THE IMPACT OF USING E-BOOK AND P-BOOK IN STUDENTS’
READING ACHIEVEMENT
(A Descriptive Quantitative Research at the Third Grade of MTSN 4 Jeneponto)
A THESIS
Submitted to the Faculty of Teachers Training and Education Muhammadiyah University of Makassar in Partial Fulfillment of the
requirement for the degree of Education in English department
DAHLIA 10535 11060 16
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2020
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Jalan Sultan Alauddin No. 259 Makassar Telp : 0411-860837/860132 (Fax) Email : [email protected] Web : www.fkip.unismuh.ac.id
UNIVERSITASMUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN PRODI PENDIDIKAN BAHASA INGGRIS
ِ هاللَّ ِمْسِب ِمي ِحهرلا ِنَمْحهرلا
SURAT PERNYATAAN Saya yang bertanda tangan di bawah ini:
Nama : Dahlia
NIM : 105351106016
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Impact of Using E-book and P-book in Students’ Reading Achievement (A Descriptive Quantitative Research at the Third Grade of MTSN 4 Jeneponto)
Dengan ini menyatakan bahwa skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya sendiri dan bukan hasil ciptaan orang lain atau dibuat oleh siapapun.
Demikian pernyataan ini saya buat dan saya bersedia menerima sanksi apabila pernyataan ini tidak benar.
Makassar, November 2020 Yang Membuat Pernyataan
Dahlia
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Jalan Sultan Alauddin No. 259 Makassar Telp : 0411-860837/860132 (Fax) Email : [email protected] Web : www.fkip.unismuh.ac.id
UNIVERSITASMUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN PRODI PENDIDIKAN BAHASA INGGRIS
ِمي ِحهرلا ِنَمْحهرلا ِ هاللَّ
ِمْسِب
SURAT PERJANJIAN Saya yang bertanda tangan di bawah ini:
Nama : Dahlia
NIM : 105351106016
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Impact of Using E-book and P-book in Students’ Reading Achievement ( A Descriptive Quantitative Research at the Third Grade of MTSN 4 Jeneponto)
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai selesai menyusun skripsi ini, saya akan menyusun sendiri skripsi saya (tidak dibuatkan oleh siapapun).
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan pembimbing yang telah ditetapkan oleh pemimpin fakultas.
3. Saya tidak akan melakuan penjiplakan (plagiat) dalam menyusun skripsi.
4. Apabila saya melanggar perjanjian seperti pada butir 1, 2, dan 3, saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Makassar, November 2020 Yang Membuat Perjanjian Dahlia
vi MOTTO
Someday I’ll be big enough so you can’t hit me, and all you’re ever gonna be is mean
DEDICATIONS
In the name of Allah, I dedicated my thesis for:
My beloved parents, Rustam and Dira
My beloved Brothers, Anwar
All of my friends
You are my greatest rewards
Thanks for always praying me, supporting me every day and standing by my side.
vii ABSTRACT
Dahlia. 2020. The Impact of Using E-book and P-book in Students’ Reading Achievement (A Descriptive Quantitative Research at the Third Grade of MTSN 4 Jeneponto). A thesis of the English Education Department, the Faculty of Teacher Training and Education, Muhammadiyah University of Makassar. Guided by Ummi Khaerati Syam and Junaid.
The objective of this research was to know the significant difference impact between using e-book and p-book. This research employed a descriptive quantitative design.
There were two variables, namely independent variable (The independent variable was using E-book and P-book) and dependent variable (The dependent variable was Students’ Reading Achievement). The population of this research was the third grade of MTSN 4 Jeneponto in the academic year 2020/2021. The samples were taken by using a Purposive sampling technique. The sample of this research were 18 students.
The instrument of this research was multiple-choice and true-false form.
The findings indicate that the students’ mean score of E-book test was 37,5 and the students’ mean score of P-book test was 60,6. So in this research, there are significant difference impact between using E-book and P-book in students’ reading achievement of the students at MTSN 4 Jeneponto, and Using P-book was given more positive impact than using E-book of students’ reading achievement.
Keywords: E-book, P-book, and Reading.
viii ABSTRAK
Dahlia. 2020. Dampak Penggunaan E-book dan P-book terhadap Prestasi Membaca Siswa (Penelitian Kuasi Eksperimental Kelas III MTSN 4 Jeneponto). Skripsi Jurusan Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Makassar. Dipandu oleh Ummi Khaerati Syam dan Junaid.
Tujuan dari penelitian ini adalah untuk mengetahui perbedaan yang signifikan antara siswa yang menggunakan E-book dan siswa yang menggunakan P-book. Penelitian ini menggunakan desain deskriptif kuantitatif. Jenis penelitian ini melibatkan dua kelas dengan satu kelas Eksperimen dan satu kelas Kontrol. Ada dua variabel yaitu variabel bebas (Variabel bebas menggunakan E-book dan P-book) dan variabel terikat (Variabel terikat adalah Prestasi Membaca Siswa). Populasi dalam penelitian ini adalah siswa kelas III MTSN 4 Jeneponto tahun ajaran 2020/2021. Pengambilan sampel dilakukan dengan teknik purposive sampling. Jumlah Sampel dalam penelitian ini adalah 18 siswa. Instrumen penelitian ini adalah pilihan ganda dan bentuk benar-salah.
Hasil penelitian menunjukkan bahwa hasil test pada E-book adalah 37,5 dan hasil test P-book siswa adalah 60,6. Oleh karena itu, dalam penelitian ini terdapat pengaruh yang signifikan antara penggunaan E-book dan P-book terhadap prestasi membaca siswa di MTSN 4 Jeneponto dan penggunaan P-book memberikan dampak yang lebih positif dibandingkan penggunaan E-book terhadap prestasi membaca siswa.
Kata kunci: E-book, P-book, dan Reading
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ACKNOWLEDGEMENTS
In the name of Allah, Most gracious, Most Merciful.
Alhamdulillah Robbil ‘Alamiin, the researcher expresses her gratitude to Allah SWT the almighty God for mercy, blessing and opportunity given to her so that the researcher was able to finished this thesis. Shalawat and salam are addressed to prophet Muhammad SAW for his guidance.
There were some handicaps and problems that the researcher encountered from the beginning to the end of this thesis, owing to help and invaluable suggestion from numerous people, the researcher could complete this thesis. Therefore, the researcher want to say thanks and his special appreciate to her parents Rustam and Dira, to her aunty Ayu and uncle Syaparuddin and her beloved brother Anwar.
Thus, the researcher would like to express his appreciation and sincere thanks to all of them particularly:
1. Prof. Dr. H. Ambo Asse, M.Ag, the Rector of the Muhammadiyah University of Makassar.
2. Erwin Akib, M.Pd., Ph.D, the dean of Teacher Training and EducationFaculty.
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3. Ummi Khaerati Syam, S.Pd., M.Pd, the head of English Education Department of FKIP UNISMUH Makassar for her advice andmotivation.
4. My high appreciation and great thankful are consultant Ummi Khaerati Syam,S,Pd.,M.Pd and Junaid, S.Pd., M.Pd who have given their valuable time and guidance to finish this thesis.
5. My heartful thank to all lecturers of FKIP UNISMUH Makassar especially to the lecturers of English Department and all staff of Muhammadiyah University of Makassar for their guidance during the years of the researcher’ study.
6. The researcher’s deep appreciation for Musthova Kamal, S.Ag., M.Pd as a headmaster of MTSN 4 Jeneponto and the English teacher Dian, S.Pd., M.Pd. And all the students, especially for the IX A and IX B in academic year 2020/2021 who have spared their time and activities for being subject of this research.
7. Thanks to all my friends especially my classmate (BEYOND CLASS), I can’t mention one by one.
Makassar, 27 October 2020 The Researcher
Dahlia
xi LIST OF CONTENTS
COVER ... i
LEMBAR PENGESAHAN ... ii
APPROVAL SHEET ... iii
SURAT PERNYATAAN ... iv
SURAT PERJANJIAN ... v
MOTTO ... vi
ABSTRACT ... vii
ACKNOWLEDGMENT ... ix
LIST OF CONTENTS ... xi
LIST OF FIGURES ... xiii
LIST OF TABLES ... xiv
LIST OF APPENDICES ... xv
CHAPTER I INTRODUCTION A. Background ... 1
B. Problem Statement ... 2
C. Objective of the Research ... 3
D. Significance of the Research ... 3
E. Scope of the Research ... 3
CHAPTER II REVIEW OF RELATED LITERATURE A. Previous Related Research Findings ... 4
B. Some Pertinent Idea ... 5
1. The concept of E-book ... 5
2. The concept of P-book ... 8
C. Reading... 9
D. Conceptual Framework... 13
xii CHAPTER III RESEARCH METHOD
A. Research Design ... 14
B. Research Variable ... 14
C. Research Subject ... 14
D. Instrument of the Research ... 15
E. Data Collection ... 15
F. Data Analysis ... 16
CHAPTER IV FINDINGS AND DISCUSSION A. Findings ... 18
B. Discussion ... 20
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 23
B. Suggestion ... 23
BIBLIOGRAPHY...25
APPENDICES ...28
CURRICULUM VITAE...51
TURNITIN CERTIFICATE...52
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LIST OF FIGURES
Figure 2.1 Conceptual Framework……….13
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LIST OF TABLES
Table 3.1 Students’ classification ...16
Table 4.1 Classification Score of E-book………….. ...18
Table 4.3 Classification Score of P-book……. ...19
Table 4.4 Mean score of E-book and P-book...19
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LIST OF APPENDICES
APPENDIX A: E-book test………...28
APPENDIX B: P-book test………...33
APPENDIX C: Key answer of E-book test.…………...38
APPENDIX D: Key answer of P-book test.…………...39
APPENDIX E: Example of Students’ Assignment……...40
APPENDIX F: The Raw Data of the Students’ Test Score….…...43
APPENDIX G: Documentation...45
APPENDIX H: Correspondences...48
1 CHAPTER 1 INTRODUCTION
A. Background.
Cabrera (2002:2) has explained in The Internet TESL Journal that four basic skills of English need to be understood, they are reading, speaking, listening, and Writing. Reading is one of four basic skills that must be understood by all students who are learning English. Bright and Mc Gregor (1970:53) argue that reading is the most fun to study language because, through reading, students are likely to find the words that used to be remembered with force and point. Finally, reading is a key factor in learning English. To understand the text, applying a suitable tool is important to make it easier for students to understand. Because the main point of reading is not just about reading all of the text but also to get the point of the text and evaluate ideas from the material.
However, in this era of communication learning English by using technology can contribute some positive impacts to the students and also the teachers. One of them is based on the statement of Rhonda Christensen in his journal “effect of technology integration education on the attitudes of teachers and students' ' conclude that this type of technology is shown to have a time- lagged positive effect on the attitudes of students as well. (Christensen, 2014).
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According to Szapkiw (2012) in her Doctoral dissertation and projectunder the title “Do students using electronic books display different reading comprehension and motivation levels than students using traditional printbooks?” has shown that there are no significant differences in either reading comprehension and motivation levels based on the book format. On the otherhand, Reid (2016) in his Thesis “Ebook and Print books can have different effects on literacy comprehension” has shown different English with previous researchers. He was shown that “eBooks contain engaging reading features that help students improve reading comprehension. Multiple implications will help teachers improve their curriculum with the used of eBooks along with professional development”.
Based on the previous observation in teaching English at MTSN 4 Jeneponto, teachers used printed books (P-book) in their teaching activity. But as we know that in this pandemic situation, teachers should used electronic book (e-book) as a tool to help the learning process. So to solve the problem above the researcher wants to find out the impact of these tools. It was held in class IX of MTSN 4 Jeneponto, and the researcher intends to discuss
“The Impact of using E-book and P-book in students’ reading achievement at The Ninth Year Students MTSN 4 Jeneponto”
B. Problem Statement
Based on the background above the researcher formulates a research question as below: Do students using e-book and p-book have a different impact
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in their reading achievement in the third grade of MTSN 4 Jeneponto?
C. Objective of the Study
In line with the problem statement, the purpose of the study is to find out the different impact between using e-book and p-book in students’ reading achievement in the third grade of MTSN 4 Jeneponto.
D. Significance of the Study
The result of this research is expected to be meaningful information for students in learning English, especially in their reading activity. It also hoped to help the teachers to understand the suitable tools of students in the reading activity
E. Scope of the Study
The scope of the study was focused on the tools of reading strategy by using an English book for the third grade: Bahasa Inggris think globally act locally in the third grade of MTSN 4 Jeneponto. This research also focused on students’ reading skill in narrative text.
4 CHAPTER II
REVIEW OF RELATED LITERATURE A. Previous Research Findings
There have been many kinds of research related to reading by using e-book and p- book. Some of them are Jeong (2012), in his thesis “A comparison of the influence of electronic books and paper books on reading comprehension, eye fatigue, and perception” has found that there is compared to ebook, p-book appears to enable better in reading comprehension and has a significant effect on quiz scores. He also said that Korean Students have had a higher level of technology than the other countries, but their responses suggest that there was general satisfaction with reading ebooks on a screen.
Kang, Y. Y., Wang, M. J. J., & Lin (2008), in the thesis “Usability evaluation of Ebooks,” have found that reading an Ebook causeds significantly higher eye fatigue than reading a Commercial Book (Cbook). They also found that reading a C-book generated a higher level of reading performance than reading an E-book.
Connell, C., Bayliss, L., & Farmer, W. (2012), in the thesis “Effect of E-book readers and tablet computers on reading comprehension” indicated that those reading Printed Materials had faster reading time than those reading from E-book readers and tablets. They also showed that participants found the tablet the most usable, followed by the E-book reader, and the printed material was considered the least usable.
Matthew (1997), also indicated in her journal “A comparison of the influence of interactive cd-rom storybooks and traditional print storybooks on reading
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achievement” that there was no statistically significant difference in reading comprehension as measured by open-ended questions by using these cd-room and traditional print storybooks
According to Hsieh, Y., & Huang, S. (2020) in the journal “Using an E-book in the secondary English Classroom: Effect on EFL Reading and Listening” showed that the E-book had a positive impact on listening comprehension, particularly for low proficiency students. For these students, multimedia input combined with a standard accent seemed more effective for the development of listening skills than access to only the foreign-accented English spoken by the teacher.
From the five research above, the writer concluded that there are several effects of using E-book and P-book in reading achievement. In teaching English, the teacher should understand the best tools of reading so that students can get the material because teaching English using different tools can give different effects on students’ reading achievement in some conditions based on the previous statement.
B. Some Pertinent Idea 1. The concept of E-book
Hawkins (2000) states that “an e-book is the content of a book made available in an electronic form. Morgan (1999) limits the definition of e-books, as opposed to e-texts, to being a hardware/software combination used to read electronic data on a specially designed portable device. Balas (2000) focuseds on the software needed to read the book, pointing out that e-texts can be read on any computer system whereas ebooks require special reader software.
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A common definition of the e-book was suggested by Armstrong, Edwards, and Lonsdale (2002) as any pieces of electronic text regardless of size or composition (a digital object), but excluding journal publications, made available electronically (or optically) for any device (handheld or desk-bound) that includes a screen.
In a digital environment, reading electronic documents is commonly associated with the e-book. The e-books can be read by using tablets which have many advantages due to their mobility, ability to store a large number of books, and its convenience for reading anytime anywhere. There are common file types that can be used for e-book reading, such as PDF. The old books are required to be converted to e-book format as the new books in such format.
The potential for e-books to support distance learning has also been investigated.
Shiratuddin et al. (2003) found that the used of e-books could improve access to teaching and learning materials for distance learners. A more recent study investigating the usability and usefulness of e-books in an m-learning environment indicated the following advantages for student learning: increasing access (e.g. more readings, multimedia, and portable resources), enabling remote access, and optimizing reading time (Lam, Lam, and McNaught 2010). Whalley (2010) argues that there will be increasing used of e-books by students on and off-campus, given the financial pressures faced by all UK higher education institutions and the tuition fees paid by students. Mobile devices such as e-book readers might offer affordable solutions for course content delivery.
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There are three basic components of e-books: hardware or reader, software, and ok files. Hardware-based e-book readers are portable electronic devices designed mainly for the means of reading e-books or any forms of publications. In terms of capacity, e-book readers can store a certain number of books worth of content, which can be accessed virtually from any location (Wilson, 2001). Software-based are programs that display data of an e-book on the device (Pereus, 2000). Software book readers allow access to personal computers or any latest computer technologies. A file type is on a file that contains an embedded signature. It notifies the operating system on how to manage that file.
Through reading electronic books, there are positive and negative effects that come along with it. The positive effects are that e-book does
not need to travel to a bookstore to get a copy of the book (Gomez-Barbon,n.d).
Observations by Maynard and Cheyne (2005) of students working in groups using electronic textbooks versus traditional textbooks noted that groups were more involved, keen to learn, well behaved and focused while interacting with electronic features such as video clips, underlying capabilities, note-taking tools, and dictionaries than students who were solely reading printed textbooks. The other positive effect of the e-book is it has reread them multiple times until it was understood, unlike those who read it in printed text (Riordan, 2013). On the other hand, the negative effect of e-book is it can cause significantly higher eye fatigue than reading a commercial book (Kang, Y. Y., Wang, M. J. J., & Lin (2008).
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2. The concept of P-book
The history of the printed word dates back to China in 868 CE. It was suspected that printing took place before this date as well. The purpose of printing in that time was focused on pictures or decorations and were typically carved from wood, stone, and metal, which would then be rolled with ink or paint. Books were typically created for religious purposes (Bellis, 2015)
Based on the dictionary printed book is a written or printed work consisting of pages glued or sewn together along one side and bound in a cover. Despite the growing technology our world can offer, it is statistically proven that there are 90%
of people who are still reading printed books (Perrin,2016). Printed books, especially those that are part of book collections or series of the main story, are given more satisfaction from the readers due to the short content that comes with it (Knight,2016).
Using P-book in reading activities have many positive effects. One of them is it does not need batteries for it to operate. It is based on (Campbel:2013) that said for operating printed books you do not need to charge or worry when it is a low battery since this is not electronic, unlike the e-book devices, which means that you can start gaining information without needing electricity before reading the file.
However, on the negative side of it, printed books cost more due to more resources needed to have them printed (e-books vs Printed, 2012). These are the resources like leaves, ink, and many of the like.
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C. Reading
1. Definition of Reading
Reading is one of the most important skills that we need to learn. According to Harmer (1985:153) “reading is an exercise dominated by the eyes and the brain.”
Reading in Oxford Advanced Learner’s Dictionary of Current English (1995:934), has some definition as follow:
a. The action of a person who reads
b. An amount indicates or registered by measuring instrument
c. A way in which something is interpreted words through the eyes and the mind d. An entertainment at which is read to an audience
e. Each of the stage of debate through which a bill pass before it can become law There are some skills which the reader should command in order to comprehend a text fully. These skills are explained by Turner as follows: An individual may be said to comprehend a text fully when he can:
a.
Recognize the words and sentences of the text and know what these and sentence means.b.
Association meanings, both denotative and connotative, from personal experience with the printed text.c.
Recognize show all these meaning and his perception of them fit together contextually.d.
And make value judgments about and based on the reading experiences.10
According to Cook in Rosniati, (2004), there are three kinds of reading, namely:
a.
Reading AloudReading aloud is a very important device. It cannot look at achievement or the goals because it is a great aid in developing our habits to practice. In reading aloud, the students will get experience in producing a sound that can be practiced as many times as possible.
b. Silent reading
Silent reading tends to reinforce the readers to find out the meaning of the words. This kind of reading skill is to criticize what is written and to discuss something. Written means to draw inference or conclusion as well as to express a new idea based on what is in reading.
c. Speed Reading
This kind of reading is used to increase speed and comprehension in reading. This skill of speed reading must with the main purpose of reading that is comprehension. The rate of speed reading, however, depends on the kinds of reading text or material. The rate of speed reading of a story will be different from reading scientific material.
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2. Reading Process
Wiryodijoyo et al (1989:10-11) put forward some stages of the reading process as follow:
a Perception
The perception here indicates the ability to read words as significant units.
b Comprehension
The comprehension refers to the ability to make the author’s or writer’s word conducive to used thought as read in contexts.
c Reaction
His the action that requires consideration in connection with what has been by Interaction
d Interaction
The interaction reveals the ability to comprehend or understand through or concept towards the experience background of the writer that can be useful as part of the reader’s experience.
3. Reading Strategy
Reading is an integral part of academic affairs and it is equally important outside academic contexts. Apart from the essential linguistic requirements of the reading process (e.g. vocabulary and grammar), some so-called reading strategies are attested to improve reading.
King (2008), believes that four factors are involved in reading comprehension:
the reader, the text, the strategies, and the goal. He, then, goes on to emphasize that
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what makes the difference is the reading strategies. Forking, the single most important factor in reading is the strategies learners utilize. Brown (2001), for example, points out that reading for comprehension is a matter of developing appropriate, efficient comprehension strategies. He goes on to enumerate ten such strategies:
a. Identify the purpose of reading.
b. Used graphemic rules and patterns to aid in bottom-up reading.
c. Used different silent reading techniques for relatively rapid reading.
d. Skim the text for main ideas.
e. Scan the text for specific information.
f. Used semantic mapping or clustering.
g. Guess when you aren't certain.
h. Analyze the vocabulary.
i. Distinguish between literal and implied meanings
j. Capitalize on discourse markers to process relationships.
4. Types of Reading
According to Abbot et al (1981: 92), the types of reading are;
a. Skimming
The eyes run quickly over the text to discuss what it is about, the main idea, and the gist. However, a reader should look quickly across and down the page to find specific information he wishes.
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b. Scanning
The reader is on the lookout for a particular item he believes in the text.
The scanning can be done to find name, data, statistic, or fact in writing. The eyes start quickly at the lines of writing.
c. Intensive reading
It is also called study reading. This involves the closed reading of the text as the amount of comprehension should be high. The speed of reading is correspondingly slower.
D. Conceptual framework
Reading is very important for us. By reading we can get some information and messages from various sides. So that students need to know the best tools in reading activity. The writer believes that when the students can comprehend the reading tools, they will comfortable and understand what they read.
Figure 2.1 Conceptual Framework Reading
Narrative Text
Using E-book Using P-book
The Impact of using e-book and p-book in students’ reading achievement
14 CHAPTER III
RESEARCH METHODOLOGY A. Research Design
The design in this research was descriptive quantitative design as a kind of research design that involved the collection of the data and used two variables. The purpose of the researcher chose this design, to find out the different impact of using e-book and p- book in students’ reading achievement.
B. Research Variable
The variables in this research were divided into two:
1. Independent Variable
The independent variable was used P-book and E-book.
2. Dependent Variable
The dependent variable of the research was students’ reading achievement.
C. Research Subject
The researcher defined the population before collecting the sample, including the description of the member to be included. The population of this research is the ninth grade of MTSN 4 Jeneponto. There were four classes and the total population was 60 students.
This research was applied with a purposive sampling technique to choose the sample of the research by communicating it with the English teacher about students’
English ability and their activeness in media social WhatsApp at the ninth grade. The researcher was taken 18 students as participants.
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D. Instrument of The Research
An instrument is a tool or device used for a particular task (Oxford: 231).
The instrument is a significant thing in research. With instruments, researchers can get the data. In this research, the researcher used a reading test to assess the impact of using E-book and P-book in students’ reading achievement. In this research, the researcher used a reading test that consisted of multiple-choice and true-false forms.
E. Data Collection
In this research, the researcher used a reading test for the instrument to collect data. The way to collect data from this research was given a reading test.
Every students were given e-book and p-book test. The procedures as follow:
1. The researcher was given an e-book test to the students 2. The students answer the test.
3. After the students finished their E-book test, the researcher was given a P-book test to the students.
4. The students send their answer through WhatsApp group.
5. The researcher has been determined the score according to the criteria of assessment.
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F. Data Analysis
The data obtained from the test was analyzed by using the procedures as follows:
1. Scoring the students’ answer by used the following formula:
𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠′𝑐𝑜𝑟𝑟𝑒𝑐𝑡
𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟𝑜𝑓𝑖𝑡𝑒𝑚𝑠𝑐𝑜𝑟𝑒 = 𝑥100
2. Classifying the students’ scores into seven levels
Table 3.1 Students’ classification
96 – 100 was classified as excellent
86 – 95 was classified as very good
76 – 85 was classified as good
66 – 75 was classified as fairly good
56 – 65 was classified as fair
46 – 55 was classified as poor
0 – 45 was classified as very poor
(Arikunto and Suharsimi, 2006: 24-26)
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3. To find out the mean score of the students’, the researcher was used the formula as follows:
4. Computing the frequency and rate percentage of students’ score:
P = 𝐹
𝑁𝑥 100%
Where: P = Percentage
N = Total number of students F = Frequency
(Sudjiono, 2003: 40)
18 CHAPTER IV
FINDINGS AND DISCUSSION
This chapter presents the findings of the research and its discussions. The finding of the research covers the description of the result of data collection through the reading test.
A. Findings
1. The Analysis of The Data
a. The score classification of students’ Reading Achievement by using E-book
Table 4.1 Classification Score of E-book
Classification Score F P
Excellent 96 – 100 0 0
very good 86 – 95 0 0
Good 76 – 85 0 0
fairly good 66 – 75 0 0
Fair 56 – 65 0 0
Poor 46 – 55 15 83,33%
very poor 0 – 45 3 16,67%
TOTAL 18 100%
Based on the rate of percentage on the table 4.2, it is found that there are not students got excellent classification, very good classification, good classification, fairly good classification, and fair classification. Students got poor classification 15 (83,33%), and students got very poor classification 3 (16,67%).
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b. The Score Classification of Students’ Reading Achievement by Using P-book Table 4.2 Classification Score of P-book
Classification Score F P
Excellent 96 – 100 0 0
very good 86 – 95 0 0
Good 76 – 85 3 16,67%
fairly good 66 – 75 9 50%
Fair 56 – 65 0 0
Poor 46 – 55 0 0
very poor 0 – 45 6 33,33%
TOTAL 18 100%
Based on the rate of percentage on the table 4.2, it is found that there were not students got excellent classification, very good classification, fair classification, and poor classification. Students got good classification 3 (16,67%), Fairly good classification 9 (50%), and very poor classification 6 (33,33).
If table 4.1 and table 4.2 compared, it shows that the classification score of using E-book is lower than the classification score of using P-book.
2. Mean Score of Using E-book and P-book
To know whether or not there is significant difference between using E-book and P-book, it is shown in the following table:
Table 4.3 Mean score of e-book and p-book
Group Mean Score
E-book 37,5
P-book 60,6
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Based on Table 4.3, indicated that in e-book test the mean score was 37,5 while the students’ mean score of P-book test was 60,6. It proved that there was a significant different impact between using e-book and p-book.
B. Discussion
The used of E-book and P-book have been conducted investigated from various studies. Straiger (2012) reviewed 24 studies conducted in post-secondary institution between 2006-2011 on e-book used around the world. He found that roughly 50% of participants, on aggregate, had used e-books. E-books present several benefits to students to improve their reading achievemement in this technology era. One study (Kiriakova, Okamoto, Zubarev, & Gross, 2010) found that 85,5% students preferred an e-book than p-book because e-book more portable, fun and easy to used.
On the other hand, there are some academic community who worry that adoption of e-books may lead to inferior scholarship. Staiger (2012) laments that students used, rather than read, e-books, making a distinction between the practice of reading and referencing. The closest students come to reading is the habit of power- browsing through e-texts, “they do not immerse themselves in them for extended periods of time in order to grasp their overall argument and point of view” (Staiger, 2012, p. 357). Given this, he votes strongly in favor of print books over their electronic.
Research by Weisberg (2011) discovered there was no significant different in learning outcomes between students who used e-book and P-book. In addition, Connell, Bayliss, and Farmer (2012) found that although e-book students more slowly to understand the content than p-book readers. The overall comprehension of both
21
groups of students was the same.
Based on the previous findings above, the researcher would be present the result of the research that have been explained before. This research proved that using p-book was given more positive impact than using e-book in students’ reading achievement. Amjad M in his journal College Students’ Usage of and Preferences for print and Electronic Textbooks (2019) showed that the highest percentage of students spend between 1 to 3 hours a week on reading which used p-book. However, for e- textbooks, the highest per-centage of students spend only less than 1 hour per week on reading concluded that. This part deals with the interpretation of the findings.
The e-book test was conducted on September 09th 2020 and p-book test in September 10th 2020. The topic was taken from syllabus that was Narrative text. The researcher asked the students to answer the question on multiple-choice and true-false test.
1. The impact of Using E-book and P-book in Students’ Reading Achievement After analyzing the data, it was founded that the mean score of using E-book was 37,5 and the mean score of P-book was 60,6. The students’ mean score in using e- book was very poor, it was 37,5. And the students’ mean score in p-book was fair, it was 60,6.
The data of the research showed that there was significant different impact of students’ reading achievement between using e-book and p-book. Using p-book was given the higher score than using e-book. The same thing was said to Jeong (2012), in his thesis “A comparison of the influence of electronic books and paper books on
22
reading comprehension, eye fatigue, and perception” has found that there is compared to ebook, p-book appears to enable better in reading comprehension and has a significant effect on quiz scores. It also deals with the previous finding Mikayla N (2015) in her thesis “Printed books versus digital books” conclude that collage ages students that read for both school and pleasure prefer to read from printed books, and they are not likely to change the platform that they read on.
Kang, Y. Y., Wang, M. J. J., & Lin (2008) also support this using P-book in students’ reading activity in their thesis “Usability evaluation of Ebooks,” have found that reading an Ebook causeds significantly higher eye fatigue than reading a Commercial Book (Cbook). They also found that reading a C-book generated a higher level of reading performance than reading an E-book. It means that by using this P- book, students can get some positive impact learning process especially in their reading achievement. From the discussion above, the students at the third grade of MTSN 4 Jeneponto have a good impact in their reading achievement by using P-book.
23 CHAPTER V
CONCLUSION AND SUGGESTIONS
This chapter consisted of two sections, they are conclusion and suggestion.
Conclusion will present the finding of the research based on data analysis and discussion of previous chapter.
A. Conclusion
Based on the previous findings and discussion, and also by looking at the result of this research, the researcher can make conclusion as follow:
Using P-book is better and give positive impact than using E-book in students’
reading achievement. It proved by the students’ mean score of e-book and p-book test.
The mean score in e-book test was 37,5 and the mean score of p-book test was 60,6 that means there is a significance difference between using E-book and P-book in students’ reading achievement.
B. Suggestions
Based on the conclusion above, the researcher proposed suggestion as follow:
1. For the students
After getting the material by using P-book students can improve their reading achievement. The students are suggested to learn and read more books to improve their reading skill although in this pandemic situation.
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2. For the teacher
In order to succeed in teaching English, the teacher should be used P-book as their tool for learning English specially to improve the students’ reading achievement. In this situation, the teacher can be more creative in using P-book so the students can interest and not bored in learning English.
3. For the researcher
As this research is not perfect yet, it is suggested for the future researcher to conduct further researchers in the same field, especially on using P-book to improve students’ reading achievement. This study is very important because it will give some knowledge to the researcher and to know the benefits of using P-book in students’ reading achievement.
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BIBLIOGRAPHY
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Longman
Brown, H.D. 1970. Teaching by principles: An interactive approach to language pedagogy. Englewood Cliffs, New Jersey: Prentice Hall
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Bellis, M. 2015. “The History of Printing and Printing Process. About Money” . Retrieved from http://inventors.about.com/od/pstartinventions/a/printing.htm Cabrera, Marcos Penate. 2002.“Teaching the four skils in the primary EFL classroom”.
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Hanho Jeong. 2012. A comparison of the influence of electronic books and paper books on reading comprehension, eye fatigue, and perception.(Online)
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Hawkins, D.T. 2000. Electronic books : a major publishing revolution. Online 24 (4), PP 14-28 (Online). Retrieved february 17, 2001 from proquest (database) Hornby, A. S., & Cowie, A. P. 1995. Oxford advanced learner's dictionary (Vol. 1430).
Oxford: Oxford university press.
Hsieh, Y., & Huang, S. 2020. “Using an E-book in the secondary English classroom:
Effects on EFL reading and listening”. Education and Information Technologies, 25(2), 1285-1301.
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Kiriakova, M., Okamoto, K., Zubarev, M., & Gross, G. 2010. “Aiming at a moving target : Pilot testing eBook readers in an urban academic library”.Computers in Libraries, 30 (2), 20-24
Lamp P., Lam J., McNaught C. 2010.“How Usable are E-books in an M-Learning Environment?”.International Journal of Continuing Engineering Education and Life Long Learning; 20 (1) : 6-20
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365. Retrieved from Teacher Reference Center Database
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Comprehension” . Education Masters. Paper 325
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Wells, Casey. 2012.“Do Students Using Electronic Books Display Different Reading Comprehension and Motivation Levels Than Students Using Traditional Print Books?”.Doctoral Dissertations and Projects. 623
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Effects on EFL Reading and”.Education and Information Technology 25, 1285- 1301
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APPENDIX A E-BOOK TEST The Story of the Smart Parrot
A man in Puerto Rico had a wonderful parrot. There was no another parrot like it.
It was very, very smart. This parrot would say any word-except one. He would not say the name of the town where he was born. The name of the town was Catano.
The man tried to teach the parrot to say Catano. But the bird would not say the word. At first the man was very nice, but then he got angry. “You are a stupid bird!
Why can’t you say the word? Say Catano, or I will kill you!” but the parrot would not say it. Then the man got to so angry that the shouted over and over, “Say Catano, or I’ll kill you!” but the bird wouldn’t talk.
One day after trying for many hours to make the bird say Catano, the man got very angry. He picked up the bird and threw him into the chicken housed. “You are more stupid than the chickens. Soon I will eat them, and I will eat you, too.”
In the chicken housed there are four old chickens. They were for Sunday’s dinner. The man put the parrot in the chicken housed and left.
The next day the man came back to the chicken housed. He opened the door and stopped. He was very surprised at what he saw!
He saw three dead chickens on the floor. The parrot was screaming at the fourth chicken, “Say Catano, or I’ll kill you!
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Vocabularies: wonderful: hebat, parrot: burung beo, bird: burung, picked up:
mengambil, throw: melemparkan, stupid: bodoh, put: menaruh, saw: melihat, scream:
berteriak, smart: pandai
A. Multiple choice question
Read the question carefully and choose the correct option!
1. Where does the story take place?
a. London c. Jakarta
b. Puerto Rico d. Buenos Aires
2. What is the word that the parrot cannot say?
a. Catano c. Canato
b. Tacano d. Nacato
3. How often did the owner teach the bird how to say the word?
a. Always c. Many times
b. Everyday d. Every second
4. Which statement is true according to the text?
a. The parrot could say Catano b. At last the parrot could say Catano c. Catano was the name at the parrot d. The man never got angry at the parrot
5. What does the man do to the bird because the bird cannot say the name of a place.
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a. The man ate the bird.
b. The sold the bird.
c. The man killed the bird.
d. The man taught the bird.
6. It is most likely that ….
a. The bird killed the three chickens.
b. The three chickens killed the bird.
c. The bird played with the chicken.
d. The bird killed one of the three chickens.
7. What is the story about?
a. A parrot and a cat c. A parrot and the owner
b. A parrot and a chicken d. A parrot, the owner, and chickens 8. “It was very, very smart”
The underlined word refers to ….
a. The man c. The chicken
b. The bird d. Puerto Rico
9. “The parrot was very, very smart”
The word ‘smart’ means ….
a. Stupid c. Stubborn
b. Clever d. Beautiful
10. “The parrot was screaming at the fourth chickens”
What does the underlined word mean?
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a. Smiling c. Shouting
b. Crying d. Laugh
11. How many chickens in the chicken housed?
a. 1 c. 3
b. 2 d. 4
12. When will he eat the chickens?
a. Sunday’s morning c. Today b. Sunday’s dinner d. Tomorrow 13. Where was he born?
a. London c. Puerto Rico
b. Catano d. Buenos Aires
14. “A man in Puerto Rico had a wonderful parrot”.
The word ‘wonderful’ means
a. Ugly c. Beautiful
b. Smart d. Bad
15. What lessons can be drawn from this story?
a. The parrot is a smart bird
b. Be careful in speaking and behaving c. The man is patient
d. The parrot likes to eat chicken
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B. True-False Form
Read the statement carefully and identify wheteher they are true or false!
No. Question True False
1. The carrot is a very smart bird
2. The bird killed all of the chickens in the chicken housed
3. The man go to so angry so he ate the carrot
4. He trying for many hours to make the bird say
‘Catano’
5. In the end of the story, the carrot can said the world
‘Catano’
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APPENDIX B P-BOOK TEXT A Man and a Parrot
A man had a parrot. It was a very beautiful bird and every day the man talked to it.
"Pretty Polly," he said. "You are a pretty Polly."
"Pretty Polly," the parrot said. "You are Pretty Polly."
Every day the man spoke new words to the parrot "Hallo" he said, and "Goodbye."
One day the parrot was not in its cage. It was flying about the room. The man came into the room and saw the parrot. "What are you doing?" he said.
"What are you doing?" the parrot said.
The man laughed. Then he went out to visit his friends.
That evening a thief came to the housed. He walked round the housed and looked into the windows. There was no one at home. The thief broke open the door and entered
the housed. First he went into the sitting room. In the sitting room he found some bowls and vases. He put them into a sack. Then he went into the bedroom. In the bedroom he found a gold watch and some money. He put these into the sack, too. He
stole many things from the housed and put them into his sack.
The sack was soon full. The thief put it over his shoulder and walked to the door. He opened the door and looked out. These was no one there.
"What are you doing?" a voice said.
The thief jumped high into the air and dropped his sack. Then he ran out of the housed and down the road.
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"What are you doing?" the voice said again: "Pretty Polly. Hallo, Goodbye. What are you doing?"
A. MULTIPLE CHOICE QUESTION 1. Who owns the parrot?
a. The girl b. The man c. The thief d. The bird
2. Where does the parrot go when it's not in the cage?
a. The room b. Bedroom c. Garage d. Kitchen
3. How often did the man talked to the bird?
a. Everyday b. Every night c. Often d. Many times
4. What does the man do to the bird because the bird not in its cage?
a. The man sold the bird b. The man Laughed
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c. The man killed the bird d. The man angry to the bird
5. Where does the man go after laughing at birds?
a. He went out to visit his friends.
b. He went out to the supermarket c. He stayed at home
d. He went to the bedroom
6. When did the thief come to the man's housed?
a. In the morning b. In the night c. In the evening d. In the midnight
7. How did the thief enter the man's housed?
a. Through the rooftop b. Through garage c. Broken the door d. Broken window
8. Which room did he first visit after being in the housed?
a. Kitchen b. Bedroom c. Sitting room d. Home theater
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9. What did the thief get in the sitting room?
a. Some Money b. Gold watch
c. Some bowls and vases d. Nothing
10. Where did the thief go after sitting in the room?
a. Kitchen b. Garage c. Living room d. Bedroom
11. What did the thief get in the second place he visited?
a. Jewelry
b. Some bowls and vases c. Some money
d. Some money and a gold watch 12. . Where did he put the stolen goods?
a. Into his pocket b. Into his jacket c. Into his sack d. Into his hat
13. Why did he drop his sack and then run away from home?
a. Because he was caught
37
b. Because of the sound of the parrot c. Police Patrol
d. Because of the sound of the man
14. Which statement is true according to the text ? a. The man is a bad-tempered man
b. The parrot likes to disturb people c. The parrot throws off the act of theft
d. The Thief managed to get some things from the man's housed 15. The message that we can learn from the story is:
a. Don't leave the housed locked up b. Giving is better than receiving
c. Do not take things that are not yours without permission of the owner d. Don't steal at night
B. TRUE FALSE FORM
No Statement True False
1. The parrot is a beautiful bird 2. The man is an arrogant person 3. The man talks to the bird every day
4. The parrot did not succeed in driving the thief from the housed
5. The Thief stole the man's housed
38 APPENDIX C
KEY ANSWER OF E-BOOK TEST A. Multiple Choice
1. B 9. B
2. A 10. C
3. C 11. D
4. B 12. B
5. D 13. B
6. A 14. C
7. C 15. B
8. B 9. B
B. True-False Form 1. True 2. False 3. False 4. True 5. False
39 APPENDIX D
KEY ANSWER OF P-BOOK TEST
A. Multiple Choice
1. B 10. D
2. A 11. D
3. A 12. C
4. B 13. B
5. A 14. C
6. C 15. C
7. C 8. C 9. C
B. True-false Form 1. True
2. False 3. True 4. False 5. False
40 APPENDIX E
Example of Students’ Assignment
41
42
43 APPENDIX F
The Raw Data of the Students’ Test Score E-book Test
No. Respondents Score
1. Ayu Lia 40
2. Eka Damayanti 40
3. Helmi 30
4. Meri 40
5. Mindariyanti 35
6. Mirnah 25
7. Muh Habi Syam 20
8. Novi Auliah Isham 30
9. Nur Annisa 45
10. Fatmawati 55
11. Julita 40
12. Mirda wati 50
13. Pida Auliyah Nurpahika 50
14. Nurul Magfirah 40
15. Nur alim Akbar 40
16. Delvia 20
17. Irnawati Putri 35
18. Ayu Aulia Arsyad 40
Total 675
P-book Test
No. Respondents Score
1. Ayu Lia 70
2. Eka Damayanti 25
3. Helmi 70
4. Meri 70
5. Mindariyanti 70
6. Mirnah 70
7. Muh Habi Syam 20
8. Novi Auliah Isham 70
9. Nur Annisa 75
10. Fatmawati 85
11. Julita 70
12. Mirda wati 35
44
The Mean Score of Comparative Test 1. The Students using E-book
X1 =∑𝑋
𝑁
X1 =675
18
X1 = 37,5
2. The Students using P-book X2 =∑𝑋
𝑁
X2 =1.090
18
X2 = 60
13. Pida Auliyah Nurpahika 40
14. Nurul Magfirah 40
15. Nur alim Akbar 40
16. Delvia 75
17. Irnawati Putri 85
18. Ayu Aulia Arsyad 80
Total 1.090
45 APPENDIX G DOCUMENTATION
46
47
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APPENDIX H CORRESPONDENCES
49
50
51
CURRICULUM VITAE
DAHLIA was born in Jeneponto on November, 18th, 1998.
She is the first child in her family. She has a brother named Anwar. Her father is Rustam and her mother is Dira. She graduated her Elementary School in 2010 at MIN 4 Jeneponto. She continues her
Junior High school at MTS Al-Marwah Marayoka and graduated in 2013. Then her Senior High School at MAN 1 Jeneponto and graduated 2016. Next, she was accepted at Muhammadiyah University of Makassar as a student of English Education Department at 2016.
At the end of her study, she could finish with her thesis under the title “The Impact of Using E-book and P-book in Students’ Reading Achievement (A Descriptive Quantitative Research at the Third Grade of MTSN 4 Jeneponto).
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TURNITIN CERTIFICATE
