of the classroom, and students were pleasant with the situation. So, applying Chunking strategy could increase motivation of the students. In addition the researcher got new knowledge applying Chunking strategy to teach English, especially in Reading ability. The researcher had improved her knowledge in using the strategy and various materials for the teaching process. As a result, the researcher become more open minded to make the English teaching and learning process more interesting.
greater than t-table (18.01 > 1.717). Thus, it can be concluded that the students’
reading comprehension is significant better after getting the treatment. So, the null hypothesis (H0) is refused and the alternative hypothesis (Ha) is accepted.
From the result of the improvement of the students’reading comprehension it was caused by applied chunking strategy as tool in reading learning for the students, students learned appropriately to understand the meaning and correct pronunciation in English. Furthermore, the students felt enjoy and be active in learning process because the researcher took the students to work together in small group.
In the first meeting when did the treatment, the students felt bored in learning reading through applying Chunking strategy. It was because the teacher never applied Chunking strategy in teaching reading so the students be confusing. During the time of teaching reading, the researcher started to explain the applying of Chunking strategy in teaching reading. The researcher began to guide the students to understand the process of Chunking strategy. The applied of Chunking strategy made the students easily understood the materials and it also improved the students’ confidence and comprehension in teaching reading.
In the teaching reading activities process, the researcher used steps of Chunking strategy as well preparation, review reading strategies, chunk the text, paraphrasing meaning, assessment and sharing.42 In the preparation, the researcher prepared the students to start studying and introduced the material. Second step was review reading strategies, in this step had branches step and the researcher asked students to do this branches step were circle the words that unfamiliar, use context clues to have define, look up the meaning of unknown words, write synonyms for
42Malamed Connie, Chunking Information for Instructional Design. http://the e-learning coach.com/e-learning design/chunking-information/2015 (Accessed on March 34th 2019).
these new words in the text, underline important places people and identify, read aloud, read multiple times. Third steps were chunk the text, in this step the researcher asked the students to chunk the text in to some phrases or sentences. Fourth step was paraphrasing meaning, after chunking the text and looked meaning up the researcher asked students to paraphrasing the text by own their way. The last step was assessment and sharing, these students were given some question about the text or story that the students had paraphrased, that was the way to teach reading comprehension by applying Chunking strategy. In the short explaining, chunking strategy was a reading strategy that breaks down challenging text into manageable places. Dividing content into smaller parts helps students identify key words, organize idea, and synthesize information. A text can be chunked in different ways depending on the size and complexity. For example, a section of text may be broken down into paragraphs, or a paragraph may be broken down into sentences.
The students would answer the question of reading in form of text and the students had to focus. The researcher would supply a worksheet explained the material in the meeting. It was aimed at to evaluate the students’ attention and knowledge after explanation. After that the researcher asked students to read the text that was given and follow the five steps of chunking strategy, and the last was asked students to understand the meaning contained in the text. After students did the worksheet which had given, the researcher asked them to collect that and correct it together.
Anderson described that the factors of affecting in reading comprehension in his opinion does not reside on the text itself. Meaning is reached when the reader
integrates personal background knowledge, purpose for reading, reading strategies, and the text to get meaning.43
Whereas reading was one of those skills that was considered as the most important activity to get knowledge and information in human life, especially for the students in learning English. In schools, reading was one of the basic competences that included in English subject that should be studied by the students. So the teacher had to be creative person in teaching.
Successful reading could be looked at in terms of the strategies or technique the teacher used when teaching reading. Through reading, people can improve their own knowledge which ensured the continuing personal growths and adapts the change in the word. Anything we could do to make reading easier for them must be good idea.
43J. Estill Alexander, Teaching Reading (Toronto: Little Brown And Company, 1979), p. 65.
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based on the researcher findings and discussion. The eighth parts some suggestions based on the conclusion.