THE USE OF PQ4R IN TEACHING STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT.

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Muhamad Bayu,2013

The Use Of Pq4r In Teaching Students’ Reading Comprehension Of Narrative Text Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

THE USE OF PQ4R IN TEACHING STUDENTS’ READING COMPREHENSION

OF NARRATIVE TEXT

(A Quasi Experimental Study of First Grade Students at One Public Senior High School in Cianjur)

A RESEARCH PAPER

Submitted in partial fulfillment of the requirements for Sarjana Pendidikan Degree

Written by:

Muhamad Bayu

0906887

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

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The use of PQ4R in Teaching

Students’

Reading Comprehension

of Narrative Text

Oleh Muhamad Bayu

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

Oktober 2013

Hak Cipta dilindungi undang-undang.

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PAGE OF APPROVAL

THE USE OF PQ4R IN TEACHING STUDENTS’ READING

COMPREHENSION OF NARRATIVE TEXT

(A Quasi Experimental Study of First Grade Students at One Public Senior High School in Cianjur)

By

Muhamad Bayu

0906887

Approved by

Main Supervisor

Prof. Dr. Didi Suherdi, M.Ed

NIP. 196211011987121001

Co-Supervisor

Rojab Siti Rodliyah, S.Pd., M.Ed.

NIP. 197307062002122001

Head of English Education Department

Faculty of Language and Arts Education

Indonesia University of Education

Prof. Dr. Didi Suherdi, M.Ed

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ABSTRACT

The research entitled “The Use of PQ4R in Teaching Students’ Reading Comprehension of Narrative Text” was aimed at answering the question whether or not the use of PQ4R strategy significantly improved students’ reading comprehension ability and the students’ responses toward PQ4R strategy. This quasi-experimental research was conducted at the first grader at one public senior high school in Cianjur. In addition, questionnaire and interview were employed to reveal the students’ responses. Two classes were assigned as experimental and control groups and each class consisted of 38 students. The data were collected through pre-test, post-test, questionnaire, and interview. Quantitative method was used to analyze the data by comparing the mean scores of both groups in pre-test and post-test. Furthermore, the data taken from questionnaire and interview were also analyzed to find out students’ responses toward PQ4R strategy. The result shows that PQ4R strategy highly improved students’ reading comprehension of narrative text (tobt > tcrit or 2.654 > 2.000) and the data from questionnaire and

interview showed that students gave positive responses toward PQ4R strategy. Moreover, further research is suggested to examine whether or not PQ4R strategy is applicable in other degrees.

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ABSTRAK

Penelitian yang berjudul “The Use of PQ4R in Teaching Students’ Reading Comprehension of Narrative Text” bertujuan untuk menjawab perumusan masalah apakah penggunaan strategi PQ4R dapat secara signifikan meningkatkan kemampuan pemahaman membaca siswa dan respon siswa terhadap strategi PQ4R. Penelitian quasi-experimental ini dilaksanakan terhadap salahsatu kelas X SMA di Cianjur. Sebagai tambahan, kuesioner dan wawancara dilaksanakan untuk mengetahui respon siswa. Dua kelas digunakan sebagai kelas eksperimental dan kelas control dan setiap kelas terdiri dari 38 siswa. Data dikumpulkan melalui

pre-test, post-test, kuesioner dan wawancara. Penelitian ini menggunakan metode

kuantitatif dengan membandingkan rata-rata yang diperoleh oleh kedua kelas dalam pre-test dan post-test. Selanjutnya, informasi yang diperoleh dari kuesioner dan interview dianalisa untuk mengetahui respon siswa terhadap strategi PQ4R. Berdasarkan hasil dari penelitian dapat dilihat bahwa strategi PQ4R secara sangat signifikan mampu meningkatkan kemampuan siswa dalam pemahaman membaca teks narratif. (tobt > tcrit atau 2.654 > 2.000) dan informasi dari kuesioner dan

wawancara menunjukan bahwa siswa memberikan respon positif terhadap strategi PQ4R. Penelitian selanjutnya diharapkan untuk menguji apakah strategi PQ4R dapat diterapkan di tingkat sekolah yang lain.

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TABLE OF CONTENT

PAGE OF APPROVAL ... i

STATEMENT OF AUTHORIZATION ... ii

PREFACE ... iii

ACKNOWLEDGMENTS ... iv

ABSTRACT ... v

TABLE OF CONTENT ... vi

LIST OF TABLE ... ix

LIST OF CHART ... x

LIST OF APPENDIX ... xi

CHAPTER I INTRODUCTION ... 1

1.1 Background ... 1

1.2 Statement of the Problems ... 3

1.3 The Aims of the Study ... 3

1.4 Scope of the Study ... 3

1.5 Significance of the Study ... 3

1.6 Clarification of Terms ... 3

1.7 Organization of the Paper ... 4

CHAPTER II THEOREICAL FOUNDATION ... 6

2.1 Reading ... 6

2.1.1 Definition ... 6

2.1.2 The Process of Reading ... 7

2.1.3 Types of Reading ... 8

2.1.4 Difficulties in Reading ... 8

2.2 Reading Comprehension ... 9

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2.3 Narrative Text ... 12

2.3.1 Generic Structure ... 12

2.3.2 Language Features ... 13

2.3.3 Sample of Narrative Text ... 14

2.4 PQ4R ... 14

2.5 Conventional Method ... 17

2.6 Previous Studies on PQ4R Strategy ... 17

2.7 Concluding Remark ... 18

Chapter III RESEARCH METHODOLOGY ... 19

3.1 Formulation of the Problems ... 19

3.2 Hypothesis ... 19

3.3 Research Method ... 20

3.3.1 Variable ... 21

3.3.2 Population and Sample ... 21

3.4 Data Collection ... 22

3.4.1 Research Instrument ... 22

3.5 Research Procedure ... 23

3.5.1 Preparing the Lessons Plans ... 23

3.5.2 Teaching Materials ... 24

3.5.3 Administering Pilot Test ... 24

3.5.4 Pre Test ... 25

3.5.5 Treatment ... 25

3.5.6 Post Test ... 26

3.5.7 Questionnaire ... 27

3.5.8 Interview ... 27

3.6 Data Analysis ... 27

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3.6.2 Data Analysis on Pre-test ... 31

3.6.3 Data Analysis on Post-test ... 33

3.7 Concluding Remark ... 35

CHAPTER IV FINDINGS AND DISCUSSIONS ... 36

4.1 Findings ... 36

4.1.1 Test Instrument Analysis ... 36

4.1.2 The Computation of the Pre-test Scores ... 38

4.1.3 The Computation of Post-test Scores ... 42

4.1.4 Questionnaire and Interview Data Analysis ... 46

4.2 Discussion ... 53

CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 58

5.1 Conclusions ... 58

5.2 Suggestions ... 59

REFERENCES ... 60

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LIST OF TABLE

Table 2.1 The Differences between Readers ... 11

Table 2.2 Teacher and Students Activity during PQ4R Strategy ... 16

Table 3.1 Syllabus for 1st Grade Senior High School ... 24

Table 3.2 Topic List of Each Meeting ... 25

Table 3.3 r Coefficient Correlation (Validity) ... 28

Table 3.4 Reliability Classification ... 29

Table 3.5 Index of Difficulty Level ... 30

Table 3.6 Discrimination Index ... 31

Table 3.7 Scale of Effect Size ... 34

Table 4.1 The Interpretation of Validity Items ... 37

Table 4.2 The Result of Reliability Test ... 37

Table 4.3 Level of Difficulty of Items ... 38

Table 4.4 Discrimination Index ... 38

Table 4.5 The Result of Normality Distribution on Pre-test ... 39

Table 4.6 The Result of Variance Homogeneity test on Pre-test ... 40

Table 4.7 Group Statistic of Pre-test Score ... 41

Table 4.8 The Result of t-test Computation on the Pre-test ... 41

Table 4.9 The Result of Normality Distribution Analysis on Post-test ... 42

Table 4.10 The Result of Homogeneity Test on the Post-test ... 43

Table 4.11 Statistics of Post-test Score ... 44

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LIST OF CHART

Chart 1 Statement 1 ... 46

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LIST OF APPENDIX

1. APPENDIX A

Teaching Instruments:

- Lesson Plan Control Group - Lesson Plan Experimental Group 2. APPENDIX B

Pilot Test Result: - Pilot Test Items - Reliability

- Validity, Difficulty Level, Discrimination Index 3. APPENDIX C

Research Instruments

- Reading Comprehension Test - Questionnaire

4. APPENDIX D

The Result of Pre-test, Post-test, Questionnaire and Interview 5. APPENDIX E

Example of Students’ task

6. APPENDIX F

Example of Students’ answer sheet and Questionnaire

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CHAPTER I

INTRODUCTION

This chapter contains background of the study that describes the nature of the study, research questions are delivered in statement of the problems, and then scope of the study is presented to make limitation of the study. This chapter also provides aims of the study, significance of the study. Clarification is added to make equal understanding of some terms. The last part of the chapter will present organization of the paper as general description of this research.

1.1Background

Reading is one of four language skills in English and it is important to be mastered. Many students have difficulties in reading, for example when the students read a text from the beginning to the end, not all of them are able to find the correct information based on the text they have read. Otto and Chester (1976: 6) say that reading is a complex act, it involves a number of processes before the readers get the information that they need. In addition Brashdi (2006) mentions that other students’ problem in reading is the lack of vocabulary. When the students read a text, they will not be able to comprehend a text well if they find some unfamiliar words, thus, the teachers need to create activity to optimize the

students’ ability in understanding information in a text and to enrich the students’ vocabulary. improve the students’ ability in reading.

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face some obstacles, one of them is their lack of vocabulary. A narrative text consists of some paragraphs and the students may find some unfamiliar words in each paragraph. Another obstacle in reading narrative text is construing the idea of the text. Some students may be wrong in interpreting a text because they do not know how to construe the idea of the narrative text writer, it shows how important reading strategy is in helping students to read a narrative text.

In teaching narrative text, the teachers have an important role to optimize

the students’ ability. The teachers have to create a learning activity that makes the students optimize their ability in understanding a text. In the learning process, the students are expected to be active. Sardiman (2007:3) mentions that students are the main subject in the learning process, not the supporting elements. However there are some teachers who put themselves as the central of the learning process. They do not take their role to optimize the students’ ability in the learning process. Therefore, the creative reading strategy should be conducted to optimize the students’ ability in the learning process.

One of the reading strategies that have been used to improve the students’ ability in reading is PQ4R. PQ4R was introduced by Thomas and Robinson in 1972. PQ4R is a systematic reading strategy which consists of several steps, they are preview, question, read, reflect, recite and review.

Each step functions to optimize the students’ ability in construing the idea of the text, gaining the information and stimulating the students to recognize some new vocabularies.

This research proposes PQ4R (Preview, Questions, Read, Reflect, Recite, Review) strategy to be conducted in teaching reading comprehension of narrative text.

Based on the background above, this study is aimed at investigating whether or not PQ4R strategy is able to improve the students’ reading comprehension of narrative text. This research is entitled The Use of PQ4R

(Preview, Questions, Read, Reflect, Recite, Review) in Teaching Reading

Comprehension of Narrative Text (A Quasi Experimental Study of First Grade

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1.2Statement of the Problems

The research is aimed at answering the following research questions:

1. Is PQ4R strategy effective to improve the students’ reading comprehension of narrative text?

2. What are the students’ responses toward PQ4R strategy in reading comprehension of narrative text?

1.3The Aims of the Study

This study is aimed at investigating:

1. Whether or not PQ4R strategy is effective to improve the students’ reading comprehension of narrative text

2. To find out the students’ responses toward PQ4R strategy.

1.4Scope of the Study

The study concerns on the teaching strategy that the teachers do in

improving students’ reading comprehension of narrative text. This research also concerns with analyzing the responses given by the students of the teaching strategy implemented in their class.

1.5Significance of the Study

Through the research, this study is expected to give contribution to the areas of teaching reading. This research was conducted to investigate whether or not PQ4R strategy is effective to improve the students’ reading comprehension of narrative text. Furthermore, the writer expects this study is able to provide information for other researchers to make a further research about the method in

improving students’ reading ability.

1.6Clarification of Terms

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1. PQ4R

PQ4R is a reading strategy which is involved Preview, Question, Read, Reflect and Review (Glynn and Muth, 1994).

2. Reading Comprehension

The act of understanding the information presented in a text, it is an intentional, active interactive process that occurs before, during and after a person reads a particular piece of writing (Joelle, 2008)

3. Narrative text

Narrative text is a text contains problematic events, a crisis and resolutions of the problems (Gerot and Wignell, 1994)

1.7Organization of the Paper

This research presented five chapters, they are: 1. Chapter I

Introduction

Chapter I consists of introduction. Chapter I will present background, statement of the problems, scope of the study, aims of the study, the significance of the study, clarification of terms and organization of the paper

2. Chapter II

Theoretical Foundation

Theoretical foundation will be presented in this chapter. The theories are from several experts and some related researches will be also presented in this chapter.

3. Chapter III

Research Methodology

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4. Chapter IV

Findings and Discussion

The result of the research will be presented in this chapter after conducting the research and obtaining the data. This chapter contains the analysis of findings and discussion.

5. Chapter V

Conclusions and Suggestions

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CHAPTER III

RESEARCH METHODOLOGY

This chapter explains the procedures of the study in order to answer the questions stated in the previous chapter. The discussion includes formulation of the problems, research method, hypothesis, data collection, research procedure, and data analysis.

3.1 Formulation of the Problems

This study mainly focuses on the use of PQ4R in teaching students’ reading comprehension of narrative text. Thus, two questions were formulated in this research, they are:

1. Is PQ4R strategy effective to improve the students’ reading comprehension of narrative text?

2. What are the students’ responses toward PQ4R strategy in reading comprehension of narrative text?

3.2 Hypothesis

Hypothesis is a tentative statement about the outcome of the research (Hatch and Farhady, 1982). The null hypothesis (H0) and alternative hypothesis (H1) of the

research are stated as follows:

H0 : There is no difference in student reading comprehension of narrative text

between control group and experimental group for students who used PQ4R strategy and those who did not. They belong to the same population

H1 : There is a difference in student reading comprehension of narrative text

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However, this study works on null hypothesis (H0) meaning PQ4R strategy is

not effective in improving students’ reading comprehension of narrative text.

3.2 Research Method

The research method used in this research was quasi-experimental method. Zainal (2011) states that quasi-experimental is aimed at analyzing the achievement of two groups with different treatment. Thus, this research was conducted by giving different treatments to two groups to gain the objective of the research. The aim of the research was to find out whether or not using PQ4R in teaching is effective to improve the students’ reading comprehension. Therefore, pre test and post test were given to experimental and control group.

This study tried to reveal the use of PQ4R strategy in improving students’ reading comprehension of narrative text. The strategy was implemented to the students in the experimental group in order to find out the effectiveness of the strategy and it was compared to the students in control group who were given conventional strategy. The experimental design in this study is described as follows:

O1 X O2

O1 - O2

(Sugiyono, 2012: 116)

Notes:

O1 : Pre test

O2 : Post test

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who were treated by using PQ4R could achieve greater score than those who were treated by using conventional method.

3.2.1 Variable

In this research, there are three variables exist. The first is independent variable, the second is dependent variable and the last is the intervening variable.

Hatch and Farhady (1982: 15) state that an independent variable is the main variable which is investigated, a dependent variable is the variable which is observed and measured to determine the effect of the independent variable and an intervening variable is a number of variables which cannot be measured or manipulated.

In this research, the dependent variable is the students’ reading score or achievement in the test. The independent variable is the effect of using PQ4R strategy in improving students’ reading comprehension. The intervening variable is any factors in which the effects they have not been measured but theoretically may or may not be part of that process.

3.2.2 Population and Sample

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3.4 Data Collection

In this section, several instruments used in this research are elaborated, such as test, questionnaire and interview.

3.4.1 Research Instrument

According to Sugiyono (2012: 148) research instrument is the tool used to measure what we observe. The instruments used will be in test (Pre test and Post test) and non test form (Questionnaire and interview). Pre test and post test were used to answer the research question about the improvement in using PQ4R strategy in teaching reading comprehension of narrative text. While the questionnaire and interview was used to know the students’ responses toward the use of PQ4R strategy in reading comprehension of narrative text.

3.4.1.1 Test

The pre test was conducted in the first meeting in control and experimental group for 80 minutes. This test was aimed at discovering the students’ previous ability in reading narrative text. The post test was also conducted in 80 minutes at the end of the meetings. The post test was conducted after the students received treatments for four meetings. The aim of the post test was to reveal the differences between two groups after the treatments were given. The test items of the post test were not the same as the pre test. Thus, the students would not remember the answer of the pre test when the post test conducted but the difficulty level of the items were similar.

3.4.1.2 Questionnaire and Interview

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There were 12 questions in the questionnaire and four questions in the interview. The questionnaires and interview were also used to know the benefits of using PQ4R strategy and identify students’ difficulties in implementing the strategy.

3.5 Research Procedure

In this research, there were several steps conducted to collect the data required. The steps consisted of:

1. Preparing the lesson plan 2. Preparing the teaching material 3. Administering pilot test

4. Administering pre-test

5. Implementing the treatment by using PQ4R strategy in experimental group and using conventional method for control group

6. Administering post-test 7. Administering questionnaires 8. Administering interview

3.5.1 Preparing the Lesson Plans

There were three lesson plans used to implement for four meetings in the treatment sessions. The first and last meetings were allocated for pre-test and post-test, while the rest four meetings were allocated for treatment sessions.

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Table 3.1

Syllabus for 1st Grade Senior High School

Aspect Competence

Standard

Basic Competence

Indicators

Reading Understanding the meaning of short Ahead: An English Course for Senior High School Students Year X. The texts were “Indian’s Fish”, “The Great Fortune Teller” and “Batara Kala”

3.5.3 Administering Pilot Test

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out was implemented to 38 non samples students from X.4 of one public senior high school in Cianjur. However, the class was still in the same level and population as the experimental and control group. The test consisted of forty eight questions. The result of the tried out is presented in Appendix B.

3.5.4 Pre Test

After the test items had been analyzed in terms of validity and reliability the pre-test would be conducted. Pre-test was conducted before the treatment given, precisely on the 31st of August for experimental and control group.

3.5.5 Treatment

When the pre-test had been conducted, the treatment was implemented to control group and experimental group and it was handled by the researcher himself. The treatment was conducted based on the schedule presented below

Table 3.2

Topic List of Each Meeting

Meetings Date Sub Topic Note

Given to the control group

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The PQ4R strategy was used to teach class X1 as the experimental group. The treatments would be conducted for four meetings. Every meeting consisted of 2 X 45 minutes (2 hour lesson). The first and second meeting had the same topic while the third and last meeting presented different topics.

In the first meeting, the teacher gave a brief explanation about narrative text. Then, the teacher introduced the students PQ4R strategy. In this session, the teacher delivered what PQ4R was and how to implement PQ4R in reading comprehension of narrative text. Every student was given PQ4R worksheet. In the first meeting, the students applied preview and question, then read, reflect, recite and review were implemented in the second meeting. In the end of the meeting, the students were given some question about the text they had learned. The students were able to see at their worksheet but they were not permitted to see on their friends’ work.

In the third meeting, the teacher gave different story. In contrast, PQ4R strategy was implemented in one meeting. Thus, every student applied the steps in PQ4R strategy in one meeting, they filled PQ4R worksheet in a day, and then they answered some questions in the end of the meeting. The fourth meeting was the same as the third meeting. The only different was on the story/sub topic.

As comparison, in the control group, lecturing strategy was applied. Teacher explained the materials to the students. The students were given some stories and they could open their dictionary. Finally, the students answered some questions individually.

3.5.6 Post test

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3.5.7 Questionnaire

Questionnaires were only distributed to the experimental group. It was given after the students had finished their post test. The questionnaires were used to find out the students responses toward the use of PQ4R strategy.

3.5.8 Interview

Interview was also given to the students in the experimental group after they had finished their post test. Their opinions were gathered to find more additional information and to clarify information in the questionnaires.

The strength and weaknesses of the strategy based on the students’ perceptions would be revealed through the questionnaires and interview.

3.6 Data Analysis

In this section, the analysis of the data gathered from the try-out, pre-test and post-test are presented.

3.6.1 Data Analysis on Pilot Test

The data from the pilot test would be collected and they were analyzed in terms of the validity, reliability, level of difficulty and discrimination index.

3.6.1.1 Analyzing Validity

Sugiyono (2012:182) states validity instrument could be determined in relating score items and total score. To calculate the validity of each item, Anates V4 was used.

Validity test used was conducted used the formula as presented below: _√

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r = Pearson product-moment correlation x = score item which its validity is answered y = total score gained by the sample

N = number of respondent

The index validity of each item was interpreted with the following criteria Table 3.3 The formula is presented below:

{

∑ _}

(Sugiyono, 2012: 359) Note:

pi = proportion of students passing the item 1

qi = proportion of students failing the item (q = 1-p)

∑ = sum the product of piqi for all items k = number of items

= variance of the whole test (standard deviation squared)

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Table 3.4

Reliability Classification

Coefficient Correlation Interpretation

0.0 – 0.20 Low

0.20 – 0.40 Moderate

0.40 – 0.70 High

0.70 – 1.00 Very High

(Arikunto, 2012:89)

3.6.1.3 Analyzing Difficulty Level

Difficulty level functioned to measure how far the test items were relevant to the participants’ ability. Arikunto (2012: 222) states “A good test was not too easy or too difficult”. A too easy test would not stimulate the students to improve their ability in solving a problem while a too difficult test would cause the students desperate because the test was not on their range.

The formula used to measure the difficulty level of each item is presented below:

(3.8)

(Arikunto, 2012: 223) Note:

P = difficulty index items (index kesukaran butir soal) B = number of students passing the item

JS = number of students

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Table 3.5

Index of Difficulty Level

Index of Difficulty Interpretation

0.00 – 0.30 Difficult

0.30 – 0.70 Moderate

0.70 – 1.00 Easy

(Arikunto, 2012: 225)

3.6.1.4 Analyzing Discrimination Index

Discrimination index is measured based on the answer of high achiever students and low achiever students (Arikunto, 2012: 226). When an item can be answered more by low achiever students than the high achiever students, it means that the item can be solved by guessing (Arikunto, 2012: 232), therefore measuring the discrimination index of items is important to do.

The formula to find the discrimination index is presented below:

(Arikunto, 2012: 228) Note:

J = number of students

JA = number of high achiever students

JB = number of low achiever students

BA = number of high achiever students passing the item

BB = number of low achiever students passing the item

PA = proportion of high achiever students passing the item

PB = proportion of low achiever students passing the item

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Table 3.6

Discrimination Index

Discrimination Index (D) Interpretation

0,00 – 0,20 Poor

0,21 – 0,40 Satisfactory

0,41 – 0,70 Good

0,71 – 1,00 Excellent

(Arikunto, 2012:232) 3.6.2 Data Analysis on Pre-test

The pre-test and post-test were given to both experimental and control group. The pre-test and post-test were computed by using SPSS statistics 16.0 for Windows. The steps applied in analyzing pre-test and post were scoring, normal distribution test, homogeneity variance, if the data is normally distributed and homogenous, independent t-test was conducted (Uyanto: 161).

3.6.2.1 Scoring

Scoring for multiple choices were decided by rights only method, therefore one point (1) was given to a correct answer, the wrong answer was given zero (0) and a question which is not answered was given zero (0). Students’ score was based on their right answers. Here is the formula in deciding students’ score:

S = R

(Arikunto, 2012: 188) S = Students’ score

R = Right answer

3.6.3.2 Normal Distribution Test

Normal distribution test was aimed at measuring whether or not the distribution of pre-test and post-test were normally distributed. The statistical calculation of normality test used Kolmogorov-Smirnov by following three steps:

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The hypothesis used is H0 (the sores between experimental and control groups

are normally distributed)

2. Analyzing the normal distribution using Kolmogorov-Smirnov formula in SPSS 16.0 for Windows.

3. Setting the level of significance (p) at 0.05

4. Comparing the significance value to the level of significance. If significance value is greater than the level of significance, the null hypothesis is not rejected and the scores are normally distributed. (Uyanto, 2009: 54)

3.6.3.3 Homogeneity of Variance

The homogeneity of variance test used Levene test in SPSS statistics 16.0 for windows. The steps were as follows:

1. Setting the hypothesis.

The hypothesis used is H0 (data between two groups are homogenous)

2. Analyzing the variance of homogeneity using SPSS 16.0 for Windows. 3. Setting the level of significance (p) at 0.05

4. Comparing the significance value with the level of significance. If:

1. Significance value < 0.05, the null hypothesis is rejected, it means that the two groups were not equal.

2. Significance > 0.05, the null hypothesis is accepted, it means that the variance data of the two groups were equal; the data were homogenous. 3.6.3.4 Independent t-test

The independent t-test was used to analyze the differences between two groups’ means. In this study the independent sample test was calculated by the computation of SPSS 16.0 for Windows. The steps were as follows:

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The hypothesis used is H0 (there is no significant difference between the

students’ reading comprehension of narrative text scores in experimental and control groups)

2. Setting the level of significance (p) at 0.05 with two tailed of significance. 3. Calculating t-test scores using SPSS Statistics 16.0 for windows.

4. Comparing significance value and level of significance, if significance value > than the level of significance (Sig value > 0.05), the null hypothesis is rejected, then if significance value < level of significance, the null hypothesis is accepted. Then, the value of obtained and critical should be compared. If obtained > t-critical, there is a significant difference between two groups, it means that the null hypothesis is rejected. Meanwhile, if t-obtained < t-critical, there is no significant difference between groups. It means that the null hypothesis is not rejected. (Uyanto, 2009: 160-161)

3.6.3 Data Analysis on Post-test

The data collected from post test of experimental and control group were analyzed by using the same procedure as pre test involved normal distribution test, variance homogeneity, then when the result of normal distribution test and variance homogeneity test shows that the data were normally distributed and homogenous, then independent t-test conducted (Uyanto: 161). The analysis conducted to reveal whether or not there was a difference between the reading scores of experimental and control group which used different treatment.

In addition, the effect size conducted to check the level of effect of the treatments after t-test was done. The effect size was used to determine how significant the impact of the treatments was to the experimental groups’ scores. Effect size has positive correlation to its value. The larger effect size value is the larger of treatment will e (Coolidge, 2000). The formula of effect size is described as follow:

√

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Note:

r = effect size

t = t obt or t value from the calculation of independent t test df = N1 + N2 – 2

Value of effect size is described in the table below: Table 3.7

Scale of Effect Size

Effect Size r value

Small .100

Medium .243

Large .371

(Coolidge, 2000:151)

3.6.4 Data Analysis on Questionnaires and Interview

The Questionnaire consisted of 12 statements. Each statement had five options. The students had to choose one out of five options based on their perception. The analysis would be based on likert scale. Bertram (2006) states that “likert scale primarily used in questionnaire to obtain participant’s preferences or degree of agreement of a statement”. There are five level likert scale. They are:

1. Strongly disagree (STS: Sangat Tidak Setuju) 2. Disagree (TS: Tidak Setuju)

3. Undecided/Neither agree nor disagree (TT: Tidak Tahu) 4. Agree (S: Setuju)

5. Strongly Agree (SS: Sangat Setuju)

The result of questionnaires was put in percentage. The formula is presented below:

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Note:

P = Percentage f = Frequency n = Response 100 = Constant

When the questionnaires had been given, the interview was implemented to gather more information from the students to support the students’ opinion in their questionnaires. The analysis of interview used the descriptive analysis procedure. Sugiyono (2008) gives some examples of descriptive analysis procedure such as transcribing, interpreting, and concluding students’ responses on the interview based on based on the theme of each item proposed.

The questionnaire and interview were in Bahasa Indonesia to help students express their feeling easily. The findings and discussions of the present study are elaborated in the following chapter.

3.7 Concluding Remark

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusion

This research has investigated the use of PQ4R in teaching reading comprehension of narrative text. Based on the research questions formulated in chapter I, this research is aimed at finding out whether or not PQ4R strategy is effective in improving students’ reading comprehension of narrative text and to find out the students’ responses toward PQ4R strategy.

Referring to the findings and discussion that have been presented in the previous chapter, it was found that the experimental group had a better achievement than the control group. It can be seen from the mean scores of experimental group (62) which are higher than the control group (52). Then, the independent t-test was conducted to reveal whether or not PQ4R significantly improves the students’ reading comprehension of narrative text ability. The result showed that significant value (sig) was not higher than the level of significance (0.010 < 0.05) and the tobt (2.654) is

greater than the tcrit (2.000). In conclusion, the use of PQ4R significantly improves

the students’ reading comprehension of narrative text ability.

The students’ responses toward the use of PQ4R strategy have been accommodated by using questionnaire and interview. The data taken showed that the students are interested to use PQ4R strategy because it gives them a lot of benefits. The students stated that PQ4R strategy enriched their vocabulary, helped them to comprehend a text better, retain the information of the text and motivated them to learn reading.

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5.2 Suggestions

The research findings have shown that PQ4R is effective to improve the students’ reading comprehension of narrative text. Thus, it is necessary to provide some suggestions regarding the effectiveness of PQ4R strategy. The suggestions are addressed to English teachers and to further researchers.

The researcher expects that this study can contribute to the teaching and learning process, especially on reading comprehension of narrative text. Based on the research findings, using PQ4R in reading comprehension of narrative text is recommended because every activity in PQ4R strategy is useful for the students. The students had taken some benefits when they use PQ4R strategy in reading narrative text. PQ4R strategy had improved their understanding of a text, enriched their vocabulary and retained the information. PQ4R strategy also helped them to read a text carefully in order to get the information they need. To optimize the use of the strategy, the teachers who would like to use PQ4R strategy have to master every step in this strategy. With a clear understanding, the students will be able to acquire the advantages of this reading strategy. In addition, the teacher had to realize that some students may need a longer time, thus it will be better if the teachers prepare every instrument well.

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