NIKA ASRI, 2013
THE ANALYSIS OF TWO PRE-READING STRATESIES: CONTEXTUAL REDEVINITION AND WORD LIST IN THE ANALYSIS OF TWO PRE-READING STRATEGIES:
CONTEXTUAL REDEFINITIONAND WORD LIST IN EFL LEARNERS’
READING COMPREHENSION
A Research Paper
Submitted to Department of English Education of FPBS UPI as a Partial Fulfillment of One Requirements of Sarjana Pendidikan Degree
Nika Asri 0807329
ENGLISH EDUCATION DEPARTMENT
NIKA ASRI, 2013
Abstrak dalam Bahasa Indonesia
ABSTRAK
Penelitian ini bertujuan untuk menguji yang mana strategi pre-reading apakah Contextual Redefinition atau Word List yang lebih efektif untuk pemahaman membaca siswa khususnya untuk siswa EFL (English Foreign Language). Selain itu, studi ini bertujuan pada penginvestigasian bagaimana respon siswa terhadap kedua strategi yang digunakan. Desain penelitian yang digunakan dalam penelitian ini adalah desain Counterbalance. Dua kelas di kelas delapan di salah satu sekolah menengah pertama di Bandung di pilih berdasarkan kesetaraan nilai mean pre-test. Selain itu metode kuantitatif dan kualitatif digunakan dalam proses pengumpulan data. Kuantitatif data diperoleh dari post-test. Sedangkan, kualitatif data diperoleh dari respon siswa yang diperoleh dari kuesioner dan interviu. Hasil dari studi ini yaitu contextual redefinition terbukti lebih efektif dari word list sebagai strategi
pre-reading. Hal tersebut dilihat berdasarkan nilai mean siswa yang diperoleh dari
post-test. Siswa yang memperoleh strategi pre-reading dengan menggunakan contextual
redefinition memiliki nilai mean yang lebih tinggi dibandingkan siswa yang
dibandingkan contextual redefinition. Berdasarkan penemuan diatas maka direkomendasikan bahwa guru lebih baik untuk menggunakan contextual redefinition sebagai pre-reading strategi karena memiliki beberapa keuntungan.
Abstrak dalam Bahasa Inggris
ABSTRACT
This study aimed to examine which of the two pre-reading strategies, Contextual Redefinition or Word List, is more effective for EFL learners’ reading comprehension. In addition, it was aimed at investigating students’ responses to the use of both strategies. The research design used in this study was counterbalanced. Two intact classes at eight-graders in a junior high school in Bandung were chosen based on the similarity of pre-test mean score. Both quantitative and qualitative methods were used in the process of collecting the data. The quantitative data were obtained from the post-tests. Moreover, qualitative data were gained from questionnaire and interview. The result of the study revealed that contextual redefinition was more effective to be used than word list as pre-reading strategy in reading comprehension. It can be seen from the mean score of the first and the second post-test. The mean score of the students who received contextual redefinition strategy outperformed the mean score of the students who experienced word list strategy (72.13>61.47 and 76.53>71.23). Moreover, the analysis showed that more than half students in group A (56%) and group B (55%) liked to use contextual redefinition better. This was due to the consideration that contextual redefinition could enhance new vocabularies, stimulate language schema, stimulate students’ interest to the words that will be studied, and help the students to decode the difficult term. Although the findings indicated that students preferred to use contextual redefinition than word list, it is interesting to note that significant number of students also acknowledge the importance of the use of word list as pre-reading strategy. In fact, the students in group A (44%) and group B (45%) argued that the use of word list as pre-reading strategy was easier than contextual redefinition. On the basis of the findings, it is recommended that teachers should benefit from a variety of pre-reading strategies, and one of the alternative pre-reading strategies in teaching reading comprehension is contextual redefinition.
TABLE OF CONTENTS
PAGE OF APPROVAL ... Error! Bookmark not defined.
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ACKNOWLEDGEMENT ... Error! Bookmark not defined.
ABSTRACT ... Error! Bookmark not defined.
TABLE OF CONTENTS ... 1
LIST OF FIGURE... 3
LIST OF TABLES ... 4
LIST OF CHARTS ... 5
1.1 Background ... Error! Bookmark not defined. 1.2 Research Question ... Error! Bookmark not defined. 1.3 Aims of the study ... Error! Bookmark not defined. 1.4 Scope of the Study ... Error! Bookmark not defined. 1.5 Significant of the Study ... Error! Bookmark not defined. 1.6 Clarification of Related Terms ... Error! Bookmark not defined. 1.7 Organization the Paper ... Error! Bookmark not defined. 1.8 Concluding Remark ... Error! Bookmark not defined. CHAPTER II ... Error! Bookmark not defined. 2.1.1 Definitions of Reading ... Error! Bookmark not defined. 2.1.2 The Process of Reading ... Error! Bookmark not defined. 2.1.3 The Purpose of Reading ... 12
2.2 Reading Comprehension ... 13
2.3 Pre-reading Strategy ... Error! Bookmark not defined. 2.4 Contextual redefinition in Reading Comprehension ... 19
2.4.1 Definition of Contextual Redefinition ... 19
2.4.2 Contextual Redefinition Procedure in Pre-reading Activity ... Error!
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2.5 Word List in Reading Comprehension ... Error! Bookmark not defined.
2.5.1 Definition of word list ... Error! Bookmark not defined.
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2.6 Related Previous Studies ... Error! Bookmark not defined.
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2.7 Concluding Remark ... Error! Bookmark not defined.
CHAPTER III ... Error! Bookmark not defined.
3.1 Research Design ... Error! Bookmark not defined.
3.1.1 Variable ... Error! Bookmark not defined.
3.1.2 Hypothesis ... Error! Bookmark not defined.
3.2 Population and Sample ... Error! Bookmark not defined.
3.3 Data Collection ... Error! Bookmark not defined.
3.3.1 Research Instruments ... Error! Bookmark not defined.
3.4 Data Collection Procedure... Error! Bookmark not defined.
3.4.1 Organizing Teaching Procedure ... Error! Bookmark not defined.
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3.4.5 Administering Post-test ... Error! Bookmark not defined.
3.5.6 Distribution the Questionnaire ... Error! Bookmark not defined.
3.5 Data Analysis ... 39
3.5.1 Scoring ... 39
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3.5.3 Analysis on the Post-test Scores DataError! Bookmark not defined.
3.5.4 Analysis on the Questionnaire Data .. Error! Bookmark not defined.
3.5.5 Analysis from the Interview Data ... Error! Bookmark not defined.
3.6 Concluding Remark ... Error! Bookmark not defined.
CHAPTER IV ... 49
4.1 Findings ... 49
4.1.1 The Analysis of Pilot Tests ... 49
4.1.2 Pre-test Score Analysis ... Error! Bookmark not defined.
4.1.3 The Post-tests Score Analysis ... Error! Bookmark not defined.
4.1.4 Analysis Questionnaire ... Error! Bookmark not defined.
4.1.5 The Analysis of Interview ... Error! Bookmark not defined.
4.3 Concluding Remark ... Error! Bookmark not defined.
CHAPTER V ... Error! Bookmark not defined.
5.1 Conclusions ... Error! Bookmark not defined.
5.2 Suggestions... Error! Bookmark not defined.
LIST OF FIGURE
Figure 1 Rose (2006 as cited in Snowling, 2009) the simple view of reading…..15
LIST OF TABLES Table 3.1 Counterbalance design ... 31
Table 3.2 Schedule of study in the first condition ... 36
Table 3.3 Schedule of study in the second condition ... 36
Table 3.4 r. coefficient correlation (validity) ... 40
Table 3.5 The criteria of difficulty index ... 42
Table 3.6 The criteria of reliability ... 42
Table 3.7 The interpretation of percentage ... 47
Table 4.1 The validity, level of difficulty, reliability of first pilot test ... 48
Table 4.2 The validity, level of difficulty, reliability of second pilot test ... 50
Table 4.3 The mean score of first and second post-tests... 52
Table 4.4 The Normality score of the first and second post-tests ... 53
Table 4.5 The Homogeneity of variance test of first and second post-tests ... 56
Table 4.6 The independent t-test of first and second post-tests ... 57
Table 4.7 The Analysis of gain score of group A ... 59
LIST OF CHARTS
Chart 4.1 Students’ responses toward in terms of like and dislike English text ... 60
Chart 4.2 Students’ responses toward the Information of English text ... 61
Chart 4.3 Students’ responses toward information from English text ... 61
Chart 4.4 Students’ confidence about their reading skill ... 62
Chart 4.5 Students’ responses toward the use of contextual redefinition and word list as pre-reading strategy in reading comprehension ... 64
Chart 4.6 Students’ obstacle in following contextual redefinition and word list when pre-reading activity ... 65
CHAPTER I INTRODUCTION
The chapter presents background of the research, research questions, aims of the study, scope of the study, significance of the study, clarification of related terms, and organization of the paper.
1.1Background
Reading is an ability to draw meaning from printed page and to construe information appropriately which entails a great deal of practice and skill (Grabe and Stoller, 2002; Mereilon, 2007 as cited in Alemi and Ebadi, 2010). Hence, the main purpose of reading is to comprehend what text is about (Grabe and Stoller, 2002). In comprehending the text, students should have vocabulary knowledge as background knowledge (Biemiller, 2003 as cited in Hackman, 2008; Sedita, 2005). In addition, it is stated that vocabulary knowledge strongly leads to educational success, particularly for secondary levels because students who have large vocabularies can develop new ideas and concepts more quickly than those with limited vocabularies (Sedita, 2005). Therefore, vocabulary knowledge is important because it encompasses all the words we must know to access our background knowledge and it is one of prominent
presented in oral discussion. Related to this idea, therefore, teaching vocabulary is important for the improvement of reading comprehension (Blachowicz, Fisher, and Taffe, 2006 as cited in Hackman, 2008).
Furthermore, there are several studies that have shown the relationship between vocabulary knowledge and reading comprehension (Chall & Jacobs, 2003; Thongyon and Chiramonee, 2011; Chou, 2011). One study comes from Chou (2011) who investigated the effect of vocabulary knowledge and background knowledge on reading comprehension. The results revealed that vocabulary knowledge has strong predictor and correlation in decoding, comprehension especially in reading comprehension because it has similar function with prior knowledge.
who states that poor vocabulary is common problem for the students when they are reading a text and they need a long time to learn new vocabulary. As a result, there is a need to find a way to solve this problem.
In ELT reading classroom, for instance, one of the most common vocabulary learning strategies used in EFL countries is word list (Baleghizadeh and Ashoori, 2010). However, this strategy should be studied further because it is regarded as a boring and stressful way of enhancing vocabulary (Wahyunengsih, 2010 as cited in Roselina, 2011).
Moreover, there is another strategy in learning vocabulary, namely contextual redefinition. Literature on vocabulary and learning strategies has revealed that this
strategy is selected as an alternative vocabulary strategy in promoting students’
Numerous studies have been conducted in relation to use of contextual redefinition in deriving meaning (Jenkin, Matlock, and Slocum, 1989 as cited in Kuhn and Stahl, 1998; Rogers, 2010; Soureshjani, 2011). The result displayed that
contextual redefinition is effective in enhancing students’ vocabulary development
(Jenkin et al., 1989 as cited in Kuhn and Stahl, 1992; Rogers, 2010; Soureshjani, 2011). On the other hand, there are some studies which revealed that word list slightly outperformed contextual redefinition (Amirian and Momeni, 2011; Takashi, 2011). The findings discovered that the use of word list help students memorize vocabulary for test.
Unlike those previous studies which were only concerned about students’ vocabulary enhancement, this study aimed to compare the contextual redefinition and word list as pre-reading strategy in helping students’ reading comprehension and to
examine students’ responses toward the use of those strategies.
1.2Research Question
In conducting this study, there are three research questions as follow:
a. Which pre-reading strategy is more effective in reading comprehension: contextual redefinition or word list?
b. What are the students’ responses toward the use of contextual redefinition as pre-reading strategy in reading activity?
1.3Aims of the study
The research has some aims as follow:
a. to investigate which strategy is more effective between the use of contextual redefinition and word list in helping students’ reading comprehension;
b. to find out the students’ responses on the use contextual redefinition as pre- reading strategy in reading activity, and
c. to find out the students’ responses on the use of word list as pre-reading strategy in reading activity.
1.4Scope of the Study
This study focuses on investigating and comparing contextual redefinition and word list as pre-reading strategy in reading comprehension for eight grade students in one of junior high schools in Bandung. It describes the implementation of contextual redefinition and word list as pre-reading strategy in helping students’ reading comprehension.
1.5Significant of the Study
This study is expected to be significant theoretically and practically. It is hoped to be one of the references for ELT teachers when teaching reading in the classroom especially in EFL context. So, the teacher can gain knowledge that the use of pre-reading activity by using contextual redefinition and word list strategy can
promote students’ vocabulary development in reading comprehension. Theoretically,
alternative pre-reading strategy for teacher in helping EFL learners’ reading comprehension.
1.6Clarification of Related Terms
To avoid misconception, it is required to explain some terms as follows: 1. Pre-reading strategy is an activity which enables students to be supplied by
necessary background to comprehend a material given (Tudor, 1989 as cited in Alemi & Ebadi, 2010)
2. Contextual redefinition is a strategy that introduces new terms which involves context that can help to derive the meaning of the unfamiliar words and facilitate memory by giving the words meaningful associations (Bean, Baldwin, and Readence, 2012). In this study, the students were given some technical term which surrounded by context sentence. Some technical terms are taken from the text that will be read by the students. Then, the words are guessed by the students and verified by the dictionary use or asked to the teacher (Tierney et al., 1985).
3. Word list is an old-fashioned vocabulary learning strategies that makes written or printed notes which includes new, unfamiliar, or noticeable words which are followed by direct meanings (Roselina, 2011; Balegizadeh and Ashoori, 2010).
1.7 Organization the Paper
This paper consists of five chapters: Chapter I
The chapter presents background of the research, research questions, aims of the study, scope of the study, significance of the study, clarification of related terms, and organization of the paper.
Chapter II
This chapter presents several theories that are related to this study. In detail, this chapter explains about the definition of reading, the process of reading, the purpose of reading, reading comprehension, pre-reading strategy, the definition of contextual redefinition, contextual redefinition procedure in pre-reading activity, the definition of word list strategy, and word list procedure in pre-reading activity. Also, this chapter discusses related previous studies about contextual redefinition and word list as the basis of investigating this study
Chapter III
This chapter presents how the research was conducted. Moreover, it tries to examine which strategy between contextual redefinition and word list that gives
significant impact in helping EFL learners’ reading comprehension and how the
students’ responses toward both strategies were. This chapter consists of research
design, population and sample, data collection which includes research instruments, data collection procedures, and data analysis.
This chapter is divided into two main parts, which are findings and discussions. The findings and discussions in this study aim to answer the research questions that investigate which pre-reading strategy is better in helping students’ reading
comprehension and examine students’ responses toward those strategies used. The
findings consist of five parts; namely, pilot test scores analysis, pre-test score analysis, post-test score analysis, the research findings from questionnaire and interview. Then all findings are discussed and interpreted in the discussion part. Chapter V
This chapter contains the conclusions and suggestions from this research. The conclusions are drawn from the findings and discussions of the research. Furthermore, the suggestions are formulated for the English teacher and further researchers.
1.8 Concluding Remark
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The Analysis Of Two Pre-Reading Stratesies: Contextual Redevinition And Word List In Efl Laearnes Reading Conprehension
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents how the research was conducted. Moreover, it tries to examine which strategy between contextual redefinition and word list that gives significant impact in helping EFL learners’ reading comprehension and how the students’ responses toward both strategies were. This chapter consists of research
design, population and sample, data collection which includes research instruments, data collection procedures, and data analysis.
3.1 Research Design
This study employed mix method which involved both quantitative and qualitative method. The quantitative method was used to examine which strategy that is considered to be more effective. Meanwhile qualitative method was used to find out how students’ responses toward the use of contextual redefinition and word list in
helping their reading comprehension. The research method used in this study was experimental research in form of counterbalanced or rotation design. Counterbalance design which is called repeated measured design is a kind of experimental research design where the subjects in the study are exposed to all treatments
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The Analysis Of Two Pre-Reading Stratesies: Contextual Redevinition And Word List In Efl Laearnes Reading Conprehension
The reason for using counterbalanced design in this study because it is designed to get more accurate data and is often used to reduce chances of the order of treatments or other factors negatively influencing the result of the study
(www.explorable.com/counterbalanced-measures-design). Moreover, this kind of
experimental design is more sensitive in detecting the effect of independent variable (www.psychmet.com/id16.html). As a result, the researcher applied both strategies (contextual redefinition and word list) to both groups (group A and B). Hence, both groups belong to experimental group in this study and there is no term of control group because both groups gained equal treatments (Arikunto, 2010).
The research design used in this study can be formulated as follow: Table 3.1
Counterbalance design
Where:
XaT1 = Contextual redefinition treatment XbT2 = Word list treatment
Group Pre-test Treatment Posttest Treatment Posttest
Group A O XaT1 O XbT2 O
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The Analysis Of Two Pre-Reading Stratesies: Contextual Redevinition And Word List In Efl Laearnes Reading Conprehension
3.1.1 Variable
Hatch and Farhady (1982) state that variable is attributed to a person or an object which varies from person to person or object to object. There are two kinds of variable that can be classified; they are independent variable and dependent variable. Independent variable is the treatment or manipulated variables, while dependent one is the criterion or outcome variable which depend on what the independent variable affects it (Fraenkel and Wallen, 1993). There were two independent variables which were used in this study; they were contextual redefinition and word list strategy.
Meanwhile, the dependent variable used was students’ reading comprehension.
3.1.2 Hypothesis
In addition to determining the variable, stating one or more hypothesis is also required in any experimental study. Hypothesis is a prediction of several kinds of possible result of the research (Fraenkel & Wallen, 1993). The hypothesis that scientist wants to support or to prove is known as research hypothesis which is symbolized as H1, while the “everything else” hypothesis is called null hypothesis
which is symbolized as Ho (Kranzler & Moursund, 1999). The primary use of inferential statistic is that of attempting to reject Ho.
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The Analysis Of Two Pre-Reading Stratesies: Contextual Redevinition And Word List In Efl Laearnes Reading Conprehension
H0: there is no difference of post-test scores in reading text by using contextual
redefinition and using word list as strategy in helping students’ reading comprehension.
3.2 Population and Sample
Population is a group which is intended to apply in a research, while sample is a group in a study which aimed to collect information (Fraenkel and Wallen, 1993). The sample in this study consisted of 77 second-grade students of one junior high school in Bandung who were divided into two groups, they are group A and B. The basis for choosing the sample is the students’ mean score in pre-test.
3.3 Data Collection
In gathering the data, several instruments were employed in this study, namely pre-test, post-tests, questionnaires, and interviews. Administered to both groups, the two tests diverged in their administering time as pre-test was given prior to the treatment and post-test after the treatment. On the other hand, questionnaires and interviews were administered to some students from both groups.
3.3.1 Research Instruments
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The Analysis Of Two Pre-Reading Stratesies: Contextual Redevinition And Word List In Efl Laearnes Reading Conprehension
that randomly chosen and it was aimed at deciding the classroom that would be used in the study. The post-test was conducted to know how far the treatments worked. The questionnaire was distributed twice. First, it was distributed before doing treatment and it aimed to know how the students’ responses to their reading skill.
Second, the questionnaire was distributed after post-test to both groups (group A and B). It aimed to know how the students’ responses to the use of contextual redefinition
and word list in their reading comprehension.
Questionnaire is a number of written questions used to gain information from the respondents in the form of statements from themselves or things that they know (Arikunto, 2010). In addition, the use of questionnaire has advantages and disadvantages (Creswell, 2008). The advantage is that they can be mailed or given to a large numbers of people at the same time. Meanwhile the disadvantages are that the unclear or seemingly ambiguous question cannot be clarified and respondent has no chance to expand on, or react verbally to a question of particular interest or importance. The questionnaire in this study included ten closed question to avoid students’ inappropriate answer.
After distributing the questionnaire, interview was administered to give further information about how they gave their responses toward the use of contextual redefinition and word list in reading activity.
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The Analysis Of Two Pre-Reading Stratesies: Contextual Redevinition And Word List In Efl Laearnes Reading Conprehension
3.4.1 Organizing Teaching Procedure
In organizing teaching procedure, the researcher became a teacher and also a facilitator for group A and B. The teaching procedure was organized through two steps. The first step was preparing suitable material for teaching and learning process during the treatment and the second step was organizing teaching procedure in both groups. The teaching procedure in group A used word list and in group B used contextual redefinition.
3.4.2 Administering Pilot Test
Before giving the treatments, the researcher administered pilot test. Pilot-test aims to measure the validity and reliability of the instrument. The pilot test was administered in another class which was not involved in the study as experimental group. The pilot test was administered on Friday, January 11th 2013 in class VIII F.
3.4.3 Administering Pre-test
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The Analysis Of Two Pre-Reading Stratesies: Contextual Redevinition And Word List In Efl Laearnes Reading Conprehension
calculated to know which classrooms that had similar score. Then, it was selected to be the participants in this study.
3.4.4 Conducting the Treatments
In this study, two treatments were conducted to both groups (group A and B). There were two conditions in this study. In the first condition, group A received word list and group B received contextual redefinition strategy. Later, after 4 sessions, it was rotated so that group A received contextual redefinition and group B received word list. Although the methods were different, the learning materials were approximately similar as can be seen in the following teaching schedule:
Table 3.2
Schedule of Study in the First Condition No.
Date Learning Material in Group A Learning Material in Group B
1
January 16th, 2013
Introducing the descriptive text, the generic feature: simple present, the generic structure, and introduction word list strategy.
Introducing the descriptive text, the generic feature: simple present, the generic structure, and introduction contextual redefinition strategy.
2
January 18th, 2013
Descriptive text: San Francisco using word list strategy and explaining the purpose of the text.
Descriptive text: San Francisco using contextual redefinition strategy about the purpose of the text.
Descriptive text about fish using contextual redefinition strategy and explaining about the purpose of the about the purpose of the text.
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The Analysis Of Two Pre-Reading Stratesies: Contextual Redevinition And Word List In Efl Laearnes Reading Conprehension
Schedule of Study in the Second Condition
No. Date Learning Material in Group A Learning Material in Group B
1
February 1st, 2013 Descriptive text about Borobudur temple using contextual redefinition strategy.
Descriptive text about Borobudur temple using word list.
2.
February 6th, 2013 Descriptive text about summer in Madrid using contextual redefinition strategy.
Descriptive text about summer in Madrid temple using word list strategy.
3.
February 8th, 2013 Descriptive text about France temple
using contextual redefinition strategy.
Descriptive text about France temple using word list strategy.
4
February 13th, 2013 Descriptive text about Ottawa using contextual redefinition strategy.
Descriptive text about Ottawa using word list strategy.
5
February 15th, 2013 Posttest Posttest
3.4.5 Administering Post-test
In this study the post-test was administered twice and it aimed to get the valid data of the use contextual redefinition and word list in teaching reading. Post-test was administered after the samples received the treatments in each condition. The first post-test was administered to both groups after receiving word list and contextual redefinition. Next, the second post-test was given after the treatments were rotated to both groups, so group A received word list strategy while group B received contextual redefinition.
3.5.6 Distribution the Questionnaire
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The Analysis Of Two Pre-Reading Stratesies: Contextual Redevinition And Word List In Efl Laearnes Reading Conprehension
was aimed at finding out how students’ responses toward the use of contextual
redefinition and word list in teaching reading activity.
The students in both groups were given five closed questions in the preliminary observation questionnaire and ten closed questions in post-treatment questionnaire. It aimed to avoid inappropriate reasons that are usually found in the open-ended questionnaire (Arikunto, 2010). The questionnaire is aimed at supporting the data to gather more information about the students’ responses to the use of contextual
redefinition and word list based on students’ point of view (Arikunto, 2010). The preliminary observation and post-treatment questionnaires in this study can be seen in appendix B.
3.4.7 Conducting Interview
Cohen et al. (2007) proposes that interview is a tool for collecting data which is very flexible; interviewer’s control over the order of the interview can be maintained
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The Analysis Of Two Pre-Reading Stratesies: Contextual Redevinition And Word List In Efl Laearnes Reading Conprehension
After having treatment in two different conditions, the students in the preliminary observation interview were assigned into three categories. First, three participants from group A and B who liked more contextual redefinition and three participants who liked more word list respectively. Second, the three participants from group A and B who had obstacle in contextual redefinition and three participants who had obstacle in word list. The last, three participants from group A and B who saw the advantages of using contextual redefinition and three participants who saw the advantages of using word list.
The interview employed open-ended question which required students’ explanation about their ideas related to their own ability in reading text after having treatment (contextual redefinition and word list). Furthermore, the students’ answer in
the interview will become a basis in determining students’ responses toward the use of contextual redefinition and word list in reading activity.
3.5 Data Analysis 3.5.1 Scoring
The instrument used in this study was in the form of multiple-choice questions. After the data were collected, then the data would be analyzed by using scoring technique formula. The formula proposed in the study by Arikunto (2002) is as follows:
S = R
where,
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The Analysis Of Two Pre-Reading Stratesies: Contextual Redevinition And Word List In Efl Laearnes Reading Conprehension
3.5.2 Data Analysis in the Pilot test
The data that were obtained from the pilot test were analyzed to measure the validity, the level of difficulty, and the reliability (Anwar, 2004).
3.4.2.1 Validity test
Validity as stated by Coolidge (2000) is the extent of which the result of procedure serves the uses for which they intended. It also was administered to prevent the researcher makes inaccurate conclusion or inference about the object of the study.
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The Analysis Of Two Pre-Reading Stratesies: Contextual Redevinition And Word List In Efl Laearnes Reading Conprehension
or true/false) and the data which belongs to nominal data (Guilford, 1979 & Friedenberg, 1995). Nominal data is the data that has no numerical meaning and has characteristic such as there is no level in the options of instruments. It means that the number that given in the option of the instrument just becomes the label (Suharto, 2008).
In measuring the validity of the instruments which are consisted of nominal data, Coefficient Correlation Biserial Point was used in this study. The data was calculated
by using Microsoft Office Excel 2007 for Windows. The formula of the coefficient
X An average score only to students who has right answer to the i item
p = Quantity/proportion to the students who has right answer to the i-item
1- p = Quantity/proportion from the students who has false answer to the i-item
X
SD Standard deviation of a whole student
Table 3.4
r Coefficient Correlation (Validity)
Raw score Interpretation
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The Analysis Of Two Pre-Reading Stratesies: Contextual Redevinition And Word List In Efl Laearnes Reading Conprehension
3.5.2.2 The Level of Difficulty
The study adopted the formula of Heaton who states that the index of difficulty or facility value of an item shows how easy or difficult the certain item established in the test is. In test construction, it is mentioned that the level of difficulty of question is very important because it can influence the characteristic of score distribution and it is related to reliability. According to Coefficient Alfa Clan KR-20, the more correlation between the questions, so the more level of reliability will be (Nunnally, 1981: 270-271)
The following formula was used by the researcher to calculate the index of difficulty of an item. The formula used is as follows:
Where,
FV = Facility or index difficulty R = Number of correct answer
N = Number of the students taking the test
Table 3.5
Criteria of difficulty index
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The Analysis Of Two Pre-Reading Stratesies: Contextual Redevinition And Word List In Efl Laearnes Reading Conprehension
3.5.2.3 Reliability
In the study, the reliable instrument is used to get the valid data. Therefore, reliability of the instrument used has to be held. It is supported by Sugiyono (2003) who argued if the researcher uses the valid and reliable instrument in collecting data, so it is expected that the result of the study will be valid and reliable too. Besides, he argued that reliability of the instrument is a requirement to do a validity test of the instrument.
In this study the researcher tried to measure the reliability by using Kuder-Richardson (KR-20) formula in Microsoft Office Excel for Windows. This method
can draw the variation of items for the right or false answer which is given the range score that started from 0 until 1 (Guilford and Benjamin, 1978).
The formula of Kuder Richardson (KR-20) is:
Nika Asri, 2013
0.40 - < 0.70 The relationship is quite reliable 0.70 – < 0.90 The relationship is reliable 0.90 - < 1.00 The relationship is very reliable
1.00 The relationship is perfect
Guilford (1956 as cited in Guilford 1979)
3.5.3 Analysis on the Post-test Scores Data
In this study, post-test was conducted twice. Because this study belongs to separated groups, each group has equal level in gaining treatments, so the t-test for a difference between two independent means can be calculated after doing treatment. It also was given to prove Ha and reject Ho. Beforehand, hypothesis was stated with the alpha level at 0.05.
The t-test can be calculated if the data is normally distributed and the variances are equal (Ibrahim, 2012). The normality test was analyzed by using Kolmogorov-Smirnov, while the homogeneity of variances was analyzed by using Levene test
formula in SPSS 19.0. Independent sample t-test was also used to analyze post-test scores of students in both groups to compare mean of both groups. The calculation of effect size was conducted by using tobt from the independent sample t-test posttest.
3.5.3.1 The Normal Distribution test
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The Analysis Of Two Pre-Reading Stratesies: Contextual Redevinition And Word List In Efl Laearnes Reading Conprehension
of scores with the same mean and standard deviation (Field, 2005 as cited in Ibrahim, 2012). Moreover, Kolomogorov Smirnov test can be used to analyze the data in small or large samples. Since the study used a small number of samples, this test was used to analyze whether the data in this study was normally distributed or not. In addition, the test was calculated by using SPSS 19.0 for Windows.
There are three steps in conducting the normality distribution test, they are: stating hypothesis and setting alpha level, analyzing the groups of scores using Kolmogorov-Smirnov formula, and interpreting the output data. For the first step, the
alpha level set is at 0.05 (two tailed test) and the hypothesis is as follows:
Ho = the scores of both groups (group A and B) are normally distributed. Ha = the scores of both groups (group A and B) are not normally distributed. The output of the data is interpreted by this way: if the result is not significant (p < 0.05) it tells us that the distribution of the sample is significantly different from normal distribution. On the other hand, if the result is significant (p > 0.05) then the distribution is not significantly different from normal distribution (Field, 2005 as cited in Ibrahim, 2012).
3.5.3.2 The Homogeneity of Variance test
In order to analyze the homogeneity of variance of the scores, the researcher employed Levene test in this study. The Levene test’s hypothesis is that the variance
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The Analysis Of Two Pre-Reading Stratesies: Contextual Redevinition And Word List In Efl Laearnes Reading Conprehension
There are three steps in conducting Levene’s test. First step is stating the hypothesis and setting the alpha level. The null hypothesis is that variances of both groups are homogenous and for alternative hypothesis the variance both groups are not homogenous. The alpha level set is at 0.05 as this is maximum point that can be tolerated. Second step is analyzing the test by using SPSS 19.0 for Windows. Third step is interpreting the output data. If the result of the test is interpreted to be significant at p ≤ .05, it is concluded that the null hypothesis is incorrect and the
variances are significantly difference. On the other hand, the result is interpreted to be not significant if p > .05 and it means that the null hypothesis is accepted and the variances are approximately equal (Field, 2005 as cited in Ibrahim, 2012).
3.5.3.3 The Independent t-test
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The Analysis Of Two Pre-Reading Stratesies: Contextual Redevinition And Word List In Efl Laearnes Reading Conprehension
hypothesis and setting the alpha level, analyzing the group scores using the independent group t-test in SPSS 19.0 for Windows which results in the t value or tobt
and comparing the tobt with the level of significance for testing the hypothesis. And
the hypothesis set is as follow:
Ho = the two samples are from the same population; there is no significant differences between both samples.
Ha = the two samples are from the same population; there is significant differences between both samples.
For the third step, if the tobt is equal to or greater the level of significance (tcrit), the
null hypothesis is rejected; two groups are significantly different.
3.5.3.4 Index Gain
Index gain was calculated to know how effective the uses of contextual redefinition or word list in improving students’ reading comprehension were.
Normalized gain scores were obtained from the calculation by using the formula:
Normalized gain = Posttest score – pre-test score
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The Analysis Of Two Pre-Reading Stratesies: Contextual Redevinition And Word List In Efl Laearnes Reading Conprehension
3.5.4 Analysis on the Questionnaire Data
According to the previous explanation, questionnaire is a number of written questions to obtain information from respondents in the form of statement about themselves or things that they know (Arikunto, 2010). In this study the researcher used multiple choices questionnaire so the result is in presentation form. The formula used in analyzing the questionnaire is described as follows:
Where:
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The Analysis Of Two Pre-Reading Stratesies: Contextual Redevinition And Word List In Efl Laearnes Reading Conprehension
contextual redefinition and word list strategy in EFL learners’ reading
comprehension.
3.5.5 Analysis from the Interview Data
The interviews which were administered to the students of both groups are all recorded. The recording is then transcribed, labeled, and coded based on the students’
answer. After that, the answers are classified into several categories and also analyzed until the trends are recognized. Finally, it becomes the basis for explanation in answering the second and third research questions. The data transcription can be seen in appendix D.
3.6 Concluding Remark
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter contains conclusions and suggestions from this research. The conclusions are drawn from the findings and discussions of the research. Furthermore, the suggestions are formulated for English teachers and further researchers.
5.1 Conclusions
As explained earlier, the main purpose of this study was to examine which strategy was more effective between contextual redefinition and word list in helping EFL learners’ reading comprehension. Moreover, this study also aimed to elicit students’ responses toward the use of contextual redefinition and word list as
pre-reading strategy during reading activity.
After analyzing the whole data, it can be concluded that contextual redefinition is more effective in helping the students’ reading comprehension. Furthermore, the findings from questionnaire and interview revealed that the students gave positive responses toward the implementation of contextual redefinition as pre-reading strategy in their reading activity.
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the use contextual redefinition is in creating students’ interest in the words to be studied. Therefore, they are interested in following reading activity.
In addition, using contextual redefinition in deriving new words is regarded as more enjoyable and challenging strategy by the students. They feel it is challenging because it is like a guessing game. Another important thing in using contextual redefinition is making student retain the vocabulary longer. Then, the vocabulary will be kept in working memory as background knowledge that are
essential for building reader’s interpretation of the text. The last, contextual
redefinition helps students to decode the difficult term that are encountered in the text.
Despite the advantages of using contextual redefinition, the disadvantage of this strategy was also found. The students tend to make a haphazard guessing from the word that is covered by context clue. Hence, the words selected that used in a sentence should be noticed; 95% of words provided should be familiar to the students because the students willfeel difficult to guess the unknown word if they think the sentence provided are also difficult.
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Meanwhile, the disadvantage of this strategy was believed to be boring and stressful way of enhancing new vocabularies. It is believed that looking up a word which has multiple meaning in the dictionary can make the learners become frustrated.
To sum up, the major pedagogical implication to be drawn from this study is that the students need to activate their background knowledge about the topic before they begin to read. The background knowledge can help students to interpret what the text is about, so the students can comprehend the text easily (Tierney et al., 1985). Moreover, on the basis of the findings, it is recommended that teachers should benefit from a variety of pre-reading strategies, and one of the alternative pre-reading strategies to activate the background knowledge in reading comprehension is contextual redefinition.
5.2 Suggestions
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should guide the students in using dictionary, so that the students do not confuse to find suitable meaning from the L2.
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