CHAPTER III RESEARCH METHOD
E. Data Analysis Technique
The researcher applied numerical analytic techniques and other data analysis techniques in this research. At this step, the value of mean, median, and standard deviation of the sample were calculated using SPSS (Statistical Package for the Social Sciences). Many researchers from a variety of disciplines use the software program SPSS (Statistical Package for the Social Sciences) to quantitatively evaluate complicated data. At this level, the researcher can utilize it to do large data analysis, string analysis, advanced statistical analysis, data analysis using machine learning techniques, and string analysis in order to create a data analysis platform.
32
The researcher used pre- and post-tests to gather data, which they then used the method described below to assess:
1. The researcher can determine students' pre-test and post-rest scores using this scoring method:
X = 𝑠𝑡𝑢𝑑𝑒𝑛𝑡′𝑠 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑎𝑛𝑠𝑤𝑒𝑟
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑖𝑡𝑒𝑚𝑠 𝑡𝑒𝑠𝑡𝑒𝑑 x 100 2. Applying the following scales to classify the students’ results
Table 3. 3 Classification of Score
No Range of Score Classification
1. 96-100 Excellent
2. 86-95 Very Good
3. 76-85 Good
4. 66-75 Fairly Good
5. 56-65 Fair
6. 46-55 Poor
7. 0-45 Very Poor
3. To get the percentage of students, apply the formula below P = 𝑓
𝑁 x 100%
Where:
P: Percentages F: Frequencies
N: Number of students
4. The mean score, median score, and standard deviation was calculated by using SPSS (Statistical Package for the Social Sciences).
34 CHAPTER IV
FINDINGS
The main focus of this chapter is the research results, description of data and discussion of the results showing additional arguments and explanations. In this chapter, the researcher examined pre- and post-test results in the experiment and control classes.
A. Findings
The research conclusions were determined on the data analysis results. The gathering of data involved data analysis. The exam consisted of pre- and post- testing part. A pre-test was utilized to determine the students' past reading comprehension before the REAP strategy was implemented, and a post-test was performed to see if their reading comprehension had improved.
1. Classification of student scores in the experiment class in pre-test and post-test
Tables 4.1 and 4.2 demonstrated the categorization of tenth-grade MA Madani Pao-Pao students' reading comprehension in the first grade in scores of pre- test and post-test in the experiment class.
Table 4. 1 The experiment class score percentage on the pre-test
No Range of Scores
Classifications Frequencies Percentages
1 96-100 Excellent - 0%
2 86-95 Very Good - 0%
3 76-85 Good - 0%
4 66-75 Fairly Good 2 6%
5 56-65 Fair 5 17%
6 46-55 Poor 18 60%
7 0-45 Very Poor 5 17&
Total 30 100%
Table 4.1 demonstrates that the students' scores before the treatment were very poor. Experiment class students did not score very good, excellent or good, 2 (6%) students scored fairly good, 18 (60%) students scored poor, and 5 (17%) students scored fair, and 5 (17%) students scored very poor.
Table 4. 2 The experiment class score percentages on post-test
No Range of Scores
Classifications Frequencies Percentages
1 96-100 Excellent - 0%
2 86-95 Very Good - 0%
3 76-85 Good 3 10%
4 66-75 Fairly Good 4 13%
5 56-65 Fair 18 60%
6 46-55 Poor 5 17%
7 0-45 Very Poor - 0%
Total 30 100%
36
After the post-test, Table 4.2 shows that some students received good score, 3 (10%) students received good scores, 4 (13%) students received fairly good score, 18 (60%) students received fair score, and 5 (17%) students received poor score.
This demonstrates that the REAP strategy successfully improved students' reading comprehension.
2. Classification of student scores in the control class based on pre-test and post-test results
The following tables (tables 4.3 and 4.4) demonstrated the categorization of tenth-grade students at MA Madani Pao-Pao reading comprehension in control class based on pre-test and post-test result.
Table 4. 3 The control class score result percentage on the pre-test No Range of
Scores
Classifications Frequencies Percentages
1 96-100 Excellent - 0%
2 86-95 Very Good - 0%
3 76-85 Good - 0%
4 66-75 Fairly Good 2 6%
5 56-65 Fair 5 17%
6 46-55 Poor 19 64%
7 0-45 Very Poor 4 13%
Total 30 100%
According to Table 4.3, no students (0%) scored excellent, very good, or excellent on the pre-test, and 2 students (6%) scored fairly good., 5 (17%) scored fair score, 19 (64%) students scored poor result, as well as 4 (13%) students scored
very poor result. It implies that the students' scores previous to treatments were extremely poor.
Table 4. 4 The control class score percentage on the post-test
No Range of Scores
Classifications Frequencies Percentages
1 96-100 Excellent - 0%
2 86-95 Very Good - 0%
3 76-85 Good - 0%
4 66-75 Fairly Good 3 10%
5 56-65 Fair 17 57%
6 46-55 Poor 10 33%
7 0-45 Very Poor - 0%
Total 30 100%
According to Table 4.4, 3 (10%) scored fairly good result, 17 (57%) scored fair result, and 10 (33%) scored poor result. This shows that the post-test scores of students in the control class were relatively low.
Table 4. 5 The frequency of sudents scoring in experiment class and control class
No Classifications Experiment Class Control Class Pre-Test Post-Test Pre-Test Post-Test 1 Excellent
2 Very Good
3 Good 3
4 Fairly Good 2 4 2 3
5 Fair 5 18 5 17
6 Poor 18 5 19 10
7 Very Poor 5 4
Total 30 30 30 30
38
Table 4.5 demostrates the frequency of students who received good, fairy good, fair, poor, as well as very poor score in both experiment and control class.
The post-test scores of experiment class are none of students scored very poor in post-test, 18 students scored fair score, 4 students scored fairly good score, and 3 students scored good score. Post-test scores of control class are none of students scored very poor score, 10 students scored poor score, 17 students scored fair score, and 3 students scored fairly score.
3. The values of mean and standard deviation for the experiment and control classes
After computing the outcomes of the students' scores, the table below shows the value of mean and standard deviation for the two classes:
Figure 4.1 The values of mean and standard deviation for the experiment and control classes
In both tests, the experiment class's pre-test mean score was 53.83 and its standard deviation was 7.73, whereas the control class's pre-test mean score was 54.33 and its standard deviation was 7.51. In the post-test, the experiment class's mean score was 64.50, with a standard deviation of 8.34. The control class's post- test mean score was 60.17, with a standard deviation of 7.36. The experiment class surpassed the control class in both experiments, results revealed.
The researcher uses a t-test to compare the scores from the experiment and control classes. According to Sugiyono (2010), the researcher may use the t-test formula with polled variance. Table 4.6 provides the t-test findings.
Table 4. 6 The values of t-test and t-table based on post-test
Variable T-test value t-table value
Post-Test 2.62 2.00
The researcher used a significance level of 5% (0.05), which implies that the falseness rate of the conclusion is 5% and the truth rate of the conclusion is 95%.
The alternative hypothesis (H1) is accepted and the null hypothesis (H0) is rejected if the value of the t-test is bigger than the t-table. The t-test value is bigger than the t-table value, as shown in Table 4.6 with values of 2.00 and 2.62. It implies that students’ score in experiment class that was taught using the REAP strategy was higher than the control class that was taught with conventional strategy.
Figure 4.2 Mann-Whitney Test
If the p-value is greater than the level of significance, the null hypothesis is rejected, and it can be concluded that there is a significant difference between the
40
two classes. The significance level obtained is 0.025, the p-value is higher than the significance level value (0.05), it can be concluded that null hypothesis is rejected and alternative hypothesis is accepted.
B. Discussion
The REAP strategy is a structured approach to reading comprehension that guides students through a sequence of cognitive processes. In the beginning, students are asked to actively read the material rather than simply skimming it.
Furthermore, students encode the material by summarizing key points and details information. The third phase is annotation, which involves making notes, highlighting, or underlining the text to help in active engagement with the subject.
Finally, students are asked to Ponder the material, thinking about its meaning, connections, and possible uses. The entire strategy aims to improve memory and comprehension of the subject.
Furthermore, Sholeh and Osu (2021) stated that teaching methods that included the REAP strategy had a beneficial impact on students' reading comprehension. Arriyani and Oktaviani (2019) stated that using this strategy can help students read texts more effectively and enhance their academic growth. REAP is a comprehensive dual strategy education strategy that also incorporates a number of significant individual instruction strategies. Aulina (2018) stated that the strategy of Read, Encode, Annotate, and Ponder (REAP) can enhance students’
understanding of narrative texts. Cahyaningtyas and Mustadi (2018) stated that the REAP technique considerably and positively impacted the fifth-grade elementary students of Kotagede Yogyakarta's third cluster's reading comprehension. Roxas
(2020) stated that the Grade 9 students at a private, non-sectarian institution in Cagayan de Oro improved their reading comprehension using the REAP technique.
Tualamoon et al. (2022) stated that the student's critical reading skills in Thai topics were greater after utilizing REAP procedures than before learning.
This research contributes to the existing literature on the use of the REAP strategy in reading comprehension teaching. This research confirms the findings from previous research that has shown the effectiveness of the REAP strategy in improving students' reading comprehension. Compared to the context and population of previous research (description texts and elementary and junior high school students), this research also extends the scope of previous research by applying the REAP strategy to a different context and population, namely senior high school students. As a result, this research provides more evidence and support for the generalization and application of the REAP strategy across different educational settings and levels.
The REAP strategy is suitable for classrooms since it encourages students to paraphrase, summarize, analyze, and reflect on the material, helping in improving of their writing and critical thinking abilities (Renette, 2016). Several key factors contributed to this outcome:
42
1. Active Engagement. The REAP strategy encourages students to actively engage with the text by requiring them to read, encode, annotate, and ponder the content. This active involvement promotes a deeper understanding of the narrative.
2. Critical Thinking. The strategy promotes critical thinking skills by encouraging students to annotate and ponder the text. This helps students analyze and evaluate the narrative, leading to a more comprehensive comprehension of the material.
3. Annotation. The act of annotating text encourages students to highlight important information, make connections, and ask questions. This process aids in the retention and recall of key details within the narrative.
4. Metacognition. The strategy incorporates metacognitive elements by requiring students to ponder and reflect on their reading process. This metacognitive awareness enables students to monitor their comprehension and make adjustments as needed.
5. Reinforcement. The repetition of reading, encoding, annotating, and pondering throughout the text reinforces understanding. This iterative process helps students build a more robust comprehension of the narrative.
6. Individualized Learning. The REAP strategy allows for a degree of individualization as students can encode and annotate the text based on their own cognitive processes and learning preferences, promoting a personalized approach to comprehension.
Students can involve with the material by breaking down the learning process into these four parts. Moreover, by giving students the chance to discuss the material with their classmates or teachers, it encourages their teamwork and communication.
The research aimed to find out the effect of using the REAP strategy on students' reading comprehension skills in narrative texts among tenth-grade students. A comparison was made between the post-test scores of an experiment class taught using the REAP strategy and a control class taught using a conventional strategy. The results revealed that the post-test scores of the experiment class were significantly higher than those of the control class, indicating the effectiveness of the REAP strategy in improving reading comprehension in narrative texts. The REAP strategy helps students to engage with the text in a deeper and more meaningful way, by requiring them to read, encode, annotate and ponder the text.
The REAP strategy also fosters students’ motivation and collaboration, by allowing
them to express their own opinions and perspectives on the text, and to discuss them with their classmates or teachers. The researcher came to the conclusion that the REAP strategy is effective in improving students' reading comprehension and is good for reading education.
44 CHAPTER V
CONCLUSION AND SUGGESTIONS
This chapter provides conclusion and also suggestions. Some suggestions follow from the research results and conclusions.
A. Conclusion
From the discussion in previous chapter, it can be concluded that using Read Encode Annotate Ponder (REAP) strategy is effective in improving reading comprehension in narrative text. The students reading comprehension towards narrative text before using REAP strategy was very poor. It was different from the students’ reading comprehension after using REAP strategy.
The mean score for the experiment class is higher than the mean score for the control class (64.50>60.14). The t-value outcome is 2.62 as well. The researcher then uses 5% (0.05) level significance and 60 degrees of freedom to examine the critical value on the t-table. It illustrates that the alternative hypothesis (H1) was accepted, explaining that the REAP strategy was successful in improving the reading comprehension of tenth-grade MA Madani Pao-Pao students, whereas the null hypothesis (H0) was rejected (2.62>2.00). The REAP strategy provides a number of benefits for teaching narrative material as well, as a result of their active participation in class.
The REAP strategy helps students to engage with the text in a deeper and more meaningful way, by requiring them to read, encode, annotate and ponder the text. The REAP strategy also fosters students’ motivation and collaboration, by
allowing them to express their own opinions and perspectives on the text, and to discuss them with their classmates or teachers.
In conclusion, the REAP strategy is effective in improving students' reading comprehension in narrative texts. Its emphasis on active engagement, critical thinking, annotation, metacognition, and individualization collectively contribute to enhanced comprehension skills among tenth-grade students. This strategy offers educators a valuable tool to facilitate more effective teaching and learning in the context of narrative text comprehension.
B. Recommendations
The researcher would like to provide some recommendations based on the results of this research and the discussion in the previous chapter.
1. For the English Teacher
a) Teachers must make an effort to employ engaging strategies. One option for teaching reading, particularly narrative material, is to employ the REAP strategy.
The strategy teaches students that they do not have to know every word in a text in order to read it, and it further improves their capacity for making notes on key ideas that they read.
b) Teachers must be selective and creative when using strategies in the classroom. The right strategies will make reading activities in the classroom more enjoyable for both teachers and students. This means that it can help students foster motivation and collaboration by allowing them to express their own opinions and perspectives on the text, and to discuss them with their peers or teachers.
46
c) Teachers should be aware of the resources provided to their students.
Students' interest in reading and comprehending the text can increase when the text has the appropriate information.
2. For the students
a) Paying close attention to the teacher's explanation of the lesson and taking part in the REAP strategy's teaching of narrative text. As a consequence, students can by themselves to comprehend the teacher's information without difficulty, comprehending not just specific phrases but also the entirety of the text. It is possible for improving students' interpersonal the ability to work togethe.
b) Students should be very motivated to comprehend narrative texts and consistently apply what they learn from their teachers.
3. For other researchers
The REAP strategy is an effective method for teaching reading comprehension, but it needs more research to explore its potential and limitations.
Future researchers could:
a) Test the long-term effects of the REAP strategy on students’ reading skills.
b) Compare the REAP strategy with other reading strategies for different texts and purposes.
c) Investigate the factors that affect the implementation and success of the REAP strategy in the classroom.
d) Explore the impact of the REAP strategy on students’ other language and thinking skills.
47
BIBLIOGRAPHY
Arriyani, N., & Oktaviani. Teaching Reading Through Reading, Encode,
Annotate, and Ponder (REAP) Technique to The Seventh Graders. English Community Journal (2019). https://jurnal.um-
palembang.ac.id/englishcommunity/article/view/2255 (accessed on 12 February 2023)
Aulina, I. “The Effectiveness of Read, Encode, Annotate, and Ponder (REAP) Strategy Toward the Students’ Reading Comprehension Ability on Narrative Text of The Eighth Grade Students at Mts Sunan Ampel Ringinrejo Kediri”.
Sarjana Thesis. Surabaya: Facultas of Tarbiyah and Teacher Training State Islamic Institute (IAIN) of Tulungagung, 2018.
Cahyaningtyas, A. P., & Mustadi, A. “The effect of REAP strategy on reading comprehension”. SHS Web of Conferences, vol. 42 (2018). https://www.shs- conferences.org/articles/shsconf/abs/2018/03/shsconf_gctale2018_00014/shs conf_gctale2018_00014.html (accessed on 12 February 2023)
Chomsky, N. Language and Mind. New York: Cambridge University Press, 2006.
Creswell, J. W. Educational Research: Planning, Conducting, and Evaluating.
Boston: Pearson, 2012.
Eanet, M. G., & Manzo, A. V. “REAP-A Strategy for Improving
Reading/Writing/Study Skills”. International Literacy Association, vol. 19, no. 8 (1976). https://www.jstor.org/stable/40032892 (accessed on 3 February 2023)
Fraenkel, J. R., & Wallen, N. E. How To Design And Evaluate Research In Education (7th Ed.). New York: MC Graw-Hill, 2009.
Genette, G. Narrative Discourse: An Essay in Method. New York: Cornell University Press, 1980.
Goldsten, E. B. Cognitive Psychology: Connecting Mind, Research, and Everyday Experience. Ohio: Cengage Learning, 2008.
Knapp, P., & Watkins, Megan. Genre, Text, Grammar: Technologies for Teaching and Assessing Writing. Sydney: UNSW Press, 2005.
Latifah, N., & Rahmawati, I. Teaching Aad Learning Narrative Text Writing Through Story Mapping. English Education: Jurnal Tadris Bahasa Inggris of UIN Raden Intan Lampung (2019).
http://www.ejournal.radenintan.ac.id/index.php/ENGEDU/article/view/4428 (accessed on 12 February 2023)
48
Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. Methods in Educational Research: from Theory to Practice. San Francisco: Jossey-Bass, 2006.
Lyons, J. Language and Linguistics. Cambridge: Cambridge University Press, 1981.
Mann, V. A. Reading Skill and Language Skill. Developmental Review (1984).
https://www.researchgate.net/publication/222440201_Reading_Skill_and_La nguage_Skill (accessed on 15 February 2023)
Marantika, J. P., & Fitrawati. (2013). The R.E.A.P Strategy for Teaching Reading A Narrative Text to Junior High School Students. Journal of English
Language Teaching of Padang State University, vol. 1 no. 2 (2013).
https://ejournal.unp.ac.id/index.php/jelt/article/view/1172 (accessed on 19 February 2023)
Moore, K. D. Effective Instructional Strategy. From Theory to Practice.
California: SAGE Publications, 2015.
Novita, T. The Effect of REAP (Read, Encode, Annotate, And Ponder) Strategy Towards Reading Comprehension in Narrative Text of The Second Year Students At Ma Jabal Nur Kandis. Sarjana Thesis. Pekanbaru: Faculty of Teacher Training and Education Universitas Islam Riau, 2020.
Patel, M. F., & Jain, P. M. English Language Teaching: Methods, Tools &
Techniques. Jaipur: Sunrise Publishers & Distributors, 2008.
Perfetti, C. Reading Ability: Lexical Quality to Comprehension. Scientific Studies of Reading (2017).
https://www.researchgate.net/publication/254312976_Reading_Ability_Lexi cal_Quality_to_Comprehension (accessed on 15 February 2023)
Roxas, S. P., Timario, L. F., Silva, J., & Lantong, E. The Use of Read, Encode, Annotate, Ponder Method (REAP) to Enhance the Reading Comprehension of Grade 9. Thesis. Philippines: Liceo de Cagayan University, 2020.
https://www.researchgate.net/publication/355041392 (accessed on 15 January 2023)
Renette, R. Using REAP (Read, Encode, Annotate, Ponder) in Teaching Reading.
International Seminar on English Language and Teaching (2016).
https://ejournal.unp.ac.id/index.php/selt/article/view/6986 (accessed on 15 Februari 2023)
Sari, O. P. The Influence of Using REAP (Read, Encode, Annotate, Ponder) Strategy Toward Student’s Reading Comprehension on Recount Text at The Second Semester of The Eighth Grade of Mts Al-Mubarok Bandar Mataram in Academic Year Of 2020/2021. Sarjana Thesis. Lampung: Tarbiyah and Teacher Training Faculty Raden Intan State Islamic University, 2021.