THESIS
Jamilah Te.140995
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING THE STATE ISLAMIC UNIVERSITY
SULTHAN THAHA SAIFUDDIN JAMBI
2018
THESIS
Diajukan sebagai salah satu syarat untuk memperoleh gelar Sarjana Pendidikan
Oleh
Jamilah Te.140995
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING THE STATE ISLAMIC UNIVERSITY
SULTHAN THAHA SAIFUDDIN JAMBI
2018
1
A. Background of the Study
Nowdays, english is international language in the study of many countries whole the world including Indonesia. Along with the development of era and globalization, english language learning becomes its own needs in communication because english often use in various fields such as economy and technology. In fact, some people do not know english language unconsciously often use the terms in the english language in daily life. According to Mirasanti (2016,p.2), with adept language person can express ideas, notions, and feelings to others both orally and writing. Therefore english language is communication to interact with a person with specific purpose. Based on 24 2016 permendikbud in curriculum of 2013 explain that, “english language as tool to communicate orally and in writing”. There are four main skills in english: those are reading, writing, speaking and listening.
Reading one of the language skills that need to master in english language learning. Putra (2015, p.1), stated that reading is the process to understand what has been written. It means that, when someone reads, he looks at something in written and tries to get the meaning to understand it.In other words, reading is an activity that involves the reader in following and getting the message to convey by the writer in writing media. Reading activities have many benefits, especially for students. Through reading the students get experience, new concepts, and knowledge. In addition, UNESCO sets the 8th of September as "International Literacy Day". The declaration has been done since 1965 (UNESCO, 2015). It shows how important and primary read of humans.
One of the reading skills that need to teach at the junior high school is reading comprehension. According to Birsch in Gilakjani and Sabouri (2016, p.181), reading omprehenssion as a ability to get the meaning of what is read.
Reading comprehension need reading skills different such as cognition, fluency,
lexical knowledge, and pre-existing knowledge to catch quickly, so the readers get knowledge of the text. Somadayo (2011, p.7), stated that reading comprehension is a complex intellectual process that includes two major capabilities, namely the meaning of the word mastery and ability to think about the concept of verbal. It can be concluded, from 2 above of opinion that reading comprehension as an activity that aims to get information and students in demand to understand the contents of reading. Reading comprehension is one important aspect in reading activities, because essentially to understanding of a reading material, students can improve their reading skills or for a specific purpose to achieve. Reading comprehension is very complex for students, and not only the ability of reading techniques but also the ability of students to understanding and interpreting the content of reading.
Unfortunately, although english plays a very important role, the Indonesia students’ competency of this language is still low especially for reading comprehension. There are two main international assessment that assess students' in reading comprehension; WMLN (Most Littered Nation In The World) and PISA (Program for International Student Assessment). WMLN implemented over the last 12 years to find out students' reading comprehension achievement. The result showed that indonesia was ranked 60th out of 61 countries on reading skills.
This fact is alsosupported by PISA (Research Program for International Student Assessment) which is implemented 3 years involving 540,000 students in 70 countries, released on December 6 2016. The result showed that the average score of indonesia students' achievement in reading comprehension was ranked 61 of 69 countries evaluated.
According UNESCO based on survey 2011 from 61 countries only 0,001 percent of students who has read in indonesia. Others factor that influence low reading comprehension is a material that is given by the teacher. The material are ususally given by the student teacher say it is difficult to understand, so thats way it is not enthusiasm in english language learnig material. In addition, teachers use the strategies and procedures that are less appropriate for english learning.
Problems in english learning in regards to the issues stated above also experienced by the eight grade students' of islamic junior high school Berembang Muaro Jambi. Based on the information that the researcher gained from the english teacher of islamic junior high school Berembang Muaro Jambi through interview on Januari, 17 2018 found some problems in reading comprehension of them the low ability students in uderstanding readings seen from students have trouble finding main ideas and difficult to answer a question from a text reading, students still read the sentences or paragraphs with the original word, student rarely read the english text makes the low level of understanding of the content of the readings are read, the learning materials in reading comprehension also the appropriate tend orient to general science without trying the knowledge near for students in learning system. Maretnowati (2014, p.2), stated that the problem connects with the students’ lack of vocabulary. They think that do not enough vocabulary to comprehended the text. In addition, they lack of interest and unacttractive teaching method. In fact, the position in learning methods can helps to convey the learning and as motivation of students to learn. In addition, the material will very important in learning process if the learning that is engaging, creative, and varies in understanding learning style of students, so thats way it is a passion for learning and gaining knowledge.
In line with the students’ problems in reading comprehension using the apropriate strategy in the process of teaching english can be a solution to enhance students’ ability in reading comprehension. One of the strategy that approaches that will use in this research relate to reading comprehension is pre-reading activities. According to Wijaya (2016, p.133), pre-reading is activating and building prior knowledge are crucial in reading comprehension, some pre-reading activities are built up to promote students’ comprehension. Those activities cannot be applied in any reading situations. Therefore, by considering the reading materials, including the topics and genres of the text, the teachers may select one of those pre-reading activities to be applied in the classroom. So that way it is an activity that leads to guidance and preparations that will doing by students before reading, especially in reading comprehension. The researcher should provide
some of the activities that support before the core material in reading comprehension such as give the pictures, game, or read short story to students.
According to Bilokcouglo in Moghaddam (2016, p.236), pre-reading is activities that use with the students before teaching of the actual reading material. Pre- reading activities, prepare students for better comprehension by making them familiar with the topic, vocabulary, or structures that they may come across in the text.
Wangsgard in Marinaccio (2012, p.12), stated that pre-reading activities are strategies or procedures readers may use to gain better understanding of what they are reading. According to Thuraisingam and his friends (2017, p.95), pre-reading plan begins with the teacher introducing a key word, concept or picture to stimulate a discussion. By having the students say anything that initially comes to mind and having that information recorded on the whiteboard, participants are able to see the associations. Therefore, pre-reading activities can help students to understand the purpose of the text, Can help to understand the structure of the text, and clarify the contents of the text in the reading comprehension. In addition, it can also help students expand in reading comprehension to prepare the text to read.
According to Wijaya (2016, p.137), there are several activities conduct in pre-reading activities such as Speed Chating, Discussion, Brainstorming, Picture, The tittle, Story telling, Short conversation, Dictionary and so on. The researcher will apply pre-reading activities is picture. Roslina (2017, p.1), stated that the researcher supposes that the use of pictures as a visual media in teaching learning process intended to make the teaching learning more effective and effecient.
When teaching learning effective and effecient means the quality of learning outcomes can be improved. According to Thomas in Pan Yi-Chun and his friend (2009, p.187), the prevailing assumption is that pictures simply entertain and are thus and inappropriate tool for adult learning. In the other words, the picture is a medium that can display a visual lessons can the form of paintings, cartoons, portraits, caricatures, and others. Through of media images, the teachers can convey in teaching materials clearly and easily to understand by students.
Taking into consideration what the researcher has described, the researcher would like to conduct a researcher entittled “The Effect of Pre-Reading Activities on Reading Comprehension at The Eight Grade Students’ of Islamic Junior High School Berembang Muaro Jambi”
B.
Identification of the Problem
1. The students are not interested in reading
2. The teacher may not attract students in teaching reading
3. The students having difficulty in finding main idea and answer question 4. The students have low motivation in reading english text
5. The students need to attractive their beckground knowledge before reading
C. Limitation of the Study
In this research, the researcher intends focus on effect of pre-reading activities in reading students especially in reading comprehension on descriptive text at the eight grade students' of islamic junior high school Berembang Muaro Jambi.
D. Formulation of the Problem
Based on the description above, it can be formulated problems in this research are:
1. Is there any significant effect in reading comprehension at the eight grade students' of islamic junior high school Berembang Muaro Jambi after they were taught by using pre-reading activities?
2. Is there any significant different between experimental class and control class in reading comprehension at the eight grade students' of islamic junior high school Berembang Muaro Jambi?
E. The Purpose and Significant of the Study
1. The Purpose
To find out whether or not:
a) There is any significant effect in reading comprehension at the eight grade students' of islamic junior high school Berembang Muaro Jambi after they were taught by using pre-reading activities.
b) There is any significant different between experimental class and control class in reading comprehension at the eight grade srudents’ of islamic junior high school Berembang Muaro Jambi
2. The Significant
The significant of the reasearch is:
For other researchers, as a reference for those who want to conduct a research the same focus as reference material in research. For the teachers, can provide information about the use of pre-reading activities in english reading comprehension of islamic junior high school Berembang Muaro Jambi. For the researcher, can add insight as result of direct observation and can understand benefits or role of the use of pre-reading activities in english reading comprehension of islamic junior high school berembang muaro jambi. For the students, the research results can improve their reading skills, especially in english reading comprehension and gain experince of the learning process by using pre- reading activities.
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A. Theory Framework
1. Reading Skill
a. Definition of Reading
According to Dalman (2014, p.5), reading is an activity or cognitive process that attempt to find a variety of information in writing. It means that reading as process of think to understand the content of the text. Therefore, reading not only see a collection of letters that have form the words, groupsof words, sentences, paraghraps, but read as a symbol of understanding activities, writing meaningful mark, so thats way message the author is acceptable by the reader.
Tarigan (2015, p.7), stated that reading is a process that is done as well as used by the reader to obtain the message, conveyed by the author through the medium of words or writing language. In this case, reading as an attempt to search for the meaning that is in writing.
According to Somadayo (2011, p.4), reading is an interactive activity for picking as well as understand the meaning or meanings contained in the materials.
Reading activities are active and interactive. Through knowledge, readers should be able to follow the path of the mind of the author and crritical style in the challenge to be able to respond by approving or not approving the idea or ideas put forward by an author.
Based on the definition of reading that has been delivered above, it can be conclud that reading is an activity or the process of applying the text skills readings in order to understand tthe content reading text. Reading ot only to read the print text into speak language, but also to decode the text and to make a connection between the reader’s knowledge and the text they read in order to understand the text based on their purposes. In addition, reading also is a process which involves the reader’s previous knowledge and the text they read in order to comprehend the text.
b. The Importance of Reading
According to Syafi’ie in Tarigan (2015, p.3), reading skills is very important because through reading one can understand speak words of someone. Dalman (2014, p.3), stated that reading is very important because a person can findout quickly the various that occur for example, events that occur in one region can be separated through reading books, newspaper, and google.
According to Sugiarti (2012,p. 6), the inportance of reading is someone can add information and expanding the science and culture. Based on the importance reading that has been delivered above, it can be conclud that reading is importance because reading is a means to learn of another world that is want, so thats way the students will expand their knowledge, have fun, and want to know the message write the reading of the text.
c. The Goals of Reading
According to Tarigan (2015, p.9), the main purpose of reading is to seek and obtain information, including content, and understand the meaning of the readings. Dalman (2014, p.11), reading aims to seek and obtain the message or to understand the meaning through the readings. Therefore, the purpose of reading can be:
a) To understand in detail and through content readings b) To catcch the main idea or the main idea quickly c) To get information about something
d) Want to know the events all over the world and e) To recognize the meaning of the difficult words.
2. Reading Comprehension
a. Definition of Reading Comprehension
Somadayo (2011, p.7), stated that reading comprehension is a complex intellectual process that includes two major capabilities, namely the meaning of the word mastery and ability to think about the concept of verbal. According to Birsch in Gilakjani and Sabouri (2016, p.181), reading omprehenssion as a ability
to get the meaning of what is read.Reading comprehension need reading skills different such as cognition, fluency, lexical knowledge, and pre-existing knowledge to catch quickly, so the readers get knowledge of the text.
Based on the definition reading comprehension that has been delivered above, it can be conclud that reading comprehension actitivities as reading that seeks to understand the content of the readings or text throughly.
b. Levels of Reading Comprehension
According to Somadayo (2011, p.9), reading comprehension has different levels. Divide reading comprehension into literal comprehension, interpretive comprehension, critical reading, and creative reading.
a) Literal Comprehension
Reading for literal comprehension, which involves acquiring information that is directly stated in a selection is a prequisite for higherlevel understanding. Recognizing stated main ideas, details, causes and effects, and sequence is the basis of literal comprehension, and through undrestanding of vocabulary, sentence meaning, and paragraph meaning is important.
b) Interpretive Comprehension
Interpretive comprehension involves reading between the lines or making inference. It is the process of deriving ideas that are implied rather than directly stated. Reader makes inferences based on their schemata. It is important to realize that children have less prior knowledge than adults and do not make inferences spontaneously, even they possess necessary schemata or background knowledge.
c) Critical Reading
Critical reading is evaluating written materials, comparring the ideas discovered in the material with standars and drawing conclusions about their accuracy, approppriateness, and timeliness. It requires the reader to have critical thinking of what they read.Critical reading depends upon literal
comprehension and interpretive comprehension, and grasping implied ideas is especially important.
d) Creative Reading
Creative reading involves going beyond the material presented by the author. It requires readres to think as they read, just critical reading does, and it also requires them to use their imaginations.
c. The Goals of Reading Comprehension
Somadayo (2011, p.12), stated that reading aims to get the main idea, to get a conclusion, and to get clarification. According Nuttal in Somadayo (2011, p.11), the goal of reading is a part of the process of reading comprehension, readers get the message or meaning of the text is read, the message can be in the form ofinformation, or happy or sad expression.
Based on the the purpose of reading comprehension that has been delivered above, it can be conclude that reading have a purpose to seek and obtain information, including the content, as well as understanding the meaning of the readings.
d. Factor affecting reading comprehension
According Somadayo (2011, p.28), factor affecting reading comprehension ability of low height can be achieved by students depends on the concerned students, family, culture, and school situation. According Omagio in Somadayo (2011, p. 28), reading comprehension is dependent on the combined knowledge of cognitive style, language, and reading experience. According alexander in somadayo (2011, p.28), factor affecting reading comprehension is program teaching reading, the student’s personality, motiation, social habits, and their economic environment.
Based on the the Factor affecting reading comprehension that has been delivered above, it can be conclud that factor affecting reading comprehension of students is mastery against the structure of the text. Reading comprehension activity is largely determin by the reader to obtain readings. Reading
comprehension was not support by itself, but rather requires the activity of thinking that happens through linking knowledge relevant knowledge own previously.
3. Pre-Reading Activities
a. Definition of Pre-Readig Activities
Wangsgard in Marinaccio (2012, p.12), stated that pre-reading activities are methods or procedures readers may use to gain better understanding of what they are reading. It is also in the reveal by Roshani (2015, p.28), investigated the effects of pre-reading activities on learners’ motivation and reading comprehension ability. Results showed that the activities subjects were highly motivated, enthusiastic to read. After the experiment, they scored significantly higher.
Based on the definition pre-reading activities that has been delivered above, it can be conclud pre-reading is activities that used with the students before teaching of the actual reading material. Pre-reading activities, prepare students for better comprehension by making them familiar with the topic, vocabulary, or structures that they may come across in the text.
b. The Goals f Pre-Reading
According to Celce and Murcia (2014, p.18), the goals of pre-reading stage are to activate or build the students’ knowledge of the subject, to provide any language preparation that might be needed for coping with the pessage, and to motivate the learners to want to read the text”.
Sari (2014, p.18), stated that there are several points that describe the main purpose of pre-reading acticvities;
a) Assess students’ background knowledge of the topic and linguistic content of the text
b) Give students the background knowledge necessary for comprehension of the text, or activate the existing knowledge that the students process
c) Clarify any cultural information which may be necessary to comprehend the pessage
d) Make students aware of the type of the text they will be reading and the purpose for reading
e) Provide opportunities for group or collaborative work and for class discussion activities
The main goal of the pre-reading stage is find upon the nation that the students’previous knowledge and experience affect their comprehension of the material. The teacher to help students to understand the text using pre-reading activity.
4. Descriptive Text
a. Definition of Descriptive Text
According to Siahaan and Shinoda (2008, p.89), description is a written english text in which that writer describes an object. In this text, the object can be a concrete or abstract object”. It can be a person, or an animal, or a tree, or a house, or camping, it can be about any topic. Rusminto (2015, p.15), stated that Description as a form of discourse that describes something in accordance with actual circumstances.
Based on the the defenition of descriptive text that has been delivered above, it can be conclud that descriptive text is a text which say what a person or a thing is like. Its purpose is to describe and reveal a particular person, place, or thing.
b. Text Structure
According to Siahaan and Shinoda (2008, p.89), there are two in text descriptive text structure namely text identification, and text description.
a) Identification
Identification is describes a person, or an animal, or a tree, or a house, or camping as his topic
b) Description
Description is describes parts, qualities, and characteristic of the part of the object.
c. Dominant Grammatical Aspect
According to Siahaan and Shinoda (2008, p.89), there are fourth dominant grammatical aspect.
a) Focus on specific participant
b) Use of atributive and identifying processes c) Frequent use of classifiers in nominal groups d) Use of simple present tense
B. Review Related Studies
About this research, the researcher takes review of related literature from other references as comparison that closes relation to this research.First research comes from Maretnowati (2014) with her research entitled “The Effectiveness of Pre-Reading Activities (Quetioning and Viewing Pictures) in Students’
Comprehension”. She investigated that pre-reading activity can improve students’
reading comprehension. Based on the experiment, it was known that there is significance difference between the score of the students who are taught using pre-reading activity. It was proved by the research findings. The result of statistic calculation indicated that the value of t0 =5.05 percent and the value of df (degree of freedom) was 38 on degree of significance of 5 percent and 1 percent is 2.01 and 2.71. that 2.02<5.05>2.71. Therefore t0is higher that ttable.
Second research comes from Sari (2014) with her research entitled “The Effectiveness of Pre-Reading Activities to Improve Students’Reading Comprehension”. She investigated that pre-reading activity can improve students’
reading comprehension. Based on the experiment known that there is significance difference between the score of the students who are taught using pre-reading activity. The mean score of the students who are taught using pre-reading activity is 74,3 and the mean of the students who are taught without pre-reading activity.
Third, A research, “The Effectiveness of Teaching Reading Comprehenssion Through Pre-Reading Activities by using Semantic Mapping: A Case Study at Third Grade Student of Junior High School Al-Kautsar”, Depok by Eka Kartiwi. The result is there is a significant difference on students’ reading achievement after they were taught using semanticmapping technique. The result of “t” test (to) = 13.4 is bigger than the result of the “t” table viewed from both significance level; of 5% and 1%.
Another research is “Effects of Pre-Reading Strategies on EFL/ESL Reading Comprehension” by Kei Mihara (2011). This study focuses on two pre- reading strategies: vocabulary pre-teaching and comprehension question presentation. This research showed that pre-reading activity is effective to build student’s prior knowledge about text, and it can be technique to help students in reading text.
C. Conseptual Framework
Reading is an activity or process in getting information. When someone is reading a text but heor she doesnot understandwhat he or she is reading, that is not reading. In Indonesia, actually, english has become compulsory subject taught from secondary school (SMP/MTs). In islamic junior high school, students learn several kinds of the texts. One of the texts is descriptive text. Descriptive text is a written english text in which that writer describes an object.
Based on the description above and based on researcher observation at the eight grade students of islamic junior high school islamic junior high school Berembang. She find that the students still face some difficulties in answering and understanding the text especially descriptive texts. When the teacher give the students reading text, the students usually are not very interested in the text, because may be the teachers do not give an interesting activity to attaract students’ attention in reading text.
To solve this problem, the researcher thinks that pre-reading activity can be a good strategy to help students in reading text especially descriptive text. Pre- reading activity is an activity or a phase before the students read the text. When
they are attacted to read the text, they will pay attention to the reading text and they will comprehend the text easily.
The sample of the research will be given to eight grade of islamic junior high school students. The researcher will give the treatment of pre-reading activities before they read the text. The researcher will give sequences of the pictures about the text. Then, the students are given the reading comprehension test related to the text.
16
A. Setting of the Research
This research was conducted at islamic junior high school Berembang Muaro Jambi. This school is located at berembang muaro jambi No.30 Jambi Selatan. The subject of this research is the eight grade students of islamic junior high school Berembang Muaro Jambi in academic years of 2017/2018. The total number of the eighth grade students in islamic junior high school Berembang Muaro Jambi is 50. There are 25 in VIII1 and 25 in VIII2.
B. Research Design
In this research, the researcher uses experiment research which is quasi experiment. Creswell (2012, p.309), stated that in education, many experimental situations occur in which researchers need to use intact groups. This might happen because of the availability of the participants or because the setting prohibits forming artificial groups. Quasi-experiments include assignment, but not random assignment of participants to groups. This is because the experimenter cannot artificially create groups for the experiment. The selection of this method as a class in the object does not make it possible to control the all the variables related.
As for the design of the research use in this reearch are non-equivalent control group design. This design was done in two groups; the experimental group and the control group is not in the select random.
This study was conducted to examine the effect students learning outcomes by using pre-reading activities through pictures media against the result on Reading Comprehension at the Eight Grade Students' of islamic junior high school Berembang Muaro Jambi. Before providing treatmenth, both groups do pre-test to findout the extent to which early knowledge of students on the material descriptive. This research, on the experimental group were give treatment using pre-reading activities strategy through picture media, whereas the control group
class are not give treatment. Furthermore, both groups perform post-test to findout how the result of the reading comprehension of student in descriptive text. The description of research design can be see in table 3.1 below:
Table 3.1 Research Design
Group Pre-test Treatment Post-test
Experiment O1 X1 O2
Control O3 O4
(Source: Sugiyono (2012, p.116))
Description:
O1 = Experiment classes do pre-test before learning pre-reading activities through pictures media
X1 = Learning pre-reading activities through pictures media
O2 = Experiment classes do post-test after learning pre-reading activities through pictures media
O3 = Control class do a pre-test before english learning O4 = Control class do a post-test after english learning.
In this research, there were consist 12 meetings for teaching and learning process, 2 meeting pre-test and post-test. The pre-test was given by the researcher before the treatment. Meanwhile, the post-test was given by the researcher after all the treatments.
C. Population and Sample of the Research 1.
PopulationAccording to Creswell (2012, p.142), population is a group of individuals who have the same characteristic. It means that population is all data that become to the attention of researcher in a give scope, and time is already in the specific.
In this reserach, the researcher was include all of students’ islamic junior high school Berembang Muaro Jambi as target population. The Eight Grade Students' consist five classes namely VIII1, VIII2,VIII3,VIII4,VIII5 as population affordable. The distribution of population is shown as the following table;
Table 3.2
Total Population of The Study
NO Classes Number of Students
1 VIII1 22
2 VIII2 25
3 VIII3 25
4 VIII4 21
5 VIII5 21
Total 114
(Source: MTsN Berembang Muaro Jambi 2017-2018)
2. Sample
Sample is finite part of a statistical population whose properties are study to gain information. According to Creswell (2012, p.142), is a sub group of the target population that the researcher plans to study for generalizing about the target population. As for the types of samples use in this research is purposive sampling techniques. Kasmadi and Sunariah (2013, p.66), stated that purposive sampling technique is the technique of determination of samples with specific samples with specific consideration. In this research, the researcher choose VIII2 and VIII3 based on observation, see their value during a semester, see its homogeneity based on interview of the teacher. The sample use in this research are grade VIII2 as class experiment and grade VIII3 as control class. The distribution of sample is shown as the following table.
Table 3.3
Total Sample of Population
No Class Sex Total
Male Female
1 VIII2 17 8 25
2 VIII3 14 11 25
Total 50
(Source: MTsN Berembang Muaro Jambi 2017-2018) 3. Variable of the Research
Variable of the research is factor or conditions that can change during the course of an experiment. Variable as anything that have a quantity or quality that varies. There were two variables in this research, namely independent and dependent variable.
According to Creswell (2012, p.116) independent variable is an attribute or characteristic that influences or affects an outcome or dependent variable. It means that independent variable is variable that influences the change of the dependent variable. In this research, the independent variable is students’ pre- reading activities.
According to Creswell (2012, p.115) dependent variable is an attribute or characteristic that is dependent on or infl uenced by the independent variable. It means that the dependent variable is a variable that changes because the cause of the variables that influence. In this research, the dependent variable is students’
reading comprehension.
4. Technique of Collecting the Data
According to Creswell (2012, p.110), research questions are questions in quantitative or qualitative research that narrow the purpose statement to specific questions that researchers seek to answer.
According to Putra (2015, p.64), test is measurement tool for data collection that in responding to questions in the instrument, participants are encouraged to show maximum performance. Test participants were asked to issues all its capabilities in giving responses or questions in the test. Appearance indicated
maximum gives conclusions regarding its ability or mastery. It means that test is a method of measure to achievement or capacity of the individual or group.
The purpose of reading comprehension test is to find out students achievementh in reading comprehension. Test used research in reading comprehension test in the form multiple choice reading test that have 30 given on english subject on class VIII2 and VIII3 in particular on the subject descriptive text. Source for reading comprehension test is taken from the UN test students of the last 5 years (2013-2017).
The students were tested by using reading comprehension test based on literal comprehension. The test was given before and after the researcher taught the students by using pre-reading activities method experimental class and without use pre-reading activities method to the control class.
According to Marinaccio (2012, p,18), there are five sort reading skills that should be mastered by the reader to comprehend the text deeply, which is as follows; identifiying main idea, identifiying supporting detail, undestanding vocabulary, identifiying reference, and making inference.
Table 3.4
Reading Comprehension Test Specification
No Specification Indicator Number of
test teams 1 Identifiying the main idea Students choose a statement
or sentence that best indicates the main idea of the selection.
3, 6, 11, 19, 24, 26,
2 Identifiying information of the text and finding details
Students know information of the text and details of text.
5, 7, 13, 16, 22, 28
3 Vocabulary The students know synonym of word
4, 8, 14, 18, 21, 30 4 Identifiying Reference Students know reference of
word
1, 9, 12, 17, 25, 29 5 Making Inference Students are requires to make
guessess based on the opinions and thoghts of students.
2, 10, 15, 20, 23, 27
5. Teaching Procedures
Pre-reading activities are often divided into three phases; pre-reading, while-reading, and post reading activitites (Kulbrandstad in Celce and Murcia 2003:185). The following steps were the procedure for the teaching and learning activities;
Table 3.5
Table of Teaching Procedures
Activities Experimental Class Control Class Activities Pre- 1) Greeting and checking students’
attendence
2) The researcher motivated students by asking some questions related to the topic of teaching materials
1) Greeting and checking sstudents’ attendence
2) The researcher motivated students’
3) The researcher explained aims of material, and she will give the instruction to the material.
While-
Activities 1) The researcher asked them a few question which connected to the theme of material
2) The researcher shown them the picture which connected to the theme of materials
3) The researcher asked the students to answer it. Explore their idea about the picture.
4) The researcher given reading text to the picture
5) The researcher asked students to read and write on the whiteboard the word that incorrect in the students’ pronunciation
6) The researcher corrected the incorrect pronunciation and ask the students to read together
7) The researcher asked about the difficulty words to the students 8) The researcher asked the other
students to translate it
1) The researcher asked students to readthe text by themselves 2) The researcher repeated the
text by reading it in front of the class
3) The researcher asked students to underline the difficult words 4) The researcher asked them to find the meaning through the dictionary
5) The researcher asked them to answer the question from the text, next question were discussed together
Post-
Activities 1) The researcher checked the students understanding by asking
1) the researcher asked the students what the difficulties
some questions
2) The researcher led the students to conclude the lesson
3) The researcher closed the teaching and learning activities
they face about the material 2) The researcher asked the
students what is the conclusion about the material today
3) The researcher given homework to the students about the material today.
6. The Validity and Reliability of Reading Comprehension Test
Validity is a measure that indicates the level of validity of an instrument. A valid instrument or invalid instruments have high validity. Instead of an Instrument that is less valid means to have low validity (Sugiono, 2010. p,211).
Validity used in this research is related to content validity, content validity is easier to see the similarities between the purpose and subject matter of the measurement (test).
The validity was analyzed by using content validity. According to Creswell (2008. p,76) content validity is the extent to which the questions on the instrument and the scores from the questions are representative of all the possible questions that a researcher could ask about the content or skills. Content validity requires both items validity and sampling validity. Item is concerned with weather the test items are relevant to measurement of the intend area. According to Thomas in Pan Yi-Chun and his friend (2009, p.189), Sampling validity is concerned with the how well the test sample the total area.
In this research, the instrument used the instrument test that the form of an objective test 30 items to measure the results of students in reading comprehension. To test validity of the question, used the of judgment expert. In this case, they was select based on the criteria; Their teaching experience was more than 5 years, and they have taken master’s degree that was use a minimum of 2 person. They were two validator the instrument that was validated, Uyun
Nafi’ah, M.Pd as the first validator and Faiqah Mahmudah SS. M.Pd as the second validator.
Table 3.6
Summary of Expert Judgments about the Level of Difficulty and Appropriateness of the Reading Comprehension Test
Level of Difficulty Total Item % Level of Appropriateness Total Item %
Very Difficult 5 10% Very Appropriate 6 12%
Difficult 8 16% Appropriate 16 32%
Moderate 12 24% Moderate 15 30%
Easy 18 36% Innapproriate 7 14%
Very Easy 12 24% Very Innapropriate 6 12%
As shown in table 3.6, the level of difficulty there is item very difficult who got 10%; while for the level of appropriateness most of the items were at appropriate level 32%. Based on these result, the item of easy got 36%, the item of very easy got 24%, the item of difficult got 16%, and the item of modertae got 24%. In addition, the result of item moderate got 30%, the item of innapropriate got 14%; while, for the level very appropriate and very innapropriate have the same level that is 12%.
According to Kasmadi and Sunariah (2013, p.78) reliability is a measure that shown a level of trust instrument. In this research, the researcher given tryout first to non-sample students. This test function is for make the research more accurate and to know whether the test appropriate or not. The researcher tryout the instrument to the other school MTsN 5 Muaro Jambi, that has the same level as the sample to findout whether the instruments were valid and reliable or not.
Reliability is instrument that can reliable for using collection tool.
According to Brown (2004, p. 20), reliability has to do with accuracy of measurement. This kind of accuracy reflected in the obtaining of similar results when measurement repeated on different occasions or with different instruments or by different persons. The characteristic of reliability sometimes termed consistently. There are some factors affecting the reliability of a test, they are:
a. They are extent of the sample of material selected for testing.
b. The administration of the test is clear, this is an important factor in deciding reliability
D.
Technique for Analyzing Data
According to Kasmadi and Sunariah (2013, p.79), data analysis is reviewing the data while they are being collected and attemptong to syntesize and make sense out of what is observed. To analysis data, the researcher used independent sample t-test to see significant difference between two variable, but before use t- test, the data analyzed by using homogeneity and normality test to know whether the data was homogeny or no and have normal distribution or no. To answer the first research problem, the researcher used paired sample t-test to find out whether there is significant effect used pre-reading activities in reading comprehension.
For the second research problem the researcher used independent sample t-test to find out whether there is significant diffrence the mean of the score between experimental calass and control class.
1. Normality test
Normality test calculated to see whether the data were normally or not. The normality test was employed by using Liliefors test because the sample of this research ≤ 30. According to Sudjana (2005, p. 466-467), the ways to look for normality tests as follows :
1) Sort the sample data from small to large data (𝑋1, 𝑋2,𝑋3𝑋𝑛) 2) Calculate the average of sample score by using a single average 3) Calculate the Standard Deviation
4) Determine the Z value of each data by the formula : Zi = Xi−X̅
S
5) Determine the Ztable basedon the Zvalue
6) Determine the F(Zi)basedon the Ztable
If Zi negative (-), so 0,5 - Ztable
If Zi positive (+), so 0,5 + Ztable
7) Determine the S(Zi) by the formula : S(Zi) = 𝐶𝑢𝑚𝑢𝑙𝑎𝑡𝑖𝑣𝑒 𝐹𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦
𝑛
8) Calculate the Lcount by the formula : F(Z1) – S(Zi)
9) If 𝐿ℎ𝑖𝑡𝑢𝑛𝑔 ≤ 𝐿𝑡𝑎𝑏𝑒𝑙 , so the sample of the data is normally distributed.
2. Homogeneity test
The purpose of homogeneity test was to see whether the data or sample in both classes were homogenous or heterogeneous. The test of homogeneity used homogeneity variance. According to Riduwan (2013, P.120), the formula used in homogeneity test can be seen as a follows:
systematic calculation:
1) Conduct assessment of the students test result 2) Determining for variance X (Sx2)
3) Determining for variance Y (Sy2)
4) Calculate the largest variance and smallest variance 5) Compare the ftable with fhitung
𝑑𝑏𝑛𝑢𝑚𝑒𝑟𝑎𝑡𝑜𝑟 = 𝑛 − 1 and 𝑑𝑏𝑑𝑒𝑛𝑜𝑚𝑖𝑛𝑎𝑡𝑜𝑟 = 𝑛 − 1 6) Criteria of test with the significance ơ = 0,05
If fcount ≤ ftable then the data homogeneus If fcount ≤ ftable then the data not homogeneus
3. Hypothesis testing
In this part, the researcher calculated the data to test the hypothesis that whether there was significant effect of using cooperative integrated reading and composition technique toward students reading comprehension. The researcher calculated the data using T-test formula. Two classes were compare, the experiment class is X variable and the control class is Y variable. According to
fhitung = 𝑡ℎ𝑒 ℎ𝑖𝑔ℎ𝑒𝑠𝑡 𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒 𝑡ℎ𝑒 𝑙𝑜𝑤𝑒𝑠𝑡 𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒
Sudijono (2000, p.297) in Diktat Statistik Pendidikan (2016, p.55), the formula of T-test is express as follows:
𝑡𝑜 =𝑀1− 𝑀2 𝑆𝐸𝑀1−𝑀2
Description:
t0 : ‘t’ test
M1 : Mean of experimental class M2 : Mean of control class SEM1-M2 : Standard error
The formula above is the main formula. Before using the formula, the writer also used some calculation procedure such as below :
1. Determining mean of variable X, with the formula : 𝑀1 =∑ 𝑋
𝑁1
2. Determining mean of variable Y, with the formula : 𝑀2 = ∑ 𝑌
𝑁2
3. Determining standard of deviation score of variable X, with the formula
𝑆𝐷 = √∑ 𝑓𝑥2 𝑁
4. Determining standard of deviation score of variable Y, with the formula :
𝑆𝐷 = √∑ 𝑓𝑥2 𝑁
5. Determining standard error mean of variable X, with the formula 𝑆𝐸𝑀1 = 𝑆𝐷1
√𝑁1− 1
6. Determining standard error mean of variable Y, with the formula : 𝑆𝐸𝑀2 = 𝑆𝐷2
√𝑁2− 1
7. Determining standard error of different mean of variable X of variable Y, with the formula :
𝑆𝐸𝑀1−𝑀2 = √𝑆𝐸𝑀12 + 𝑆𝐸𝑀22
8. Determining t0 (t-test), with the formula : 𝑡0 = 𝑀1− 𝑀2
𝑆𝐸𝑀1−𝑀2
4. Effect Size
After successfully testing the hypothesis with a significant level, the next discussion is the effect. Effect size is the amount of effect caused by the parameters tested in the hypothesis. According to Muijis (2004, p.139) in asriani’s thesis (2014, p.31), The effect size is used to know the strong or weak of the difference two group or the relationship between two variables. Moreover, to calculate effect size on t-test, the writer used the formula of Cohen’s as follow :
𝑑 =𝑋̅𝑡− 𝑋̅𝑐 𝑆𝑔𝑎𝑏 Description :
d : the effect in percent 𝑋̅𝑡 : large effect in percent 𝑋̅𝑡 : mean of pretest 𝑋̅𝑐 : man of posttest 𝑆𝑔𝑎𝑏 : standard deviation
Criteria of Cohen’s on the table 3.4 below : Cohen’s
Standard Effect Size Percentgse (%)
High
2,0 97,7
1,9 97,1
1,8 96,4
1,7 95,5
1,6 94,5
1,5 93,3
1,4 91,9
1,3 90
1,2 88
1,1 86
1,0 84
0,9 82
0,8 79
Medium
0,7 76
0,6 73
0,5 69
Low
0,4 66
0,3 62
0,2 58
0,1 54
0,0 50
Sumber : Lee A. Becker, 2000, hal. 3 E. Hypothesis Statistic
According to Sugiono (2012, p.232) hypothesis is alleged against the value of one variable in independently between the sample data and data population (so its not alleged comparisons of value or association). It means that hypothesis as the alleged existence of the relationship between variables in the sample.
Based on the magnitude of thr df or db, we search for critism ‘t’ listed in table score ‘t’ at the significance level of 5% and 1% significance level wit a note;
Ha is accepted if t0 ≥ t- table or there is significant effect of used pre-reading strategy students reading comprehension.
H0 is accepted if t0 ≤ t-table or there is no significant effect of used pre-reading strategy students reading comprehension.
F.
Schedule of the Research
To udertake this research easily, below is the schedule of the research Table 3.7
Schedule of The Research
No Assctivities 2018
1 2 3 4 5 6
1 Proposal Arrangement 2 Consultation of Proposal 3 Proosal Seminar
4 Collecting data
5 Research improvement 6 Writing thesis
7 Thesis Examination
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
A. Finding of the Research
This research was conducted at the eighth graders students’ islamic junior high school Berembang Muaro Jambi. It was done on 17 july – 22 agustus 2018.
The data of this research were students score from pre-test and post-test in both of experimental class and control class. The score of pre-test were ready given before treatmenth and post-test given after treatment. Two classes as the sample of this research. VIII2 as experimental class consist of 25 students and VIII3 as control class consist of 25 students. After the research got the data, the researcher analyzed the data by using t-test in used analysis of quantitative data. The finding include 1. Descriptive analysis of the students reading comprehension test, 2.
Statistical analysis of the students reading comprehension.
1. Experimental Class
a. Score pre-test reading comprehension students’ before used pre- reading strategy; after being given the test result are as follows;
Table 3.8
Score Pre-test in the experimental class in islamic junior high school Berembang Muaro Jambi
No Name of Students Score
1 A 38
2 B 40
3 C 44
4 D 44
5 E 44
6 F 45
7 G 45
8 H 45
9 I 45
10 J 45
11 K 50
12 L 50
13 M 50
14 N 52
15 O 52
16 P 56
17 Q 56
18 R 56
19 S 56
20 T 60
21 U 60
22 V 60
23 W 65
24 X 66
25 Y 66
1) Looking for the heighest and lowest Heighest Score : 66
Lowest Score : 38 2) Distribution of Frequency
Table 3.9
Distribution of frequency pre-test an experimental class
No Score F Fx
1 38 1 38
2 40 1 40
3 44 3 132
4 45 5 225
5 50 3 150
6 52 2 104
7 56 4 224
8 60 3 180
9 65 1 65
10 66 2 132
Score 25 1290
3) Mean
𝑋̿ =
∑𝑓𝑛𝑥= 𝑋̿ =
𝟏𝟐𝟗𝟎25 = 51.6b. Score post-test reading comprehension students’ after used pre-reading strategies; After being given the test results are as follows;
Table 4.1
Score posttest in the experimental class in islamic junior high school Berembang Muaro Jambi
No Name of Students Score
1 A 40
2 B 46
3 C 46
4 D 62
5 E 66
6 F 70
7 G 70
8 H 70
9 I 73
10 J 76
11 K 76
12 L 76
13 M 76
14 N 80
15 O 80
16 P 80
17 Q 80
18 R 80
19 S 80
20 T 85
21 U 85
22 V 85
23 W 85
24 X 85
25 Y 85
1) Looking for the heighest and lowest Heighest Score : 85
Lowest Score : 40 2) Distribution of Frequency
Table 4.2
Distribution of frequency posttest an experimental class
No Score F Fx
1 40 1 40
2 46 2 92
3 62 1 62
4 66 1 66
5 70 3 210
6 73 1 73
7 76 4 304
8 80 6 480
9 85 6 510
10 40 1 40
Score 25 1837
3) Mean
𝑋̿ =
∑𝑓𝑛𝑥= 𝑋̿ =
183725 = 73.48 .2. Control Class
c. Score pretest reading comprehension students’ before used direct method; After being given the test results are as follows;
Table 4.3
Score pretest in the control class in islamic junior high school Berembang Muaro Jambi
No Name of Students Score
1 Aa 32
2 Bb 32
3 Cc 32
4 Dd 32
5 Ee 36
6 Ff 36
7 Gg 40
8 Hh 40
9 Ii 40
10 Jj 44
11 Kk 44
12 Ll 44
13 Mm 48
14 Nn 48
15 Oo 48
16 Pp 52
17 Qq 52
18 Rr 56
19 Ss 56
20 Tt 60
21 Uu 60
22 Vv 60
23 Ww 64
24 Xx 64
25 Yy 72
1) Looking for the heighest and lowest Heighest Score : 72
Lowest Score : 32 2) Distribution of Frequency
Table 4.4
Distribution of frequency posttest an experimental class
No Score F Fx
1 32 4 128
2 36 2 72
3 40 3 120
4 44 3 132
5 48 3 144
6 52 2 104
7 56 2 112
Score 25 1192
3) Mean
𝑋̿ =
∑𝑓𝑛𝑥= 𝑋̿ =
119225 = 47,68d. Score post-test reading comprehension students’ after used direct method; After being given the test results are as follows;
Table 4.5
Score postets in the control class in islamic junior high school Berembang Muaro Jambi
No Name of Students Score
1 Aa 32
2 Bb 32
3 Cc 36
4 Dd 40
5 Ee 40
6 Ff 44
7 Gg 44
8 Hh 48
9 Ii 48
10 Jj 48
11 Kk 52
12 Ll 52
13 Mm 56
14 Nn 56
15 Oo 60
16 Pp 60
17 Qq 64
18 Rr 68
19 Ss 72
20 Tt 76
21 Uu 76
22 Vv 80
23 Ww 80
24 Xx 84
25 Yy 84
1) Looking for the heighest and lowest Heighest Score : 84
Lowest Score : 32 2) Distribution of Frequency
Table 4.6
Distribution of frequency posttest an experimental class
No Score F Fx
1 32 2 64
2 36 1 36
3 40 2 80
4 44 2 88
5 48 3 144
6 52 2 104
7 56 2 112
8 60 2 120
9 64 1 64
10 68 1 68
11 72 1 72
12 76 2 152
13 80 2 160
14 84 2 168
Score 25 1432
3) Mean
𝑋̿ =
∑𝑓𝑛𝑥= 𝑋̿ =
𝟏𝟒𝟑𝟐25 = 57.28B. Hypothesis Testing
Test the hypothesis in this research aims to answer the formulation problem have been proposed, used the formula t-test. Before testing the hypothesis. Then the prequesites that need to be tested normality and homogeneity test data first.
1. Normality Test a. Experimental Class
Normality test result data pre-test and posttest in the experimental class can be seen in table 4.7
The results of the experimental class normality test
No Statistic Pre-Test Post-Test
1 N 25 25
2 𝑋̅ 51.6 73.48
3 SD 𝟏𝟐. 𝟏𝟏 𝟏𝟐. 𝟓𝟒
4 Lo count 0.1283 0.1536
5 Lo table 0,1730
6 Conclusion Lo count < Lo table
Means both the table Is Normal
From table 4.7 shows that the results Lo count eksperiment class pretest and posttest was (0.1283 - 0.1536) while the results are Lo table with n = 25 and the level of significance α = (0,05) = 0,1730 of second Lo count smaller than Lo table
then the value Lo count both pretest and posttest samples showed a smaller number than the Lo count. Based on predetermined criteria, if the value Lo count < Lo table
than the sample can be said to be normality test can be seen in appendix...
