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Keywords : Elkonin Boxes Strategy, Reading Skill
Reading is on of the important skills which have to be learned by the students in order to master English well. In Reading activity there are three process that the students must able to achive them , namely: word recognition, comprehension and fluency. By readig, the students are able to read English text and comprehend it. One o the strategy that is applied in teaching reading skills is Elkonin Boxes Strategy.
The purposes of this research are : (1) to know the studentsreading ability at the seventh grade of SMP Negeri 3 Idanogawo taugh by using Elkonin Boxes Strategy (2) to know the effect of using Elkonin Boxes Strategy toward the students ability in reading skill at the seventh grade of SMP Negeri 3 Negeri 3 Idanogawo. So, to achieve these purposes, the researcher collect the data to get the students achievement by giving pre –test and post-test to the sample of the research.
This research is held to the seventh grade students in SMP Negeri 3 Idanogawo by using Quantitative Research especially Pre- Experimental Method with one group pretest-posttest design. The population of this research is the students in Grade VII-B with total number is 30 students. The instrument of the research is test especially written test that is distributed into pre-test and post-test.
After conducting this research , the research analyzes the data and the result shows : (1) The mean of the students achievement in pre- test is 38.5. Mean While, the mean of students achievement in post – test is 83. So, the students achievement in post –test shows the better result that indicates significant increase the students achievement in reading skill from the pre-test to post-test. (2) The results of the testing hypotheses describes that ttable is 2.002 and t.count is 6.33 which mean that ttable >t.count.
So, h0 is rejected and Ha is accepted. (3)There is an effect of using Elkonin Boxes Strategy toward the students achievement in reading skill at the seventh grade of SMP Negeri 3 Idanogawo 2015/2016.
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ACKNOWLEDGEMENT
The researcher praises and gives thank to Jesus Christ who has given the greatest blessing and the health to the researcher in arranging this thesis that entilied, The Effect of Using Elkonin Boxes Strategy toward the Students Ability in Reading Skill at the Seventh Grade of SMP Negeri 3 Idanogawo. This Thesis is arranged as a requirement for the Degree of Sarjana in Education in S-1 program at the English Education Program in Institute of Teachers Training and Education of Gunungsitoli.
In arranging this thesis, the researchers got many helps, ideas and advinces from many people. Therefore, in this chance the researcher want to convey his sincere gratitude to Mr. Adieli Laoli, M.Pd as the first advisor and to Mrs. Dra. Nursayani Maruao,M.Pd as the second advisor who have contributed ideas and have spent many times and thought to advice and guide the researcher in finishing this thesis.
The researcher also gives thank to :
1. Mr. Drs. Henoki Waruwu, M.Pd., as the rector of IKIP Gunungsitoli, Mrs. Dra.Nursayani Maruao, M.Pd., as the leader o research bureau and the second advisor who guide the researcher in in finishing this thesis and have accomodated this research and also for all the officers of BAAU, BAAK and the librarians who have sincerely served the researcher.
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3. Miss Yasminar Amaerita Telaumbanua, S.Pd., M.Pd., as the Head of the English Departement and also as the examiner of research method who has extended hands to help completing this thesis.
4. Mr. Afore Tahir Harefa, S.Pd., M.Hum., as the secretary of the English Deparment and also as the examiner of education who has extende hands to help complemeting this thesis and for her valuable suggestions in revising this thesis. 5. Mr. Yaredi Waruwu, S.S., M.S. as the examiner of study for her valuable ideas
and suggestion in complementing this thesis.
6. Mr. Hazaro Hulu, S.Pd.K., as the headmaster, Mr. Sokhiatulo Waruwu, S.Pd. as the English teacher and all the seventh grade students of SMP Negeri 3 Idanogawo who have allowed and helped the researcher in conducting the research in the school.
7. Miss. Oktriani Telaumbanua,M.Pd as the first validator, Mr. Sokhiatulo Waruwu, S.Pd as the second validator and Mrs. Martunas Gea, S.Pd as the third validator for serving and giving invaluable suggestions in reconstructing and arranging the better test as the research instrument.
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9. The special thanks for all the researchers best Friends (Kasiria Telaumbanua , Nurwenis Gulo,Yustinus Waruwu, Yulia Citra Zebua, Jernih Mentari Gulo, Titian JK. Gulo ,Mr. Delvin Mei Sranius Lase, S.Pd and his fellow friends of 2009 generation especially class B and all the teachers of SMP Negeri 3 Idanogawo for accopanying and supporting each other.
Gunungsitoli, June 2016 The Researcher,
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THE LIST OF CONTENTS
PAGES
ABSTRACT ... i
ACKNOWLEDGMENT ... ii
THE LIST OF CONTENT ... iv
THE LIST OF APPENDICES ... x
CHAPTER I INTRODUCTION A. The Background of the Problem ... 1
B. The Identification of the Problem ... 6
C. The Limitation of the Problem ... 6
D. The Formulation of the Problem ... 6
E. The Purposes of the Research ... 7
F. The Hypothesis of the Research ... 7
G. The significant of the Research ... 7
H. The Assumption of the Research ... 8
I. The Limitation of the Research ... 6
J. The Operational Definitions of the Research ... 7
CHAPTER II REVIEW OF RELATED LITERATURE A.Theoretical Frame ... 8
1. Elkonin Boxes Strategy ... 8
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b. The Procedures of Elkonin Boxes Strategy ... 9
c. The Advantages and Disadvantages Elkonin Boxes Strategy ... 11
2. Reading Skill ... 12
a. The Defenition of Reading ... 12
b. The Purposes of reading ... 13
c. The Process of Reading ... 14
d. Types of Reading ... 15
e. The Importance of Teaching Reading ... 16
f. The Assessment of Reading ... 17
3. The Latest Related Research ... 24
4. Conceptual Framework ... 26
CHAPTER III RESEARCH METHOD A. The Design of the Research ... 28
B. The Research Variables ... 30
C. The Population and Sample of the Research ... 32
D. The Kind of Data and Research Instrument ... 36
E. The Procedures of Collecting Data ... 36
F. The Instrument of Collecting Data…. ... 37
1) Validity of the Test ... 42
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3) Item Facility Analysis ... 40
G. The Technique of Data Analying ... 42
1) The Calculation of Reading Skill Especially at Comprehension Process ... 42
2) The Determining the Normality of data ... 43
3) Examining Homogeneity of Data ... 44
4) Mean Scores ... 45
5) Standard Deviation ... 45
6) Examining Hypotesis ... 47
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION A. Research Findings ... 48
1. Research Setting ... 48
2. Testing Instrument ... 49
a. Validity ... 49
b. Reliability ... 49
3. Data Analysis ... 49
a. The Pre Test Analysis... 49
1). The Mean Score ... 50
2). The Standard Deviation ... 50
3). The Normality Test ... 51
4). The Homogeneity Test ... 52
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1) The Mean Score... 53
2) The Standar Deviation ... 53
3) The Homogeneity Test ... 53
4) Examining The Hypothesis ... 54
B. The Research Finding Discussions ... 55
1. The Common Responses of the Research Problem... 55
2. The Analysis and Interpretation of the Research Finding 59 BIBLIOGRAPHY ... 62
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LIST OF FIGURES
Figures Pages
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LIST OF TABLES
Tables Pages
1 Randomization Treatment Design ... 28 2 Number of Students ... 32 3 The Mean Scores of Pre-test for Experimental Group
and Control Group ... 50
4 The Mean Scores of Post-test for Experimental Group
and Control Group ... 53
5 The Standard Deviation of the Students’ Achievement in Pre-test and Post-test ... 6 The Result of Normality of the Data ... 7 The Students’ Ability in Pre-test ... 8 The Students’ Ability in Post-test ... 9 The Standard Deviation and Variance of the Students’ Ability in
Pre-test ... 10 The Standard Deviation and Variance of the Students’ Ability in
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LIST OF FIGURES
Figures Pages
xii 4 The Instrument Test
(Pre-Test for Control/Experimental Group)... 5 The Instrument Test
(Post-Test for Control/Experimental Group)... 6a Evaluation Paper... 6b Table of Specification of Pre-Test and Post-test ... 7a The Test Intrument Validity (validator I) ... .. 7b The Test Intrument Validity (validator II) ... .. 7c The Test Intrument Validity (validator III) ... .. 8 The Students ability in Reading Skill in
Pre-Test For Experimental Group ... 9 The Students ability in Reading Skill in
Pre-Test For Control Group ... 10 The Students ability in Reading Skill in
Post-Test For Experimental Group ... 11 The Students ability in Reading Skill in
Pre-Test For Control Group ... 12 The Standard Deviation in
Pre-Test For Experimental Group ... 13 The Standard Deviation in
xiii 14 The Standard Deviation in
Post-Test For Experimental Group ... 15 The Standard Deviation in
Post-Test For Control Group ... 16 The Normality of the Sample Data of the Students’ Ability
in Reading Skill in Pre-Test For Experimental Group ... 17 The Normality of the Sample Data of the Students’ Ability
in Reading Skill in Pre-Test For Control Group ... 18 The Normality of the Sample Data of the Students’ Ability
in Reading Skill in Post-Test For Experimental Group ... 19 The Normality of the Sample Data of the Students’ Ability
in Reading Skill in Pre-Test For Control Group ... 20 Testing Hypotheses ... 21 Research Documentation (Photograph and Recording) ... 22 Research Letters ... 23 Biography ... BIBLIOGRAPHY ………... APPENDICES ...
1 CHAPTER I INTRODUCTION
A. The Background of the Problem
Reading is one of the important skills which have to be learned by the students in order to master English well. Reading is also included into receptive skill besides listening. According to Anderson (2001:199) “Reading is as a process of constructing meaning from written text. To achieve the purpose of general or detail information from the text, the students have to comprehend the text in order to understand the information effectively. Furthermore Burhan (2012: 9) says, “Reading is a physic and mental activity to reveal the meaning of the written texts, while in that activity there is a process of knowing letters. It means that, the main goal of reading is a process of comprehending written text. Furthermore, Zipzig (2001:72) states,
“Reading is a mulificated process involving word recognition, comprehension
fluency, learn how readers integrate these facts to amke meaning from printed text.”
It means that in reading there are three process that the students must able to achieve them, namely: word recognition, comprehension fluency.
the students are expected to read aloudly the simple short functional text with a good pronounciation, stress and intonation accurately, fluently, and receivable to interact with the surrounding environment. Indicator : says that reading clearly and comprehending the short functional text in the form of narrative paragraph. While the Minimal Criterion Standard is 60 scores. When the students are not able to reach it, they are fail. So, actually in reading skill guides the students must able to comprehend the text and also read it in good sound.
In fact, the target above cannot be reached well because there were some problems which influence the teaching and learning process in the classroom. Based
on the researcher’s observation at the seventh grade of SMP Negeri 3 Idanogawo, the students are not able to read English text, they are not able to comprehend words that they have listening, the vocabulary mastery of the students is less so that they cannot comprehend and answer the question clearly, the teaching method chosen by the English teacher in teaching reading skill is not suit with the students’ need, the students have less ability in reading especially in narrative text
The result was the students were failing got the meaning from the text. It can be known when the researcher asked some of them about how is their grade in English subject, they said that they just got 55 scores. Furthermore, the researcher
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Based on the reality above, the researcher concluded that the students were not able to read a word in good sounds. It caused by some problems such as: the students had less ability in reading especially in narrative text, the students pronounced the words in the sentences incorrectly, they were not able to comprehend words that they have listening, the students were unable to recognize all of the words in the reading text automatically even in the short passage, the vocabulary mastery of the students was less so that they could not comprehend and answer the question clearly, the teaching method chosen by the English teacher in teaching reading skill was not suit
with the students’ need.
To overcome the problems, the researcher was interested in applying a teaching strategy that can be used by the teachers in a teaching-learning process by Elkonin Boxes Strategy.
The strategy is very important role in teaching and learning process. Elkonin Boxes Strategy activates the students to be a good thinker and listener. According to Jean (2009: 4) defines that, “Elkonin Boxes Strategy is a simple and quick way to each phonemic awareness. Good readers are able to segment words and hear
classroom to activate their background knowledge. So the text given to them will be understood easily.
Based on the explanation above, it encourages the researcher to ensure that the strategy can be used to overcome the problem, by doing the research with the title
“The Effect of using Elkonin Boxes Strategy towards the students’ ability in reading skill at the seventh grade SMP Negeri 3 Idanogawo in 2015/2016”.
B. The Identification of the Problem.
Based on the background of the problem, the identifications of the problems in this research were:
1. The students were not able to read English text.
2. They were not able to comprehend words that they have listening
3. The vocabulary mastery of the students was less so that they cannot comprehend and answer the question clearly,
4. The teaching method chosen by the English teacher in teaching reading skill was
not suit with the students’ need.
5. The students had less ability in reading especially in narrative text.
C. The Limitation of Problem
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research limited on the effect of using Elkonin Boxes Strategy towards the students’ ability in reading skill at the seventh grade SMP Negeri 3 Idanogawo in 2015/2016.
D. The Formulation of the Problem
Based on the limitation of the research above, the researcher tried to formulate
the problem as follows, “Is there any effect of using Elkonin Boxes Strategy towards
the students’ ability in reading skill at the seventh grade SMP Negeri 3 Idanogawo in 2015/2016?”
E.The Purpose of the Research
The purpose of the research was to know whether there is the effect of using Elkonin Boxes Strategy towards the students’ ability in reading skill at the seventh grade of SMP Negeri 3 Idanogawo in 2015/2016.
F. The Research Hypothesis
G. The Significances of the Research
The finding of this research can be useful for:
1. Researcher, as the experiment and the practice for him to apply Elkonin Boxes Strategy.
2. The students, as a medium help for them to solve their difficulties and weakness in reading skill.
3. English teacher, as a guideline and information that Elkonin Boxes Strategy has
effect to students’ ability in reading skill.
4. Next researcher, as a comparative material to conduct the relevant research both this thesis.
5. The readers, as information that Elkonin Boxes Strategy has effect the students’ ability in reading skill.
H. The Assumption
There are some assumptions in this research, they are: 1. Reading is one of the main skill in the language classroom
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I. The Limitations of the Research
Since scope of this research is large, the researcher want to limited this research in order to got the specific result. The researcher limited as :
1. The object of this research was the effect of Elkonin Boxes Strategy the students’ ability in reading skill.
2. This research conducted by using quantitative research method. 3. This research conducted in year 2016.
J. The Operational Limitation
To avoid the misunderstanding during this research, the researcher explained some words which have the relationship with this research:
1. Reading is the process in taking the meaning from the context which includes the information, idea, knowledge, et cetera.
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REVIEW OF THE RELATED LITERATURE
A.Theoretical Frame 1. Elkonin Boxes Strategy
a. Definition of Elkonin Boxes Strategy
Learning with Elkonin Boxes Strategy gives an opportunity for students to participate in the learning procces by intensif discussion. This experiment research have the goals that are to know improving student's learning activities and anlytical thinking skill by applied of active learning with Elkonin Boxes Strategy. Active learning with rotating trio exchange strategy can be improved student's learning activities and analytical thinking skill on the calor submaterial.
According to Jean (2009:4), Elkonin Boxes Strategy is a simple and quick way to teach phonemic awareness. As Jane (2002: 99) says, “Elkonin Boxes Strategy reinforce the concept that words are a series of sounds. The use of the boxes helps the students hear words from beggining to end. Then, Richmond (2001: 110) affirms,
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Aditionally, Shedon (2009:8) affirms that Elkonin Boxes Strategy is an instructional strategy used to build phonological awareness by segmenting words into individual sounds. Secondly, Jean (2009: 4) defines that, “Elkonin Boxes Strategy is a simple and quick way to teach phonemic awareness. it means that Elkonin Boxes Strategy is Strategy which is can helps the students to segmenting words into individual sounds in order that their orally passages can understood by the listener. So, Elkonin Boxes Strategy can makes the students at eighth grade of SMP Negeri 4 Namohalo Esiwa will active to practice how to pronounce a word in right way by speaking.
Based on the opinions above we concluded that Elkonin Boxes Strategy is as a reading skill strategy that helps students to be able to comprehend a printed text with able to segment words and hear individual phonemes in words.
b. The procedures of Elkonin Boxes Strategy
In teaching reading, the teacher must be able to mediate the strategy to student to make them understand the text easily. The teacher must tell the student how to use the Elkonin Boxes Strategy in learning reading. In this case, the teacher must explain them the procedure in using Elkonin Boxes Strategy in reading skill. According to Shedon (2009:9), “There are some instructions in teaching Elkonin Boxes Strategy Elkonin Boxes Strategy, they are:
1) Pronounce a target word slowly 2) Stretching it out by sound. 3) Ask the child to repeat the word
5) Chalkboard or dry erase board with one box for each syllable or phoneme.
6) Have the child count the number of phonemes in the word, not necessarily the number of letters.
According to Jane (2002: 99), the procedures of Elkonin Boxes Strategy. They are:
1) Using picture cards of simple words, slowly say the name of the picture. Have the student learn to say the word slowly.
2) Draw three-cell Elkonin Boxes, and gather three pennies, as below:
These boxes are visual model of the number of sounds in simple, three-sounds words. Consider the boxes above. For the word cat, The sounds are, /c,/a/ and ,/t/. A penny is pushed into each box for each sound in the word. Above, the /c/, and /a/ have been vocalized as each penny is pushed into its box. The /t/ is next to be sounded, with the penny waiting to be pushed into the /t/ box. Push a penny into each box for each sound in the word, modeling the task of slow articulation of the word, yet pushing fast enough that the word make sense.
3) Let the students push one penny into each sound box while saying each sound,
guiding the student’s hand if necessary. Accept approximation at thie stage.
The researcher has concluded and modified the procedures above and will apply it later when doing the research. The procedures that had been modified by the researcher are:
1) The researcher read a target word slowly and asks the students to draw “boxes” or squares on a piece of paper.
2) The researcher asked the students to push one penny into each sound box while saying each sound.
3) The researcher asked the students to repeat the word out loud.
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c. The Advantages and Disadvantages of Elkonin Boxes Strategy Teaching Reading Skill
In doing this research, this strategy has the advantages and disadvantages in teaching reading skill.
1) The advantages of Elkonin Boxes Strategy
According to Beller (2005: 209) there are some advantages of Elkonin Boxes Strategy in teaching reading skill, they are:
a) It helps students build phonological awareness by segmenting words into sounds or syllables.
b) This method teaches the students how to count the number of phonemes in the word.
c) It helps the students better understand the alphabetic principle in decoding and spelling.
d) This method helps students to improve the new vocabularies.
e) It is easy for them to apply for comprehending a text quickly. And it also
increases the students’ pronunciation. It is caused by the activity of repeating in recognizing words through spoken English.
f) It can categorize the student’s ability in following teaching reading skill.
2) The Disadvantages of Elkonin Boxes Strategy
Furthermore, besides the advantages, Schumm (2005: 202) asserts that there are some disadvantages of applying Elkonin Boxes Strategy in teaching reading skill as follows:
a) The students must able in listening skill
2. Reading
a. The Definition of Reading
Reading is an interactive of the author’s ideas and readers or students through
the reading text or passages where the readers or students have ability to take the meaningful of interpretation of written language. Anthony, Pearson, and Raphael (1993 :284) state,
Reading is the process of constructing meaning through the dynamic interaction among the readers existing knowledge, the information suggested by written language and the context of reading situation.
Furthermore, Zipzig (2001:72) states,“Reading is a mulificated process involving word recognition, comprehension, and fluency, learn how readers integrate these facts to make meaning from printed text” .It means that the mindset of the readers is an ability to recognize the words, comprehend the text and read it with fluently in a good sound in achieving their competence to read the text.
Furthermore, Gray in Moyle (1972: 25), “A broaden view of the nature of reading is that involves the word recognition of the important elements of meaning in
their essential relation, including accuracy and thoroughness in comprehension”. In
addition, Harris (1980: 315) says, “Efficient reading is the most word can be recognized immediately at sight and that the reader can work out the identification of
unfamiliar words.”
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good sound which helps the students in the seventh grade of SMP Negeri 3 Idanogawo to get comprehension.
b. The Purposes of Reading
Rivers and Temperly purpose of reading in Nunan (1999 : 251) that there are seven main purposes for reading, namely:
1. To obtain the information for some purposes because we are curious about some topic.
2. To obtain the interaction on how perform some tasks for our work or daily life (e.g. knowing how an appliance works).
3. Acting in play, play a game, do a puzzle is to grind down the reader’s ability in reading all at once in their skill.
4. To keep in touch with friends by correspondences or to understand business letters.
5. To know when or something will take place or what is available. As a reader, it is needed to focused on the text of reading in order to obtain the main point of the text to what have been read.
6. To know what is happening or has happened (as reported in newspaper, magazine and reports).
7. To get enjoyment.
In getting the enjoyment, the readers have to know how to understand the information in order to have the good situation in comprehending the text.
In addition, Sholes (2009 : 2) states that there are some purposes for the reader to read reading text, such as:
1. For pleasure or for personal reason.
Reading for pleasure or personal reason is an activity in taking the specific information of context that involves the interested text.
2. To find general information such as what a book is mostly about.
Reading for general information is the most basic purpose of reading and it is more
complex. The reader’s purpose is to understand the information in the text and
interpret it appropriately.
3. To find a specific topic in a book or article means to be an active reader, the reader select the main topic, set her/his purpose before reading in order that the reader can focus to do the reading activity to achieve his/her reading purpose
4. To learn subject matter that is required for a class.
From the purposes above, the researcher can conclude that reading activity is an activity which where the readers do not only obtain the information but know what happening on the series story of text, and also the readers are able to read the text as far as they can. Besides that, reading activities allow the readers to practice more how to get detail information, to understand the meaning, to evaluate something, in order that they can be good readers.
c. The Process of Reading
In teaching reading, the teacher should be able to guide the students with a certain purpose of reading and provide the certain model of reading which is appropriate with their background knowledge. Goodman (1988 : 2) asserts that there are seven processes in reading, as follows:
1. Recognition-Initiation
The brain must recognize a graphic display in the visual field as written language, and initiate reading, this would occur one in each reading activity. It can be interpreted by reading activity, examining, pictures, for example and then to be initiated.
2. Selection and Sampling
The human brain is not the prisoner of the senses feed into it. In reading the seeks information, directing the eyes where to look what to look for, it sample and selects from the environment and fromthe input the eyes provide, just information which will be most productive and useful.
3. Inference
Inference is a general strategy of guessing. It means that the brain guess what information which exist in the text by applying schemata and knowledge structure make it possible on the basis of partial information to make reliable decision by inferring missing information.
4. Prediction
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5. Confirmation
If the brain predict, it most also seeks to verify its predictions are disconfirmed. 6. Correction
The brain reprocesses when it finds inconsistence or its predictions are disconfirmed.
7. Termination
The brain terminates the reading when the reading task is completed, but the termination may occur for other reason, the task in non-productive little meaning s being constructed.
From the statement above, the researcher concludes that in reading there are some processes that always happen in our brain when we recognize the most words to read the text and also in constructing the meaning of a certain text when we are reading.
d. Types of Reading
Hueber, (2009:18-19) says that reading has general types as follows: 1. Choral Reading
Choral reading is type of reading that relates to the activity in improving the
reader’s pronunciation. However, this type of reading is relatively ecotypes are
uncommon in modern language. 2. Silent Reading
This reading is focusing on activity reading where the teacher takes place in reading aloud while the students are reading silently.
3. Extensive Reading
Extensive reading is understood as a reading silently for meaning as well, however it is more useful proceeded out of class.
4. Intensive Reading
Intensive reading followed its’ term “intensive” means concentrating effort, work, etc. It focuses on understanding the reading text intensively in silent way, whereas the conversation or dialogue is done orally.
5. Supplementary Reading
Because the types of reading text above are so complex, the researcher chooses the Choral Reading only to interpret the activities. Choral Reading is a type of reading which can improves the reader’s pronunciation.
e. The Importance of Teaching Reading
Hedge in Alyousef (2005:147) asserts that the importance of teaching reading has impact learning goals for:
1. The ability to read a wide range of texts in English. This is the long-range goal most teachers seek to develop through independent readers outside EFL/ESL classroom.
2. Building knowledge of language which will facilitate reading ability. It adds the
reader’s achievement level in doing the activity of Reading skill.
3. Building schematic knowledge. Its purpose is to ensure the main points in a text by grasping particular information.
4. Adapting the ability the reading style according to reading purpose (i.e. skimming, scanning).
5. Developing an awareness of the structure of written texts in English. Through reading, the readers get the experiences automatically and it also can improve the
readers’ ability in writing.
6. Taking a critical stance to the contents of the texts. It means that the readers are able to analyze the content of reading. At last, it can be concluded as the main point of reading.
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f. The Assessment of Reading Skill
Because the reading process cannot be directly observed as Powell (1989:2) states, “all scores or data produced by tests of reading are indirect measures of the
reading process”. Next, Lipzig (2001:72) affirms that there are 3 process of reading, namely:
1) Identify the words in print – a process called word recognition
2) Construct an understanding from them – a process called comprehension
3) Coordinate identifying words and making meaning so that reading is automatic and accurate – an achievement called fluency.
So, in this research, the researcher will assess the students ability in understanding a text, a process called comprehension because reading process cannot be directly observed. Furthermore, on syllabus of SMP Negeri 3 Idanogawo states that the competence standard is the students are expected to comprehend the meaning of simple short essay in recount and narrative texts to interact with the surrounding environment. So, in assess the students’ ability in reading skill the researcher will use written test which is refers to comprehension process of the printed text in order that the Syllabus hope can be achieved. Hughes (2003:5) says, “Assessment is formative
when teacher uses to check in progressing on the student’ ability.” It means that the
evaluation is very important for the teacher to know how the students have mastered comprehensively of what they have been studied.
Based on the expert’s opinion above, the researcher will evaluatethe students’
According to Purwanto (2006: 109), there are forms of test to build assessment in reading skill (comprehension) as follows:
1. Essay Test
Essay test requires the students to do their assignment or answer the question in essay form i.e. composing, in which it depends on the students’ understanding of the given text. Yet, an essay test item can be clarified as either an expanded-response essay items or a short-answer essay items.
2. True-False Test
This test is in the form of the questions or affirmative that contains two possible answers i.e. true or false. This statement requires the students are able to determine their answers from the given sentence.
3. Multiple Choice Test
In this test the students need not to write their answers. Generally, students are confronted to several provided-answers which consist of three, four, or even five in options, so the students just choose the best answers among others based on their consideration relate to the given questions.
Multiple choice introduce two things: a) STEM identifies the problems in the form of questions, imperative, statement, or incomplete sentence and b) OPTION that is the response alternative.
4. Matching Test
This test provides two groups of statements and the students then match them according to the suitable pairs from group one to other.
5. Completion Test
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Based on the explanations above, the researcher uses one of the ways of
evaluating the students’ ability in reading skill by comprehend the text because the reading skill cannot measure directly. In doing this research, the researcher chooses the multiple choice test because it is appropriate assessment in getting the students’ ability in reading skill especially at comprehension process. Furthermore, the multiple choice is one of objective tests at literal level. Again,the researcher also chooses this test to evaluate the students’ ability in reading skill because it can consist of some topics, so it can help the researcher to know the students’ ability in reading skill especially at comprehension process and beside that, the researcher is escaped from the mistake in scoring the students.As Alderson (2001: 201) points out “Multiple -choice question are a common device for testing students, test comprehension”. Furthermore, Haladyna (1999:1) affirms that multiple-choice test is a very flexible assessment format that can be used to measure knowledge, skills, abilities values, comprehension, etcetera. It can be concluded that multiple choice tests is one of
flexible ways in testing the students’ ability in reading skill especially at comprehension process.
eliminating improbable of the question destructors, or by various forms of logical analysis of the structure of the question.
In this research, the researcher chooses the multiple choice test to evaluate the
students’ achievement in reading skill especially at comprehension process. In doing this evaluation, the researcher provides 20 items of questions and there are four options answer for each item that is only one the correct answer expected to be chosen by the students. In giving the students’ score, the researcheradjusts it on their answers, the right answer is scored 1 (one) in each question and the wrong one is scored 0 (zero). Depdiknas (2004: 15) suggests that the students’ maximal score is 10. It means the students get the maximal score if they are able to answer all the items correctly.
According to Urbana-Champaign (2009 :26),there are some advantages, limitation, and suggestion in multiple choice item, they are:
1. The advantages in using multiple-choice items are: a) Versatility in measuring levels of cognitive ability. b) Highly reliable test scores.
c) Scoring efficiency and accuracy.
d) Objective measurement of students’ achievement. e) A wide sampling of content or objectives
f) A reduced guessing factor when compared to true-false items.
g) Different response alternatives which can provide diagnostic feedback.
2. There are the limitations in using multiple-choice items as follows: a) Difficult and time consuming to construct.
b) Leading an instructor to favor simple recall of facts.
c) Placing a high degree of dependence on the students’ ability and instructor’s writing ability.
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3. The suggestions in using multiple-choice are: a) Read all the answer choice before selecting one.
b) Cross out answer choices you are certain that are not correct. c) Look for answer choices that contain language is usually correct. d) Look for hints about the correct answer choice in the items on the test.
From the statements above, the researcher can conclude the advantage, limitation, and suggestions help the researcher as the guideline in evaluating or measuring the students’ ability in reading skill especially at comprehension process. And also when the students get the difficulties in answering the questions, they are proposed to see the suggestions above.
Furthermore, to have the student’s score, the researcher will use the formula as suggested by Arikunto (1984: 175)
In which: S = Score
R = Right Answer
By using this formula, the researcher expects the students to be aware in choosing the right answer. It means that the researcher will evaluate the students’ evaluation paper by scoring the right answer 1(one) in each question and the wrong answer 0 (zero) too.
As the conclusion, the researcher will adapt these suggestions above in
assessing the students’ reading skill especially at comprehension process at literal level by using Elkonin Boxes Strategy to know how comprehensive the students’ understand the meaning of narrative text.
g. The Reading Skill at the Syllabus of the Seventh Grade Students of SMP Negeri 3 Idanogawo
In the syllabus of SMP Negeri 3 Idanogawo at the seventh grade in 2015/2016, the reading skill states that the competence standard is the students are expected to comprehend the meaning of simple short essay in recount and narrative texts to interact with the surrounding environment. While the basic competence states that the students are expected to read aloudly the simple short functional text with a good pronounciation, stress and intonation accurately, fluently, and receivable to interact with the surrounding environment. It can be concluded that the syllabus
hopes the students’ ability in reading skill can be achieved and increased.
From the explanation above, there are two kinds of text related to the syllabus, as follows:
1. Recount
Recount text is a kind of texts that tells the readers about events or experience in the past. Its purpose is either to inform or to entertain the readers.
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Go to market
Aldo and I went shopping to Caritas market yesterday. Caritas market is in Gunungsitoli town, at Karet street. We took a bus at 8 a.m. and got there at 10 a.m. We went to the fruit section. We bought two kilograms of guavas and three papayas. After that, we went to the fish section to buy two kilograms of fresh fish. Then we went to the fashion shop to buy dresses for my sister.Gunungsitoli was very hot at that time. I felt so thirsty, so I asked my mother to havesomedrinkat a small food stall nearby.We went home at 11 a.m. by a taxi because we had to go to our family in Medan.
From definition and the example above, the researcher concludes that recount text is the story which tells about the event which happened in the last time, in order to inform the listener.
2. Narrative text
Narrative text is a text focusing specific participant. Narrative is to amuse, entertain and to deal with an actual of vicarious experience in different ways. It is may be a folktale, gable, short story, and legend. Narrative text deals with problematic events which lead to crisis or turning point of some kind, which in turn finds a resolution.
Example:
The girl in the mirror
One day, I was at a party when somebody dared me to go into the bedroom in the basement, turn off the lights, and close the door. I had stayed there for five minutes. After about a minute, the lights started flicker on and off. I was sure it was one of my friends playing a trick on me. About the third time the lights flickered, I noticed a beautiful girl in the mirror and her hand was reaching toward me. I heard a voice but I had a hard time to understand. I finally realized that the
From the definition and example above, it can be said that narrative text is a short story talking about story it may be the event which happened in the past time and to make amuse or entertain the readers. The kinds of narrative text such as; a) short story, b) folk able, c) fable, d) myth, e) legend, and et cetera.
However in this research, the researcher is only going to search narrative text
especially in short story to achieve the students’ ability in reading skill.
h. The Relationship between Reading Skill and Elkonin Boxes Strategy
Lepzig (2001:72), “Reading is a multificated process involving word recognition, comprehension, fluency, and motivation learn how readers integrate
these facts to make meaning from printed text”. In addition, Lepzig (2001:73) says that there are 3 process of reading skill, they are:
4) Identify the words in print – a process called word recognition
5) Construct an understanding from them – a process called comprehension
6) Coordinate identifying words and making meaning so that reading is automatic and accurate – an achievement called fluency.
It means that in reading, the readers should be able to comprehend the text and also read it with fluently. that there are a lot of ways to achieve reading skill as the
researchers’ explanation in teaching reading before (See Chapter II). The teacher has
to apply the strategy and one of them is Elkonin Boxes Strategy. As Jean (2009: 4) defines that, “Elkonin Boxes Strategy is a simple and quick way to each phonemic awareness. Good readers are able to segment words and hear individual phonemes in
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From the statement above, the researcher concludes that Elkonin Boxes Strategy has close relationship with reading skill.
B. The Latest Related Research
In doing this research, the researcher find the latest related research. It means that the researcher’s strategy has been used or applied by a latest researcher. Srina
(2009) has searched the students’ ability in listening skill by using Elkonin Boxes Strategy at the seventh grade of SMP Negeri 20 Jakarta Timur. In doing her research, she used Elkonin Boxes Strategy in teaching listening skill. Particularly, she pointed that strategy is able to solve the students’ problem in listening skill.
While in this research, the research raises a research as entitled is ““The Effect of using Elkonin Boxes Strategy towards the students’ ability in reading skill at the
seventh grade SMP Negeri 3 Idanogawo in 2015/2016”.
Moreover in this research, the researcher and the latest researcher’s research have the similarities and differences in conducting the strategy such as below:
1. The similarities of both the latest researcher’s research and researcher’s research, namely:
a) They use the same type of text i.e. narrative text.
b) They use the same level that junior high school as object of their research. c) The use multiple choice test.
a) In conducting the research, the latest research use the Classroom Action Research (CAR) as research method . while in this research use quantitative research.
b) The subject of latests researcher’s research is the SMP Negeri 20 Jakarta Timur at the seventh grade, while the subject of this research is the seventh grade of Negeri 3 Idanogawo
c) She searched the students’ ability in listening while in this research will search
the students’ ability in reading skill.
From the late related research above, the degree of the subject in this research is the same i.e. The skill of reading and also the students of Junior High School at the seventh grade while the locations of the research are different.Then, both of the researchers use the same a strategy in conducting the research. In doing this research, the researcher uses Elkonin Boxes Strategy in order to increase the students’ ability in reading skill of narrative text.
C. Conceptual Framework
To make this research easy to understand, the researcher describes a scheme. In this scheme the researcher prepares himself by selecting a narrative text to increase
the students’ ability in reading skill. Then, the researcher involves the students of the seventh grade of SMP Negeri 3 Idanogawo in teaching-learning process, especially in reading activity. When the students are unsuccessful to comprehend the text correctly,
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Elkonin Boxes Strategy until the students can comprehension and read a reading text accuratly and fluently from the text.
Figure 1 : Conceptual Framework the Effect of Using Elkonin Boxes Strategy Towards the Students’ Ability in Reading Skill at the Seventh Grade of SMP Negeri 3 Idanogawo in 2015/2016.
Experimental Group Control Group
Elkonin Boxes Strategy
Conventional Strategy
29 CHAPTER III RESEARCH METHOD
A. Research Design
This research conducted by quasi experimental design. Tuchman (2001:136)
states that “Quasi experimental design is partly but not fully-true experimental design. Furthermore, he added that quasi-experimental design exists for situation in which complete experimental control is difficult or impossible.
Based on the statement above, the researcher divided the sample in to two groups. The groups were the experimental group and the control group. The researcher treated the Elkonin Boxes Strategy while for the control group the researcher used the conventional strategy. It is applied to know the effect of Elkonin Boxes Strategy on the students’ reading skill. The design of the research narrated
Table 1
RANDOMIZATIONS TREATMENT DESIGN
Class Pretest Treatment Posttest
Experimental Group T1 (e) X (e) T2 (e)
Control Group T1 (c) X (c) T2 (c)
Note :
T1 (e) = Giving the pretest to Experimental Group T1 (c) = Giving the pretest to Control Group
X (c) = Teaching using Conventional Strategy T2 (e) = Giving the posttest to Experimental Group T2 (c) = Giving the posttest to Control Group
The conventional strategy generally is talking about traditional strategy. The teacher in classroom has a big authority in the classroom without giving any time to the students to process their mind. In this strategy, the teacher always use the speech strategy while the students to be a loyal listener. According to Roestiyah N.K.
(1998:78), “The conventional strategy is a traditional strategy and it had been long
time ago under went by the teacher in the teacher story in form of speech strategy. Furhermore, Burrowes (2003:163) states that conventional strategy more emphasize to the content recitation without giving any time to the students to reflect the presented material, relating with their background knowledge or applied it in the reality life. It means that, when the teacher is teaching in the classroom the teacher more active than the students, and even the students are going to be a good listener. The teacher presents the materials by him/her self in the classroom and asking the students be silent and listen from the teacher. This strategy make the students are not effective in following the material so that all the students are passive in the classroom.
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from the teacher through quiz or the standard test. Furthermore, Subiyanto (1988:9) explains that the class which the teaching and learning process by using conventional strategy has the characteristic as the classical learning, and the students do not understand what their learning purpose at the time is. This statements is so clear that the teacher never ask the students to activate their background knowledge as the approach to them to make the students to effective learners in the classroom. As the conclusion is in conventional strategy the teacher more active than the students.
B. The Research Variable
According to Kerlinger in Sugiyono (2011: 61), “Variable is constructs or
characteristic that will be studied”. Based on this expert’s statement, the researcher concludes that the research variable is an attribute or characteristic of people, object or activity that has certain variety that has been defined by the researcher to be studied and then taking its conclusion. In doing this research, the variables of the research are:
1. Independent variable (X) is Elkonin Boxes Strategy.
2. Dependent variable (Y) is the students’ ability in reading skill at the seventh grade of SMP Negeri 3 Idanogawo
According to L.R. Gay and Peter Airasian (2000:622), “Control variable is a
self) that might affect the scores on the dependent variable. In other words, the researcher wants the groups to be as similar as possible, so the only major difference between them is the treatment variables manipulated by the researcher. It means that the researcher only do the treatment to the experimental group while in control group the researcher will apply conventional strategy as the comparison to know the effect of Elkonin Boxes Strategy in teaching reading skill. The difference between experimental group and control group is the treatment application while the teacher, material, the amount of teaching time, ability is same.
The way to determine the control group is by using randomizations method.
According to L.R. Gay and Peter Airasian (2000:623), “Randomizations is the best
single way to simultaneously control for many extraneous variable”. In experimental
research, there should be two classes, the personalize class and the traditional class, and each of the two classes could be subdivided to obtain similar numbers of the
students’ quantity. In a research design both variables may be manipulated or one
group may be a manipulated variable and the other is a non manipulated variable. The non manipulated variable is often offered to as control variable.
According to L.R. Gay and Peter Airasian (2000:354), “There are some
procedures of control variable, they are: 1) Matching
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participants will eliminate from the study. In this case, the control group must have the near score with the other groups.
2) Comparing homogeneous group or subgroups
Another way to control extraneous variable is to compare groups that are homogeneous with respect to the extraneous. To know the homogeneity is by doing the pretest both of the group then analyze them by using statistic technique in the form of homogeneity test.
3) Analyses of covariance
An analysis of covariance is used to adjust initial group differences on variable used in causal-comparative and experimental research studies. To analyze them, the researcher will do the pre-test, if the score result in experimental group is higher than the control group, this research is covariance.
C. The Population and Sample of the Research 1. Population
Gay (2000:140) states, “Population is the group to which a researcher would
Table 2
NUMBER OF STUDENTS
No. Class Total
1. VII-1 30 Students
2. VII-2 30 Students
3. VII-3 31 Students
TOTAL 91 Students
Source : office of SMP Negeri 3 Idanogawo 2. Sample
According to Yount, 2006, population and sampling (online),
Sampling is the process of selecting a group of subjects for a study in sudh a way that the individuals represent the larger group from which they were selected. This representative portion of a population is called a sample.
It means that the sampling is the process of selecting a group of subjects that searched, while sample is the representative portion of a population that searched.
There are many types of sampling that can be used by the researcher to select the sample. One of them is Cluster Sampling. As Gay (2000:129) says, “Cluster Sampling randomly selects groups, not individuals. All the members of selected
groups have similar characteristic.”
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of intact groups to treatment, not individuals. That’s why the researcher uses Cluster
Sampling as the type of sampling to select the sample. As Gay’s opinion above, the
sampling randomly select groups, not individuals.
Based on the information from the headmaster at SMP Negeri 3 Idanogawo, the researcher found that the classroom in the school consist of the students that have been assigned in a good order. They are grouped without consideration the level of
the students’ ability. In addition, the English teachers in the school give the
information that the students in every class have similar characteristic each other in teaching and learning process. It means, the researcher can randomly select the classrooms to groups as the sample.
According to Gay (2000:130), there are some steps to select the research sample in Clustering Sampling as follows:
a. Identify and define the population.
The research population is 91 students at the eighth grade of SMP Negeri 3 Idanogawo in 2015/2016.
b. Determine the desired sample size.
The desired sample size is 60 students. It is considered because the students practice the conversation in pairs, so the sample size should be even.
c. Identify and define a logical cluster. A logical cluster is classrooms.
d. List all cluster (or obtain list) that make up the population of clusters.
e. Estimate the average number of population members per clusters. estimated size of a cluster.
The number of cluster needed = 𝑇ℎ𝑒 𝑠𝑎𝑚𝑝𝑙𝑒 𝑠𝑖𝑧𝑒
𝑇ℎ𝑒 𝑠𝑖𝑧𝑒 𝑜𝑓 𝑐𝑙𝑢𝑠𝑡𝑒𝑟
= 60
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=2 classrooms g. Randomly select the needed number of clusters.
Therefore, 2 of the 3 classrooms are randomly selected by assigning a number to each classroom. Based on Table 2, there are 2 classrooms consist of 30 students (VII-1 and VII-2).
There are many ways that can be used by the researcher to randomly select two classroom that will be as the sample. The easy one is taking lottery.
The steps that will be done by the researcher as follows:
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The researcher asked the representations from each classroom to take the lottery. One representation takes on lottery.
The researcher decided what the number that would be the research sample is.
h. Include in your study all population members in each selected cluster.
All the students in each of the 3 classroom were in the sample (2 classroom, 60 students per classroom on average, equals the desired sample size).
D. The Kind of Data and Research Instrument
In this research, the researcher used quantitative data. The data took directly through test. As Azwar (2007:91) says that primary data is the data that is obtained directly from the research subject by using instrument or data measurer directly to the research subject as the sources wil be taken from the students at the seventh grade of SMP Negeri 3 Idanogawo.
E. The Procedures of the Research.
There are some procedures which the researcher used in this research, they are:
1. Finding the location. The location of this research is the SMP Negeri 3 Idanogawo.
2. Selecting the population. The population of this research is the 7th grade of students of SMP Negeri 3 Idanogawo. .
3. Selecting sample. Random sampling is the researcher used in this research which class VII-1 as experimental group and class VII-2 as the control group.
4. Holding the pretest on experimental group and control group.
5. Holding the treatment by using different strategy in which Elkonin Boxes Strategy will be used to the experimental group and conventional strategy will be used to control group.
6. Holding the post test on experimental group and control group. 7. After doing it, the researcher analyze the result by using the t-test. 8. Analyzing the data, getting finding and drawing the conclusion.
F. The Instrument of Collecting Data
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be asked to answer the reading text based on the text given to them in the form of narrative text.
If the students are able to answer all the questions given to them will be scored 100 scores. The researcher uses the multiple choice because it has many advantage as explained in chapter II. In multiple choice provides clear cut right and wrong answer this avoids endless organizing and avoids debates about whether a particular answer is correct or no.
To find the average of the student’s ability related to the quantitative data, the researcher will use a simple formula stated by Depdiknas (2004:15) as follows:
100
B = the amount of the student’s right answer N = the total number of the questions
Then, the obtained score interpreted to a formula to get the students’ value or
the students’ mark written by Cartier 1968; Cziko 1983; Hudson and Lynch 1984;
Bachman 1987; and Brown 1984a, 1988a, 1989a, 1990, 1993, 1995 in Brown (1996: 1-8) as follows:
After getting the students’ value which describes the students’ ability, then the
is good, 85%-100% is very good. To decide the percentage of the students’ ability to comprehend narrative text with answering the questions will be provided by the researcher, the researcher used the formula as Tuckman in Nurgiantoro (1986: 345-347) formulates:
X100 N FB TP(%)
Which:
TP : Tingkat percentil
FB : Jumlah frequensi kumulatif dibawahnya (jumlah frequensi dibawah skor yang akan dihitung tingkat percentilnya)
N : Jumlah subjek 100 : Bilangan konstan
The criteria of the degree of mastery are: 0% - 54% : Very low
55% - 64% : Low 65% - 79% : Adequate 80% - 89% : High 90% - 100% : Very high
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1. Identifying the characteristic of narrative text 2. Determining the reference from the text
3. Understanding the meaning of vocabulary based on the reading text 4. Understanding the content of the reading text
5. Answering the questions based on the reading text
1. Validity of the Test.
Ary, et al, (2002:227) say, “Validity concerns to the extent to which the scale
really measures the attitude construct.” It means, the test is valid if the test really
measures the students’ ability of what they have learnt in advance. If the test cannot
measure the students’ ability in this research, the test is invalid and it must be
changed with another test.
To know the validity of the test, the researcher will use internal validity (rational validity). It is determined by expert judgement. The researcher will give the sheet of instrument validity test to the qualified teachers or lectures who are competent in languange testing to validate the test.
For more clearly, the ways to fill the sheet of instrument validity test as follows:
1) The qualified teachers or lectures determine “Yes” or “No” whether the test is composed base on the kind of hoped prerequisite.
3) The qualified teachers or lectures determine the test is valid, valid enough, less valid, or not valid based on the result of their analysis about the est in point 1) and point 2) above.
If
Valid = 4, means the item can be without any revision Valid enough = 3, means the item can be used with less revision Less valid = 2, means the item cannot be used, need a consultation Not valid = 1, means the item cannot be used.
2. Reliability of the Test
Ary, et ,al, (2002:227) say, “Reliability is concerned with the extent to which
the measure would yield consistent results each time it is used.” It means, reliability
indicates how consistently a test measures whatever it does measure. The reliability of a test concerns its precision as a measuring instrument. It asks whether a test instrument administrated to the same respondents a second time would yield the same result. The test is unreliable if the test result is different when the researcher is testing it again.
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G. The Technique of Data Analyzing
1. The Calculation of Reading Skill Especially at comprehension process
To determine the students’ ability in reading skill Especially at comprehension process the researcher used the formula of Arikunto (1984:175)
Notes
S = Value
R = Right answer/obtained score N = total score
then researcher used the formula of Purwanto (2006:66) which is formulated as:
Where:
Note:
X = Mean
∑X = The total of the students’ degree of mastery
N = The total of the students
Finally, the researcher analyzed them by using the formula of Taylor (1988:263): 0% - 54% = very low
55% - 64% = low 65% - 79% = adequate 80% - 89% = high 90% - 100% = very high 2. The Mean Score
Ary, et, al (2002:128) say that the most widely used to measure of central tendency is the mean. Determining the mean in this research is important since it takes into account the individual weighting of every score. To get the mean, Ary, et al, (2002:128) provides as follows:
45 researcher used the formula from Sugiono (2004: 50):
𝑆 = √∑𝑥
4. Determining the Normality of Data
(x and s are Mean Score and Standard Deviation of sample).
b. For each this real number and use the real of normal distribution, then is counted quiet as follow F(zi) = P(z≤zi)
c. Then, is counted proportion z1, z2,…,zn which smallest or equal with zi. if this proportion is appeared by S (zi), so:
d. Count dispute F(zi) - S(zi)and then determine the absolute number.
e. Take the biggest number between the absolute of dispute numbers and mention the biggest number namely L0.
5. Examining Homogeneity of Data
In order to determine whether the experiment class and control class have the same pre-ability, the researcher conducted a homogeneity test for both class. In this research, the researcher examines the homogeneity by using the formula F test to examine the homogeneity of data, as follows:
F = 𝑇ℎ𝑒 𝑏𝑖𝑔𝑔𝑒𝑠𝑡 𝑣𝑎𝑟𝑖𝑎𝑛𝑡𝑠 𝑇ℎ𝑒 𝑠𝑚𝑎𝑙𝑙𝑒𝑠𝑡 𝑣𝑎𝑟𝑖𝑎𝑛𝑡𝑠
47
H. Examining the Hypothesis
In this research as the last result of the research, the researcher will analyze the hypothesis as follow:
Ha : There is a significant difference between teaching by using Elkonin boxes Strategy and without using Elkonin boxes Strategy towards the students’ ability in reading skill.
Ho : There is not a significant difference between teaching by using Elkonin boxes Strategy and without using Elkonin boxes Strategy towards the
students’ ability in reading skill.
S2 = The both of group Variants
𝑆12 = The Variants of Experiment Group 𝑆22 = The Variants of Control Group
Then it will be confirmed to t table distribution where the level of significance 0,05 and statistic t above is student distribution dk: 2 (n-1)
49 CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
Research Findings Descriptive A. Research Finding
1. Research Setting
The location of this research was SMP Negeri 3 Idanogawo. It is located in Idanogawo Village. It is around 13 km from the center of Gunungsitoli town. This
school had some rooms, such as headmaster’s room, teacher’s room, classrooms,
library, and canteen. There were some courts of sport such as football court, and badminton court, This school consisted of one headmaster, one vice of headmaster, 15 teachers, and 4 officials. One of the teacher at the school was English teacher.
2. Testing Instrument a. Validity
In this research, the researcher used internal validity before going to use the research instrument (written test) to the research sample, the researcher had asked the qualified teachers or lectures who were competent in languange testing to validate the test. One of the lecturer who taught reading subject (Ms. Oktriani Telaumbanua, M.Pd) and others were the English teachers in SMP Negeri 3 Idanogawo (Mr. Sokhiatulo Waruwu, S.Pd) and (Martunas Gea, S.Pd) based on their jugment on the sheet of instrument validity test, so the test was stated VALID.
b. Reliability
Based on Gay’s statement “ a valid test is always reliable but a reliable test is
not always valid”. It means, if a test is valid, so it will be always reliable. Because of
that indirectly the test was stated RELIABLE. It was considered the researcher used internal validity (Rational validity).
3. Data Analysis
a. The Pre Test Analysis
To examine the homogeneity, the researcher gave the pre test to both of the
groups. Based on the students’ score of pre test, the researcher measured the mean
