THE EFFECT OF SAVE INTERACTIVE NOTATION SYSTEM FOR EFFECTIVE READING AND THINKING STRATEGY
TOWARD STUDENTS’ READING ACHIEVEMENT A Study at Grade XI of SMA N 12 Padang
By: Pino Wahyudi*
Advisors: **
Armilia Riza, M.Pd and Hevriani Sevrika, M.Pd Staff Pengajar Program Studi Pendidikan
Bahasa Inggris STKIP PGRI Sumatera Barat
ABSTRAK
Penelitian ini bertujuan untuk melihat pengaruh dari penggunaan strategi INSERT terhadap reading siswa (kemampuan membaca) di Sekolah Menengah Atas (SMA) dalam pembelajaran bahasa Inggris. Jenis penelitian ini adalah eksperimen. Populasi dari penelitian ini adalah siswa kelas XI IPA SMA N 12 Padang. Dalam menentukan sampel peneliti menggunakan
Software Minitab. Data yang diambil untuk menentukan sampel adalah nilai semester 2 kelas X.
Sampel yang digunakan adalah kelas XI IPA 2 sebagai kelas ekperimen, XI IPA 4 sebagai kelas kontrol dan XI IPA 1 sebagai try out kelas. Dalam meneliti, peneliti menggunakan strategi
INSERT pada kelas ekperimen dan strategy Question-Answer Relationship pada kelas kontrol.
Perlakuan yang diberikan sebanyak 8 kali pertemuan. Setelah melakukan treatment sebanyak dua pertemuan, peneliti melakukan tes uji coba di kelas try out yaitu XI IPA 1,. Setelah diberikan perlakuan sebanyak 8 kali, peneliti melakukan posttest. Setelah mendapatkan data tersebut, peneliti menganalisa dengan menggunakan rumus Sudjana (2005). Peneliti memperoleh nilai
posttest siswa dikelas ekperimen lebih tinggi dari nilai kelas kontrol. Dikelas experiment
diperoleh nilai rata-rata siswa adalah 79,58 dan dikelas kontrol adalah 72,67. Hal ini membuktikan bahwa ada pengaruh yang significant dari penggunaan strategi INSERT terhadap pencapain nilai reading siswa. Hasil yang didapat menunjukkan bahwa adanya peningkatan nilai setelah diberi perlakuan dikelas experiment (XI IPA2), diperoleh t-hitung yaitu 2,48 lebih besar dari pada t-table 1,99. Dengan demikian strategi INSERT mampu meningkatkan nilai siswa dalam pembelajaran reading.
INTRODUCTION
Reading is one of English skills that should be acquired well by all of English learners who want to learn English as a foreign language. In reading, there will be an interaction process between reader and text. The reader will get some information from the text that is taken for certain purposes, like to answer the questions that are related to the text. This is common activity that happens in the reading process.
In addition, the reader should have an effective way to comprehend the text in reading process. Therefore, in teaching reading the teacher should provide skills for the students about how to do an effective reading. Furthermore, as stated in curiculum KTSP ( kurikulum tingkat
satuan pelajar) at second grade Senior High School students have to be able to understand monologue text such as :
narrative, report, and analytical
exposition text in written form of daily life. It means that, the students are
demanded to comprehend those kinds of text.
In real condition, based on researcher’s observation in SMA N 12 Padang, it can be seen that students at grade XI IPA SMA 12 Padang had low the mean score of reading test at first semester. The mean score is 64,6, it is not satisfying. It seems that, the students score were below the minimum-passing grade in that school. The minimum-passing grade in reading is 78.
REVIEW OF RELATED LITERATURE Anderson in Silberstein (1998) states that reading is an active, fluent process which involves the reader and the reading materials in building meaning. Meaning does not reside on the printed page, nor is it only in the reader. Next, Urquhart and Weir (Silberstein, 1998) define reading is the process of receiving
and interpreting information encoded in language from via the medium of print. So, it is really clear to be understood that readers need to be active in finding meaning, idea, or information in one passage; they will read the passage and try to get the information from printed material.
According to Beatrice and Linda ( 2005), teaching reading is an instruction to share information and knowledge to help students in acquiring the ability to understand the text. Furthermore, Jeremy in Konare (1994) added there are several stages for teaching reading. The first stage is the teacher introduces the topic and explores the students’ previous knowledge The second stage is the teacher sets the task to the students which have to perform during or after reading. The third stage is the students read silently and perform the task. The fourth stage is the teacher gives feedback on the students’ performance of the task. The last stage is the teacher gives to follow up task. In brief, exploring students’ knowledge about the topic is needed in teaching reading. In addition, set up the task during reading and after reading also important to support students in learning reading.
According to Mather (2006) INSERT is a strategy that students can use during the guided reading phase of class work. It employs a set of symbols that help a student to monitor and comprehend the text in reading. During the reading process, the student is constantly making decision about his/her reaction to the text (I knew that, I don’t understand that, I don’t agree with that, I must remember that, etc). Using a set of symbols, students note their reaction in the margin of the text. It is a strategy that can help the students to comprehend the meaning of the text, by giving the
respond in form of coding system. In addition, this strategy helps the students to construct personal meaning from the text during reading. Then, this strategy can activate student’s prior knowledge while reading, because in giving reaction toward the content of the text the students will be influenced by their prior knowledge
The procedure of INSERT strategy that stated by Mather (2006) as follow:
a. Tell the students that as they read, you want them to think about what they already know about the topic and the new information they are learning. As they read, you want them to make some decision about the text and their understanding of what they are reading. b. Provide students with a copy of the
insert symbols and their meaning. These could also be replaced on a wall poster or on the document camera for easy reference. Once students are familiar with the symbols, bookmark with abbreviated definition can help them study at home. Key word for the bookmark are placed in the right column after the symbols.
c. If you wish to have students look for certain types information in a text, you can use other symbols to vary the use of the strategy. For example, C= cause, E = effect, W= important vocabulary, F=fact, O=opinion.
d. When students complete the reading, you can begin discussion by having students look for certain symbols in their margin
RESEARCH METHOD
This research used experimental research as a way to get information about the effect of using INSERT Strategy in reading text which is comparing with the Question-Answer Relationship Strategy. According to Gay and Airasian (2000:368) state that experimental research is the only one type of research that can test hypothesis to establish cause-effect relationship.
The design of this research is Post-test only control design. It is typically involved a comparison of two groups in which the groups are experimental and control groups. The experimental group was treated by INSERT strategy and the control group was treated by Question-Answer Relationship strategy.
In this research, the population was the eleventh grade students of SMA N 12 Padang in 2012/2013 academic year which consisted of four classes. Based on researcher’s observation from one of teachers in SMA N 12 Padang, total of students at eleventh grade were 177 students. To select the sample, the researcher took the students’ reading score at Second Semester class X from the English teacher of SMAN 12 Padang. After that, the researcher used Software MINITAB to find normality and homogeneity class. So, the sample of this research was XI IPA 2 as experimental class, XI IPA 4 as control class and XI IPS 3 as try out class.
The researcher applied INSERT Strategy in experimental class and Control class by using Question-Answer Relationship Strategy. Before giving treatment, the researcher did some steps. First, the researcher gives try out in try out class (XI IPA 1), the material that the researcher gave was about analytical exposition text and Narrative text. Second, the researcher finds the validity, reliability, item difficulty, and item discrimination. Third, the researcher did treatment to eighth meetings in experimental class and control
class, the material that the researcher was given about analytical exposition text and Narrative text. The researcher needed several days before giving posttest for both classes. Fourth, the researcher gave posttest for both classes. Finally, the researcher analized the data by using t-test formula to know the effect of using INSERT Strategy.
After finding the data, the researcher calculated and analyzed the data to find out the effect of INSERT Strategy that the researcher has applied in teaching reading. The data was reading score of posttest. The researcher found that the mean score. The result of posttest experimental class which was taught by using INSERT strategy was 79,58 and standard deviation was 72,67 . However, the mean score for the control class that was taught by using Question-Answer Relationship Strategy 76,17 and standard deviation was 20.54. It can be concluded that INSERT Strategy gave significant effect in improving student’s reading achievement. And the last, the researcher found t-test that suggested by Sudjana’s formula (2005),. The researcher found that t-calculated was 2,48 and t-table was 1,99 at the degree of freedom 0.05 and at the level of significance 68. It was
t-calculted was higher than t-table. Therefore,
it can be concluded that INSERT Strategy gave significant effect toward student’s reading achievement.
CONCLUSION
From the research finding, the researcher conlcludes that INSERT Strategy was more effective to be applied in teaching reading than Question-Answer Relationship Strategy. It was supported by data, the data
analyzed showing t-calculated for experimental group that were taught by using INSERT Strategy than control class were taught by using Question-Answer Relationship Strategy was 2,48 than t-table 1,99 at the degree of 0.05 at the level significant of 68. It can be concluded that INSERT Strategy gave significant effect toward students’ reading achievement, because t-test > t-tabel, so H1 is accepted and H0 is rejected.
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