THE EFFECTIVENESS OF SUSTAINED SILENT
READING (SSR) AND SCAFFOLDED SILENT
READING (ScSR) STRATEGIES TO IMPROVE
STUDENTS
’
READING COMPREHENSION
(A Comparative Experimental Study Of The Tenth
Grade Students Of SMK Bhakti Nusantara Salatiga In
The Academic Year Of 2015/2016)
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of
the Requirement for the Degree of Sarjana Pendidikan (S.Pd)
in English Education Department of
Teacher Training and Eduation Faculty
State Institute for Islamic Studies (IAIN) of Salatiga
EVI NILAMSARI
113 11 050
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) OF
MOTTO
Life is like riding bicycle
To keep your balance you must keep moving
-Albert einstein
اً ْسُْي ِ ْسُْعْلا َعَم َّنِاَف
اً ْسُْي ِ ْسُْعْلا َعَم َّنِا
For indeed, with hardship [will be] ease.
Indeed, with hardship [will be] ease.
DEDICATION
I dedicate this graduating paper to:
1. My beloved parents, my mother and father, thanks for always pray for me, for scarify everything for me, do everything for me and become my reason to never give up.
2. My lovely husband Muchammad Dzulkifli thanks a lot for the support that always be given to me and always beside me when i desperate and always accompany me in a happiness and sadness.
3. My beloved parent in law, thanks for taking care of me and support me to finish my graduating paper.
4. My friends, International Class Program 2011 who become my inspiration with all its uniqueness..
5. The entire teacher in SMK Bhakti Nusantara, thanks for the support.
ACKNOWLEGEMENT
In the name of Allah, the most Gracious, The Most Merciful. Firstly, the writer would like to thank to Allah SWT because of His blessing, the writer can finish his thesis as a partial fulfillment of the requirements for the Undergraduate Degree of education in English Department. Although there are many difficulties faced by her, she realizes that those are the ways to reach success.
Peace and salutation always be given to our beloved prophet Muhammad SAW that we hope his blessing in the Judgment day.
However, this success would not be achieved without the support, guidance, advice, help and encouragement from individuals and institutions. Therefore, the researcher would like to express the deepest gratitude to:
1. Dr. Rahmat Hariyadi, M.Pd., as the rector of State Institute for Islamic Studies of Salatiga.
2. Suwardi, M.Pd, as the Dean of Teacher Training and Eduation Faculty. 3. Noor Malihah, Ph.D, as the Head of English Education Department. 4. Setia Rini, M.Pd, as my Academic Counselor thank you for your support
and guidance.
5. Hanung Triyoko, M.Pd, M.Ed thank you very much for guidance, suggestions, and help for this graduating paper from beginning to the end. 6. All lecturers of International Class Program IAIN Salatiga, thank you for
ABSTRACT
Nilamsari, Evi. 2016. The Effectiveness of Sustained Silent Reading (SSR) and Scaffolded Silent Reading (SCSR) Strategies to Improve Students’ Reading Comprehension ( A Comparative Experimental Study of the Tenth Grade Students of SMK Bhakti Nusantara Salatiga in the academic year of 2015/2016). Graduating Paper. English Department of Education Faculty IAIN Salatiga.
Counselor: Hanung Triyoko, S.S, M.Hum, M.Ed
This study was carried out to improve students’ reading comprehension through SSR and SCSR strategies at the tenth grade students of SMK Bhakti Nusantara Salatiga in the academic year of 2015/2016. The subjects of this Social Sciences) version 17 was used for descriptive analysis of this research. Scaffolded Silent Reading and Sustained Silent Reading strategies effect the
improvement of students’ reading comprehension. The data Independent Sample Statistics indicated that there was an improvement on the reading comprehension of the students who were taught through Scaffolded Silent Reading strategy and Sustained Silent Reading strategy, the mean of experimental group is 76.19 and the mean of comparison group is 62.61. It can be seen that the mean of the experimental group posttest was higher than the comparison group posttest. It also means that the achievement of the comparison group was lower than the experimental group and it can be concluded that based on the mean of the posttest and after the implementation of both strategies, Scaffolded Silent Reading strategy is more effective than Sustained Silent Reading strategy to improve students’ reading comprehension.
TABLE OF CONTENT
TITLE PAGE ··· i
DECLARATION ··· ii
ATTENTIVE COUNSELOR NOTE ··· iii
STATEMENT OF CERTIFICATION ··· iv
MOTTO ··· v
DEDICATION ··· vi
ACKNOWLEDGEMENT ··· vii
ABSTRACT ··· ix
TABLE OF CONTENT ··· x
LIST OF TABLE ··· xiv
LIST OF FIGURE ··· xvi
CHAPTER I INTRODUCTION A. Background of the Research··· 1
B. Problems of the Research ··· 6
C. Research Purposes ··· 6
D. Benefit of Study ··· 6
E. Definition of the Key Terms ··· 7
F. Statistical Hypothesis ··· 8
G. Thesis Organization ··· 9
B. Reading ··· 11
1. Definition of Reading ··· 11
2. Nature of Reading Skill ··· 12
3. Process of Reading ··· 12
4. Purpose of Reading ··· 13
5. Importance of Reading ··· 14
A. Sustained Silent Reading ··· 15
1. Silent reading ··· 15
2. Definition of Sustained Silent Reading ··· 16
3. Implementation of Sustained Silent Reading ··· 18
B. Scaffolded Silent Reading ··· 20
1. Definition of Scaffolded Silent Reading ··· 20
2. Implementation of ScSR ··· 22
C. Reading Comprehension ··· 26
1. Definition of Comprehension ··· 26
2. Reading Comprehension Strategies ··· 27
3. Best Practice for Teaching Strategic Reading Comprehension ··· 29
CHAPTER III RESEARCH REPORT A. Research Methodology ··· 33
1. Research Approach ··· 33
2. Research Method ··· 34
3. Research Variable ··· 35
5. Sampling Technique ··· 37
6. Research Design ··· 38
7. Technique of Data Collection ··· 42
8. Evaluation Criteria ··· 45
9. Technique of Data Analysis ··· 45
B. Statistical Hypothesis ··· 46
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION A. Data Presentation ... 47
1. Comparison Group Using SSR strategy………. 47
2. Experimental Group Using ScSR strategy ··· 51
B. Data Analysis ··· 54
1. Difference Analysis of Pretest between Experimental Group and Comparison Group ··· 55
2. Difference Analysis of Posttest between Experimental Group and Comparison Group ··· 55
C. Finding Discussion ··· 56
CHAPTER V CLOSURE A. Conclusions ··· 62
B. Suggestions ··· 63
C. Recommendation ··· 64 REFERENCES
LIST OF TABLE
Table 3.1 List of X KP 1 Class as SSR COMPARISON GROUP ··· 36
Table 3.2 List of X KP 2 Class as ScSR EXPERIMENTAL GROUP ··· 37
Table 3.3 Research Design ··· 42
Table 3.4 Evaluation Criteria ··· 45
Table 4.1 Classification of the Students’ Reading Comprehension in Pre-Test SSR Group ··· 47
Table 4.2 Score of Students’ Reading Skill in Pre-Test SSR Group ··· 48
Table 4.3 Classification of the Student’s Reading Comprehension in Post-Test SSR Group ··· 49
Table 4.4 Score of Students’ Reading Skill in Post-Test SSR Group ··· 50
Table 4.5 Classification of the Students’ Reading Comprehension in Pre-Test ScSR Group ··· 51
Table 4.6 Score of Students’ Reading Skill in Pre-Test ScSR Group ··· 52
Table 4.7 Classification of the Students’ Reading Skill in Post-Test ScSR Group ··· 53
Table 4.8 Score of Students’ Reading Skill in Post-Test ScSR Group ··· 54
Table 4.9 Independent Sample Statistics ··· 55
Table 4.10 Independent Samples Test ··· 55
Table 4.11 Independent Sample Statistics ··· 56
LIST OF FIGURE
CHAPTER I
INTRODUCTION
A. Background of the Research
Language is a tool of communication. One of the skills is reading. Definition of reading are divided into two major types: (1) those that equate reading with interpretation of experience generally; and (2) those that equate reading with interpretation of graphic symbols. The definition of reading that has come out of the Claremont College Reading Conference fits this first category. In the Conference’s Eleventh Year book, Spencer (1946) wrote, “In
the broadest sense, reading is the process of interpreting sense stimuli…Reading is performed whenever one experiences sensory
stimulation.”
From the definition above the writer knows that this statement explain the characteristic of the student and reading the situation of student. Reading as interpretation of experience has implications for both the reading teacher and the student learning to read. Students must be readers of experience before they can become readers of graphic symbols. The student cannot read symbols without having experience – without having those experiences that give the symbol meaning.
given in professional textbooks are of this second type. DeBoer and Dallmann (1960: 19) consider that reading, “involves the comprehension and
interpretation of ideas symbolized by the written or printed page.” In a later
book (Dallman, Rouch, Char, and DeBoer 1978: p.33), the authors note that their emphasis is on “reading as a process involving meaningful reaction to
printed symbols.” Bond and Tinker (1967: 22) point out that “reading involves
the recognition of printed or written symbols which serve as stimuli for the recall of meanings built up through the reader’s past experience.” Harris and
Sipay (1975: 5) define reading as “the meaningful interpretation of written or
printed verbal symbols.” While Gibson (1966) says that reading “is receiving
communication; it is making discriminative responses to graphic symbols; it is decoding graphic symbols to speech; and it is getting meaning from the printed page.” The present writer (Dechant 1970: 19) has defined reading as
“the process of giving the significance intended by the writer to the graphic
symbols by relating them to one’s own fund of experience.”
Another aspect of reading that frequently emphasized in definitions of reading is that it is a language and communication process - the process of putting the reader in contact and communication with ideas.
However, reading is much more than simple recognition of the graphic symbols. Reading is more than the mere ability to pronounce the words on the printed page, to match the written word with the spoken code, to go from the graphic code to the spoken code.
Moreover, English as a foreign language has become a major subject in all educational level in Indonesia. Reading is an important activity for people in a developing country such as Indonesia, because people who have reading habit will enable their country to compete in the globalization era. As such, reading habit should be continuously promoted in Indonesia. Especially for teenager and young learner, we can start it with the elementary student to promote the reading habit to them.
We need to dispel the myth that reading skills and literacy can only be achieved through formal education in schools. In fact, there is still another side that is the role of the libraries, especially public libraries and school libraries. One of the core services of school libraries is developing and sustaining in children the habit and enjoyment of reading and learning, and the use of libraries throughout their lives. On the other hand, the writer wants to promote to students about the importance of library that can be their tool to read any kinds of books.
This research focuses more on silent reading to improve students reading fluency and comprehension. Scaffolded Silent Reading and Sustained Silent Reading are the strategies that the writer wants to use it to measure student’s interest on reading, especially reading English books. According to
Reutzel (2010: 129) Scaffolding Silent Reading (ScSR) is intended to provide students with necessary support, guidance, structure, appropriate text difficulty, accountability, and monitoring that will assist them in transferring their oral reading skills to successful and effective silent reading practice.
Scaffolded Silent Reading (ScSR) is silent reading practice that redesigns practice conditions to deal affirmatively with past concerns and criticisms surrounding traditionally implemented Silent Sustained Reading (SSR).
Students are allowed to choose their own reading materials and read independently during class time.
The following statements summarize basic knowledge about the reading process. They attempt to relate what knows about reading as a language and cognitive process.
1. Encoding. The writer translates or encodes a thought, idea, or message into written symbols.
2. Decoding. The reader decodes or reconstructs the message encoded graphically by the writer.
3. Reading is a language and communication process. Statement 1 and 2 describe the interaction between the writer and the reader. They define the communicative nature of reading. Communication and hence comprehension occurs when the reconstruction agrees with the writer’s
intended message.
STUDENTS’ READING COMPREHENSION (A COMPARATIVE
EXPERIMENTAL STUDY OF THE TENTH GRADE STUDENTS OF
SMK BHAKTI NUSANTARA SALATIGA IN THE ACADEMIC YEAR OF
2015/2016)”.
B. Problems of the Research
From the explanation above, there are several problems to identify:
1. To what extent are Sustained Silent Reading (SSR) and Scaffolded Silent Reading (ScSR) strategies effective to improve students reading comprehension of the tenth grade students of SMK Bhakti Nusantara, in the academic year of 2015/2016?
2. Which one is more effective from both of strategies?
C. Research Purpose
The purposes of this research are as follows:
1. To find out to what extent are Scaffolded Silent Reading (ScSR) and Sustained Silent Reading (SSR) strategies effective to improve students reading comprehension of the tenth grade students of SMK Bhakti Nusantara in the academic year of 2015/2016.
2. To find out the more effective strategy from both strategies.
D. Benefit of Study
1. Theoretical benefit
Theoretically, the result of this study may be useful to the teacher and student who want to increase their reading skills by those strategies and make them easier in English teaching and learning process.
2. Practical benefit
Practically, the result of this study may useful for students by scaffolding can provide students to the text level for practice should be easier and then students can benefit from reading much more difficult text.
3. The result of this study was expected to be beneficial for the other researchers who want to conduct research about Scaffolded Silent Reading (ScSR) and Sustained Silent Reading (SSR) strategies.
E. Definition of the Key Terms
1. Scaffolded Silent Reading (ScSR)
According to Reutzel (2010: 129) Scaffolding Silent Reading (ScSR) is intended to provide students with necessary support, guidance, structure, appropriate text difficulty, accountability, and monitoring that will assist them in transferring their oral reading skills to successful and effective silent reading practice.
2. Sustained Silent Reading (SSR)
According to Gardiner (2005) sustained silent reading is a time during which a class, or in some cases an entire school, reads quietly together. Students are allowed to choose their own reading materials and read independently during class time. Most programs encourage students to continue reading outside of class and permit students to change books if they lose interest. Most important, SSR allows an adult to model the habits, choices, comments, and attitudes good readers develop.
3. Reading Comprehension
According to Gaskins (1998) has identified comprehension as requiring the reader to take charge of text, task, and context variables, presumably an implicit acknowledgment that text, task, and context are all important in defining reading comprehension and can be obstacles to comprehension, while at the same time the reader is seen as the most central element. Comprehension means when a student understands what has been red and understands that the goal of reading is to construct meaning.
F. Statistical Hyphothesis
The statistical of the research says that:
“Scaffolded Silent Reading strategy is more effective rather than Sustained Silent
students of SMK Bhakti Nusantara Salatiga, in the Academic Year of 2015/2016”.
G. Thesis Organization
CHAPTER II
LITERACY REVIEW
A. Review of Previous Research
There are many people including teachers, linguist, researcher and academicians have been conducting several researchers related to teaching and learning reading to improve students reading skills and abilities. Those previous researcher have their own characteristic and specification on the object of the research, the research methodology that used and the research variables. In order to help the writer conduct this research, the writer read some previous researches as the literacy review.
The first previous research related to the use of Scaffolding Silent Reading (ScSR) and Sustained Silent Reading (SSR) is conducted by Chandra Lorene West the student of Auburn University who graduated
on August 9, 2010 with his graduating paper entitled “Secondary Students’
Reading Attitudes and Achievement in a Scaffolded Silent Reading
The second previous research conducted by Alison S. Rosseau the student of Northern Michigan University who graduated on April 26, 2012 with her graduating paper entitled “Effects of Silent Reading on
Intermediate Students’ Reading Growth”. This literature review included experimental studies conducted in diverse schools among intermediate
students. The researchers measured students’ reading attitudes, motivation,
fluency, comprehension, and test scores. Results and conclusions indicated
that silent reading is effective in increasing students’ reading attitudes.
The next previous research has been conducted by Kellie Sue Birmingham the student of Wichita State University who graduated in
May 2006 with her graduating paper entitled “The Effect of Sustained
Silent Reading on High School Students’ Lexile Scores and Attitides
Toward Reading”. This research attempted to find the relationship between the consistent practice of Sustained Silent Reading (SSR) and
students’ lexile score. The researcher used a quasi-experimental with the use of pre-test and post-test on nonequivalent-groups.
B. Reading
1. Definition of Reading
Briefly, it can be said that reading in foreign language consists of grasping meaning in that language through its written representation (Lado, 1997: 223). From the statement above, reading is very useful for our daily life. We can read advertisement, newspaper, science and technology book, story, magazines and etc.
2. Nature of Reading Skill
Reading is unnatural act, there is no neutrality designed neural mechanism for reading. So the brain however must co-opt structures designed for other purposes. As the eyes chase the words in a sentence across pages, the brain must continuously use neural system.
The act of reading has become an unconscious activity; its processes are stored in a type of memory called implicit or unconscious memory. In the beginning every step is a conscious process that has to be learnt. Eventually, with a great deal of practice reading gradually becomes seamless, automatic activity which is carried out by the brain without conscious awareness. The act of reading is difficult to understand unless we break down it into component part.
3. Process of Reading
cognitive and linguistics such as intelligence, vocabulary and syntax which allow students to gain meaning from what they read.
4. Purpose of Reading
Reading involves an interaction between specific types of text or written material. The NAEP (National Assessment of Educational Progress) present three purposes of reading:
a. Reading for literacy experiences
Reading for literacy involves reading literacy text such as stories, poems, fable, and historical fiction to explore human condition.
b. Reading to gain information
Reading to gain information involves reading informative passage in order to obtain some general or specific information. This often requires a more utilitarian to reading that requires the use of certain reading thinking strategies. In addition, reading to gain information involves reading and interpreting adjunct aids, such as chart, grapes, maps and tables that provide supplement data. Those information passage include biographies, science, articles, primary and secondary historical accounts.
c. Reading to perform text
extends beyond understanding the text to include the accomplishment of certain activity.
5. Importance of Reading
Testing plays a major role in a high school student’s life. Every
year students must be prepared for many local and state assessments. Those that do test higher are usually those who read well. The National Assessment of Education Progress (2005:1) studied the research of Jordan and Nettles (1999) and Ludwig (1999) in addition to analyzing trends found in reading assessment of fourth and eighth grades from various
sections of the nation. The NAEP concluded that “students who are
competent readers, as measured by their performance on reading tests, are more likely to perform well in other subjects, such as mathematics and
science. Reading achievement also predicts one’s likelihood of graduating
from high school and attending college”.
Tests such as the ACT and SAT are connected to very prestigious scholarships. Those that do well on those tests will have a better chance of receiving scholarships; reading well, therefore, produces an opportunity to gain a college education. The NAEP (2005) reported that those who had proficient reading skills were less likely to have difficulty finding a job. Additionally those who were able to read well-earned higher wages than those who could not read well.
human, seek pleasure or value. Like most people, their first thought will
be,” What’s in it for me?” Unfortunately, many of our students see reading
as just another assignment, something generated by the teacher”. The
objective of this research is to create a strategy that can motivate students to read more and hopefully increase their comprehension of what they read.
From reading students can imagine what they read and hope that from love reading they have a higher motivation to continue their study until university. Reading can be enjoyable activity if the teacher taught with the right method and fun.
C. Sustained Silent Reading
1. Silent Reading
The activity of reading is certainly not new to every people in this world, there are even some people who make reading as a habit. For students reading is such kind of necessity for them. Because they will use every book in all of subject they learnt. Some of students will love to read silently or loudly it depends on the situation in their environment.
reading is when the person read silently and the readers plays out with the imagination.
There are some implementation of the silent reading which can be done both in classroom or at home:
1) Read within a specified time
2) Not interspersed with other work or subject matter in class 3) Read books and not comics that has lord of pictures
4) Make sure the students hold the book on silent reading time 5) Keep the peace by reading silently and not interspresed with
conversations with people/other students 6) Take a comfartable a sitting position
7) Remain in the classroom/where we read because it will disturb others who are also being read
Therefore, silent reading was originally developed to promote a love of reading while simultaneously supporting student achievement in reading (Yoon, 2002).
2. Definition of Sustained Silent Reading
Sustained Silent Reading is a time during which a class, or
part was explained to the writer as an uninterrupted time for reading. To improve students reading ability this technique might be possible, some of students are not interest in reading. During English subject two times a week for the last 15 minutes, students can have their own time to read silently and choose their own book. Sustained Silent Reading itself defines as a reading program that allows students time
in class to read anything of their choices without having a graded assignment attached to it (Hunt, 1997:281).
According to above explanation, it can be inferred that Sustained Silent Reading is one of reading program or strategy that
can be used to improve student reading skill that provides much practice. And for the teacher become a model for the student to love reading because teacher as a model it will determined the success of this SSR program. Besides, in SSR program students are given a choice of what they want to read. They can read anything of books except comics because comics to many draw not written text.
Sustained Silent Reading offers a strategy to increase
student reading comprehension. It is based on the theory that the more a student reads, then the better he or she will comprehend what he or she is reading. Birmingham (2006:15) argues sustained silent reading is a strategy that sets aside time during the week to give students silent, uninterrupted reading time. Hyde, Daniels, and Zemelman (1998:31) cited by Birmingham (2006:15) argues that began to study
the connection between SSR and effective teaching practice,”Effective
teachers of reading provide time or silent reading every day, encourage reading for varying purposes, and develop creative ways
for students to respond to literature.”
As one of the reading strategy, sustained silent reading can be used to measure students reading fluency and comprehension, besides the teachers can also knew the reading interest of their students. Students has a time for themselves to read silently and sustaining themselves for at least 15 minutes and it hopes that students will become hooked on the habits of reading for a lifetime not only in the class during English class time but also when they outside class and in their free time they will love reading.
3. Implementation of Sustained Silent Reading
1) Each student must read silently
Students are not allowed to read loudly, it will be held in classroom with whole student inside. Before class the students are announce to bring their own book or can borrow from the library for implement this SSR program.
2) The teacher follow to read
The teacher also read the book silently inside the class. It hopes that the teacher can be a good model to students so they can follow their teacher to read silently.
3) Each student select a single book and cannot change
If the students have chosen one book they cannot change it. They should finished reading until the times up.
4) A timer is used
During the English class time it will be 90 minutes and SSR program will used last 15 minutes to implement it.
5) There are absolutely no reports or records of any kinds
It is not like an assignment practice but sustained silent reading is a program that the teacher chooses to improve their reading and to motivate them to love reading. In this program no exercises and no assignment to do.
All of the students will participate in this program, especially during English class for about 15 minutes they will read silently and quietly.
Reutzel, Jones, Fawson and Smith (2008) argues that other teachers implement SSR by monitoring the type and the number of books students read; they may also administer assessments, keep reading checklists, and ask question or encourage student discussion about books. The implementation can be done if the teachers become a good model to their students. In fact, while the teacher read book he or she will always monitor their student in front of the class. Thus, SSR was more than just an enjoyable activity for students, but it can make an interaction between student and teacher and make the school is more fun.
D. Scaffolded Silent Reading Strategy
1. Definition of Scaffolded Silent Reading
synonymous with support. Hence, a teacher who provides some advanced organizer to their lessons can claim to have scaffolded their students into the task.
Figure 2.1 Preparing for Reading
As can be seen in figure 2.1 this part of the preparing for reading consists of a series of activities that together the support
learner’s prediction skills in such a way that they can read fluently an
extract from the selected text.
Reutzel, Fawson, and Smith (2008:39) they define Scaffolded Silent Reading as silent, wide reading of independent level texts selected from varied genres; periodic teacher monitoring of and interaction with individual students; and accountability through completed book response assignment. The program includes book selection strategies, exposure to a wide variety of genres, assigning
books at the student’s independent reading levels, teacher student
conferencing, goal setting, and completion of projects.
Scaffloded Silent Reading (ScSR) is silent reading practice
is intended to provide students with necessary support, guidance, structure, appropriate text difficulty, accountability, and monitoring that will assist them in transferring their oral reading skills to successful and effective silent reading practice.
2. Implementation of ScSR
The implementation of ScSR we can do it in classroom or library. There are two choices here, the teacher made a classroom library, or the teacher used a school library. What the writer want to write is the implementation in school library. What should the teacher do is:
a. Arrange the school library to support and guide students book reading choices toward approximately challenging books. Place reading materials of differing reading levels into clearly labeled shelves or plastic bins representing differing levels of reading difficulty.
b. Color code the difficulty levels of books within the school library using different colors of cloth tape on the book binding or using stickers in the upper right hand corners of the covers. c. Since student receive less frequent feedback and support in
d. Teach a series of explicit book selection strategy lessons including:
1) Orient students to the school library 2) Give book talks to hook children on books
3) Select a “just right” or appropriately leveled book from the school library
4) Confirm selections of appropriate difficulty levels using the
“three finger” rule.
5) ScSR time begins with a short, 5-8 minutes, teacher explanation and modeling of an aspect or element of fluent reading and/or how to apply a comprehension strategy during reading using a teacher selected text.
6) Following this brief lesson, students are dismissed from the group to select a new book or retrieve a previously selected book from the school library.
7) Provide approximately 20 minutes reading practice time each day.
8) During reading practice time, the teacher conducts Individual Monitoring Conferences (IMCs).
9) At the end of the ScSR time, students quietly return their books and reading folders to their places around the classroom or in the library.
There were some rules in selecting an Appropriate Independent Level Book from the School Library:
a. Objective: to help students learn the location and organization for leveled books in the school library
b. Needed Supplies:
Different colored dots on the covers of the books Different colored plastic bins or book storage boxes
A poster showing the names of students and the colors of books that are their individual independent reading level
c. Explanation: tell the students that soon they will be allowed to select books from the school library for their own reading, but before doing so they need to learn about how the school library is organized to support their book selections. Today they will be learning about the way the different levels of books are arranged and stored in the school library
d. Modeling: seat the students in and around the library so they can see themshelves. Show them the poster with their names on the poster and the level of books that represent their independent levels. Each level of book is represented by a different colored dot on the poster that matches with the color of dots on the book storage bins and on the books inside the bins.
independent reading level colored dot. Next, show where that color of bin is located on the library. Then show them how that each book also has a colored dot that is the same as on the outside of the bin. Remind them that they are to chose a book that represents one of the genres in the Genre Wheel. Demonstrate how you might select a book about Barack Obama in the bin as an example of a biography.
f. Application: continue modeling with the help of one to two student role playing the selection of an appropriately leveled book with decreasing amounts of guidance from you. Tell the students to go to the library to select an appropriately leveled reading book one at a time. This will be their chance to show that they have listened and understand what you have taught them before.
g. Monitoring for Success: as a teacher we only need to monitor them after taught them.
Figure 2.2 Wide reading using a genre Wheel
E. Reading Comprehension
1. Definition of Comprehension
2. Reading Comprehension Strategies
Edge presents seven general strategies known to promote
adolescents’ reading comprehension. The strategies are ones that
proficient readers use regularly and across a wide variety of texts:
a. Plan and Monitor
Controlling one’s mental activites it is metacognitive in nature,
centering about readers’ awareness and control of their
comprehension. When engaged with this strategy, youth are taught planning skills-how to preview texts and how to set a purpose for reading and make predictions. They area also taught how to clarify ideas by using fix-up strategies and how to clarify vocabulary by using context clues and other word-level fix-up strategies.
b. Determine Importance
Identifying essential ideas and information. This is the ability to separate the wheat from the chaff in text. Youth are taught how to identify stated and implied main ideas, how to summarize texts, and how to note the personal relevance of ideas and information.
c. Ask Questions
d. Make Inferences
Linking parts of texts that authors did not link explicitly. Using what one already knows to form links across sentences and
paragraphs. Often known as “reading between the lines.”
e. Make Connections
Using what is known to enrich authors’ meaning; taking what has
been learned from one’s own life experience, other texts, and cultural and global matters to deepen understandings of what the
author presents. Otherwise known as “reading beyond the lines.”
f. Synthesize
Putting together ideas from multiple sources; deciding how ideas go together in a way that is new; figuring out how what one is reading and learning fits together in a way not thought of before. Youth are taught how to draw conclusions, form generalizations, and make comparisons across texts.
g. Visualize
Forming sensory and emotional images of textual contents, especially visual images. This strategy also includes an aspect
specifically for teens who don’t consider themselves to be readers;
This set of seven is based on the reading comprehension strategy research that has been reviewed at length since the early 1990s (Gersten, Fuchs, Williams & Baker, 2001; National Reading Panel, 2000; Perason, Roehler, Dole, & Duffy; 1992) and especially the research that embraces adolescent (Alvermann & Moore, 1991l Alvermann, Fitzgerald, & Simpson, 2006). There is striking agreement that low-achieving adolescent readers improve their comprehension among adolescent native English speakers as well as adolescent English language learners who struggle with reading (Short & Fitzsimmons, 2007).
3. Best Practice for Teaching Strategic Reading Comprehension
The International Reading Association’s Commission on
Adolescent Literacy stated succinctly,”Continual instruction beyond
the early grades is needed” (Moore, Bean, Birdyshaw, & Rycik, p.3).
Getting readers off to a good start certainly is crucial in the early grades, but ongoing instruction in the later grades is necessary for maintaining and, in many cases, accelerating readers’ growth. Comprehension strategies are vital components of adolescent literacy instruction. The comprehension strategy instruction in edge was designed with the following principles and practices in mind.
a. Direct, Explicit Instruction
instruction calls for teachers to scaffold students’ learning by
guiding them a particular strategy then openly and plainly describing it. Teachers model, or demonstrate, the strategy-frequently thinking through the process aloud-to show it in action.
On every before reading page in edge, the “how to” of each
reading strategy is explicitly modeled, using the actual text to be read. Strategy questions during and after reading provide additional scaffolds, allowing teachers to gradually release responsibility for the use of the strategy to students, so that they can make it their own.
b. Show, Don’t Tell
An important part of direct, explicit instruction calls for teachers to demonstrate and explain why particular strategies are useful as well as how and when to use them (Biancarosa & Snow, 2004).
In the edge, every strategy has explicit step-by-step explanations of how to perform the strategy. The explanations are
tailored to fit youths’ funds of general knowledge and facility with
c. Connect Reading to Students’ Lives and Their Out-of School
Literacies
We know that youth come to school with substantial funds of everyday knowledge acquired from their families, communities, peers, and popular culture (Mojo, et al., 2004). In effective secondary schools, teachers regularly form webs of connections between this knowledge and the lesson being taught (Langer, 2002). Teachers overtly point out these connections and invite students to make their own.
Every strategy introduction for an example “how to read
short story” begins with an inductive learning experience, in which
students are able to connect the skills and processes involved in the reading strategy to something they already know how to do in their everyday lives,”connect reading to your life” shows students who may have negative opinions about their abilities as readers that they really do have valuable cognitive abilities that they can bring to bear on texts.
d. Focused Instruction
A noteworthy feature of edge in focus on a single reading strategy in each unit. Throughout each unit students have multiple, varied opportunities to develop expertise with a particular strategy.
e. Promote Transfer Across Genres
A time-honored findings among researchers is that the characteristics of various genres present readers varying challenges (Jetton & Alexander, 2004; Moore, Readence, & Rickleman, 1983; RAND Reading Study Group, 2002). Strategies for reading fiction in an English/language arts class do not travel well to reading algebra in mathematic class.
f. Encourage Cognitive Collaboration
Bringing students together to work through comprehension tasks is another effective practice (Applebee, Langer, Nystrand, & Gamoran, 2003; Greenleaf, Schoenbach, Cziko & Mueller, 2001). Youth team with others, mixing perspective and insights to solve problems. They converse in the form of a dialogue, with speakers responding to what one another said. Thinking is aloud/allowed. Among other things, youth think and talk about the ways they apply comprehension strategies to particular texts.
CHAPTER III
RESEARCH METHODOLOGY
A. Research Methodology
1. Research Approach
Research approaches in education (and the other social sciences) are often divided into two main types: quantitative and qualitative approaches. This research is included in quantitative research. Aliaga and Gunderson, (in Muijs, 2004) stated that quantitative research is explaining phenomena by collecting numerical data that are analysed using mathematically based methods (in particular statistics). Collecting data in quantitative educational research, the data was collected from someone or something. The people or things (e.g. schools) the data collection on or from are known as units or cases. The data that are collecting from these units are known as variables.
Based on the paradigm above, the writer was conducted the research as an experimental research with a quantitative approach.
2. Research Method
carefully about what factors can affect our outcomes and try to match the settings with these factors as far as we can.
3. Research Variable
A variable is any characteristic that is not always the same-that is any characteristic that varies (Wallen and Fraenkel, 1991:31). Variable can be classified in several ways, one way is to distinguish between variable which is measured and which is categorical. Measured variable is the variable that can be measured. Categorical variable is the qualitative variable that explains the kind, shape of variable. Two other types of variables are dependent and independent variable. Independent variable is a variable that affects (presumed to affect) the dependent variable under study. While dependent variable is the variable that can be influenced by other variable.So, in this research the independent variables are Scaffolded Silent Reading and Sustained Silent Reading. While, dependent variable is reading comprehension.
4. Population and Sample
According to Gay in Yount (2006:7-1), sample is a group of subjects for study in such a way that the individuals represent the larger group from which they were selected.
Therefore, the samples of this research are X KP 1 as the comparison group using SSR program and X KP 2 as the experimental group using ScSR program. There are 23 students in X KP 1 class and 21 students in X KP 2 class. The data respondents in this research presented on the table 3.1 and table 3.2 below:
Table 3.1 List of X KP 1 Class as SSR COMPARISON GROUP
NO NIS NAME
1 15002 Airin Luffi Febriyanti 2 15071 Amalia Charisma Agusta
3 15008 Azka Nadiya
4 15010 Bety Wulan Larassati 5 15011 Citra Armita Sari
6 15013 Dewi Rizky Ananda
7 15017 Eni Dwi Jayanti
8 15021 Hera Ayuk Marsela
9 15022 Ika Melinda Suharningsih
10 15023 Ika Olivia
11 15032 Mila Kusumawati
12 15033 Miya Dwi S
13 15040 Novita Dewi Indriani
14 15041 Nur Ayni
15 15042 Nur Ayu Hidayati
16 15050 Ria Ayu Utami
23 15068 Windi Lestyowati
Table 3.2 List of X KP 2 Class as ScSR EXPERIMENTAL GROUP
S represent the larger group from which they were selected.
NO NIS NAMA
1 15005 Anika Nugraningsih
2 15006 Arsita Diah Dwi Christina
3 15007 Aulia Wahyu Hidayah
4 15015 Dwi Pratiwi
5 15018 Erma Aprilia Sari 6 15019 Ervina Dwi Sagita 7 15020 Fransisca Widya Pratiwi 8 15024 Intan Ayu Suryani 9 15025 Indah Ayu Wulandari 10 15028 Lea Pratiwi Kusuma
11 15035 Mutmainah
12 15037 Neilis Sangadatir R 13 15038 Novelliya Setia Nurani
14 15044 Nurul Khoriyah
15 15047 Priscilla Veronika Rahayu
16 15054 Rista Destia
17 15055 Rumiyatun
18 15061 Veronika Kumala N
19 15062 Vieka Lutfiyanti
20 15067 Zidni Fulki Nurfatkham Ars Maulana
The sample of this research is two classes in the first grade students of SMK Bhakti Nusantara Salatiga in the academic year of 2015/2016 chosen purposely using Purposive sampling. Purposive sampling is a sampling technique with particular consideration, for example by specifying specific
criteria to be selected to the sample (Prasetyo and Jannah, 2005”135). Usually,
in order to select a sample with purposive sampling the writer chooses a sample by selecting people who really know or have competence with the researcher topic. In this research, the writer used purposive sampling to
choose the sample according to the English teacher’s recommendation. The
English teacher in SMK Bhakti Nusantara Salatiga who teaches English for the first grade students is Mrs. TrimaRofianti. She recommends X KP 1 class as the comparison group using SSR program because some of the students in that class lose their interest in reading books. The teacher recommends using that class as the comparison group using SSR program with expectation that SSR program can help them to improve their reading skill. The teacher also recommended X KP 2 as the experimental class using ScSR program because some of the students in that class have same reading ability with the previous class.
6. Research Design
The steps that were done by the writer (SAS, 2005):
disciplines and species, so a broad approach is important. For example, recent research in controlling odors in swine waste has exciting implications for fly and nematode control.
b. Define the objectives and the hypotheses that are going to test. A good hypothesis is:
1) Clear enough to be tested
2) Adequate to explain the phenomenon 3) Good enough to permit further prediction 4) As simple as possible
c. Specify the population on which research is to be conducted.
d. Evaluate the feasibility of testing the hypothesis. One should be relatively certain that an experiment can be set up to adequately test the hypotheses with the available resources.
e. Select Research Procedure: 1) Selection of treatment design.
treatments/inferences; they are Scaffolded Silent Reading and Sustained Silent Reading.
2) Selection of the sampling or experimental design and number of replicates.
This is the major topic of this course so this will not be discussed further other than to comment that in general one should choose the simplest design that will provide the precision you require.
3) Selection of measurements to be taken.
With the computer it is now possible to analyze large quantities of data and thus the researcher can gain considerably more information about the crop, etc. than just the effects of the imposed variables on yield.
4) Control of border effects or effects of adjacent units on each other or "competition".
Proper use of border rows or plants and randomization of treatments to the experimental units helps minimize border effects. Proper randomization of treatments to the experimental unit is also required by statistical theory so be sure this is properly done.
Using information gained in the literature review write out the results you expect. Essentially perform the experiment in theory and predict the results expected.
f. Make an outline of statistical analyses to be performed.
g. Selection of suitable measuring instruments and control of bias in data collection: Measuring instruments should be sufficiently accurate for the precision required.
h. Install experiment: Care should be taken in measuring treatment materials (fertilizers, herbicides, or other chemicals, food rations, etc.) and the application of treatments to the experimental units.
i. Collect Data: Careful measurements should be made with the appropriate instruments. It is better to collect too much data than not enough.
j. Make a complete analysis of the data: Be sure to have a plan of analysis. k. Finally, prepare a complete, correct, and readable report of the
experiment. This may be a report to the farmer or researcher or an extension publication. There is no such thing as a negative result. If the null hypothesis is not rejected, it is positive evidence that there may be no real difference among the treatments tested.
In summary, you should remember the 3 R's of experimentation:
way that the validity of your conclusions from the experiment can be measured.
2. Randomize: Statistical theory requires the assignment of treatments to the experimental units in a purely random manner. This prevents bias.
3. Request Help: Ask for help when in doubt about how to design, execute oranalyze your experiment. Not everyone is a statistician, but should know the important principles of scientific experimentation. Be on guard against common pitfalls and ask for help when you need it. Do this when planning an experiment, not after it is completed.
Then, the design of the research that the researcher did in the class was described in the following figure:
Table 3.3 Research Design
No. Experimental Group Comparison Group
1. Giving pre-test Giving pre-test
2. Calculating the pre-test score Calculating the pre-test score 3. Concluding the result of the
pre-test
Concluding the result of the pre-test
4. Intervention Intervention
5. Giving post-test Giving post-test
6. Calculating the post-test score Calculating the post-test score 7. Concluding the result of the
post-test
Concluding the result of the post-test
7. Technique of Data Collection
a. Test
In order to collect the data, the writer gives tests which consist of pre-test and post-test after the treatment.
1) Pre-test
Pre-test is given before the research is conducted. It is given to both SSR experimental group and ScSR experimental group. Pre-test is
administrated to know the students’ reading ability overall.
2) Treatment
After giving pre-test, the both clasess are given the treatment. 3) Post-test
In the end, the writer gives post-test to both experimental groups. Post-test is administrated to know whether there is significant difference before and after the treatment.
b. Observation
To help the writer analyze the data, the writer also observes the students while they are studying in the class. The writer observes the first grade students of SMK Bhakti Nusantara Salatiga because the writer also taught in that school. It is intended to know how well they understand the material and their reading ability. The writer also asks an observer to
conducted. The observer helps the writer to give advice and suggestion
toward the writer’s performance.
c. Recording
The writer also records the activities in the class and library while this research is conducted. The writer asks the observer to record the
student’ and writer’ activity in the class and library. It is intended to review
the students’ reading performance.The writer also made an interview to the students to measure students participation during the learning both strategies.
d. Documentation
The writer also uses documentation as the method of collecting the data in this research. According to Muijs (2004) documentation is a method used to find the data related, by using book, transcript, newspaper, magazine, ancient inscription, notes of a meeting, agenda, etc. the documentation is done by taking the picture while the writer taught the SSR experimental class and ScSR experimental class. The writer also collects some documents by asking the staff administration related to the
school’s profile. It is intended to collect the document related to the object
and place of this research.
e. Note Taking
not interest in a reading. This technique will help the writer to know the
students’ need and help the writer to give a feedback after that.
8. Evaluation Criteria
The evaluation criteria of Reading comprehension was presented as follow:
Table 3.4 Evaluation Criteria
Score Interval Clasification Category
90-100 Very good If the students can answer almost of the questions.
70-80 Good If the students can answer correctly more than half of the questions. 50-60 Fairly Good If the students can answer good
enough of the question
30-40 Poor If the students can’t answer correctly more than half of the questions. 10-20 Very poor If the students can't answer almost of
the questions.
9. Technique of Data Analysis
To analyze the result of the data from pre-test and post-test, the writer used the following steps:
a. Scoring the students’ test
In this step, the writer scores the result from the pre-test and post-test from both experimental groups. The writer uses 1-100 point scale to
measure the students’ answer in reading text.
A statistical software SPSS (Statistical Package for the Social Sciences) version 17 was used for descriptive analysis of this research. Descriptive statistics, such as the mean, SD (standard deviation), the range, variance, maximum and minimum values, etc., which are generated by using descriptive analysis method of SPSS software, provide a convenient way of summarizing and interpreting data results (Gray, 1997). The researcher would analyze the difference of the score of pretest and posttest of the experimental group and the comparison group. The data would be alalyzed by using Independent Sample Test. This kind of analysis was used to find whether there is a significant difference between two different variables or not.
B. Statistical Hyphothesis
The statistical of the research says that:
CHAPTER IV
ANALYSIS AND DISCUSSION
A. Data Presentation
In the previous chapter, it has been explained that the result of this research, analyze in numeral form. Those data described the improvement of
students’ reading comprehension through SSR and ScSR strategies. The
writer listed the students’ scores in pre-test and post-test. The result of the research presented as follows:
1. Comparison Group Using SSR strategy
a. Pre-Test
In the pre-test, the students were given the 20 questions to be answered. They weregiven for about 40 minutes to answer all of the questions. The result of the pre-test can be seen on the table below:
Table 4.1
Classification of the Students’ Reading Comprehension in Pre-Test SSR Group
Classification Score Frequency Percentage
Very Good 90-100 - -
Good 70-80 - -
Fairly Good 50-60 5 21.74%
Poor 30-40 18 78.26%
Very Poor 10-20 - -
Total N= 23 100%
The percentage was counted using this formula: Frequency
In the above table 4.1, there are 23 respondents in this research before given treatment. From all of the respondents, there are only 5 students (21.74%) who get fairly good score and there 18 students (79.26%) who get poor score.
The detail of the students’ score on the pre-test presented on the table below:
Table 4.2
Score of Students’ Reading Skill in Pre-Test SSR Group
No Respondent Score
between 30-40 points. And only 5 students who get fairly good
score. It can be concluded that most of students’ reading ability
before given treatment in SSR experimental group is fairly good, which is the students are lost interest in reading and need teacher model to guide them to love reading.
b. Post-Test
After giving pre-test, the experimental group using SSR strategy was given treatment for about 8 meeting to read silently in 15 minutes at their classes. The students were asked to read their own book that they interest to read. They available to choose their own English text book while English class. Before the class was started the teacher and the students would sit together in the classroom and then read silently in 15 minutes. After 8 meeting they began to love reading and look more enjoyable. In the post-test, the students were given 20 questions to be answered with the same level of reading text while pre-test.
The result of the post-test can be seen on the table below:
Table 4.3
Classification of the Student’s Reading Comprehension in
Post-Test SSR Group
Classification Score Frequency Percentage
Very Good 90-100 - -
Good 70-80 9 39,13%
Fairly Good 50-60 14 60,87%
Poor 30-40 - -
Very Poor 10-20 - -
The percentage was counted using this formula: Frequency
N
In the above table 4.3, there are 23 respondents in this research after given treatment. From all of the respondents, there are 9 students (39,13%) who get good score, 14 students (60.87%) who get fairly good score.
The detail of the students’ score in the post-test presented on the table below:
Table 4.4
Score of Students’ Reading Skill in Post-Test SSR Group
23 R23 60
Based on the above table, it can be seen that most of the students get fairly good score. There are 2 students get 80,7 students get 70 score, 9 students get 60 score, 5 students get 50 score.
2. Experimental Group Using ScSR strategy
a. Pre-test
In the pre-test, the students were given the 20 questions to be answered. They were given for about 40 minutes to answer all of the questions. The result of the pre-test can be seen on the table below:
Table 4.5
Classification of the Students’ Reading Comprehension in Pre-Test ScSR Group
Classification Score Frequency Percentage
Very Good 90-100 - -
Good 70-80 2 9.53%
Fairly Good 50-60 8 38.09%
Poor 30-40 11 52.38%
Very Poor 10-20 - -
Total N=21 100%
In the above table 4.5, there are 21 respondents in this research as the experimental group using ScSR strategy. From all of the respondents, there are 2 students (9.53%) who get good score, 8 students (38.09%) who get fairly good score and 11 students (52.38%) who get poor score.
Table 4.6
Score of Students’ Reading Comprehension in Pre-Test
ScSR Group student who get 60 score, 7 students who get 50 score, 8 students who get 40 score and 3 students who get 30 score. It can be concluded that
most of the students’ reading ability in this group is good.
b. Post-test
has been chosen by the teacher and they should finish reading their books. They were available to take a note and ask to teacher or they were available if they want to practice their reading in front the teacher. Before the class was stted the teacher and the students would sit together in the classroom and then read silently in 15 minutes. After 8 meeting they began to love reading and look more enjoyable in reading. In the post-test, the students were given 20 questions to be answered with the same level of reading text while pre-test.
The result of the post-test can be seen on the table below:
Table 4.7
Classification of the Students’ Reading Comprehension in Post-Test ScSR Group
Classification Score Frequency Percentage
Very Good 90-100 3 14,29%
Good 70-80 17 80.95%
Fairly Good 50-60 1 4.76%
Poor 30-40 - -
Very Poor 10-20 - -
Total N=21 100%
Based on the above table, there are 21 respondents in this research as the experimental group using ScSR strategy in the post-test. From all of the respondents, 3 students (14,29%) get very good, 17 students (80.95%) who get good score and 1 student (4.76%) who get fairly good score.
Table 4.8
Score of Students’ Reading Comprehension in Post-Test
ScSR Group 90, 8 students get 80, 9 students get 70 and 1 student 60 score.
1. Difference Analysis of Pretest between Experimental Group and
Comparison Group
The following Table 4.9 and Table 4.10 shows the difference means of the result of Experimental Group and Comparison Group.
Table 4.9 Independent Sample Statistics
Table 4.10 Independent Samples Test
Table 4.9 describes that the mean of the pretest in the experimental group was 45.71 and the mean of the pretest in the comparison group was 38.26.
2. Difference Analysis of Posttest between Experimental Group and
Comparison Group
The following Table 4.11 and Table 4.12 shows the difference means of the result of Experimental Group and Comparison Group
Group Statistics
of Variances t-test for Equality of Means
Table 4.11 Independent Sample Statistics
Variances t-test for Equality of Means
F Sig. t df students need a treatment dealing with the reading comprehension improvement. Both of the groups showed that most of the students are in the level of poor and fairly good. It means that their score was around 50 up to 60 or under. Based on the pretest result of the experimental group there are 11 of
students, and 8 students were in the level of “fairly good”. It means 38,09 % of the total of the students and the rest was in the level of good. It also means that only 2 students or 9,53 % from the total of the students were in the level of good,. While in the comparison group, there are 5 students (21.74%) who get fairly good score and there 18 students (79.26%) who get poor score. It means that the students reading comprehension was still low and need to be improved Based on the data above; it could be compared between the result of the experimental group pretest and comparison group pretest. Most of the student in both of the group had a poor. Even though, it could be seen that the students of the experimental group had a better level. It has 2 students who
were in the level of “good”. It means 9,53 % from the total of the students. But still, the achievement of the students in the both group was under the
level of the “average”. So, it could be concluded that an intervention was
needed.
The next result was the result of the posttest in the experimental group and comparison group. The result showed that many of the students were in
the level of “good” and “fairly good”. In the experimental group posttest 3
students or 14.29 % from the total of the students were in the level of “very
good”. Then, 17 students or 80.95 % from the total of the students were in the
level of “good”. There is only one student that is left in the “fairly good” level
