THE USE OF WEBBING STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION ABILITY AT MTs. AL–RAUDLAH MOJOSARI.

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THE USE OF WEBBING STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION ABILITY AT MTs. AL–RAUDLAH MOJOSARI

THESIS

Submitted in partial fulfillment of the requirement for the degree of

Sarja a Pe didika Isla S. Pd. I i Teachi g E glish

By

KHOIRUN NISA’ NIM. D55211104

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHERS TRAINING SUNAN AMPEL STATE ISLAMIC UNIVERSITY

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digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

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vii

PERNYATAAN KEASLIAN TULISAN

Yang bertanda tangan di bawah ini:

Nama : KHOIRUN NISA’

NIM : D55211104

Alamat : Jl. M. Hatta 20 Mojosari Mojokerto

Jurusan/Fakultas : Pendidikan Bahasa Inggris / Tarbiyah dan

Keguruan

Dengan ini menyatakan dengan sebenar-benarnya bahwa skripsi yang

berjudul “THE USE OF WEBBING STRATEGY TO IMPROVE READING

COMPREHENSION ABILITY AT MTS. AL-RAUDLAH” adalah asli buan

plagiat.

Demikian Pernyataan ini dibuat dengan sebenar-benarnya, apabila

pernyataan tersebut di atas tidak sesuai dengan fakta yang ada, maka saya selaku

penulis bersedia dimintai pertanggung jawaban sesuai ketentuan

perundang-undangan yang berlaku.

Surabaya, February 11, 2016

Pembuat Pernyataan,

Khoirun Nisa’

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vi ABSTRACT

Nisa’, Khoirun. (2016).The Use of Webbing Strategy to Improve Reading

Comprehension Ability At MTs. Al-RaudlahMojosari. A Thesis. English Teacher Education Department,Faculty ofTarbiyah and Teachers TrainingSunan Ampel State Islamic University, Surabaya. Advisor:Dr. Mohamad Salik, M. Ag and As’adi, S. Hum, MAppLing Adv.

Key Words: Webbing Strategy, Reading Comprehension

This final project is a true experiment research. The purpose r the study was to

improve students’ reading comprehension ability at MTs. Al-Raudlah in academic year of 2015/2016. The researcher used Webbing Strategy to

improve students’ reading comprehension ability. The researcher took two

classes as a subject of the research. The first class is VIII-A as the control group and the second class is VIII-B of experimental sampling. Both of classes consist of 48 students. In collecting data,the researcher used a test recount text as an instrument. The data consist of 5 items. The researcher gave treatment with pretest and posttest of experimental group and control group. This research is a quantitative research, so it needs a data analysis. The result of this study showed that teaching reading ability by using webbing strategy could

improve students’ reading comprehension ability. Based on the mean of

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i ABSTRAK

Nisa ', Khoirun. (2016). Suatu Penggunaan Webbing Strategi untuk Meningkatkan Pemahaman Membaca Kemampuan Pada MTs. Al-Raudah Mojosari. Sebuah Tesis. Inggris Departemen Pendidikan Guru, Fakultas Tarbiyah dan Guru TrainingSunan Ampel Universitas Islam Negeri, Surabaya. Advisor: Dr. Mohamad Salik, M. Ag dan As'adi, S. Hum, MAppLing Adv.

Kata kunci: Webbing Strategi, Reading Comprehension

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ix

TABLE OF CONTENT

Page

TITLE SHEET ...i

ADVISOR APPPROVAL SHEET ...ii

APPROVAL SHEET ...iii

MOTTO...iv

DEDICATION SHEET ...v

ABSTRACT ...vi

PERNYATAAN KEASLIAN TULISAN...vii

ACKNOWLEDGEMENT ...viii

LIST OF TABLE OF CONTENT ...ix

LIST OF APPENDICES ...xi

CHAPTER I: INTRODUCTION A._...Ba ckground of The Study ...1

B._...Re search Questions ...8

C._...H ypothesis ...8

D. ... Si gnificant and Objectives of The Study ...9

1. ... O bjectives of The Study ...9

2. ... Si gnificant of The Study ... 9

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x

F. ... De

finition of Key Term ...10

G._...Th esis Organization ...11

CHAPTER II: REVIEW OF RELATED LITERATURE

A._...Def inition of Effective ... 14

B._...Def inition of Reading ... 15

1. ... K

inds of Reading ... 16

2._...T he Reading Process ... 17

3. ... D

efinition of Reading Comprehension ... 18

4. ... T

heoretical Bases of Reading Comprehension

Instructions ... 19

C. ... Pre

vious Studies ... 27

CHAPTER III: RESEARCH METHOD

A._...Re search Design ...32

B. ... Po

pulation and Sample ...33

C._...Pr ocedure and Time Line ...34

D... Re

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xi

E. ... Da

ta Collection Technique ...35

F._...Da ta Analysis Technique ...37

1._...N ormality Test ...39

2._...H ypothesis Test ...41

CHAPTER IV: RESEARCH FINDING

A. ... Fi

ndings ...43

1._...Th e Description of Data ...43

2. ... Th

e Result of Quantitative Data...44

a. ... N

ormality test ...44

b._...H ypothesis test ...49

B. ... Di

scussion ...53

CHAPTER V: CONCLUSSION AND SUGGESTION

A._...Co nclusions ...59

B._...Su

ggestions ...60

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1 CHAPTER I

INTRODUCTION

A. Background

Reading as one of the four aspects of language is an important skill

should be mastered by someone on regard to their life activities. Reading is

the activity of looking at and understanding written words1. In every language

learning, Reading has role and important function that become base for

someone to get knowledge and new information.

It said that reading is one from many ways to know the state of the

world, is a motivation that explains how important reading for the

community. In simple language, through activities of reading, could shapes

someone becomes aware of information or knowledge. By reading activities,

it’s not only to increase knowledge, but also gain strength imagination and

have amazing spiritual experience from what been read. By reading activities

make someone from know nothing become know something.

Reading activity can make someone anything, it implies

consequences that someone has to understand what lies behind the book have

been read. Therefore, it can be concluded that what inside reading activity is

not only looking at a collection of letters, words, sentences and paragraph, as

1

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2

well as the images that exist in a reading materials, but deeply, he must try to

dig, digest, and understand the hidden intention of reading read2.

Djiwandono points out that to understand all types of information an

array of the texts requires not only the reading activity but also skill to

understand the content3. In addition, he states that without the ability to

understand the content of the text, so this cannot be able to absorb or

understand a lot of information quickly, accurately, and easily. Therefore that

kind of reading is called comprehending on reading, which made the reading

activity becomes valuable time wasting for readers.

According to McNamara state that the importance of reading

strategies is becoming increasingly recognized4. On those assumptions it also

can be rephrased that before starting to read, by reading someone should be

had an aim by reading activity he was doing, it means to increase knowledge

and to strength imagination or to get experience the amazing spiritual

experience more of what they read.

Toward understanding the meaning of some reading that has been

read, it need fundamental grammatical aspect as prerequisites that should be

had by the person. There are: vocabularies, quality of translate and good

interpretation ability to gain the goals aim of reading5.

2

Dr. Farida Rawim, M.Ed, Pengajaran Membaca, (Jakarta, Bumi Aksara, 2011), 2

3

M. Soenardi Djiwandono, Tes Bahasa dalam Pengajaran, (ITB, Bandung, 1996), 63

4

Danielle S. McNamara, The Importance of Teaching Reading Strategies, (Article: The International Dyslexia Association, 2009), 34

5

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3

Helena shown that Indonesia is one of the countries who has poor

reading qualities.6 That poor reading quality is indirectly impact on an effort

to comprehend and try to shape the conclusion from reading materials, and

continued by taking wrong impression and interpretation. The poor reading

quality is more caused by low reading habit on their life. Even in Indonesian

education institution, the reading habit is not become part of the important

activity yet. On the other side, by reading as a lifestyle, could understand the

vocabulary, the translation quality, and the ability to interpret the meaning of

the reading materials that increasing.

The reading comprehension problem even more complex when faced

to a comprehending effort on foreign language studies, English language

studies. The obstacle is increasing not by the word recognizing problem only,

but deeper to grammatical aspect problem of the English language studies.

So, it points to one basic conclusion shown how important put reading as a

life style.

Apart from the low reading habit condition, the researcher tries to

describe what is the right way to gain comprehension skill on reading,

although it is undeniable hard to reach.

In reading comprehension, the message to be imposed in the written

form is the most important element that someone must recognize, because the

primary purpose of reading is to know the thoughts expressed in the printed

material. Therefore, reading with comprehension is only a way for someone

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to arrive at what they want to know from the reading material. However, the

problem is how to make them comprehend.

As ones of the four skills, reading consists of functional text and

simple, short essay in the form of recount and narrative by saying, stress and

intonation are acceptable with regard to the surrounding environment. The

aim of the students learn reading, they have to know basic competence and

achievement indicators in reading. Understanding the meaning of simple,

short essay in the form of recount and narrative to interact with their

surroundings, responding to the meaning of simple short functional written

text accurately, fluently and thankful with regard to the surrounding

environment. The achievement indicators are students can understand texts

has been read, students can identify rhetorical moves of a text in the narrative

and descriptive, students can identify main ideas, supporting ideas, and

detailed information of the text, and students can identify and use the tense.

Adams and Allington state that webbing is a visual and a graphic

representation or organizer of information that shows both small units of

information and the relationship between these units.7 Zaid defines that

“students who use webbing manifest considerable improvement in reading

comprehension, written expression, and vocabulary development”.8

Marinak,

Moore, and Henk acknowledge that webbing strategy can be used to activate

7

Arlene Adams, Ph. D and Richard L Allington Ph. D, Handbook for Literacy Tutors: A Practical Approach to Effective Informal Instruction in Reading and Writing, (Spring Field: Illinois, USA, 1999). 63

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and create background knowledge, to help students see relationships among

vocabulary terms, to connect new information to prior knowledge, and to

assist students in organizing information.9

By using webbing strategy constitutes one of ways to gain the

achievement indicators. Webbing strategy is also known as concept mapping,

mind mapping, semantic mapping, and text mapping that mean to a simple

process used for exploring topics that are complex – to make one, draw a

circle, and add spokes radiating from it.

These are further considerations from the benefits of webbing strategy

in the learning of reading comprehension. The webbing strategy helps the

students to comprehend the texts in reading activities.10 In the pre-reading,

the strategy helps the students to activate their background knowledge and

vocabularies about the topic through questions.

In the whilst-reading, the strategy assists the students to understand

relationships among vocabulary terms, to connect new information to prior

knowledge, and to assist students in organizing information to find explicitly

and implicitly stated information in a text through the webbing and then

identify the center idea among the detailed information as the main idea of a

paragraph. Webbing strategy can be used to activate and create background

knowledge, to help students see relationships among vocabulary terms, to

9

Marinak, B. A., Moore, J. C., Henk, W. A., & Keepers, M. (1997), A Word About Vocabulary, Open Web, (http://education.wm.edu/centers/ttac/documents/packets/awordaboutvocabulary.pdf, accessed on September 12, 2015)

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connect new information to prior knowledge, and to assist students in

organizing information”.

In the post-reading, the strategy helps students increase their

vocabulary and make a summary of a text they have read11. The students see

relationship among key words and the topics or the important detailed

information and the center of idea or main idea of each paragraph that have

written in the webbing. Webbing is an approach to summarizing that has been

found to be effective. A web is different for a hierarchical summary in that is

composed of important key words instead of main idea and important detail

sentences.

According to Eli on her research that webbing strategy is right

technique to get reading comprehension. More detail, in two classes that are

control class and experiment class, the experiment class shown that through

this strategy make them easily to gather information and organize the ideas12.

MTs. Al-Raudlah is one of the Islamic junior high school in Mojosari

region were introduced English as a foreign language that has to be learned

and make it as an ability used in the school since 2003. Based on the English

teacher’s information, many students of this school feel lazy and have less of

reading, especially reading English in the class. Moreover, there are several

students who regarded as troubles maker in the class. This problem can lead

to impaired learning process and can affect the other students for getting lazy

11

Danielle S. McNamara, “The Importance of Teaching Reading Strategies”, The International Dyslexia Association, 2009, 34

12

Eli Wahyuningtyas, Bachelor Thesis, “The Effect of Webbing Strategy Technique on The Eight

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learning because unsupported and uncomfortable atmosphere in the class.

This troubled student and also become the reason why parents feel reluctant

to send their children to this school. They worried that their children will be

affected and less motivated to learn.

Many parents who distrust of the school’s quality are less able to

educate their students become one of the causes of the declining number of

students. Thus, many parents or children are less interested in school at this

place. As a consequent, many parents who prefer other schools for their

children. Besides, the existence there are many of another school in the same

region is also one of the causes of the declining number of students in MTs.

Al-Raudlah. Many parents more interest to move their children to study in

other school because the school program is more interesting and creative.

Students more interested and motivated to study in school because there are

many school programs that can join by their students, especially for the end

of the school program. Besides, the teacher of the other school is younger and

more of the teacher, more attractive and creative than MTs. Al-Raudlah who

almost woman and more little. No wonder many parents or children prefer to

choose studying in other school and MTs. Al-Raudlah lost many students

from year to year. From the phenomenon above, the writer tries to find out

what the factors that can make students demotivated to learn in the class,

especially learn reading English comprehension.

For that reason, the researcher tries to find out the factors that make

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grade of MTs. Al-Raudlah. The researcher is not try to give the solution for

the problem, but the researcher only gives the teacher information about why

their students feel lazy and less motivated when reading English in the class.

So, the researcher carries out this research to help the teacher of MTs.

Al-Raudlah to overcome their school problems, especially to improve students’

reading comprehension.

Based on all reason above, the researcher wants to do research by the

tittle “The Use of Webbing Strategy to Improve Students’ Reading

Comprehension Ability at MTs. Al–Raudlah” on eight grade because students

in MTs. Al–Raudlah has a problem such above, that is about skill lack of

reading comprehension students.

B. Research Question

Based on the background of the study above, the research question of

this study as

“Is webbing strategy more effective than conventional method used in

MTs. Al–Raudlah?”

C. Hypothesis

Hypothesis is the bases believe of researcher which enables him or her

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should be tested and proved.13

In this research, the hypothesis can be stated as followed:

Ha : The webbing strategy can improve students’ reading comprehension at

eight grade of MTs. Al-Raudlah.

Ho : The webbing strategy can’t improve students’ reading comprehension at

eight grade of MTs. Al-Raudlah.

D. Objective and Significance of the Study

a.Objective of The Study

The objective of the study is based on the statement of the research

question above is to know the effective of using webbing strategy to

improve students’ reading comprehension ability than students’ reading

ability by using non webbing strategy of eight grade at MTs. Al–Raudlah.

b.Significance of the Study

1) Practically, for teachers, the use of the strategy provides clear

description of how students’ reading comprehension ability can be

improved through webbing strategy.

2) For institution, webbing strategy can be used as a new strategy that

can improve the students’ reading comprehension skill of eight grades

students at MTs. Al–Raudlah.

E. Scope and Limitation

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1. Scope

The aim of the study is to measure the effect of webbing strategy in

teaching reading comprehension ability to eighth grade of MTs.

Al-Raudlah Mojosari.

2. Limit of the Study

This study is focused on the eighth grade of MTs. Al-Raudlah in

academic year 2015/2016. This study only focuses on use of webbing

strategy in teaching reading.

F. Definition of Key Terms

To help the reader easily understand the key terms used in this thesis,

the researcher gives some of difficult words as follows:

a. Webbing Strategy is a strategy of visually representing relationship among

ideas, concepts or events. In this research webbing strategies is a strategy

that uses a visual and a graphic representation or organizer of information

that shows both small units of information and the relationship between

these units to improve students’ ability in understanding the meanings

contextually, in recognizing important detailed information, main ideas,

and topic of recount texts.

b. Effective is a change produced by an action or cause a result or

outcomes.14 A result can be caused by something or an action. The

improvement students’ reading comprehension score as a result that

14_{AS Hornby, Oxford Advance Learner’s Dictionary, (New York: Oxford University Press,}

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caused by the implementation webbing strategy to teach reading

comprehension ability. The effect of this research was the degree of

improvement in students’ reading comprehension ability as a result of

using webbing strategy and measured statistically by T-test. Effective is

defined as the capability of producing a desired result.15 When something

is effective, it means it has an expected outcome or deep produce. In this

research, effective was indicated by improvement of reading

comprehension ability that measured by comparing the mean score of

post-test both of experimental and control group, the technique is effective if

score of experimental group is better than result of control group.

c. Reading Comprehension is the process to understand a text in terms of

finding the meanings of vocabulary, identifying the main and supporting

ideas, identifying the explicit and implicit information from the text, and

grasp the organization of the text16.

G. Thesis Organization

In writing a good thesis needs systematically organized. This thesis

consists of five chapters. Every chapter has different significant content but it

related one another.

Chapter I : Introduction

This introduction is consisting of background of the research, research

15

Ibid.

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question, objectives of the research, hypothesis, significance of the research,

scope of limitation of the research, definition of key terms and thesis

organization.

Chapter II : Review of Related Literature

This chapter presents related literature in conducting this research

involve overview of teaching English in Islamic Junior High School,

definition of reading, kinds of reading, reading process, definition of reading

comprehension, theoretical Bases of Reading Comprehension Instructions,

teaching reading comprehension, definition of webbing strategy, advantages

and disadvantages of webbing strategy.

Chapter III : Research Method

The next chapter discusses the methodology used is conducting on

research. It presents research design, population and sample, data collection

technique, research instrument, and data analysis technique.

Chapter IV : Finding and Discussions

This chapter focuses to answer the research problems. The

subchapters include description of data, result of the quantitative data,

normality test, hypothesis testing and discussion.

Chapter V : Conclusions and Suggestions

This last chapter is tied up with the research finding on chapter IV as

the answer of research problems while the suggestion is in accordance with

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14 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Definition of Effective

Effective is defined as the capability of producing a desired result17. When

something is effective, it means it has an expected outcome or a deep produce.

Effective to improve means the students who were using simulation

technique got higher score in speaking ability of procedure text than those who

were not.18 Moreover, the effectiveness of simulation technique in improving the

speaking of procedure text determined from the speaking score gotten by

experimental group.

If the post-test score is of experimental group shows significant score

improvement, it means that simulation technique is effective to improve the

speaking ability of procedure text. The effectiveness simulation technique was

calculated by using T-test paired sample using SPSS 16 for windows of the effect

size.

If Tvalue is lower than T table, it means that the students who were teach

using simulation technique does not get significant score improvement and it

indicates that simulation technique is not effective. But if Tvalue is higher than

17_{AS Hornby, Oxford Advance Learner’s Dictionary, (New York: Oxford U}

niversity Press, 1987), 369

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Ttable, it means that the students who were teach using simulation technique get

significance score improvement and it indicate that simulation technique is

effective19

B. Definition of Reading

There is reading definition given by some people which have related the

similar meaning. Reading is the activity of looking at and understanding written

words.20 Such as, the author is regard as the informants (sender) and the reader

on another hand is receiver. During the reading process it means that the reading

can be done during reading activity is only grasping and decoding information.

David states that reading is identification and recognition of print or

written symbol, which serve as stimuli for the recall of meaning built up through

past experience.21 From those definitions, it can be concluded that reading is

meaning getting process the reader always tries to catch what the writer says and

means actually.

According to Carol, reading can be pointed as three step processes.22 The

three steps are interrelated to other, they are:

1.Word perception, the ability to recognize a point

2.Comprehension, the ability to infer ideas from words

19

Ibid.

20

Martin H. Manser, Oxford Learner’s Pocket Dictionary, (Oxford: Oxford University Press, 1991), 343

21

David Nunan, Practical English Language Teaching, (New York: McGraw-Hill Companies), 68

22

Carol Wells, “Motivational Techniques for Improving Reading Comprehension Among Innercity High School Students” Open Curiculum Education,

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3.Reaction, a step in which the reader interacts intellectually and emotionally.

Finally, reading as a process of meaning elaboration or thinking in

relation to write symbols, through discussion among group members learn the

material will be more easily understood and mastered. The recognition and

comprehension of written symbols are influenced by reader’s perception skill,

experience, language background, mind sets and reasoning abilities as they

anticipate meaning on the bases of what has read.

1. Kinds of Reading

Three kinds of reading, they are:

a. Reading Aloud

In reading aloud, the students will get experience in producing the

sound, which should be practiced as many as possible.

b. Silent Reading

Silent reading is reinforcing the readers to find out the meaning of

the words. This kind of reading leads the readers to the better

comprehension.

c. Reading Fast

Reading fast used to improve speed and comprehension in

reading. This skill must sun side with the main purpose of reading that is

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2. The Reading Process

Models of reading process often describe the act of reading as a

communication event between a sender (the writer) and a receiver of

information (the reader). Those models may be placed in the three

categories: bottom–up, top–down, and interactive model23. The brief

explanation of each type of reading models as follows.

a. Bottom-up Model

Harmer states that in bottom-up processing, the reader or listener

focuses on individual words and phrases, and achieves understanding by

stringing these detailed elements together to build up a whole.24

Furthermore, Brown defines that in bottom-up processing, readers must

first recognize a multiplicity of linguistic signals (letters, morphemes,

syllables, words, phrases, grammatical cues, discourse markers) and use

their linguistics data-processing mechanisms to impose some sort of

order on these signals25.

Brown defines, “Bottom-up model teaches symbols

grapheme-phoneme correspondences, syllables, and lexical recognition”26 .

Cahyono and Widiati define “the bottom-up model of reading, basically,

23

David Nunan, Practical English Language Teaching, (New York: McGraw-Hill Companies, 2003), 70

24

Jeremy Harmer, The Practice of English Language Teaching Third Edition, (UK: Cambridge University Press, 2001), 201

25

Douglas H. Brown, Teaching by Principles: and interactive approach to language pedagogy, (New York: Longman, 2001) 298

26

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fostered practices in reading instruction that built up learners’ decoding

abilities from the bottom up, starting with the smallest units, single

letters, “letters blends”, and building up to the words and phrases”27 .

b. Top-down Model

Brown states that this is where a complementary method of

processing written text is imperative: top-down, or conceptually driven,

processing in which we draw on our intelligence and experience and

experience to understand a text28. Furthermore, Harmer states that in

top-down reading model, the reader or listener gets a general view of the

reading or listening passage, in some way, absorbing the overall

picture29.

c. Interactive Model

Interactive model is a reading model that combines top-down

and bottom-up during the reading process.

3. Definition of Reading Comprehension

What does reading comprehension mean? To answer the question, the

writer intentionally presents opinions of some authors or writers as follows.

27

Walter Grauberg, The Elements of Foreign Language Teaching, (TP: Multilingual Matters, 1997), 192

28

Douglas H. Brown, Teaching by Principles: and interactive approach to language pedagogy, (New York: Longman, 2001), 299

29

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Reading comprehension is an active process in extracting knowledge

and information from the text30. Reading comprehension is not just reading

with a loud voice but also to establish and understand the meaning of words,

sentence, and paragraph sense the relationship among the ideas. As it is, if a

student just reads loudly, but cannot understand the content of the passages, it

means he/she fails in comprehending the passage.

4. Theoretical Bases of Reading Comprehension Instructions

Reading comprehension is an active process in extracting knowledge

and information from the text. Reading comprehension is techniques for

improving students' success in extracting useful knowledge from text.

Reading comprehension is understanding a text that is read, or the process of

"constructing meaning" from a text. The presumption is that meaning resides

in the intentional problem-solving and thinking processes of the interpreter.

The content of meaning is influenced by that person’s prior knowledge,

experience, and background knowledge. This definition also suggests that

reading comprehension requires an action on the part of the reader. That

action involves the use of the existing knowledge that the reader has on the

topic of the text as well as the text itself in order to create meaning. The

problem in reading comprehension is making meaning from the text. The

problem is solved by the intentional action of the reader that includes the

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purpose for reading as well as the ability to draw upon prior knowledge that

is relevant to the text. In relation to the reading comprehension, schema

theory is one of the theories can be applied in comprehending a text by

activating the readers’ background knowledge, prior knowledge, and

experience.

a. The Schema Theory

Schema theory is a theory about knowledge, about how

knowledge is represented, and about how that representation facilitates

the use of knowledge in various ways. All knowledge is packaged into

units called schemata, and embedded into these units of knowledge is

information on how this knowledge is to be used. Schema theory

contends that individuals understand what they read only as it relates to

what they already know31.

To get a deeper understanding of schema in reading

comprehension, the readers or students also need to recognize the

categories of schema or schemata. There are two categories of schemata:

content and formal schemata. Content schemata included what we know

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about the people, the world, culture, and universe, while formal schemata

consist of our knowledge about discourse structure32.

As a conclusion, schema theory greatly influences reading

comprehension. It can work well when a match occurs between students’

prior knowledge and text materials. Therefore, reading teachers are

required to match the text material not only to the students’ prior

knowledge, age, sex, religion, nationality, but also student’s culture. In

other words, if students do not have sufficient prior knowledge, they

should be given at least minimal background knowledge from that to

interpret meanings of a text.

Reading comprehension as a process of involving actively to

construct meaning among the parts of the text and personal experience.33

Neil states that comprehension and retention are increased by strategies

for integrating text with personal knowledge or personal background

knowledge and experience. In this view, text is a blueprint for creating

meaning. Though reader’s schemata play an important role that leads a

reader to comprehend the text, the text itself is much crucial affecting

comprehension. That is why some academicians usually emphasize text

32

Douglas H. Brown, Teaching by Principles: and interactive approach to language pedagogy, (New York: Longman, 2001), 300

33

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rather than background knowledge because they want readers to be able

to reproduce important facts and ideas from text.34

b. Teaching Reading Comprehension

In MTs. Al-Raudlah, English is taught as one of a compulsory

course. In this course, students are expected to be able to comprehend the

text related to their academic. The syllabus of KTSP is designed as

skill-based syllabuses. It means that the contents of the syllabus are mostly

reading passages that related to their academic of their major. The

objectives stated in the syllabus are that students are able to find general

idea in the text, to find explicitly stated information, to find implicitly

stated information, to find the main idea of each paragraph, to find

supporting idea/details in a text, to find the pronoun references to seek

relationship the idea of the text, to find the meaning of vocabulary in

context – related to their major, and to find cohesive devises in the text.

According to Brown, the skill-based syllabuses are designed to

organize materials around the language or academic skills where students

are learning English as their academic purpose35. He also states an author

who uses a skill-based syllabuses developed materials around their

academic purpose.

34

Ibid.

35

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23

In line with the theoretical bases of reading comprehension

instruction, teaching reading comprehension at MTs. Al-Raudlah is

theoretically taught based on the syllabus that is focused on the students’

skill – reading skill. The objectives that are stated in the syllabus are as

the application of schema theory that includes previewing and

questioning. The application of the schema theory is elaborated as

follows: skimming a reading for the general idea, scanning a reading for

specific information, guessing vocabulary from the context, using

prefixes, suffixes, and roots, finding main ideas. To be able to achieve or

apply those skills, the readers must have schema theory in that included

background knowledge, prior knowledge, and experience related to a

topic what they are reading. The schema theory also functions to activate

the readers’ background knowledge and prior knowledge.

In conclusion, the relation between theoretical bases of teaching

reading instruction and teaching English is that theoretical bases of

teaching reading instruction as a basis of teaching that is elaborated into

the objectives stated in the syllabus. The objectives are then broken down

into some indicators that are operationally stated in the lesson plan.

c. Webbing Strategy

In this research study, the researcher chooses a webbing strategy

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24

comprehend a text effectively. These are some further considerations

from reading experts on the value of teaching reading comprehension

through webbing strategy. Cooper states that webbing strategy can be

used when the students are earlier learning to construct meaning in

comprehending the text36.

Webbing strategy is also known as concept mapping, mind

mapping, semantic mapping, and text mapping that mean a process used

for exploring topics that are explicitly or implicitly stated in the text. To

make one, draw a circle, and add spokes radiating from it.

Semantic webbing is a strategy that students are able to know

about the identification of ideas. Semantic webbing also enables students

to understand different ideas and their relevance to important matters.

Students and teachers develop diagrams that represent different concepts

or topics. With the help of semantic webbing, students ' thinking power is

increased. This web is a complex of several strands of ideas that students

bring forward about a main topic. All the ideas are related to each other.

1) Webbing as a Strategy of Teaching Reading

Some reading expert states that webbing strategy is one of

reading comprehension strategies that can help students comprehend

the text by constructing meaning. Cooper states that webbing strategy

36

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25

should be used when students are just beginning to learn to construct

meaning and can formulate their own purposes or pre questions or

when the text is extremely difficult37. Usually the teacher should

combine pre questions and purpose statement with other strategies,

such as discussion or brain storming, to activate prior knowledge.

2) The General Steps of Webbing Strategy

The reading experts have some kinds of steps in teaching

reading comprehension through webbing strategy. According to

Gunning, reading teachers should follow six stages in teaching reading

comprehension through webbing strategy.38 He states that webbing

takes two forms: divergent webbing and convergent webbing.

In conclusion, the procedures of webbing strategy can enhance

students’ reading comprehension in pre-, whilst-, and post-reading

stages. Thus, the reading teachers should teach and provide a model of

webbing strategy procedures to students. As a result, the students are

able to find the gist of text and supporting details in a text.

5. Advantages and Disadvantages of Webbing Strategy

Webbing strategy is one of the strategies that can be applied by the

teachers in teaching and learning process, especially in teaching reading

37

Cooper, Building Background Knowledge for Academic Achievement: Research on What Works in Schools, (USA, TP, 2004), 128

38

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26

comprehension. Variation of semantic webbing is semantic mapping. In

line with teaching reading comprehension, webbing strategy has some

advantages and disadvantages. Those advantages are: (a) webbing strategy

can be used to help the students to visualize the relationship among ideas. It

means that students or learners with limited prior knowledge may respond

best when the webbing strategy is used in before reading activity; (b)

webbing strategy can be used to activate the students’ background

knowledge or students’ prior know ledge; (d) students can use the webbing

strategy to generate ideas or concept and /or words to a given topic and

then talk about how those ideas/words are related – webbing shows the

relationships of those ideas. So, webbing strategy is not only used for

students who begin constructing meanings of vocabulary, but also it can be

used to visualize the relationships among ideas, to activate the students

prior or background knowledge, and to generate the ideas or words are

related to get information from a text.

Besides those advantages stated above, webbing strategy also has

some disadvantages when teaching reading comprehension skills. Those

disadvantages are listed as follows: (a) webbing strategy is not appropriate

for passive learners when learning reading; (b) it is hard for students to use

webbing strategy when they have problem with a topic of a text. So, they

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27

activate their prior or background knowledge; (c) webbing strategy is that

somewhat limits the amount of information that student can record simply

because the circles or ovals themselves can hold only so much verbiage.

In sum, webbing strategy can have positive and negative benefits

when used in teaching reading comprehension skills.

C.Previous Studies

Some numbers of studies of semantic mapping technique in the efforts of

improving reading comprehension in both first and foreign language settings

have been conducted. All dealt with Indonesian as a first language (L1) or

English as a foreign language (EFL). These studies were done in a variety of

settings with diverse population, from the basic level (Elementary School) to the

middle level (Junior High School). Then, it showed that semantic mapping

technique had beneficial results as had been done by some researchers reviewed

in the following.

Suhartono conducted an investigation on the use of semantic mapping

technique in improving students’ reading comprehension in Indonesian texts as a

first language (L1) at first quarter of Grade IV in SDN I Purworejo.39 This

investigation, which was designed as classroom action research, was carried out

39

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28

to improve students’ reading comprehension and ability in summarizing

expository texts by finding out the main idea and supporting ideas, finding the

relationships among paragraphs in a text, and constructing semantic mappings

which describe the content of the text. The investigation resulted in (1)

improvement in comprehending and summarizing expository texts; (2) the time

allotment used to read, comprehend, and summarize were more efficient; and (3)

the students were more able to make a summary of an expository text whose

content matched with the text.

Based on the result of data analysis and the discussion stated that the

improvement of the second year students of SMA Negeri 5 Makassar in reading

comprehension through humor stories was good.40 It was prove by the t-test

value that is 15.14 greater than the t-table 2.045 which was classified as a good

score, the writer also concludes that there is a significant difference between the

reading comprehension of the students of SMA Negeri 5 Makassar before and

after using humor stories. In other words, humor stories can improve the

students’ reading comprehension.

Widyatie also conducted a study on the use of semantic mapping

technique in improving students’ reading comprehension. It aimed at finding out

how the semantic mapping technique could be used to improve students’ reading

40

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29

comprehension41. This study employed a collaborative action research design in

which the researcher and collaborative teacher worked together in designing the

lesson plan, implementing the action, analyzing the data and doing reflections.

The subjects of this research were 29 second-year students of the first semester in

SLTP Yayasan Pupuk East Kalimantan Timur of the 2003-2004 academic years.

Then, the finding showed that the semantic mapping technique was effective to

improve the teaching-learning reading comprehension, mainly: (1) gearing the

students to the topic by asking questions and by using media; (2) brainstorming;

(3) classifying information; (4) finding Indonesian equivalence of unfamiliar

words; (5) discussing the text; (6) identifying the main and supporting ideas; and

(7) making a semantic map of the students’ own version.

Meanwhile, Aprilianto conducted a study using semantic mapping

technique to improve the reading comprehension of the IX Grade students of

MTs Ma’arif Sukorejo42. The study was focused on the students’ ability to

comprehend report texts. The study was designed into collaborative classroom

action research. The study was conducted in two cycles and three meetings for

each cycle. The material taught was taken from some report texts based on the

syllabus of the content standard curriculum for Junior High School /Islamic

Junior High School. The findings of the study indicated that the semantic

41

Widyatie, Magister Thesis: “A Study on The Use of Semantic Mapping Technique in Improving

Students’ Reading Comprehension”, (Malang: Universitas Negeri Malang, English Educational Department, 2004)

42

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30

mapping technique was successful in improving both students’ ability in

comprehending English texts (report texts) and the students’ involvement in

reading activities. Those improvements could be seen from preliminary study to

Cycle 2. The students’ mean score had improved greatly from 35.00 to 68.33.

Besides, the students’ individual score percentage had achieved to a great extent

from 0% to 44.44% equal or greater than 70.

A study investigated the use of semantic webbing strategy to improve

reading comprehension43. The model of a web consisted of the core question, the

web strands, the support of the strand, and the strand ties. Subjects, 25 third

graders and 26 the fourth graders, were assigned to reading ability groups based

on past performance, informal testing and teacher evaluation. In the research, the

reading groups were randomly assigned to the experimental or control group.

Form A of the Stanford Diagnostic Reading Test was used as a pre-test while

Form B was as the post-test. Subjects in the control groups worked on reading

comprehension using their basal text and workbook, while the experimental

groups worked with comprehension through semantic webbing activities. The

result indicated that semantic webbing is as an alternative strategy is more

effective than reading comprehension through their basal texts and workbook.

According to Eli on her research states that webbing strategy is right

technique to get reading comprehension. More detail, in two classes that are

43

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31

control class and experiment class, the experiment class showed that trough this

strategy made them easily to gather information and organize the ideas44.

In line with the result indicated above, the researcher is interested in

applying the webbing strategy in the experiment classroom research. The

researcher thinks that it is still effectively used in the other research, especially in

the experiment classroom research, aimed at solving the problems faced by

teachers in the classroom. Researcher thinks that he needs to use the webbing

strategy or another name of semantic webbing, semantic mapping, mind

mapping, and text mapping in solving their teaching and learning problems in the

classroom. This study is focused on improving the students’ vocabulary to

comprehend the recount texts. By improving the students’ vocabulary using

webbing strategy, the researcher hopefully thinks that the webbing strategy can

solve the teaching and learning problem in the classroom. The students can be

motivated to read and comprehend the text. Finally, they can be easy to

comprehend and find the idea of the texts through webbing strategy.

44

Eli Wahyuningtyas, Bachelor Dissertation “The Effect of Webbing Strategy Technique on The Eight

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32 CHAPTER III

RESEARCH METHODOLOGY

A. Research Design.

The research design which is used in this study is an experimental

research. An experimental research involved on two groups: experimental group

and control group. An experimental group is a research which has the purpose to

find the cause-effect relationship among variables in a controlled condition

which received a new treatment while control group as usual treatment. In

conducting the experiment, the researcher devotes great care to the manipulation

and the control of the variables and to the observation and measurement of the

result45.

The researcher used here is the true experimental design. According to

Nunan, experiment is designed collect data in such as a way that treats to the

reliability and validity of research are ministered46. In order word, experiment is

the way to find the causal relationship between two factors which are raised by

the researcher in purpose by reducing or eliminating any distracting factors.

45

Donald Ary, Lucy Cheser Jacobs, Chris Sorensen, Introduction to Research in Education, 8th Edition (Canada: Nelson Education,2010), 26

46

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33

B. Population and Sample

1) Population

Population used in quantitative research when research does by

getting sample as a subject research. But if the goal of the study was the

entire population, it is more appropriate to use the term the subject of

research, especially in the experimental study. Population is a whole set of

characteristics of object study.47 Population is a generalization region

consisting of the object or subject that have certain qualities and

characteristics defined by the researcher to learn and then drawn

conclusions48.

The populations on this study are on eight grades MTs. Al–Raudlah

in the academic year 2014/2015 is divided into two classes. There are 24

students at A class and 24 students at B class on eight grade of MTs. Al–

Raudlah as the subject of the researcher. The total number of population is

49 students.

2) Sample

Studies were conducted when the researcher wants to generalize the

conclusions on the results of the sample to the entire population, because the

47

Moh. Mahmud Sani, Metodologi Penelitian, (Mojokerto: Mitra Utama Offset, 2012), 89

48

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34

samples taken are expected to represent the entire population.49 Sample

research done According to Sugiyono, sample is part of amount and

characteristics possessed by this population50. What is learned from the

sample, the conclusion will be applied to the population. In this research the

sample were two classes, there are A class as an experiment class and B

class as a control class.

C. Procedure and Time Line

In collecting data, the researcher needs four weeks and done some steps as

follows:

1. 1st weeks asks permission and meet to headmaster and the English teacher of

the school.

2. 2nd week, the researcher gives pre-test to both control and experiment class

(class VIII A and VIII B).

3. 3rd week, the researcher gives treatment to experiment class (class VIII A).

4. 4th week, the researcher gives post-test to both control and experiment class.

49

Moh. Mahmud Sani, Metodologi Penelitian, (Mojokerto: Mitra Utama Offset, 2012), 90

50

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[image:43.612.115.532.150.517.2]

35

Table 3.1

Time List of the Research

No Activity

Date

1 Asks permission √

2 Pre test √

3 Treatment √

4 Post test √

D. Research Instrument

Research instrument refers to any equipment used to collect the data.51

As an experimental research, the instrument used in this research was tests.

1. Observation checklist

The observation checklist is used to know the activities during the

teaching learning process, such as how the teacher carried out the material,

what the teacher did to manage the classroom and the student’s response.

2. Item test

Item tests are used to know the ability of the student in pre-test and

post-test.

E.Data Collection Technique

1. Observation

51

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36

Observation is one of the useful research instruments to collect data by

using the power of observation.52 The instrument used is a sheet

implementation learning plans. Observation technique is the main technique in

collecting the data about the students' performance, condition of class, students’

response concerning the use of webbing strategy. It deals with the students

activities in English learning activity

2. Test

Test is a question which is used to measure competence, knowledge,

intelligence, and ability of talent which is possessed by individual or group to

collect data. Test used in this study is pre-test and post-test.

a. Pre test

Before taught new material by webbing strategy, the researcher gave

test to the students. Pre-test was given to the experimental and control

classes in same way. This test was given before the experiment was run.

b. Post test

Post-test was given to the experiment class and control class. It was

given in order to know the score of students’ achievement after they taught

by using webbing strategy (experiment class) and without using by webbing

strategy (control class).

52

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37

F. Data Analysis Technique

In this research, researcher used a true experimental design, because there

are experimental group and the control group. The extraction is done at random.

This can be illustrated as follows:53

R : Experimental and control groups were taken randomly.

O1dan O3 : Both groups observed the pre-test to determine the ability of the

start, which is expected to begin with the same abilities.

O2 : The ability of the students who had been given method webbing

strategy.

O4 : The ability of students without being given method webbing

strategy.

X : Treatment. Over the group as the experimental group were given

treatments, which are used in learning English webbing strategy

method while the bottom group was not given treatment/control

group.

In this case there are two analyses. The first analysis to examine

differences in the ability of the initial experimental group and the control group

53

Prof. Dr. Sugiyono, metode penelitian kuantitatif kualitatif dan R&D (Bandung: ALFABETA, 2011), 159.

R O1 X O2

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38

(O1: O3). The test used T-test. The results are expected no significant difference

initial ability between the experimental and control groups.

The second analysis to get test the hypothesis. The statistical technique

used is the t-test for two related samples. It is to determine the difference between

O2 and O4. If there is a difference which is O2 greater than O4, so the webbing

strategy has a positive effect, and when O2 smaller than O4, it is the negative

effect.54

Test "t" or "t" test is one test statistic used to test the truth or falsity of the

null hypothesis states that the mean between two samples taken at random from

the same population, there are no significant differences.55

Furthermore, the researcher gives rating students vocabulary to interpret

[image:46.612.123.528.203.622.2]

the score of the student.

Table 3.2

Rating scale

Score Criteria

100-85 Excellent

84-70 Good

69-55 Average

54-40 Poor

54

Prof. Dr. Sugiyono, Metode Penelitian Kuantitatif Kualitatif dan R&D (Bandung: ALFABETA, 2011), 159.

55

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39

39-0 Very poor

1. Normality test

Many steps to examine differences in the ability of the initial

experimental group and the control group are follows:

a. Determine the mean of variable I (X), with formula:

Mx or M1 =

b. Determine the mean of variable II (Y), with formula:

My or M2 =

c. Determine the standard deviation of variable X, with formula:

SDx or SD1 =

d. Determine the standard deviation of variable Y, with formula:

SDy or SD2 =

e. Determine the standard error of variable X, with formula:

or =

f. Determine the standard error of variable Y, with formula:

or =

g. Determine the difference of standard error between men variable I and

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40

=

h. Determine by using the formula:

To =

i. Provide interpretation of “ ” with working procedures as follows:

1. Formulate the alternative hypothesis (Ha): there is a significant different

mean between variable X and variable Y.

2. Formulate the null hypothesis (Ho): there is not a significant different

mean between variable X and variable Y.

j. Make comparisons between and tt with the first set a degrees of freedom

with the formula:

df = (N1 + N2) – 2

From the result of df, it can be seen tt at the significance level 5% or

1%. If higher than or equal to tt then the null hypothesis is rejected.

Conversely alternative hypothesis is accepted or approved. Means between the

two variables that we are investigating the difference, significantly indeed

there is a difference. If lower than tt null hypothesis approved or accepted.

Conversely alternative hypothesis is rejected. I mean the difference between

variable I and variable II was not a significant difference.56

56

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41

2. Hypothesis test

Many steps to test the hypothesis are follows:

a. Determine D (difference) between the scores of variable I and the score

variable II. if the score of variable I we give symbol X being variable II

we give the symbol Y, then:

D = X - Y.

b. Summing D, in order to obtain ΣD.

c. Determine the mean of the difference, according to the formula:

MD =

d. Squaring D, and then summed to obtain ΣD2.

e. Determine the standard deviation of the difference (SDD), using the

formula:

SDD=

f. Determine an error of the mean of difference ( ), using the formula:

=

g. Determine by using the formula:

=

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42

1. Formulate first alternative hypothesis (Ha) and null hypothesis (Ho).

2. significansi test, by comparing the magnitude , with the first set

degrees of freedom (df), which can be obtained by the formula:

df = N -1

3. Looking for prices criticism "t" listed in the table value of "t" by

adhering to the df which have been obtained, either from the

significance level of 5% or 1% significance level.

4. Make comparisons between with tt with the benchmark as follows:

a) If higher than or equal to tt then the null hypothesis is rejected.

Conversely alternative hypothesis is accepted or approved. Means

between the two variables that we are investigating the difference,

significantly indeed there is a difference.

b) If lower than tt null hypothesis approved or accepted.

Conversely alternative hypothesis is rejected. I mean the

difference between variable I and variable II was not a significant

difference.57

57

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43 CHAPTER IV

RESEARCH FINDING

A. FINDINGS

1. The Description of Data

To find out the improving of webbing strategy between the students

who were taught by using webbing strategy and the students who were not

taught by using webbing strategy on reading comprehension, especially in

MTs. Al-Raudlah Mojosari Mojokerto, the researcher did an analysis of

quantitative data. The data was obtained by giving test to the experimental

class and control class after giving a different learning both of class. The

subject of this research was divided into two classes. They are class VIII A as

an experimental class and class VIII B as a control class.

In the processing of giving treatment of this study, the researcher

divided the students into four groups. Each group consists of six until seven

students. Each group assigns a writer to write on the paper. The writer makes

a chart on the paper. The teacher says a letter, for example the letter B. The

other students in each group have to mention and dictate the word of the letter

and writer will writes word that appropriate of the material on the paper.

Then, each group must be writing as possible as words in their paper. Groups

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44

processing of giving treatment of this study, students looking interesting and

enjoying to learning English subject.

When the experimental class gets the treatment, the control class only

taught by their teacher own which use conventional method without using

webbing strategy. Then, the researcher conducted a post-test of both classes.

And the result, the score of the experiment class higher than control class. So

the calculate of the data will be showed on form of the table of appendix.

2. The Result of Quantitative Data

In this section the researcher discussed the quantitative data and

included the tables of the pre-test and post-test score and the calculation of

using paired sample t-test.

<