Discussion - FINDINGS AND DISCUSSION - The Effect of Teaching Narrative Text Using REAP (Read,

CHAPTER IV FINDINGS AND DISCUSSION

B. Discussion

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.

(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:

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.

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.

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50 APPENDICES

APPENDIX IX DOCUMENTATION

Dalam dokumen The Effect of Teaching Narrative Text Using REAP (Read, Encode, Annotate, Ponder) Strategy on Students’ Reading Comprehension at the Tenth-Grade Students of MA Madani Pao-Pao (Halaman 52-56)