REFERENCE

Allen 2004. REAP is Strategy For Helping Reader read and understand a text.

Al-Issa, Ahmad. 2006. Schema Theory and L2 Reading Comprehension: Implications for Teaching. United Arab Emirates: American University of Sharjah.

Anderson, R. C. & Pearson, P. D. 1984. A schema-theoretic view of basic processes in reading comprehension . In P. D.Pearson (Ed.), ERIC Clearinghouse.

Clark 2007. The Effectiveness procedure REAP strategy the use in Class.

BSNP (BadanStandarNasionalPendidikan). 2006. Standarisi 2006 Mata Pelajaran Bahasa Inggris untuk SMA/ MA. Jakarta.

Burnes, D and Page, G. 1991. Insight and Strategies for Teaching Reading. Australia: Harcourt Brace Jovanich Group. Pty Limited.

Dawson, Catherine. 2002. Practical Research Methods, New Delhi, UBSPublishers’Distributors.

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Hartono.2005. inMursydah (2012) generic structures is the distinctive beginning middle-end structure of genre.

Harmer. 2007. principle of Teaching reading as follow REAP strategy.

K. Duke, Nell. 2001. Building Comprehension through Explicit Teaching of Comprehension Strategies. Michigan State University.

Manzo and Manzo. 1990: Content Area Reading:A Heuristic Approach. Ohio: MerrillPublishing Company.

Rini Susanti. teaching reading by combining reap (read, encode, annotate ponder)strategy and exit slips strategyat senior high school (UNPUBLISHED THESIS).

Smith, C. C. and Bean, T. W. (1980). The guided writing procedure: Integrating content reading and writing improvement. Reading Teacher, 29, 220-294.

Seyler, Dorothy U. 2004. The Reading Context/Developing College Reading Skills.NewYork: Pearson Education.

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