CHAPTER II: REVIEW OF RELATED LITERATURE
B. Theoretical Framework
3. Reading Comprehension
Comprehension is a person's ability to capture the meaning and meaning of the material being studied, which is expressed by describing the main content of a reading or changing data presented in one form to another. Transkerlay argued that comprehension skills are the heart of the reading process which is used in life as an experience of the act of reading.20Reading comprehension is the ability of brain capacity to grasp the meaning in large issue to comprehend and explore the social phenomena in reading text.
Ahmadi argued that reading comprehension is a process of understanding a text, exploring the meaning, purpose, and message
20Karen Transkerlay, The Threads of Reading:Strategy for Literacy Development,
(Virginia: Association for Supervision and Curriculum Development Alexandria, 2003), p. 114.
conveyed in a text.21 There are five aspects that influence students' reading comprehension: motivation, linguistic competence, interest, text characteristics, and the influence of the environment.22 It is important for readers to be able to analyze and evaluate what they have read critically in order to have good reading comprehension.
Reading comprehension also requires motivation, a mental framework to hold ideas, concentration and good learning techniques or strategies. Good readers can recognize and derive meaning from the words they see in print, and use knowledge of the structure of language. Readers must understand the text and understand what they read, because understanding what they read is an active thinking process that depends not only on the ability to understand, but also on the experience and prior knowledge of the reader. To understand the reading text, the reader does not only bring the symbols printed on the page into the brain, but the reader must understand the content of the reading.
a. Indicators of Reading Comprehension
The indicators of reading skill especially for reading comprehension are:
1) Students are able to predict or guess the meaning of words based on context.
2) Students are able to identify the main idea of the text.
21 Ahmadi, M. R, The Relationship between Students Reading Motivation and Reading Comprehension, (Journal of education and practice, 2013), p. 8-17
22 Fitria, W, Reading Interest and Reading Comprehension : A Correlational Study, (Journal Educative : Journal of Educational Studies, 2018), p. 95
3) Students are able to identify the implicit information of the text.
4) Students are able to identify the explicit information of the text.
b. The Components of Reading Comprehension Those are as follows:
1) Main idea (topic)
2) Expression /idiom/phrases in context 3) Inference (Implied detail)
4) Grammatical features
5) Detail (Scanning for specially stated detail) 6) Excluding fact no written (unstated detail) 7) Supporting idea
8) Vocabulary in context.23
From those statements can be concluded that reading comprehension is the reader‟s ability to deal with questions related to main idea, inferences, grammatical features, detail, excluding facts not written, supporting idea, and vocabulary in context.
4. Recount Text
There are many types of text in English. Each text has differences in definition, social function, linguistics features, and general structure.
This research focused on recount text. Recount text is a text that retell past experiences, Anderson state that recount text is a text that retell past events, basically in the order which they happened. The purpose of the
23 H. Douglas Brown, Language Assessment Principle of Classroom Practice, (San Fransisco:
Longman, 2007), p.206.
recount text is explain to the audience what happened and when.24 This mean is retelling past experiences to provide the reader with information about past events.
a. Generic Structure of Recount Text
Recount text consist of an introducing this turns representing participants, place and time, describing some events that happened in the past and personal comments of the author. Gerot and Wignell state, the general structure of recount text consists of orientation, events, and Re-orientation.25 This can be illustrated in figure below:
b. The generic structure of recount
Orientation is provides the setting and introduces the participants Event is tell what happen in the sequence.
Re-orientation is optional closure of events.
c. Language features of the recount text
- Introducing personal participant: I, my group, etc.
- Using chronological connection: then, first, etc.
- Using linking verb: was, were, saw, heard, etc.
- Using action verb: look, go, change, etc.
- Using simple past tense
24 Mark Anderson and Kathy Anderson, Text Type in English, (South Yarra, Macmillan, 1997), p.48
25 Linda Gerot and Peter Wignell. Op.Cid. p.194
Example of Recount Text Alone in the Darkness
Last night I was alone at home because all of my family went to cinema. I was the only one who did not want to go with them for one reason, I already watched the movie with my friend last week. Suddenly, there was a blackout in the neighborhood, it was so quiet and so dark, and a little bit creepy.
(Orientation)
I was laying on the couch when the blackout happened. The first thing I did was grabbing my cell phone and turn it on. I was lucky that I had a flashlight function on my phone, so I turned it on and use it to light the room. I tried to find a candle in the cabinet and I found one. I lit the candle and place it on a small plate. After that I put the candle on the table so the light can spread all over the room. Then I went to my room and took my blanket and went back to the couch where I stayed and waited for my family to return home. I covered all of my body with my blanket and hide underneath it because I was scared. (Events)
That was an unforgettable night, where I was alone at home in the darkness.
(Reorientation)
d. Reading Comprehension in Recount Text
Anderson explained that recount text is a text that retell past events, usually the order in which they occurred. It is purpose is describe what happened and when it happened.26 The meaning is
26 Mark Anderson and Kathy Anderson, Text Type in English, (South Yarra, Macmillan, 1997), p.24
retelling text gives a retelling of past experiences information for readers about past events.
Based on Brown‟s theory, reading in particular is a number of criteria. Commonly used to measure students‟ reading comprehension are:
1) Main idea (topic)
2) Expression /idiom/phrases in context 3) Inference (Implied detail)
4) Grammatical features
5) Detail (Scanning for specially stated detail) 6) Excluding fact no written (unstated detail) 7) Supporting idea
8) Vocabulary in context27
Based on these descriptions, it can be concluded that students‟
reading comprehension of recount text is the students‟ ability to comprehend the reading material composed of the recount text.
27 H. Douglas Brown, Language Assessment Principle of Classroom Practice, (San Fransisco:
Longman, 2007), p.206.
24
This research used a quasi-experimental study design. According to Setiyadi, experimental design aim to nullify variable relationships and can generally be used to draw conclusions.28 This design was important because it determines the study's internal validity that was the ability to draw valid conclusions about the effects of experimental treatment on the dependent variable,29 in other words, an experimental design is a research design used to find the effect of one variable on another.
Two classes were selected for this study: an experimental class and a control class. Took an experimental class used save the last word for me and the control class used reading aloud. Table 3.1 showed the Pre-test and Post- test design are illustrated as follows:
Table 3.1 Pre-test and post-test
Class Test Activity Test
Control Class Pre-test No treatment Post-test Experimental Class Pre-test Experimental treatment Post-test
In a quasi-experimental design, we can apply a pre-test and post-test design approach. Researcher assigned the entire group to the experimental and control treatment, performed a pre-test in both groups, performed the
28 Ag. Bambang Setyadi,Metode Penelitian Untuk Pengajaran Bahasa Asing, (Yogyakarta: Graha Ilmu, 2011),p.135.
29 Donald Ary, Cheser Jacobs, and Chris Sorensen, Introduction to Research in Education 8th edition, (Ottawa: Wadsworth Cengage Learning),p.301
experimental treatment only in the experimental group, and then performed a post-test to assess differences between the two groups.
That was, the quasi-experimental design used a pre-test and post-test design approach. Both class groups given a pre-test and post-test to find out the differences between the groups. The experimental class, experimental treatment procedures perform used the Save the Last Word for Me strategy as treatment and the control class, the reading aloud used as treatment.
B. Population and Sample 1. Population
Population is a generalization of a group consisting of object or subject that has several qualities and characteristics that was chosen to be studied and concluded by the researcher.30 Based on the statement above, the populations of this research was the 8th grade students at Madrasah Tsanawiyah Unggulan Al - qodiri I Jember in academic year of 2022/2023. The population for this study was described in the table below:
Table 3.2
The Population of Research
No Class Number of students
1 VIII A 25
2 VIII B 22
3 VIII C 22
4 VIII D 31
5 VIII E 31
6 VIII F 32
Total 163
30 Sugiono, Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualititatif dan R&D), (Bandung: Alfabeta, 2015), p. 117.
2. Sample
Sample is part of total and characteristic that has by the population.
Sample was taken from most of the population there were used sampling techniques that was used and the researcher used cluster random sampling.
Furthermore, there were two classes of population that used in this study where two classes from the entire population. For this reason, the researcher decided to conduct the research class VIII B was the experimental class and VIII C was the control class.
C. Technique of Collecting Data
Researcher used the test when collected the data. The test determined whether an individual candidate met a given standard or criteria. This was required for a specific decision context.31 This means that the quality of students depends on the test declarations or standards.
Some of the test, there were:
1. Pre-test
The pre-test given before treatment. This was done through reading comprehension of recount text based on the topics provided. Researcher was given students in control and experimental class a pretest to measure reading comprehension before treatment. In the pretest, students asked to answer a reading comprehension test in the form of multiple choice questions on counting texts.
31 Glenn Fulcher, Practical Language Testing, (New York: Routledge,2013), p.31
2. Post-test
Post-test were administered after students in the experimental and control classes received treatment. It was important to note that after class, students count the text for reading comprehension used the Save the Last Word for Me strategy. It was given after treatment to measure the effect of the Save the Last Word for Me strategy.
Prior to obtaining scores, researcher establish procedures for evaluating student work. To do this, the researcher used Arikunto's formula. The pre-test and post-test results were calculated using the following formulas:
S = x 100 Notes:
S = the score of the test
R = the total of the right answer N = the total item
D. Research Instrument
This study used multiple-choice as a testing tool to assess student reading comprehension while counting. The text consists of 20 items with 4 alternative options. This test was intended to measure students' reading comprehension of counted texts. In measuring students' reading comprehension, the test used language assessment theory. Some commonly used specifications to measure reading comprehension are: main idea (topic), content phrase / idiom / sentence, conclusion (implied details), grammatical
features, details (search for specific given details), exclusion of unwritten facts, supplementary ideas, content vocabulary.32
In order to see how good the test was, so the validity and reliability, should be had by those instruments in this research.
1. Validity of test
Validity refers to how much the accuracy of research instrument. There are some kinds of validity which were used in this research, as follows:
a. Face validity
This validity concerned whether the tests seem relevant and appropriate for what is assessing on the surface. So, the test has face validity, when it look clear to the students even the test maker.
b. Content validity
According to Sujarweni, content validity is evidence based on the test‟s content, including relationship between the test‟s content and the structure that the test designed to measure. In this validity, the test should be based on learning material. It means this validity was comparing the contents of test with learning material that has been taught before and the material is agreement with objectives of learning in the syllabus.33
2. Reliability
Reliability refers to whether test scores are consistent. Reliability refers to the consistency of the results obtained. That was, how consistent
32 H. Douglas Brown, Language Assessment Principles and Classroom Practices, (SanFransisco:Longman,2003),p.206
33 Sujarweni, Research Methods: Complate, Practical and Easy to Understand. 4
an individual in dosing from one device to another, and from a set of items to another.34 To examine the reliability of the test, the researcher used the IBM SPSS Statistics 22 version of Cronbach's Alpha. If the value of Cronbach's alpha is greater than 0.60, the test is reliable. Where the confidence based on Cronbach's alpha coefficient was:
Table 3.3
The Level of Reliability of Cronbach’s Alpha35 Cronbach’s Alpha Coefficient Level of Reliability
0,0 – 0,20 Less reliable
>0,20 – 0,40 Rather reliable
>0,40 – 0,60 Quite reliable
>0,60 – 0,80 Reliable
>0,80 – 1,00 Very reliable
Taken from: Multivariate Data Analysis E. Technique of Data Analysis
In this study, the researcher used several ways to collect the results of this study. The data test used to find out the results of students' reading comprehension used Save the Last Word for Me strategy in the experimental class, while in the control class used reading aloud.
In addition, the data analysis technique in this study used the T-test.
The T-test used to determine the difference between the experimental class and the control class. However, before using the T-test, it was necessary to perform a normality test and a homogeneity test.
34 Op.cit. Donald Ary, et.al. p.236
35 Hair at all, Multivariate Data Analysis 7th Edition (England: Pearson Education Limited, 2010), 125.
1. Normality Test
Researcher analyzed the normality and homogeneity of the data before calculating the t-test value. The researcher used by IBM SPSS Statistics 22 version to test for normality. SPSS has two types of this normality tests: Kolmogrov Smirnov and Shapiro-Wilk. The normality test hypothesis formulated as:
Ho: The data are normally distributed.
Ha: The data are not normally distributed.
While the criteria of acceptance or rejection of hypotheses for normality test are as follows:
Ho is accepted if Sig. >α = 0.05 Ha is accepted if Sig. <α = 0.05 2. Homogeneity Test
Homogeneity test used to determine whether the data obtained from the sample homogeneous or not. In this research, the researcher was used statistical computation will be done by IBM SPSS Statistics 22 version for homogeneity of test. The hypotheses for the homogeneity tests were formulated as follows:
Ho= the variances of the data were homogenous Ha= the variances of the data not homogenous.
While the criteria of acceptance or rejection of homogeneity test were as follow:
Ho is accepted if Sig. >α = 0.05
31
1. Madrasah Tsanawiyah Unggulan Al- Qodiri 1 Jember
The History of the Establishment of the flagship Madrasah Tsanawiyah Unggulan Al-Qodiri 1 Jember. Madrasah Tsanawiyah Unggulan Al-Qodiri 1 Jember was established in 1989 by the founder &
caregiver of Al- Qodiri Islamic Boarding School, namely KH. Achmad Muzakki Syah and it‟s the first formal educational institution located at Al-Qodiri Islamic Boarding School 1 Jember established.
In the first establishment 1989 until 2001, Madrasah Tsanawiyah Unggulan Al-Qodiri 1 Jember was led by Gus H. Suyuti Ma‟sum as the headmaster. Until then in 2001 Madrasah Tsanawiyah Unggulan Al-Qodiri 1 Jember was led by Nyai Hj. Elmi Mufidah S.Pd.I, as the head of Madrasah Tsanawiyah Unggulan Al-Qodiri 1 Jember. On 2012 Nyai Hj.
Elmi Mufidah, S.Pd.I ordered the management board to make the first
“Excellent Class” program at Al- Qodiri Islamic Boarding School. So this is the forerunner of the establishment of Madrasah Tsanawiyah Unggulan Al-Qodiri 1 Jember.
Then after 5 years later the Excellent Class was established, in 2017 the “Excellent Class” began to run better and was built on adequate system. Madrasah Tsanawiyah Unggulan Al-Qodiri 1 Jember is located at Jl. Manggar No. 139A, Gebang Poreng, Patrang Jember regency, East Java
68117. Then, these are Vision, Mission, and Destination of Madrasah Tsanawiyah Unggulan Al-Qodiri 1 Jember.
a. Visi
Achieve Islamic cadres, knowledgeable, love the environment and has a boarding school spirit.
b. Misi
1) Islamic; Actualizing Islamic values in daily life 2) FDS; Organizing Full Day School education 3) IT; Implementation of IT- based learning
4) Adiwiyata Madrasah; Maximizing the Adiwiyata madrasah program
5) Excellent Program; Optimizing the competence of the Excellent Program in mastery of Arabic, English, Tartilul Qur'an, Tahfidzul Qur'an and Mastery of Reading yellow book
6) Organization; Build and develop an efficient organizational system for sustainable cadres.
2. The Description of Data
After concluding the research at Madrasah Tsanawiyah Unggulan Al-Qodiri I Jember, there were two classes used as the subject of this research. The first class was VIII B as the experimental class and the second was VIII C as the control class, they were chosen by cluster random sampling. The experimental class given by Save the Last Word for Me strategy, while the control class given by reading aloud. The researcher
got the data by made a pre-test and post-test in classes, experimental class and control class. The pre-test was given before done the treatment and the post-test was given after treatment was done.
Picture 4.1
Researcher gave a pre-test in experimental class
Based on picture above, researcher was given a pre-test in experimental class VIII B that was held on 16th of February 2023. In pre- test, researcher was given 20 multiple choices with thirty minutes, all students done the pre-test carefully.
Picture 4.2
Researcher gave a pre-test in control class
Based on picture above, researcher was given a pre-test in control class VIII C that was held on 18th of February 2023. In control class was
same with experimental class, researcher gave 20 multiple choices with thirty minutes. (See appendix 10)
After the experimental and control class were given pre-test, researcher was given the students a treatment to experimental class and explain to the students about the Save the Last Word for Me strategy and the material they would receive on 25th of February 2023. Submission of material about recount text with save the last word for me strategy explained in detail include the meaning, function, structure and examples of recount text. In learning activities used the save the last word for me strategy, the students divided in group, every students have given text and paper, teacher asked students to read the text, after students read the text that have given, the students write down two words that they consider confused, then students discuss in group. After all group read the words that students have written, the students asked to find the meaning of the words that students find confused, the teacher observed each group and help students who were having difficulty. After students found the meaning of the words they written, it will be the “last word” for them because therefore they must really pay attention in order to get the last word that they can read in front of the class.36
While, for control class the researcher thought on 26th of February 2023. In this class, researcher was given same recount text material as in experimental class but used another strategy, namely reading aloud. The
36 Randi Stone, Best Practice for Teaching Reading: What Award-winning Classroom Teachers Do. (New York: Corwin Press A SAGE Company, 2008), p.102