CHAPTER II REVIEW OF RELATED LITERATURE
B. Population & Sample
The subject in this research is students at SMA Negeri 3 Barru. The experimental class is taught with RCRR strategy.
1. Population
According to Sugiyono (2019) population is a generalization area consisting of: objects / subjects that have certain quantities and characteristics set by researchers to be studied and then drawn conclusions.
Researcher have made observations at SMA Negeri 3 Barru and obtained data on the total number of student’s, in XI class there are three class.
Each class consists of 20 students. Total population of this research is 60 students.
2. Sample
The sampling procedure used in this study was non-probability with purposive sampling technique. This technique is widely used in quantitative research for the identification and selection of information- rich cases for the most effective use of limited resources (Patton, 2002).
Purposive sampling is intentional selection of informants based on their ability to elucidate a specific theme, concept, or phenomenon.
After being selected based on determinant classes, the researcher was consistently taking class XI MIPA 2 as a sample of the experimental class whose reading skill level is still low with a total of 20 students.
Table 3.1
Distribution of the Research Population and Sample
Arikunto (2009)
C. Research Variable
Referring to Creswell (2012) variable is a characteristic or attribute of an individual or an organization that a researcher can measure or observe and varies among individuals or organization studied. Latief (2015) in his book said that in experimental designs, there are two kinds of variable used ; Independent Variable and Dependent Variable. There were two kinds of variable in this research, the first variable as the Independent Variable (which has influence to dependent variable) and the second variable was Dependent Variable (variable that depend on independent variable). The explanation as follow:
No Class Female Male Population
1 XI 10 10 20
Total 20
19 a. Independent Variable
According to Creswell (2012), an independent
variable is an attribute or characteristic that influence or affects an outcome or dependent variable. RCRR strategy was the Independent Variable in this research.
b. Dependent Variable
According to Creswell (2012), dependent variable is an attribute or characteristic that is dependent on or influenced by independent variable.
Students’ reading skill was the Dependent Variable in this research.
D. Research Instrument
Instruments will be used to facilitate this research and to collect the data or information which is important to find the result of this research, the pre-test and post-test are used, and both samples will be acquired the same instruments.
Here below are the explanation of the instruments.
Research instruments in collecting data, the instrument used is a multiple- choice test. Students will be given a multiple-choice test about narrative text by the teacher using Read, Cover. Remember, Retelling Strategy. The test consists of 2 types of narrative text, each text has 10 multiple choice questions and a total of 20 items.
In assessing student answers, the correct answer gets 5 and the wrong answer gets 0. The score range is from 0-100. The highest score is 100.
E. Data Collection Procedure
Data will collect using pretest and posttest. Pre-test will be given to students at the beginning of the study. Then, the post-test will be given to the students at the end of the study. The data collection procedure is as follows:
1. Pre-test
The pretest that will be carried out before the treatment is intended to improve students’ reading skills in the text. The items used for the pre-test consisted of 20 items. The test given is about reading skills according to the indicators of students’ reading skills.
2. Treatment
The treatments are Read, Cover, Remember, and Retell Strategy on student’s reading skills in reading texts in the teaching and learning process.
21 Table 3.2
The Process of the Treatment Design as Follow
Meeting Experimental Group Students Activities 1 Researcher greets the students
to open the class and given pre-test to the students.
Students answer
greetings Researchers and Students will do a pre-test answers.
2 Researcher given a narrative text reading test to students and think about the events that occurred from the text, the text is the story of Lake Toba and Sura & Baya
The students decide for themselves the conclusion of the story and retell it in front of the class in their own language.
3 Researcher asked the student about the material to perform the tracking.
Students answer asked to the Researcher. In this phase start question and answer process.
3. Post-test
Posttest will be given at the end of the research. The items used for the posttest consist of 20 items.
The data is collected by giving the test to the student. Several steps are used to the data:
1. Giving Pre-test to Experimental Group
2. Submit Pre-test to Experimental Group.
3. Giving treatment to Experimental Group by using Read, Cover, Remember, Retell Strategy.
4. Giving Post-test to Experimental Group.
5. Submit Post-test to Experimental Group.
6. Listing the score of Pre-test and Post-test into the Experimental Group.
F. Data Analysis Technique
In this study, the researcher analyzed the data using statistical methods. To find out the individual scores of students, the researcher uses formula as follows:
Student score = 𝑐𝑜𝑟𝑟𝑒𝑐𝑡𝑎𝑛𝑠𝑤𝑒𝑟 X 100
𝑡𝑜𝑡𝑎𝑙𝑛𝑢𝑚𝑏𝑒𝑟𝑜𝑓𝑞𝑢𝑒𝑠𝑡𝑖𝑜𝑛
Then, to interpret the score, the researcher uses test score measurement criteria to determine the effect of using the RCRR strategy on students’ skill to understand text reading, the scores were classified into seven level classifications which adapted to the scoring system from Depdiknas (2006) as follows:
23 Table 3.3
Scoring Classification of Students’ Reading Achievement
(Depdiknas, 2006) 1. Measuring the different scores between Pre-test and Post-test from the
experimental group.
2. Listing the scores into the tables, for the experimental group scores.
3. Calculating the total score Pre-test and Post-test in experimental group.
Calculating is conducted by using SPSS 4. To find out the improvement of percentage.
Interval Classification
81-100 Excellent
61-80 Good
41-60 Fairly Good
21-40 Fair
0-20 Poor
Notation:
𝑋2 − 𝑋1
% = 𝑋1 × 100
% : The percentage of improvement X2 : The total score of post-tests X1 : The total score of pre-tests
(Gay, 1991) 1. Calculating the value of test to indicate the significance between
post-test and pre-test, the researcher will use the SPSS formula.
2. T-test and T-table formula
𝑇𝑡𝑒𝑠𝑡 ≥ 𝑇𝑡𝑎𝑏𝑙𝑒 ∶ ℎ𝑎𝑣𝑖𝑛𝑔 𝑠𝑖𝑔𝑛𝑖𝑓𝑖𝑐𝑎𝑛𝑡 𝑖𝑛𝑓𝑙𝑢𝑒𝑛𝑐𝑒 H1 : μ1 > μ2or P − value < 𝛼 0.05
𝑇𝑡𝑒𝑠𝑡 ≤ 𝑇𝑡𝑎𝑏𝑙𝑒 ∶ ℎ𝑎𝑣𝑖𝑛𝑔 𝑛𝑜
𝑠𝑖𝑔𝑛𝑖𝑓𝑖𝑐𝑎𝑛𝑡 𝑖𝑛𝑓𝑙𝑢𝑒𝑛𝑐𝑒 H0 : μ1
= μ2or P − value ≥ α 0.05
(Gay, 1991)
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3. Calculating the value of test to indicate the significance between post-test and pre-test, the researcher will use the SPSS formula.
4. T-test and T-table formula
𝑇𝑡𝑒𝑠𝑡 ≥ 𝑇𝑡𝑎𝑏𝑙𝑒 ∶ ℎ𝑎𝑣𝑖𝑛𝑔 𝑠𝑖𝑔𝑛𝑖𝑓𝑖𝑐𝑎𝑛𝑡 𝑖𝑛𝑓𝑙𝑢𝑒𝑛𝑐𝑒 H1 : μ1 > μ2or P − value < 𝛼 0.05
𝑇𝑡𝑒𝑠𝑡 ≤ 𝑇𝑡𝑎𝑏𝑙𝑒 ∶ ℎ𝑎𝑣𝑖𝑛𝑔 𝑛𝑜
𝑠𝑖𝑔𝑛𝑖𝑓𝑖𝑐𝑎𝑛𝑡 𝑖𝑛𝑓𝑙𝑢𝑒𝑛𝑐𝑒 H0 : μ1
= μ2or P − value ≥ α 0.05
(Gay, 1991)
CHAPTER IV
FINDINGS AND DISCUSSION
A. Findings
The purpose of this research was to find out whether there were the significance differences of the student’s reading skill by using Read, Cover, Remember, Retell (RCRR) strategy. This research was conducted at the XI MIPA 2 students of SMAN 3 Barru. In the academic year of 2021/2022 which consists of 20 students. The result of data findings found that teaching reading through Read, Cover, Remember, Retell (RCRR) strategy could improve the student’s reading skill. The result of data analysis can be seen as follow:
1. Pre-Test
Table 4. 1 Pre-Test of student’s reading skill
Pretest
Statistics
N Valid 20
Missing 0
Mean 52.2500
Std. Deviation 12.19092
Variance 148.618
Range 45.00
Minimum 30.00
Maximum 75.00
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The table above shows that the mean score of the students’ reading skill was 52.25 and it was classified as fairly good. Next, the minimum score was 30, it indicated the lower score that gotten by student’s was 30 and the maximum score was 75, it indicated the higher score that gotten by students is 75. It was more clearly shown in the table below:
Table 4. 2 The Frequency and Rate Percentage of the Student’s Reading Pre- Test Score
No Range of
score Classification
Reading
Frequency %
1 81-100 Excellent
- -
2 61-80 Good
2 10
3 41-60 Fairly Good 15 75
4 21-40 Fair 3 15
5 0-20 Poor
- -
Total 20 100
Based on the table above, it shows that there were 2 (10%) student’s classifieds as good, 15 (75%) students were classified as fairly good and 3 (15%) students were classified as fair. In addition, there was no student’s classified as excellent and poor.
2. Post-Test
Table 4. 3 Post-Test of students reading skill Statistic s
Posttest
N Valid 20
Missing 0
Mean 78.5000 Std. Deviation 7.45160
Variance 55.526
Range 30.00
Minimum 60.00
Maximum 90.00
The table above shows that the mean score of the students’ reading skill was
78.50 and it was classified as good. Next, the minimum score was 60, it indicated the lower score that gotten by students was 30 and the maximum score was 90, it indicated
the higher score that gotten by student’s was 90. It was more clearly shown in the table below;
Table 4. 4 The Frequency and Rate Percentage of the Student’s Reading Post- Test Score
No Range of
score Classification
Reading
Frequency %
1 81-100 Excellent 6 30
2 61-80 Good 13 65
3 41-60 Fairly Good
1 5
4 21-40 Fair
- -
5 0-20 Poor - -
Total 20 100
Based on the table above, it showed that there were 6 (30%) student’s classifieds as excellent, 13 (65%) students were classified as
29
good and 1 (5%) student were classified as fairly good. In addition, there was no student’s classified as fair and poor.
3. Improvement of student’s reading skill
Table 4. 5 The Improvement of student’s reading skill
Indicator Pre-test Post-test Improvement
Reading Skill 52.25 78.50 50,23%
Based on table above shows that the mean score of pre-tests was 52.25 and post- test was 78.50. The improvement of pre-test and post-test is 50.23%. Based on the result, it concluded that the using of Read, Cover, Remember, Retell (RCRR) strategy is able to give good contribution in teaching and learning reading especially narrative text.
4. Hypothesis
Table 4. 6 T-test Calculation/Value Paired Samples Test
Paired Differences
t df
Sig. (2- tailed) Mean
Std.
Deviation
Std. Error Mean
95% Confidence Interval of the Difference Lower Upper Pair 1 Pretest –
Posttest
-26.25000 6.25658 1.39901 -29.17817 -23.32183 -18.763 19 .000
Table above shows that t-test value for reading skill especially narrative text, the t-test value was 18.763 and t-table was df=19=1.729. It means that 18.763 > 1.729 it indicated that the result of t-test value was higher than t-table value. As the result there was significant different between the result of pre-test and post-test in reading skill, it showed that
Read, Cover, Remember, Retell (RCRR) strategy was effective in improving student’s reading skill through narrative text.
B. Discussion
In this part the researcher presented discussion of Read, Cover, Remember, Retell (RCRR) strategy in reading skill based on findings.
Reading is the most important skill to master in order to ensure success in learning, and it has been considered as an interactive process with many different levels that readers can build a meaningful representation of text by using their background knowledge (Tran &
Duong,2018). According to Brummer & Macceca (2008) that Read, Cover, Remember, Retell strategy is an effective approach to help readers who are good in reading is reading quickly and as a result, they do not
understand what they have read. It is modeled for student’s during whole class
instruction period and then in line with student’s who work as partners to read the same text.
Based on the findings the result of t-test value was higher than t- table value. As the result there was significant different between the result of pre-test and post-test in reading skill, it showed that Read, Cover, Remember, Retell (RCRR) strategy was effective in improving student’s reading skill through narrative text. It correlated with Marpaung (2019) conducted research in The Use of Read, Cover, Remember, Retell
31
(RCRR) Strategy in Improving Students’ Reading Comprehension Ability at SMPN 10 Cimahi. It indicated that students have a positive response toward the RCRR strategy. More ever, Djunaidi (2018) conducted research in The Application of RCRR (Read, Cover, Remember, Retell) Strategy in Teaching Reading Descriptive Text to The Eighth Grade Students of State Junior High School 50 Palembang. It could be concluded that the application of RCRR (Read, Cover, Remember, Retell) Strategy to the eighth-grade students of Junior High School 50 of Palembang is effective. In addition, Dahler et al. (2018) state there is significant difference of students in reading comprehension recount text between experimental class that received treatment by using Read Cover Remember Retell (RCRR) strategy and control class that does not receive the strategy and there is a significant difference of the students in reading comprehension recount text between pre-test and post-test of experimental class. It means that, there is significant different of students in reading comprehension recount text before and after applying Read Cover Remember Retell (RCRR) strategy at second grade of SMPN 16 Pekanbaru. Thus, RCRR strategy is effective in reading comprehension recount text.
CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion
Based on findings above shows that the mean score of pre-tests is 52.25 and post- test is 78.50. The improvement of pre-test and post-test is 50.23%. Based on the result, it concludes that the using of Read, Cover, Remember, Retell (RCRR) strategy is able to give good contribution in teaching and learning reading especially narrative text. And the hypothesis shows that t-test value for reading skill especially narrative text, the t-test value is 18.763 and t-table is df=19=1.729.
It means that 18.763 > 1.729 it indicates that the result of t-test value is higher than t-table value. As the result there is significant different between the result of pre-test and post-test in reading skill, it shows that Read, Cover, Remember, Retell (RCRR) strategy is effective in improving student’s reading skill through narrative text.
B. Suggestion
After passed all of the procedures to finish this research, the researcher would like to give some suggestions in apply Read, Cover, Remember, Retell (RCRR) strategy in teaching reading skill, as follows:
1. The researcher suggests to the English teacher to train the students to understand the reading with no limit. It means the students can learn the meaning or learning of text with any book, web, or reading media in English learning. Then, the teacher has to monitoring the student’s too, because it is very important to support the student’s knowledge.
33
2. The researcher suggests to the teacher that should be creative in teaching English especially reading. Because in mastering English need more method or technique to improve it and the researcher suggests to the teacher should be more patient to help the students to solve their problem in learning English.
3. The other researchers who would like to conduct similar research. They are suggested to apply the strategy in different level of the student’s because every school has different level of the students. The other researchers should be creative and innovative to modify the activities of the strategy in using Read, Cover, Remember, Retell (RCRR) strategy to improve student’s achievement of reading skill.
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Brummer. & Macceca. (2008). The Use of Read, Cover, Remember, Retell (RCRR) Strategy in Improving Students Reading Comprehension Ability. A Journal.Universitas Advent Indonesia.
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APPENDICES
37 Appendix A
Narrative Text (The Treatment)
Name : Class :
1) Sura and Baya
A long time ago, there were two animals, Sura and Baya. Sura was the name of a shark and Baya was a crocodile. They lived in a sea.
Once Sura and Baya were looking for some food. Suddenly, Baya saw a goat. “Yummy, this is my lunch,” said Baya. “No way! This is my lunch.
You are greedy,” said Sura. Then they fought for the goat. After several hours, they were very tired.
Feeling tired of fighting, they lived in the different places. Sura lived in the water and Baya lived in the land. The border was the beach, so they would never fight again.
One day, Sura went to the land and looked for some food in the river. He was very hungry and there was not much food in the sea. Baya was very angry when he knew that Sura broke the promise. They fought again. They both hit each other. Sura bit Baya’s tail. Baya did the same thing to Sura. He bit very hard until Sura finally gave up and A went back to the sea. Baya was happy.
Pretest & Post test
1. What is the type of the text above?
a. Recount b. Narrative c. Descriptive d. Spoof
2. What is the type of the text?
a. Science fiction b. Fairy Tale
c. Fable d. Myths
3. How many characters in this story?
a. 2 b. 3 c. 4 d. 5
4. Why are they fighting?
a. Because looking for some food b. Because Sura hates Baya c. Because of goat
d. Because hungry
5. Where did the story happen? (Paragraph 4) a. Forest
b. River c. Beach d. Sea
6. Who was looking for some food?
a. Sura and Goat b. Goat and Baya c. Sura and Baya d. Sura, Baya and Goat
7. What was the border between Sura and Baya?
a. Sea b. Wood c. Hill d. Beach
8. He bit very hard… (paragraph 4), “He” refers to…
a. Sura b. Baya c. Goat d. Whale
9. “No way! This is my lunch. You are greedy” …. (Paragraph 2), “Greedy” what does the similar mean?
a. Stingy b. Polite c. Selfish d. Wicked