THESIS
BY: YAMONI LAIA Reg. Number: 112108099
INSTITUTE OF TEACHER TRAINING AND EDUCATION OF GUNUNGSITOLI FACULTY OF EDUCATION OF LANGUAGES AND ARTS
THESIS
Submitted the English Education Study Program in Partial Fulfillment of the Requirements for the Degree
ofSarjana Pendidikan
BY: YAMONI LAIA Reg. Number: 112108099
INSTITUTE OF TEACHER TRAINING AND EDUCATION OF GUNUNGSITOLI FACULTY OF EDUCATION OF LANGUAGES AND ARTS
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Ability in Reading Comprehension at the Eighth Grade of SMP Negeri 4 Huruna in 2015/2016. Thesis Advisors (1) Drs. Ellyanus, M.Pd and (2) Yasminar Amaerita Telaumbanua, M.Pd
Key Words: Literature Circles Strategy, Students’ Ability in Reading Comprehension
Reading comprehension is an activity of constructing meaning to form a deeper understanding of a written language. It can be stated that reading comprehension is getting all the information from the text by understanding the definition of each word, sentence, and paragraph done by the students. However, the students at the eighth grade of SMP Negeri 4 Huruna could not comprehend the content of the text well. Therefore, the researcher proposed Literature Circles Strategy to be applied in teaching reading Comprehension to the students.
The purpose of the research was to investigate whether there was a significant effect of using Literature Circles Strategy towards the students’ ability in reading comprehension at the eighth grade of SMP Negeri 4 Huruna in 2015/2016. The researcher took the sample by using Cluster Sampling Technique. The researcher selected the sample of the research which consisted of 60 students. The researcher gives pre test to both of the groups that are control group and experimental group to find the normality and the homogeneity of the data. The data of both groups were normal and homogenous.
After the data were normal and homogenous, the researcher did the treatment to the experimental group by using Literature Circles Strategy. Then, the researcher gave post-test to both of the groups to get the result of the treatment and to examine the normality of data and homogeneity of the sample with the purpose to decide whether the researcher used parametric or non parametric statistic in examining the hypothesis. Based on the result of the data computation, it showed that the mean value is 79.67 stated good. It is higher than the pre-test result. In the control group, the researcher taught the students by using Conventional Strategy. The result of the post test is 61.33 stated enough. The data were normal and homogenous.
Based on the result of the hypothesis testing by using t-independent, the Negeri 4 Huruna in 2015/2016.
From the result of the research, the researcher has some suggestions such as (a) The English teacher should apply Literature Circles Strategy in teaching reading comprehension. (b) The English teacher should apply Literature Circles Strategy in maintaining the high value of students’ ability in reading comprehension. (c) The
English teacher should be able to prepare a reading text that is appropriate and interest -ing to the students. (d) The researcher expects that the next researchers use Literature Circles Strategy in teaching reading especially in recount text.
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First of all the researcher thanks to Jesus Christ, for His Holly Spirit, Love and
Blessing to the researcher to finish this thesis entitled, “The Effect of Literature
Circles Strategy on the Students’ Ability in Reading Comprehension at the
Eighth Grade of SMP Negeri 4 Huruna in 2015/2016”.
During studying in IKIP Gunungsitoli from the beginning until finishing in
arranging the thesis, the researcher has been supported from many sides that always
help and motivate him anytime. Hence, he wants to express his sincere appreciation
and thanks to:
1. Mr. Henoki Waruwu, M.Pd., as the Rector of IKIP Gunungsitoli, who has given
the authentication for the thesis.
2. Mr. Adieli Laoli, S.Pd., M.Pd., as the Dean of Languages and Arts Faculty and as
examiner of research method who has given suggestion, idea, opinion to arrange
this thesis well.
3. Miss Yasminar Amaerita Telaumbanua, M.Pd, as the chair of the English
Education Study Program and as the Second Advisor, who has given suggestion
for him in arranging the thesis well.
4. Mr. Afore Tahir Harefa, S.Pd., M.Hum, as the Secretary of English Education
Study Program and as the Examiner of Study, who always supports him, give the
improvement in the thesis.
5. Mr. Drs. Ellyanus, M.Pd., as the first advisor, who has given motivation and
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7. All of the lecturers of English Education Study Program at IKIP Gunungsitoli
who had taught him well during studying at IKIP Gunungsitoli.
8. Mr. Sada’aro Laia, S.Pd, as the headmaster of SMP Negeri 4 Huruna for the
occasion given in conducting the research in his school.
9. His beloved father (Alisandre Laia/passed away), mother (Fatiba Halawa) and
beloved sisters/brothers (A. Yutina, A. Gamosi, A. Amira, A. Badia, I. Suma,
A/I. Nofe), who always pray, support his financial, and support the researcher to
finish the research and motivate him during studying in the English Education
Study Program of IKIP Gunungsitoli.
10. His close friends (Fatur, Lanang, Frans) and the whole classmates in Class B that
are never quit helping and supporting him.
Thank you for all your pray, love and help. God bless you!
Gunungsitoli, December 2017 The researcher,
Yamoni Laia
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Page
ABSTRACT... i
ACKNOWLEDGEMENTS ... ii
TABLE OF CONTENTS ... iv
LIST OF TABLES ... viii
LIST OF FIGURES ... x
LIST OF APPENDICES ... xi
CHAPTER I INTRODUCTION ... 1
A. Background of the Problem ... 1
B. Identification of the Problems ... 4
C. Limitation of the Problem ... 4
D. Formulation of the Problem ... 4
E. Purpose of the Research ... 5
F. Research Hypotheses ... 5
G. Significances of the Research ... 5
H. Assumptions of the Research ... 6
I. Limitation of the Research ... 6
J. Key Terms Definitions of the Research ... 7
CHAPTER II REVIEW OF RELATED LITERATURE ... 8
A. Theoretical Framework ... 8
v
c. Advantages and Disadvantages of Literature Circles
Strategy ... 11
d. Procedure of Conventional Teaching Strategy ... 12
e. Advantages and Disadvantages of Conventional Teaching Strategy ... 13
f. Relationship between Literature Circles Strategy and Reading Comprehension ... 13
2. Reading ... 14
a. Definitions of Reading ... 14
b. Purposes of Reading ... 15
c. Processes of Reading ... 17
d. Teaching Reading ... 18
e. Reading Comprehension ... 20
1) Definition of Reading Comprehension ... 20
2) Levels of Reading Comprehension ... 21
3) Syllabus of Reading of SMP Negeri 4 Huruna ... 22
4) Evaluation of Reading ... 24
B. Latest Related Research ... 26
C. Conceptual Framework ... 27
CHAPTER III RESEARCH METHOD ... 29
A. Design of the Research ... 29
vi
E. Procedure of Collecting the Data ... 34
F. Techniques of Analyzing the Data ... 35
1. Try out Instruments ... 35
a. Validity ... 35
b. Reliability ... 36
c. Item Facility Analysis ... 37
2. Data Analysis ... 38
a. The Students’ Ability in Reading Comprehension ... 38
b. Mean Score and Standard Deviation ... 39
c. Variance ... 40
d. Examining the Normality of Data ... 40
e. Homogeneity of Sample ... 41
f. The Hypothesis ... 41
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS ... 44
A. Research Findings ... 44
1. Try-Out Instruments ... 45
a. Validity ... 45
b. Reliability ... 46
c. Item Facility Analysis ... 46
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2) Standard Deviation ... 47
3) Variance ... 48
4) Normality Test ... 48
5) Homogeneity of Sample ... 49
b. Hypotheses Testing ... 49
B. Discussions... 50
1. Common Response of the Research’s Problem ... 50
2. Analysis and Interpretation of the Research Findings ... 51
3. Research Findings versus the Latest Related Research ... 52
4. Research Findings versus Theory ... 53
5. Research Findings Implication... 54
6. Analysis and Research Findings Limitations... 55
CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 56
A. Conclusions ... 56
B. Suggestions ... 57
BIBLIOGRAPHY ... 58
viii
1. Research Design ... 30
2. The Population Condition of the Eighth Grade of SMP Negeri 4 Huruna ... 32
3. The Total Sample at the Eighth of SMP Negeri 4 Huruna ... 33
4. The Table of Using Lilliefors Formula ... 41
5. Silabus ... 60
6. The Grill Test ... 76
7. The Test Instruments Validity ... 96
8. Students’ Ability in Reading Comprehension Try-Out Test for Pre-Test .... 100
9. Students’ Ability in Reading Comprehension Try-Out Test for Post-Test .. 102
10. Calculation of Validity Pre-Test ... 104
11. The Result of Validity Test from Item 1 To 20 for Pre-Test ... 105
12. Calculation of Validity Post-Test ... 107
13. The Result of Validity Test from Item 1 To 20 for Post-Test ... 108
14. The Result of Reliability Test for Pre-Test ... 110
15. The Result of Reliability Test for Post-Test ... 115
16. Item Facility Analysis for Pre-Test ... 119
17. Item Facility Analysis for Post-Test ... 120
18. Students’ Ability in Reading Comprehension Pre-Test in Control Group ... 121
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22. Mean, Standard Deviation and Variance Pre-Test in Control Group ... 129
23. Mean, Standard Deviation and Variance Post-Test in Control Group ... 130
24. Mean, Standard Deviation and Variance Pre-Test in Experimental Group... 131
25. Mean, Standard Deviation and Variance Post-Test in Experimental Group . 132 26. The Examining of Normality in the Pre-Test of Control Group ... 133
27. The Examining of Normality in the Post-Test of Control Group ... 134
28. The Examining of Normality in the Pre-Test of Experimental Group ... 135
x
Figure Page
1. The Conceptual Framework of Conducting the Research ... 28
xi
Appendix Page
1. Silabus... 59
2. a. Lesson Plan (Control Group) ... 61
b. Lesson Plan (Experimental Group) ... 64
3. a. Material (Control Group) ... 68
b. Material (Experimental Group) ... 70
4. Test for Try-Out ... 72
5. The Grill Test ... 76
6. Pre-Test (Control Group) ... 80
7. Pre-Test (Experimental Group) ... 84
8. Post-Test (Control Group) ... 88
9. Post-Test (Experimental Group) ... 92
10. The Test Instruments Validity ... 96
11. a. Students’ Ability in Reading Comprehension Try-Out Test for Pre-Test ... 100
b. Students’ Ability in Reading Comprehension Try-Out Test for Post-Test ... 102
12. a. Calculation of Validity Pre-Test ... 104
b. Calculation of Validity Post-Test ... 107
13. a. The Result of Reliability Test for Pre-Test ... 110
b. The Result of Reliability Test for Post-Test ... 115
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b. Students’ Ability in Reading Comprehension Post-Test
in Control Group ... 123
16. a. Students’ Ability in Reading Comprehension Pre-Test in Experimental Group ... 125
b. Students’ Ability in Reading Comprehension Post-Test in Experimental Group ... 127
17. a. Mean, Standard Deviation and Variance Pre-Test in Control Group ... 129
b. Mean, Standard Deviation and Variance Post-Test in Control Group ... 130
18. a. Mean, Standard Deviation and Variance Pre-Test in Experimental Group ... 131
b. Mean, Standard Deviation and Variance Post-Test in Experimental Group ... 132
19. a. The Examining of Normality in the Pre-Test of Control Group ... 133
b. The Examining of Normality in the Post-Test of Control Group ... 134
20. a. The Examining of Normality in the Pre-Test of Experimental Group ... 135
b. The Examining of Normality in the Post-Test of Experimental Group ... 136
21. a. The Homogeneity of Sample in the Pre-Test ... 137
b. The Homogeneity of Sample in the Post-Test ... 139
CHAPTER I INTRODUCTION
A. Background of the Problem
Reading is process of understanding a lot of information from the reading text,
such as; books, magazines, newspapers, letters, posters, advertisements, comics,
internet, and so forth. Through reading activity, the students can identify the symbols
of language and conceive the content of the text. According to Anne (2003:8),
“Reading is the ability to draw meaning from the printed page and interpret this
information appropriately”. It implies that reading is capability of the reader to
paraphrase the information that is gotten from the reading text. Comprehending the
information from the text can be done by combining the background knowledge of
the reader and the content of the text.
Comprehension is a goal of reading skill. Reading without comprehension is
chaffy. Thereby, reading and comprehension should be done concurrently in
understanding the deeper meaning of the text. According to Brassel and Rasinski
(2008:18), “Reading comprehension is the ability to take information from written
text and do something with it in a way that demonstrates knowledge or understanding
of that information”. It clarifies that reading comprehension is process of the reader’s
thinking to acquire the whole content or information from the passage text. In doing
reading comprehension, it is necessary for the students to think critically for
analyzing the real information from the text.
Reading competence of the English text is one of the skills that should be
mastered by the students in the school. As poured in the competence standard of
reading syllabus of Education Unit Curriculum 2006 of English subject at the eighth
grade of SMP Negeri 4 Huruna, the students are expected to be able to comprehend
the meaning of written functional text and simple short essay in descriptive and
recount texts related to the environs. While, the basic competence expects the
students to be able to respond the meaning of the written functional text and short
essay in simple descriptive and recount with utterance, stress and intonation that is
acceptable related to the environs.
However, observation result at the eighth grade of SMP Negeri 4 Huruna
shows that most of the students can not comprehend the information from recount
text. Since; the lack of students’ vocabulary, the lack of students’ opportunity to
express their opinion when conducting the teaching-learning activity, and the students
can not share the main idea which is gotten from the reading text.
Appearing of the students’ problems can be affected by some factors, such as;
the students seldom comprehend the reading text collaboratively, the members of
each groups do not know their roles, so that not all the students were active in
comprehending the content of the reading text, and the students were not accustomed
to comprehend the text collaboratively.
The problems aforementioned make the students unreachable the Minimum
Competence Criterion (MCC) that has been decided (65) in education curriculum.
Most of the students got the low mark than MCC. So, if the problems continuously
is expected to find out the solution of the students’ problem in understanding the
content of text.
According to the Education Unit Curriculum 2006 right now, the teacher
should apply the various strategy in teaching English to the students. Besides, the
teacher must create the good atmosphere and interesting strategy during the
teaching-learning activity. Thereby, the students’ problem in understanding the content of
English texts can be solved.
Based on the clarification about the students’ problems above, the researcher
wants to help the students to overcome the problems by offering a certain strategy.
The researcher promotes Literature Circles Strategy to solve the students’ problems in
understanding the content of the text particularly recount text. According to
Vialpando and Jane (2005:39),
Literature Circles is a strategy to learning based on the premise that talking about a piece of literature with others allow students to explore half formed ideas, to expand students’ understandings of literature through hearing others’ interpretations, and to become readers who think critically and deeply about what they read.
It implies that Literature Circles Strategy is a teaching strategy which gives
the students opportunity to explore the idea from the text, to expand students’
understandings of the text through hearing others’ interpretations, and think critically
about the text.
To know the students’ ability in reading comprehension, the researcher did
Literature Circles Strategy. Therefore, the researcher conducted the research
Reading Comprehension at the Eighth Grade of SMP Negeri 4 Huruna in 2015/2016”.
B. Identification of the Problems
Based on the background of problems, the researcher identifies some
problems related to the students’ ability in reading comprehension, namely:
1. The students could not comprehend the content of recount text individually.
2. The lack of students’ vocabulary.
3. The lack of students’ opportunity to express their opinion when conducting the
teaching-learning activity.
4. The students could not share the main idea which is gotten from the reading text.
C. Limitation of the Problems
In doing the research, the researcher limited himself to search about the effect
of Literature Circles Strategy on the students’ ability in reading comprehension about
personal recount text at the eighth grade of SMP Negeri 4 Huruna in 2015/2016.
D. Formulation of the Problem
To clarify the result of the research, the researcher formulated the problem,
namely: “Is there a significant effect of Literature Circles Strategy on the students’
ability in reading comprehension about personal recount text at the eighth grade of
E. Purpose of the Research
The purpose of the research is to find out whether there is or not a significant
effect of Literature Circles Strategy on the students’ ability in reading comprehension
about personal recount text at the eighth grade of SMP Negeri 4 Huruna in
2015/2016.
F. Research Hypotheses
The hypotheses of the research are:
Ha : There is a significant effect of Literature Circles Strategy on the students’
ability in reading comprehension about personal recount text at the eighth
grade of SMP Negeri 4 Huruna in 2015/2016.
Ho : There is no any significant effect of Literature Circles Strategy on the
students’ ability in reading comprehension about personal recount text at the
eighth grade of SMP Negeri 4 Huruna in 2015/2016.
G. Significances of the Research
The result of the research was signified for all the following people.
1. The researcher himself, to know the students’ ability in reading comprehension
after applying Literature Circles Strategy.
2. The English teacher, as a guideline to teach reading comprehension in the school.
3. The students, as a motivation for them in reading recount text collaboratively.
4. The next researchers, as the comparison and reference to search about the related
5. The readers, as additional knowledge of how to teach reading comprehension to
the students.
H. Assumptions of the Research
In doing the research, the researcher assumes that,
1. Reading is one of the skills that should be mastered by the students in learning
English.
2. Literature Circles Strategy can stimulate the students’ thought to comprehend the
content of the reading text.
I. Limitations of the Research
In doing the research, the researcher has some limitations, as follows.
1. The setting of the research was SMP Negeri 4 Huruna.
2. The population of the research was the eighth grade of SMP Negeri 4 Huruna in
2015/2016.
3. Sample would be taken trough cluster sampling.
4. The teaching material was recount text, type is personal recount text.
5. The researcher conducted the experimental research of quantitative method. The
type of method was Quasi-experimental design.
6. The researcher applied Literature Circles Strategy in teaching reading
comprehension to the students.
J. Key Terms Definition of the Research
To make these research terms more clearly, the researcher wants to give some
explanations about the terms that are used in the research:
1. Reading comprehension is a process of constructing the deeper meaning from the
reading text. It can be stated that reading comprehension is getting all the
information from the text by understanding the definition of each word, sentence,
and paragraph done by the students.
2. Literature Circles Strategy is a strategy that used to enhance students’
comprehension towards the content of reading text. Implementation of this
strategy, it is suggested that the students are formed in group learning for
understanding the content of recount text together. The members of each group
work together to comprehend the content of the reading text.
3. Conventional Teaching Strategy is still the most frequently used strategy of the
teacher in the school. In doing the strategy, the teacher explains the teaching
material without giving the opportunity to the students to comprehend the
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Theoretical Framework 1. Literature Circles Strategy
a. Definition of Literature Circles Strategy
Jersey (1998:55) says, “Literature Circles Strategy is an excellent way to
foster independent reading and responding within a collaborative group environment
and an opportunity for students to go beyond their response journals”. It can be
defined that Literature Circles Strategy is a strategy that used by the teacher to teach
the content of the reading text to the students in a group form. Moreover, Jeanne
(2006:239) says, “Literature circles are small discussion groups made up of four to
six students who have read the same piece of literature”. It can be clarified that
Literature Circles Strategy is a strategy that is used to understand the content of
reading text through group discussion form.
In addition, Brunner (2011:67) says, “Literature Circles Strategy is a strategy
which facilitates students-led discussions related to self selected reading material”. It
is stated that Literature Circles Strategy is discussion form learning for understanding
the content of reading text.
Based on the experts’ opinion above, it is concluded that Literature Circles
Strategy is a student’s activity to rearrange the story by thinking what happens in the
story to build a comprehension what the story is talking about and trying to retell it by
giving a more complete events that occurred.
b. Procedures of Literature Circles Strategy
Brunner (2011:67) states some steps of Literature Circles Strategy, as follows.
1) Direct students to choose their own reading selection. It is helpful to designate a genre or several books from which to choose.
2) Assign student groups based upon chosen reading material.
3) Encourage students to choose sticky notes, highlighting, or other forms of note-taking.
4) Tell students they will be participating in small-group discussions of the reading material at selected points within the lesson.
5) After students have read up to an agreed-upon chapter in the book. Provide class time for discussion of the reading material. Encourage students to make personal connections to the material. As the variation of the strategy, provide sample questions for student consideration. These questions can be provided as a pre-reading or post-reading part of the strategy.
6) Explain that all students are to participate equally during the discussion. 7) The extent of the teacher’s role in the group is a professional decision made
by the instructor.
Furthermore, Jersey and Boston (1998:55) state the procedure of Literature
Circles Strategy implementation, as follows.
1) Tell students a little about the kinds of reading groups many adults belong to – the group chooses a book, and all the members read and discuss it. 2) Assign or allow students to choose appropriate titles of the literature or
text. Set up groups of four or five students to read and discuss one book. Allow students to examine the books, by looking at the front and back covers and flipping through the pages.
3) The roles of the participants in Literature Circles are important to the success of this strategy. You may assign roles for the duration of a Literature Circle, or you may have students rotate roles with each meeting. Four roles are essential, but other roles may be accommodated as well. The following roles are essential:
Discussion Director : Creates open-ended questions to guide group discussion.
Literary Luminary : Selects quotations or details from the text to bring to the attention of the group.
Connector : Points out ways that the reading connects to
themselves, the group, or the world.
Illustrator : Represents key scenes or ideas from the reading in
Literature Circles may also have participants in the following roles:
Summarizer : Prepares a summary of the key points of each
reading segment.
Vocabulary Enricher : Clarifies meanings of important or unfamiliar words.
4) Choose a reasonable time frame for students to finish reading their books. 5) As students read, encourage them to take notes or use sticky notes to mark
passages that contain memorable ideas.
6) When students meet in their groups, they should run their own discussions. (In the beginning, you will probably need to prompt them with questions or comments if their ideas flounder.) Tell them to refer to all the notes they have prepared when they talk about their books, not just the roles in literature circles sheet.
7) When a group has finished a book, you might ask the members to tell the class about it. Encourage them to tell just enough to get other students interested in reading it. When all groups are finished reading, have students make new book choices and form new groups.
From the procedures above, it leads the researcher to apply the strategy in
reading comprehension ability later by combining both of the procedures as follows.
Here are the researcher’s activities.
1) Introducing the reading text to the students.
2) Forming groups of five or six students to read and discussed the content of the
reading text.
3) Assigning or allowed students to choose appropriate titles of the text. Set up
groups of four or five students to read and discussed one text. Allow students to
examine the text.
4) Directing the students to choose their own reading selection.
5) Asking each group of the students to read the text selection.
6) Encouraging students to take notes, highlighting, or other forms of note-taking.
7) Telling the students that they would be participating in small-group discussions
discussion director (open-ended discussion), literary luminary (determiner of
quotations or details), connector (describer the content of the text in daily life),
illustrator (drawer of idea), summarizer (preparer of a summary), and vocabulary
enricher (interpreter of unfamiliar words).
8) After the students have read the text, providing class time for discussion of the
reading material and encouraged the students to make personal connections to the
material.
9) Providing sample questions for students’ consideration.
10) Asking the members of every group to tell the class about the result of their
discussion and encouraged them to tell just enough to get other students
interested in reading it.
c. Advantages and Disadvantages of Literature Circles Strategy
Brunner (2011:68) states some advantages of Literature Circles Strategy, as
follows.
1) It provides student choice of reading selection. 2) It encourages student-initiated discussion. 3) It engages most students.
4) It encourages active and purposeful learning.
5) It is straightforward, easy to explain and understand.
6) It can be done as a culminating activity or as a review for a more formal assessment.
7) Differentiation of content is based upon selection of reading material and sample discussion questions.
In addition, Brunner (2011:68) states some disadvantages of Literature Circles
1) The assessment of learning may be challenging.
2) The activity may take several class periods to complete. 3) Some students may lack personal commitment to the activity.
4) Teacher preparation time may increase due to the need for familiarity of reading selections and planning discussions of several texts simultaneously.
d. Procedure of Conventional Teaching Strategy
Conventional Teaching Strategy is a traditional strategy which it more
emphasizes to expository strategy. The step of Conventional Teaching Strategy is
gotten from lesson plan that has been provided by the English teacher. The procedure
of Conventional Teaching Strategy that the teacher often uses in teaching reading
comprehension to the students, as elaborated below.
1) The English teacher entered the classroom and greets the students.
2) The English teacher asked the students’ condition.
3) The English teacher checked the students’ attendance list by calling the students’
name.
4) The English teacher introduced the teaching material to the students.
5) The English teacher wrote the topic of the material on the blackboard.
6) The English teacher explained the teaching material to the students.
7) The English teacher gave the chance to the students to ask the difficulty in
learning the teaching material.
8) The English teacher answered the students’ question.
9) The English teacher concluded the teaching material.
e. Advantages and Disadvantages of Conventional Teaching Strategy
According to Sinarno in Suryobroto (2009), there are some advantages in
applying Conventional Teaching Strategy in teaching material to the students,
namely:
1) The teacher can control the class easily.
2) Easy to organize the students’ place in the classroom.
3) It can be followed by the large students.
4) It is easy for the teachers to conduct the teaching-learning activity.
5) Make the teacher easily explain the teaching material.
Besides some advantages which has been stated by Sinarno in Suryobroto
(2009), there are some disadvantages in applying Conventional Teaching Strategy in
teaching material to the students too, namely:
1) Execution of the method is dominant to define words by words.
2) If the method always used, it makes the teacher and the students feel bored.
3) The method makes the students are passive.
4) The teacher does not know whether the students understand about the teaching
material or not.
f. Relationship between Literature Circles Strategy and Reading Comprehension
Reading comprehension is a process of getting the information from the text.
The comprehension talks not only about being read, but also understanding the
to use strategy; one of them is Literature Circles Strategy as way to find out a
significant effect in comprehending the reading text. As Camp (2006:49) says,
“Literature Circles enhancing reading response skills trough peer discussions”.
Moreover, Jersey and Boston (1998:47) say, “A Literature Circle is a temporary
group formed to read and discuss books”. It can be emphasized that the strategy helps
the students understand the content of the reading text collaboratively.
Additionally, Daniels (2002:27) says, “Literature circles are small groups of
students interested in reading the same book or story who meet regularly to read and
discuss their chosen text”. Procedure of this teaching strategy gives the chance the
students to comprehend the reading text collaboratively. Thereby, this teaching
strategy has close connection to the reading comprehension.
2. Reading
a. Definitions of Reading
Reading is activity to derive information from written text by considering the
background of the readers. Because, by reading, someone or reader can understand
what was written in learning language. As Ontario (2003:13) says, “Reading is the
process of constructing meaning from a written text”. In other words, reading is an
activity for deriving information from the text. Furthermore, Grabe (2000:9) says,
“Reading is the ability to draw meaning from the printed page and interpret the
information appropriately.” It can be stated that reading is an activity to get meaning
In addition, Pang (2003:6) says, “Reading is about understanding written
texts”. Moreover, Breznitz (2006:12) says, “Reading is an action of decoding and
comprehension of the printed materials”. Through reading activity, the readers who
read the text be able to decode and gaining the information from a written.
Therefore, it is inferred that reading is an activity to understand something
well from written text by doing process that is connecting the reader’s prior
knowledge and what the reader gets from the text to make sense. Reading makes the
students to be successful in learning English language because in reading activity, the
students can get information, new knowledge, and new fact from what has been read.
Shortly, the students’ knowledge increases by reading.
b. Purposes of Reading
As a normal human being, in doing every activity, surely the humans being
have the certain purpose for each activity. This case is the same as in reading. People
read something by several different purposes. Sometimes, they want to find the new
information or new fact, and sometimes also they read just for enjoyment. According
to Rita (2004:2) purpose of reading is to derive meaning from the print on the page.
Furthermore, Nunan (1999:251) says that there are seven main purposes for reading,
as elaborated on the next page.
1) To obtain information for some purpose or because we are curious about some topic;
2) To obtain instructions on how to perform some tasks for our work or daily life;
3) To act in a play, play a game, do a puzzle;
5) To know when or where something will take place or what is available; 6) To know what is happening or has happened (as reported in newspapers,
magazines, reports);
7) For enjoyment or excitement.
Furthermore, Grabe and Stoller (2002:12) state the purposes of reading as
follows.
1) Reading to search for simple information and reading to skim
Reading to search for simple information is a common reading ability. It is used so often in reading tasks that is probably best seen as a type of reading ability. In reading to search, we typically scan the text for a specific piece of information or a specific word. It involves, in essence, a combination of strategies for guessing where important information might be in the text and the using basic reading comprehension skills on those segments of the text until a general idea is formed.
2) Reading to learn from text
Reading to learn typically occurs in academic and professional contexts in which a person needs to learn a considerable amount of information from a text. It requires abilities to:
a) Remember main ideas as well as a number of details that elaborate the main and supporting ideas in the text.
b) Recognize and build rhetorical frames that organize the information in the text.
c) Link the text to the reader’s knowledge base.
3) Reading to integrate information, write and critique texts
Reading to integrate information requires additional decisions about the relative importance of complementary, mutually supporting or conflicting information and likely restricting of a rhetorical frame to accommodate information from multiple sources. These skills inevitably reader can decide what information to integrate and how to integrate it for the reader’s goal.
4) Reading for general comprehension
Reading for general comprehension, when accomplished by skill fluent reader, requires very rapid and automatic processing of words, strong skills in informing a general meaning representation of main ideas, and efficient coordination of many processes under very limited time constraints.
From some purposes of reading above, it can be concluded that reading has
many purposes for the students. But, in general, the purpose of reading is
comprehension. So, the main or the basic purpose of the students to read something is
c. Processes of Reading
Reading is an interaction process between language and thought. This view
deals with how language of the written text being read and the reader’s thought
interact. Stone (2009:85) saying, “Reading is a complex, purposeful, social and
cognitive process in which readers simultaneously uses their knowledge of spoken
and written language, their knowledge of the topic of the text, and their knowledge of
their culture to construct meaning”. In other words, reading is a process to understand
the text by connecting the readers’ prior knowledge and the new knowledge of the
text to get the meaning. Here, it can be said that reading is started by linguistics and
end with meaning that is constructed by the students. Grabe and Stoller (2002:
31-36), in which the models of reading consist ofMetaphorical Models of Reading and
Specific Models of Readingas elaborated below.
1) Metaphorical Models of Reading
a) Bottom-up Models
This model suggests all reading follows a mechanical pattern in which the reader creates a piece-by-piece mental translation of the information in the text, which little inference from the reader’s own background knowledge... the reader processes each word letter-by-letter, each sentence word-by-word and each text sentence-by-sentence in a linear fashion.
b) Top-down Models
This model assumes that reading is primarily directed by reader goals and expectations. Top-down models characterize the reader as someone who has a set of expectations about text information and samples enough information from the text to confirm or reject these expectations. Inferencing is a prominent features of top-down models, as is the importance of a reader’s background knowledge. Top-down views highlight the potential interaction of all processes (lower- and higher-level processes) with each other under the general control of a central monitor. c) Interactive Models
This model refers to a hybrid bottom-up/top-down model, as a useful interpretation of general reading comprehension processes.
2) Specific Models of Reading
This model portrays reading comprehension as a universally applicable iterative process of (a) hypothesising, (b) sampling and (c) comfirming information based on background knowledge, expectations about the text, a sampling of surface features of the text and context information from the text....
b) Interactive Compensatory Model
This model argues that (a) remaders develop efficient reading processes, (b) less-automatic processes interact regularly, (c) automatic processes operate relatively independently and (d) reading difficulties lead to increased interaction and compensation, even among processes that would otherwise be more automatic.
c) Word Recognition Models
This model refers to how the mind organizes information and learns from exposure to text.
d) Sample View of Reading Model
This model argues that reading comprehension is composed of a combination of word recognition abilities and general comprehension abilities. when a decoding-skill measure (both as percentage scores) are multiplied, the resulting score is an accurate measure of reading comprehension.
Based on the statements above, it is concluded that reading activity can be
done based on varied processes above. Therefore, the readers or the students who
read the text, it is necessary to know the processes of reading. Thereby, the content of
reading text is easy in understanding after learning about the process of reading.
d. Teaching Reading
A teacher has to know how to begin or what the steps in teaching reading well
for students in the classroom. Also, the teacher should be able to consider or to
choose the material which is suitable for the students, what the familiar topic for the
students, and what the good strategy will be used. The purpose is to make students
This is a part of the successful key, which makes the teaching-learning process is
running well especially in teaching reading comprehension.
Grabe and Stoller (2002:38) divides three interrelated stages the reading
activities of the teacher practice in the classroom as follows.
1) Pre-reading activities
In this stage, the teacher introduces the topic or the interesting topic and also
gives the information for the students by giving a reason for reading and activates the
background knowledge of students from the material. It can be activated by setting
goals, asking questions, making prediction, teaching text structure and so on. If the
students are reading an unfamiliar topic, the teacher may need to begin the reading
process by building up background knowledge. This phase of reading is intended to
make students are aware the reason why they have to read the text.
2) Whilst Reading Activity
This stage involves the students’ understanding about the writer’s purpose,
understanding the text structure and clarifying content. It delivers to the students the
thinking skill where the students make interaction or connective their background
knowledge and text to get meaning. This stage is purposed to help students develop
their skill and to be effective readers.
3) Post Reading Activities
The post reading is following up activity. In this stage, the students need to
consolidate or reflect upon what has been read. They need to relate context or idea of
the text to their own knowledge, interest, or views. Here, the students retell what has
From the statement above, the researcher concludes that three stages on the
previous page, namely pre-reading activities, whilst reading, and post reading are the
stages that guide the researcher and the students to make the teaching-learning
process successful.
e. Reading Comprehension
1) Definition of Reading Comprehension
Reading comprehension is an important way to understand something
especially for students in mastering English language. According to Blanton in Peter
(2008:31), “Reading comprehension is an active thinking process through which a
reader intentionally constructs meaning to form a deeper understanding of concepts
and information presented in a text”. It is implied that reading comprehension is
process of the reader’s thinking to understand the deeper meaning of the reading text.
Furthermore, Brassel and Rasinski (2008:18) confirm reading comprehension
is the ability to take information from written text and do something with it in a way
that demonstrates knowledge or understanding of that information. This definition
underlines that reading comprehension is an interaction process where the students
uses their prior knowledge and brings it to the text for getting meaning.
Moreover, Mc Cardle in Peter (2008:31) suggests that comprehension
processes draw on many cognitive and linguistic abilities – most notably, vocabulary,
recalling background knowledge, sentence processing, verbal reasoning, knowledge
impair reading comprehension and can cause a student to disengage from the task of
interpreting text.
From some definitions above, it is concluded that reading comprehension is an
understanding activity. Clearly, what the students derive after reading the text and
how they connect it with their background knowledge with the text for deriving fit
meaning. Here, the students do not only read the text but they must understand the
text correctly. So, the students know what the content of the text and get message
from the writer’s text actually.
2) Levels of Reading Comprehension
In reading, there some comprehension levels, which can help the students to
be easier understand what they read. Smith as quoted by Otto (1979:154) dividing
reading comprehension into four levels as elaborated below.
1) Literal comprehension
It is as the skill of getting the primary, direct literal meaning of word, sentence, and paragraph in context. This is general accepted as the most simple, comprehension skill and one that requires little thinking.
2) Interpretation
This stage involves the reader’s thinking skill. It requires the reader to get idea or meaning or what has been read. The reader may make generalization, determine cause and effect, identify the important information, find relationship, and predict endings.
3) Critical reading
Critical reading can be defined as very high-level comprehension of written material requiring interpretation and evaluation skill that enable the reader to separate important from unimportant information, distinguish between fact and opinions, and determine a writer’s purpose. It also entails to use inference to go beyond what is started explicitly, filling in information gaps, and coming to logical conclusion.
4) Creative reading
have to creative, not only comprehend the text but also able to apply the idea to other situation. This case makes the reader more able to solve problems, get new way for something, and able to make the new concept.
Based on the elaboration of comprehension levels, the researcher identifies
literal comprehension to get the primary meaning of written text. Interpretation
relates with getting ideas no explicitly stated. Critical reading is interpreting and
evaluating what is read. Moreover, creative reading means applying the writer’s idea
to new or other situation. Dealing with the research, the researcher chooses literal
level of the levels of comprehension.
3) Syllabus of Reading of SMP Negeri 4 Huruna
Based on reading syllabus of Education Unit Curriculum 2006 of English
subject at the eighth grade of SMP Negeri 4 Huruna, the students are expected to be
able to comprehend the meaning of written functional text and simple short essay in
descriptive and recount texts related to the environs. While, the basic competence
expects that the students to be able to read aloud the written functional text and short
essay in simple descriptive and recount with utterance, stress and intonation that is
acceptable related to the environs. From the statements above, it is found that there
two types of the texts that should be mastered by the students as elaborated below.
1) Recount Text
Recount text is a type of the text that tells about something that has happened
or retells past events activities and has a purpose to give detail information about
The examples of recount text as follows.
My Memories
I think my first memories began when I started school at about five years old. I lived in a suburb of Sydney. I had a happy childhood. I remember playing in a big garden. I fell from a big tree and broke my hand. I remember I had a naughty friend named Giant-O, because he was fat. He liked hitting and pulling my head. It was so pathetic. One day I hit him over the head with my bag. His parents were very angry with me. But I didn’t feel sorry at all at that time. Nevertheless, since the Giant-O has become my good friend. It was such an unforgettable childhood.
2) Descriptive Text
Descriptive text is a text that describes the features of someone, something, or
a certain place.
The examples of recount text as follows.
Nusa Tenggara
Nusa Tenggara is the name for the chain of islands which lies to the east of Bali. Including the islands of Komodo, Lombok, Flores and Timor, Nusa Tenggara spans a variety of landscapes, from tropical forests, high volcanic lakes and dry savannahs. The largest islands are Lombok and Sumbawa, with hundreds of smaller islands between. East
Nusa Tenggara has 566 islands. The long northern arch of the island chain is the result of volcanic activity, whilst the southern islands are formed from coral deposits. Most of the eastern islands are arid, due to hot winds blowing from the continent of Australia and sparsely vegetated. The Western half of Nusa Tenggara is moister and has denser vegetation. The Northern part of the chain is known for deep lakes contained in the craters of extinct volcanoes, the most famous of which are the colored mineral lakes on Gunung Keli Mutu in Flores
Based on syllabus there are two types of the texts should be learnt by the
students, but in the research, the researcher will only search the students’ ability in
understanding the content of recount text to see the effect of Literature Circles
4) Evaluation of Reading
To know the ability of students in reading comprehension, their abilities have
to be assessed. The purpose is to know the students’ ability in understanding and
comprehending the content of the text. To assess the ability, Weir (1990:45) says that
there are some ways for testing the student’s ability in reading comprehension, they
are: multiple-choice, cloze test, essay test, cloze lid, short answer questions,
communicative test and etc. in this research, the research use multiple-choice test to
assess or to measure the ability of students in reading comprehension by using
Literature Circles Strategy. Multiple-choice test is suitable to measure the student’s
ability in comprehension. It may be easier than other test and also the student’s score
can be reliable, rapid, and economical. Moreover, this test is often applied in national
examination by Indonesia government to assess the students’ ability. Supporting the
opinion, Haladyna (1999:01) affirms that multiple-choice test is very flexible
assessment format that can be used to measure knowledge, skill, abilities values,
comprehension, etc. It means that the multiple-choice test is a flexible manner that
useful to measure the student’s ability in reading comprehension.
Multiple-choice test consist of number of items that pose a question, which
students select and answer from among a number of choices. Items can be also
statement which student’s must find the best completion. Multiple-choice questions
items are fundamentally recognition tasks where students must identify the correct
response. To response it well, students answer by eliminating improvable of the
question destructors, or various forms of logical analysis of the structure of the
In the research, the researcher provides 20 items of question and there are five
options answer for each item that is only one the correct answer that expected to be
chosen by the students. In giving the students’ score, the researcher will adjust it on
their answer. The right answer is scored 1 (one) and the wrong one is scored 0 (zero).
The students’ maximal score is 100 as suggested by Depdiknas (2004:15) in taking the score of students in reading comprehension by using multiple-choice. After the
researcher has calculated the score and got the score, the researcher will process it to
get the value of each student by using the formula written by Brown and Cartier
(1996:1-8) as elaborated below.
In doing multiple-choice test, Strichart (2010:03) states some guidelines that
will help students correctly answer multiple-choice items as follows:
1) Circle or underline important words in the item. This is help you focus on the information most needed to identify the correct answer choice.
2) Read all the answer choice before selecting one. It is just as likely for the last answer choice to be correct as the first.
3) Cross out answer choices that you are not certain are not correct. This will help you narrow down the correct answer choice.
4) Look for two answer choices that are opposites. One of these two answer choices is likely to be correct.
5) Look for this about the correct answer choice in other items on the test. The correct answer may be part of item on the test.
6) Look for answer choices that contain language used by your teacher of found in your textbooks. An answer choice that contains such language is usually correct,
7) Choose “all the above” if you are certain all other answer choices in the item are incorrect. Do not choose “all the above” if even just one of the other answer choices is not correct.
Value = Obtained score
8) Chooses “none of the above” if you are certain all other answer choices in the item are incorrect. Do not choose “none of the above” if even just one of the other answer choices is correct.
Finally, all of the suggestions above are helpful and guiding the researcher to
assess the students’ ability in reading comprehension by using multiple-choice test to
know the students’ comprehension toward the recount text by using Literature Circles
Strategy.
B. Latest Related Research
Latest related research is research by Ardika. Ardika (2013) had searched
about “The implementation of Literature Circles Strategy to improve reading
comprehension of the eleventh grade students at SMK Widya Wisata Graha
Amlapura”. In doing his research, he divided the students in group to comprehend the
content of the reading text collaboratively. The research conclusion is the students’
ability in reading comprehension was improved after teaching the students by using
Literature Circles Strategy. He did his research in two cycles. In Cycle I, the average
of the students’ mark is 63.32. In Cycle II, the average of the students’ mark is 85.42.
The relationship between the research and the latest research findings, are:
both of the researches use Literature Circles Strategy and the purpose of the
researches are reading comprehension. Then, both of the researches are persuaded the
C. Conceptual Framework
In reading skill, comprehension is the main aid of the activity. In making the
students derive comprehension, the students should be active in the teaching-learning
process. Reality, the students still can not comprehend the content of the reading
particularly recount text. This matter is caused by the teacher only uses Conventional
Teaching Strategy, which is the teacher are active while the students are passive.
However, right now education curriculum expects the students are more active than
the teacher during the learning activity. Therefore, to make the
teaching-learning activity runs well and the students are able to comprehend the content of the
reading text, the researcher applies Literature Circles Strategy. Literature Circles
Strategy is a strategy supposing the students to be active in reading activity. In this
teaching strategy, each member of the students in a group has a role. Thereby, the
students are active in the teaching-learning activity. Here, the students are asked to
comprehend the content of the text collaboratively in group discussion form. Then,
each group of the students discusses together the content of the text. To make clearer
the object of the research, the researcher describes it through conceptual framework
The Researcher
The students at the eighth grade of SMP Negeri 4 Huruna
Experimental Research
Reading comprehension (personal recount text)
Experimental Group Control Group
Pre-test Pre-test
Conventional Teaching Strategy
1) The English teacher entered the classroom and greets the students.
2) The English teacher asked the students’ condition.
3) The English teacher checked the students’ attendance list by calling the students’ name. 4) The English teacher introduced the teaching
material to the students.
5) The English teacher wrote the topic of the material on the blackboard.
6) The English teacher explained the teaching material to the students.
7) The English teacher gave the chance to the students to ask the difficulty in learning the teaching material.
8) The English teacher answered the students’ question.
9) The English teacher concluded the teaching material.
Literature Circles Strategy
1) Introducing the reading text to the students.
2) Forming groups of five or six students to read and discussed the content of the reading text.
3) Assigning roles for the duration of a Literature Circle, or the students rotated roles with each meeting. Four roles are essential, but other roles may be accommodated as well. The role of the students, are: discussion director, literary luminary, connector, illustrator, summarizer, and vocabulary enricher for each group.
4) Directing the students to choose their own reading selection. 5) Asking each group of the students to read the text selection. 6) Encouraging students to choose sticky notes, highlighting, or
other forms of note-taking.
7) Telling the students that they will be participating in small-group discussions of the reading material.
8) After the students have read the text, providing class time for discussion of the reading material and encouraged the students to make personal connections to the material.
9) The researcher was providing sample questions for students’ consideration.
10) Explaining that all students were to participate equally during the discussion.
11) Asking the members of every group to tell the class about the result of their discussion and encouraged them to tell just enough to get other students interested in reading it.
Post-test
Post-test
CHAPTER III RESEARCH METHOD
A. Design of the Research
To know the effect of Literature Circles Strategy on the students’ ability in
reading comprehension at the eighth grade of SMP Negeri 4 Huruna, the researcher
conducted Quasi-experimental design. Ary (2002:24) states that quasi experimental is
a research design used if a researcher cannot randomly assign subjects to
experimental treatments for a study, by which she or he must use already assembled
groups. It was supported by Anderson (2005:263) saying, “Quasi-experimental design
as a form of research that examines differences between research groups based on
some natural characteristic using treatments or interventions, but not randomization”.
Concerning with the theories above, the researcher conducted
Quasi-experimental by using pretest and posttest with comparison group design. The group
would be divided into two groups, one group was experimental group and the other
was control group. In experimental group, the researcher taught the teaching material
by using Literature Circles Strategy, while in control group, the researcher taught the
students by using Conventional Method. Clearly, the design of the research can be
viewed in the table on the next page.
Table 1
RESEARCH DESIGN
Class Pretest Treatment Posttest
Experimental group Y1(e) X (e) Y2(e)
Control group Y1(c) X (c) Y2(c)
Ary, Jacobs, and Razavieh (2002:315)
In which:
Y1(e) = Pretest in experimental group
Y1(c) = Pretest in control group
X (e) = Teaching by using Literature Circles Strategy
X (c) = Teaching by using treatment Conventional Teaching Strategy
Y2(e) = Posttest in experimental group
Y2(c) = Posttest in control group
B. Variables of the Research
In the research, there were two variables. The first variable was Literature
Circles Strategy as independent variable (X) and the second was the students’ ability
in reading comprehension as dependent variable (Y). To know the effect of Literature
Circles Strategy on the students’ ability in reading comprehension, the researcher
used the both variables.
Figure 2 : Research Design X and Y
In which:
X : Literature Circles Strategy
Y : The students’ ability in reading comprehension
According to L.R. Gay and Peter Airasian (2000:622), “Control variable is a
non manipulated variable, usually a physical or mental characteristic of the
participant”. It was explained that control refers to the researcher effort to remove the
influence of any extraneous variable (other than independent variable is self) that
might affect the scores on the dependent variable. In other words, the researcher
wanted the groups to be as similar as possible, so the only major difference between
them was the treatment variables manipulated by the researcher. The researcher
applied Literature Circles Strategy to the experimental group while in control group
the researcher applied Conventional Teaching Strategy as the comparison to know the
effect of Literature Circles Strategy in teaching reading comprehension. The
difference between experimental group and control group was the treatment
application while the researcher, material, the amount of teaching time, ability was
same.
C. Population and Sample 1. Population
Ary, Jacobs, and Razavieh (2002:163) say, “Population is all members of any
well-defined class of people, events, or objects”. It was explained that population
was a group of people, events, or objects. So, in conducting the research, it was
The population of the research was the eighth grade of SMP Negeri 4 Huruna
that consists of 89 students. The number of population can be seen at the following
table.
Table 2
The POPULATION CONDITION of the EIGHTH GRADE of SMP NEGERI 4 HURUNA
Number Class Number of Students
1 VIII-A 30 students
2 VIII-B 29 students
3 VIII-C 30 students
Total 89 students
Source: Office administration of SMP Negeri 4 Huruna
2. Sample
Ary, Jacobs, and Razavieh (2002:163) say, “Sample is a portion of a
population”. It could be said that sample is a part of population. In choosing the
sample of the research, the researcher used Cluster Sampling Technique. Kothari
(2004:16) says that Cluster sampling involves grouping the population and then
selecting the groups or the clusters rather than individual elements for inclusion in the
sample. So, the sample chosen was not an individual but groups of individuals in the
population.
The steps of determining the sample of the research through Cluster Sampling
Technique as stated by Levy (2008: 152) as follows.
2. Defined the desired sample size.
3. Identified an existing frame or develop a new sampling frame or clusters of the
target population.
4. Evaluated the sampling frame. Ideally, the cluster would be as heterogeneous as
the population, mutually exclusive, and collectively exhaustive.
5. Determined the number of cluster to be selected.
6. Randomly select the targeted number of cluster.
Clearly, the sample in the research can be viewed in the table below.
Table 3
The TOTAL SAMPLE at the EIGHTH of SMP NEGERI 4 HURUNA
Number Class Number of students
1 (Experimental group) 30 students
2 (Control group) 30 students
Source: Office administration of SMP Negeri 4 Huruna
D. Data and Research Instruments
In the research, the researcher used quantitative data. The data would be taken
directly through test. As Azwar (2007: 91) says that primary data is the data that is
obtained directly from the research subject by using instrument or data measurer
directly to the research subject as the source of intended information. So, in the
research, the primary data as the sources would be taken from the students at the
In conducting this research, the researcher used evaluation sheet as the
instrument to get the data of the students’ ability in reading comprehension especially
in recount text through Literature Circles Strategy. There were two types of test,
namely pretest and posttest. Pretest was given to the students before they get any
treatment to examine the normality and homogeneity of data, and posttest was given
to the students after they get a treatment to examine the research hypothesis.
E. Procedure of Collecting the Data
Before collecting the data, previously the researcher decided experimental
group and control group. In obtaining the data, the researcher followed the procedure
as follows.
1. The researcher determined the location of the research. The location of the
research was SMP Negeri 4 Huruna.
2. The researcher selected the population. The population of the research was the
eighth grade of SMP Negeri 4 Huruna.
3. The researcher selected the sample by using random sampling. The researcher
decided experimental group and control group.
4. The researcher validated the items to the lecturer and English teachers before
using it as an instrument.
5. The researcher conducted try out instrument at the eighth grade of SMP Negeri 3
Huruna. Then, the researcher analyzed the data to find out the validity, reliability,
