COMBINING READ ASK PUT (RAP) AND GIVING REWARD STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION AT THE SECOND GRADE
OF SPMN 5 WELAK.
Roselina Inul,
Jurusan Pendidikan Bahasa Inggris STKIP YPUP Makassar E-mail: [email protected]
Abstract
The objective of this research was to find out whether or not RAP and Giving Reward Strategy can improve the students reading comprehension at the second grade students of SMP Negeri 5 Welak . This research used pre- experimental .The population of this the second grade students of SMP Negeri 5 Welak academic year 2020/2021 .The sample was 20 students and used purposive sampling technique in one class .The instrument was reading test that consist of multiple choices. The test was used to measure the students’ achievement in reading comprehension after learning English through RAP and Giving Reward Strategy. Based on the result of the data, students’ achievement in reading comprehension with the value of t-table 15,227 and the value of t- table was 2,093. The value of t-test was higher than t-table (15,227>2,093). It can be concluded that the use of RAP and Giving Reward strategy in English Language teaching can improve students reading comprehension.
Keyword: RAP and Giving Reward Strategy, Reading comprehension.
INTRODUCTION Background
Nowadays, English has been taught since elementary school. They just only learn about some vocabulary. it differs from students in junior and senior high schools, the English subject is deeper and wider explained. they do not only learn about vocabularies but kind of text, how to speak in English, writes some paragraph, and others. So, we can say that English language is necessary for everyone because the impact of English brings a tremendous incidence especially in this modern era today. People who speak English are able to live their life easily since English is everywhere.In Indonesia, English is foreign language. Many people learn English which is important in the globalization era. English is taught as subject and as part of school curriculum of junior high schools and senior high schools. In other hand, English is learned in some kindergartens and elementary schools as additional subject nowadays.
Day by day, the need of English has become wider as well. Therefore,
attention to English in education in order to equip its students with the proficiency of English.
In learning English, there are four skills namely reading, listening, speaking, and writing. Reading and listening are receptive skill while speaking and writing is productive skill. Like the others skills, reading also is an important skill. Reading is a language skill used as one of the ways for gaining information. By reading, students are able to access information and knowledge about many important and useful things widely spread in the world.
In learning vocabulary reading is a good way to know how to use the words in sentences. In speaking, read aloud can help you to speak fluently. Besides that, it is also as a way to know how the native speaker uses the language in writing. So, we can conclude that reading can help you in learning the others skills.
Like love that is undefined, reading lovers also cannot define why they love reading. For researcher, she is very aware
understand and remember about everything more effective through reading, although listening is also a receptive skill.
Besides, it helps her to know everything she wants to know, reading also helps her to get her own idea or opinion based on what she has read. The researcher believes that a lot you read, a lot you get, a lot your opportunity to be success
Reading is the process of getting information from the written; from the writer to the reader. The goals of all reading is the text comprehension of meaning that is conveyed in the written text. According to Dean (2013), reading is more than seeing words clearly , more than pronumcing printed words correctly and more than recognizing the meaning of isolated words . Reading requires you to think and feel. reading is not just looking and pronumcing word in the text but comprehending all the component of a text. The purpose teaching reading is to develop the abilities of students to be effective and efficient in reading .According to Lerh (2013), Reading comprehension is the process of simultaneously extracting and constructing meaning through interaction and involvement with written language.
Based on the researcher experienced during magang III, in 2018-2019 academic year at SMP Negeri 5 Welak. in general the students are poor reading. They do not have positive attitude and also interest to read even though they have already known that reading is important. The teacher said that many students had difficulties in comprehending the reading texts. These difficulties can be caused by the fact that the students had not mastered the reading comprehension skills and the students’
knowledge of vocabulary was still very limited. The students even used to ask the teacher to translate the text into bahasa indonesia because they are confused to comprehend every single sentence in the text. It because students’ ability which
translate English text word by word.
Moreover, in the teaching and learning process, most of the students were passive and they were easily to get bored with the text that got to read. It is probably because of the teaching strategy that the teacher used was not attractive, for example, the teacher often asked the students to read the text, and then answered the questions only although they work in group.
To solve the problem above, the researcher interesting to be use Read Ask Put and giving Rewards to improve students reading comprehension. The strategy requires students to read short passage of material and rephrase the content, including the main idea and specific details in their recall of own words and giving the students rewards, the students’ response of the implementation rewards in teaching reading comprehension are the students more enthusiastic, fun, happy and exciting, students are more motivated
Based on the statement above and considering the importance of the students’
increasing reading comprehension, the researcher will carry out a research entitled
“Combining Read Ask Put and Giving Reward Strategy to improve students Reading Comprehension at Second grade of SMP NEGERI 5 WELAK ”
Problem Statement
Base on the background above, the researcher formulated a problem statement as follows :Does the use of RAP and Giving Reward increase the students’
reading comprehension ? Objective of the Research
Based on the problem statement above, the objective of the research is to find out whether RAP and Giving Strategy to improve the students reading comprehension
Significance of the Research For the students:
It was expected that motivation and willingness of the student was being encouraged in learning reading especially learning reading comprehension by R.A.P strategy and giving Reward which was hopefully made them loved and enjoyed the classroom.
For the teacher:
Hopefully the R.A.P strategy and giving Reward could be used by the teacher as one of the helpful strategy in teaching reading comprehension to create new circumstance which was convenient and enjoyable in the classroom.
For the other researchers:
The strategy could be used as the source of information due to conduct the same research which was conducting an attracting teaching learning process such R.A.P strategy and giving Reward. The study might give insights about handling a classroom in the next class activities.
Scope of the Research
This research is limited to the reading comprehension in terms of literal comprehension. It was focus on improving students’ reading comprehension by using R.A.P strategy and giving reward.
REVIEW OF RELATED
LITERATURE.
Previous of related research findings To support this research , the researcher exposed some previous of related researchers as follows.
Syahar (2018) in her research “The Use of Read Ask Put (RAP) Strategy to Increase Reading Comprehension Ability in Descriptive Text Among The Eight Grades” her concluded that the use of RAP strategy can increase reading comprehension ability in descriptive text.
Devi Indriani (2018) in her research “Improving Students’ Reading Comprehension Of The Eleventh Grade Through RAP Strategy . “ her concluded that by using RAP strategy can improve students’ reading comprehension .
Mufida (2015) in her research “ The Effectiveness of Using RAP (Read Ask Put) Strategy toward the students’
Reading Comprehension At the First Grade “ her concluded that RAP Strategy to improve Students’ reading comprehension can be used as an alternative strategy to improve students’
reading comprehension at senior high school, especially for 10 th grade.
Hakim (2018) ) in her research ” The implementation of Rewards and Punishments in teaching English at ninth grade students of MTS N 2 Boyolali Fillal Pulutan In Academic Year2017/2018. The kinds about rewards that implemented are giving some interesting gift, giving applouse and expression and giving point or high score from the teacher to the students. Reward awarded because the student has shown success for his efforts.
Chodijah (2019) The
implementation of Rewards and Punishments in teaching English at Eight Grade Students of MTs AL Muhajirin The kinds about rewards that implemented are giving some interesting gift, giving applause and expression.
According to the statement above , the researcher concludes that, in teaching English especially in reading , teacher must be preparing good away or teaching or Technique in order to help the students in learning English especially in reading . through RAP and REWARD strategy as teaching technique in intended to improve reading comprehension.
Reading Comprehension a. Definition of Reading
Setiawan (2017) stated that Reading is receptive skill - through it we receive information. But the complex process of reading also requires the skill of speaking , so that we can pronounce the word that we read .in this sense, reading is also a productive skill in that we are both receiving information and transmitting it (even is only to our selves ).
According to prasetyo (2017) State that reading is a process to get meaning from words, phrases, clauses, sentences and text. Reading is one of crucial skill that should be mastered by the students in learning English after listening, speaking, and writing. It connected the writer or author to the reader. It was build a communication between the reader and writer in understanding a printed material or text. Through reading, readers got much knowledge that could be useful in getting information.
The Important of reading
According to Wong (2012), there are 8 reasons why reading is Important.
1) Expose Reader to New things
Through reading , The Reader Can Expose Their Self To New Things ,New Information, New Ways To Troubleshoot The Reader’s Problem And New Ways To Attain Onethings, the reader might bi able to fined their new hobbies within it . The reader might actually explore one things that they highly like and it could end up becoming their career and succesin the future . Exploration begins from reading and understanding.
2) Self-Improvement
Through Reading , The Reader Begin Understand The World More .The Reader Begins To Have A Greater Understanding On A Topic That Interests Them Through Reading ; For Instance : How Build Self-Confidence , How To Memorize Things Better And More .All Of
These –Self Improvements Start From The Reading.
3) Through reading , the reader could improve their understanding . It is because the more we read , the more we understand one thing . Reading can improve understanding about something or what we have read . For instance : reading enable for us learns more about the rules of life , by reading the rules of life we could know how to adapt and accommodate into the society better.
4) Preparation to Action
Reading is an assential thing which can help you out to take action because before we take action on something , we should seek for help and directions guidance first . And we can get all of these things trough reading
5) Gain Experience From Other People Through reading we can gain an experience . It is Because When We Are Reading, We Actually Gaining Knowledge And Experience Of Someone .Through Reading Can Through Us To Hasten Our Success Towards A Goal, As We Don’t Need To Repeat The Same Mistake While Focusing On The Right Way In Achieving One thing .
6) Tools Of Communicating
Communicating Is The Most Important Thing That Could Be Distributed Through Reading. When we communicated through Reading, We Establish A More Solid Fundamental For Communication .As We Understand What Already Read , We Have Anything To Share And We Possibly Even Understand What People are sharing to us . Reading connects with the world .
7) Connecting Your Brain .
While Reading , You Are In Full Silence Because Reading Connects Directly To Your Brain .In Silence , You
Seek For More , In silence , your brain is clear and focuses. Thus , You Learn And Grow , And Therefore You Feel And See From The Point Of View Of The Author About Everything In Life .Hence You Shape A Better Self.
8) Boost Imagination and Creativity Through Reading The Reader Can Boost Their Imagination And creativity . It Is Because Reading Exposes Reader To A World Of Imagination , Point Out Us That Nothing Is Impossible In This World .through Reading We Are Exploring Different Action Guides To Different Results . Through Reading , The Reader Can Arrange New Solutions And Answers . Books Are Beyond Imagination.
C. The purpose of reading
According to Anderson (2014) also mentions three typical purposes for reading: reading for pleasure , reading for information , and reading to learn to something new .three of reading should be realized to be effective .therefore , the students must have some reasons the reading material . related with that , there are some precepts for any reading activity . Those precepts such as the learners have to know them aim of their reading of knowing why they are reading a text . Furthermore, the purpose will usually determine tree precise skills of reading to be used . However , this is often disregarded by the students ;it might be because the teacher never noticed . So that the students’ proficiency in reading comprehension is still less than what is expected.
d. Types of Reading
There were four types of reading, according to Patel and Jain (2008:117), namely:
1. Intensive Reading.
Under the guidance of the teacher, intensive reading related to further progress in language learning. Intensive reading was the basis for explaining structural difficulties and expanding vocabulary and language knowledge.
Reading intensively was reading text and reading the paragraph.
2. Extensive Reading.
Material for extensive reading would be selected or intensive reading at the lower level of difficulty. The aim of extensive reading would be to train the students’ to read directly and fluently for enjoyment in the target language, without the teacher assistance.
3. Aloud Reading.
Reading aloud has played major role in English instruction. Reading aloud must be offered at the primary level. It was the basis of the pronunciation of languages. It was the basis of the pronunciation of languages.
4. Silent Reading.
Silent reading was done in order to gain a lot of information. This reading should be used to increase the ability of students’ to read.
e. Reading Principle
According to Harmer (2007:201) the principle of reading are (1teacher encourage students to read as often and as much as possible. (2)student need to be engaged with what they are reading ,(3)teacher encourage student to respond to the content of a text an explore their feeling about it not just concentrate on its construction ,(4) prediction is major factor in reading (5) teacher has to match the task to the topic using intensive reading texts ,(6) good teacher explores it reading texts to the full.
Concept of Reading Comprehension.
a.Defenition of Reading
According to Cartwright (2015) defines reading comprehension as the process of simultaneously extracting and constructing meaning through interaction and involvement with written langue. we use the words extracting and constructing to emphasize both the importance and the insufficiency of the text as a determinant of reading comprehension entails three elements; the reader who is doing the comprehending , the text that is to be comprehended and the activity in which comprehension is a part.
according to Kathib ( 2012) state that reading comprehension skill are the most important sill for mastery a foreign language . Also , reading skill is considered as receptive skill , so the reader doesn’t produce anithyng , but through reading , they can receive information .
In addition to that , by reading comprehension skills , students will be affective readers , So, the learner at the beginning starts with letter , then reading small words , group of words , and letter that they will be able to read short stories, book , and other texts . By mastering the reading comprehension skills, students will be able to read the texts and the paragraphs correctly. Also, students will understand what they have read (roebl and Shiue,2011).
b. Levels Of Reading
Smith (2007) states that there four levels of reading comprehension , these four levels are
1) Literar Comprehension
In literal levels the reader can attempt to answer the question .The question what did the author say?. At this level , the readers have access to the surface detail of the text , and can recall which have been directly related .the skill in this level are
identification and remembering simple or detail information .
2) Interpretive comprehension.
In this level , the students are attempting to understand what the author meant by what she/he said in the stories , paragraph of textbook. the students go beyond what is said and reed for deeper meaning at this level .the process their ideas based on what is not stated , but implied author intended the reader to deduce .
3) Critical reading
Critical reading means that a reader applies certain processes, models , Questions , and theories that result in enhanced clarity and comprehension .meanwhile , critical reading is an area which has been the center of attention of critical pedagogies for many years. read critically is to make an argument about the whole of the text.
4) Creative Reading
In applied level, the reader can attempt to answer the question how would the author’s message apply to other situation given what you memorized and understood . in the other hand , creative reading is based on experience of the students or reader and then applied to understanding the text, paragraph,or sentences.
c.Component of Reading .
According to U.S Departement of Education (2015), the components of reading are composed into four parts:
Alphabetics, fluency, vocabulary, and Reading comprehension.
1) Alphabetics (which includes phonemic awareness, phonics, and decoding) is process reders use to ide4entify words.
Reader must rely on alphabetic knowledge and decoding skill to read unfamiliar words .
2) Fluency is the ability to read with efficiency and ease (speed and accuracy).without fluency , readers attend more to decoding than to understanding the meaning what they are reading . when word and sentence reading are automatic and fluent ,readers can concentrate more fully on understanding an connecting sentences and paragraphs, which enables them to create meaning from the text.
3) Vocabulary is the body of words whose meanings a person knows and understands.
vocabulary knowledge specifically , the depth , and flexibility of a person’s knowledge about words-is primary predictor of reading success .
4) Reading comprehension is the process and product of understanding text , and requires a high level of meta cognitive engament with text.
The RAP Strategy
a. Definition Of R. A. P.
R.A.P is a strategy that can improve students reading comprehension and help the students remember what their read. It can help their retell a story or answer question about a story in class or on a test. Using R.A.P can help reading comprehension in many place at school, including reading class, guided reading, science, social studies, and health. the student should use R.A.P whenever the students are reading and wanting to remember what their read. Using R.A.P can help students do better at school while reading. R.A.P stands for three steps. R stands for Read a Paragraph. A stands for Ask their self what is the main idea and two details? P stands for Put the main idea into their own words.
According to Watson et al.,2012 research indicate that the RAP strategy is effective across multiple age group.
However, the Literature on Elementary school children is less
extensive. The participants in the single case the studies by Hangaman et al.
(2012b), llter (2017), and Kemp (2017) were between nine and eleven years old. In all three studies, the children benefited from the treatment. In every case, one-on- one setting with trained instructors were applied to administer the strategy to the children. summarizing previous research the RAP strategy may be an appropriate technique to enhance reading comprehension that can be easily used in general education classrooms( llter, 2017, p. 148)
Based on the expert explanation above, the researcher conclude that R.A.P strategy to make the students more active in teaching reading comprehension process.
b. The procedure of RAP
The so-Called RAP strategy developed by Schumaker (1994) meets the criteria of the most potent strategies to teach reading comprehension. RAP is an acronym that represents (1)Read a paragraph, (2) Ask you self: what main idea does it contain”?
(3) Put your the main idea into your own words. in teaching reading , this strategy has three steps . they are as follows
1.Read the paragraph silently . As you read , be sure to think what the word mean.
2.Ask yourself . “what where the main ideas and details of this paragraph ?” After reading the paragraph , ask yourself, what were the main ideas and details? This question help you to think about what you just read you can also look quickly back over the paragraph to help you find the main idea and details related to the main idea .
3.Put the main idea and details in your own words.Now put the main idea and details in your own words . This will help you remember the information. Try to give at least two details related to the main idea. base on the description above , the
processed passage and they are allowed to ask for the teacher on unknown words but the students did not receive additional support or assistance from the teacher . they can take notes while reading the passage to help them remember what they have read.
Reward Strategy
a.Definition of Reward Strategy
According to Kosim (2018), Reward means appreciation, Prize. Reward as an educational tool given when a child does something good, or has reaching a certain stage of development, or achieving a target. In the concept of reward education is one of the tools to increase the motivation of participants students. this strategy can associate one’s actions and behavior with feelings happy, happy and usually will make them do a good deed repeatedly in addition to motivation.
Maslow (2018), the reward is one of the basic needs that drives someone to actualize himself. Meanwhile, According to Goodman giving the award must be based on the principle that the award will provide motivation to children to improve and to strengthen children to avoid unwanted actions by the community. So it can be conclude reward is a strategy carried out by someone for doing something correct, so that someone can be exited again in doing certain tasks and more motivated in doing something else and better the process. So someone is able to achieve success from something that he did.
From some opinion above, it can be concluded that the reward is everything in the form of appreciation exhilarates feeling given to students who have received good ratings in the realm cognitive, effective and psychomotor with the aim to always do good and commendable work. the role of reward in the teaching process is quite significant
especially as an external factor that is able to influence and direct behavior the students. This is based on various logical considerations, including reward usually can lead to motivation in achieving good learning achievement, and of course reward also has many positive influences on life the students.
b. Procedure of Giving Reward .
According to Prayitno (2012) states that the following are the steps of Giving Reward strategy is:
1. The teacher provides an explanation of the material to be discussed at each meeting in learning activities
2. Students pay attention to the teacher when the teacher explain the material to be taught.
3. The teacher motivates students by giving reward that will be given by the teacher when learning takes place .
4. The Teacher asked the students to write the results of their answer to their assignments and when they finished working on them students were asked to read results of their answer in front of class .
5. every students who completed the task properly and correctly will get a gift (reward) from the teacher or all students . 6. and so on when the students progress and succeed do what the teacher ordered.
The combination of R.A.P strategy and giving Reward.
a. The researcher tells students to read the paragraph silently . as they read , be sure to think what the words mean .
b. Ask them , what are the main ideas and details of paragraph the students ask themselves , what were the main ideas and details ? this question helps the students to think about what they just read . they
can also look quickly back over the paragraph to help them fine the main idea and the details related to the main idea.
c. put the main idea and details their own words.
this will help the students remember the information. try to give at least two details related to the main idea . based on the description above , the students will be asked to read each word – processed passage and they are allowed to ask for the teacher on unknown words, but the students did not receive additional support or assistance from the teacher.
d. The researcher motivate students by giving reward that will be given by the teacher when learning takes place .
e. The researcher asked the students to write the results of their answer to their assignments and when they finished working on them students were asked to read results of their answer in front of class.
f. Every students who completed the task properly and correctly will get a gift (reward) from the Researcher or all students .
g. and so on when the students progress and succeed do what the teacher ordered.
METHOD OF THE RESEARCH
This chapter consist of description of the research, variable of the research , population and sample , instrument of the research, procedure of colleting data , and technique of data analysis
A.Research Method and Design
The method used in this research was pre-experimental with one group pre- test and post-test. Treatment (X) was be given between pre-test (01) and pos-test (02).The design is scribed below:
Pre-test Treatment Post-test
01 X 02 Where:
01 = The result of the students’ pre- test
X = Treatment
02 = The result of the students’ post- test
(Gay, 2012) B. Variable of the Research
In this study, there were two variables, the independent variable, and dependent variable. The independent variable used RAP and Giving Reward strategy and dependent variable included reading understanding.
C.Population and Sample 1. Population
The population in this research on the second grades of SMP N 5 WELAK IN 2020 academic in year. Which consist of two classes. Each class consist of 20 students and the total number of population were 40 students.
2. Sample
The sampling technique used in this research was purposive sampling technique. The researcher chooses one class to represent the others, that was VIII A which consists 20 students . The class was chosen because the students in this class has low reading comprehension.
D. Instrument of the Research
The instrument of the research was reading test. The test manage in pre-test and post-test. The test consists of 20 items multiple choices. The pre-test was
intended to know the students` prior knowledge before they get treatment by using RAP and Giving Reward. Mean while, post-test was intended to know the result of the implementation of RAP and Giving Reward.
2.Treatment
After giving pre-test, the researcher gave the treatment to the students by using RAP and Giving Reward. The researcher would carry out the treatment into 4 meetings, and each meeting consists of 90 minutes. Narrative text will be used in teaching reading. Procedure of treatments as follow:
a. Greet the students and warm up the students to make the enthusiast in learning process.
b. The researcher introduces the materials for the students.
c. The researcher asked students to read the paragraph silently . as they read , be sure to think what the words mean . d. Ask them, what are the main ideas and details of paragraph the students ask themselves , “what were the main ideas and details ? this question helps the students to think about what they just read . they can also look quickly back over the paragraph to help them fine the mine the idea and the details related to the main idea .
e. Put the main idea and details their own words.
This would help the students remember the information. try to give at least two details related to the main idea . based on the description above , the students would be asked to read each word – processed passage and they are allowed to ask for the teacher on unknown words, but the students did not receive additional support or assistance from the teacher.
f. The researcher motivate students by giving reward that will be given by the teacher when learning takes place .
g.The researcher asked the students to write the results of their answer to their assignments and when they finished working on them students were asked to read results of their answer in front of class.
h.Every students’ who completed the task properly and correctly will get a gift (reward) from the Researcher or all students .
i. and so on when the students progress and succeed do what the teacher ordered.
3.Post-Test
After giving treatment, the students were given a post-test. The test and number of item in post-test were same as pre-test. It was aim to find out the result of students’ achievement in reading after giving the treatment. The procedure of post-test as follow:
a. The researcher distribute the test for the students.
b. The researcher explain how to work out the reading test.
c. The students did the test that takes time around 90 minutes.
d. The students work the read test individually.
e. The students collect their read test.
f. The researcher check the students answer.
F.Technique of Collecting Data.
To analyze the data, the researcher follow the step below:
Scoring Reading Test.
The score of the students’ corrected answer of pre-test and post-test. The researcher used following formula:
Multiple choices:
Correct answer : 1 Wrong answer : 0
2.Scoring the student response's pre- test result:
Score:!"#$%&"' )*++%," -&'.%+
/*"01 2#34%+ *5 /%'" X 10
(Gay 2012)
3.Classification of the performance of the students as follows:
a. 9, 6 -10 is classified as
“excellent”
b. 8, 6 -9, 5 is classified as “very good ”
c. 7, 6 -8, 5 is classified as “good ” d. 6, 6 -7, 5 is classified as “fairly good”
e. 5, 6 -6, 5 is classified as “ fair ” f. 3, 6 -5, 5 is classified as “poor”
g. 0, 0 -3, 5 is classified as “very poor ”
(Depdikbud, in Yohana (2012:29)
4. Calculating the mean score of students answer by used this formula.
𝑥̅=∑72 Where:
𝑥̅ = mean score ∑x =total raw students N = the total number of student.
5.Calculating the post-test value included t he interpretation of the
equation used between the pre-test result and the post-test
result: t = 89
:∑ ;<(∑#)%&
&(&'()
#
Where:
t :Test of significance
𝐷$ : The mean score of differences between two pairs of score
∑D: The sum of D (The differences between two pairs of score)
(∑D 2)2 : Square the sum of D.
N : Number of students. (Gay 2012) 6. Significance test calculating the mean sc
ore from pre-test to post-
test using the following formula:ith used the following formula:
𝐷$=∑82 Where:
𝐷 =Mean score
∑𝐷 = Total raw Score 𝑁 = Total number.
(Gay, 2012) FINDINGS AND DISCUSSION
Findings
The finding of the research was dealing with the students’ scores pre-test treatments and post-test , the frequency and rate percentage of the students’ score the mean score and total score and hypothesis testing of the parried samples .
The finding of the research was dealing with the students’ scores of pre- test and post-test ,the frequency and rate percentage of the students scores the mean score and total score and hypothesis testing
of parried samples. These finding clarify as follows:
Table 4.11
The mean score of the students pre- test and Post-test
Test Total score Mean score Pre-test 980 49 Post-test 1.475 73,75
The data in the table shows that the mean score of the students’ pre-test with the total 980 score was 49 which classified as poor , while the mean score of the students’ post –test with the total 1.475 score was 73,75 which classified as good.
It means that the score of the students ‘ post-test was higher than the mean score of the students’ pre-test
Table 4.12
Test of significance DF Level of
significance
T-Test Value
T-Table Value
19 0.05 15,227 2.093
Base on the table above that the t-test was higher than t table . where the t- test 15,227 while the t-table 2.093. it means that there was significant different of the students’ result in pre-test and post-test.
To find out degree of freedom (Df) ,the formula used is as the following : N=
20
DF= N-1 DF=19
For the level of significance (p) (0,05) and the degree freedom (DF) =19, the value of-t table = 2.093 and the value of T-Test= 15,272.
Comparing with the test value , it can be concluded, t-test value (15,275) was higher than the t-table (2.093) . In other we can said that 15,275 >2,093. This means that null hypothesis (Ho) of this research is rejected and the alternative hypothesis (H1) acceptable because there is significance different between the pre-test by using strategy in teaching reading by RAP and Giving Reward Strategy in improving student reading comprehension .
Based on data analysis above, the researcher concludes that, there was significance different between the result of pre-test and post-test of students’ reading score after using RAP and Giving Reward strategy in improving student’s reading comprehension. In order words, it can be said that by using this strategy in teaching reading was effective to improve the students’ English in reading comprehension.
Discussion .
Base on the data above , the writer present the details of the discussion as follows.
The second grade students of SMP NEGERI 5 WELAK were the population of the research were the population of this research and the total numbers of students were 20 . The data of this research was collected by reading comprehension test was pre-test and post-test . the data kinds of the test was multiple choice from with twenty (20) number The data of pre-test and post-test have been compared .The data of pre-test explained that most students’ result were as poor, and data of post-test explained that all the students score was improve through most of their score classified good score.
Mean score of pre-test (X1)= 49 and mean score of post-test =73,75 . It means that the students’ achievement in reading of pre-test was classified as poor and in reading of pre-test was classified as good.
CONCLUSIONS AND SUGGESTIONS This chapter particularly the researcher presented the conclusion which is concluded of the research by the researcher base on the findings presented in the previous chapter and suggestions to the teacher and students .
A. Conclusion
In this part researcher concludes the result of this research that have been done at second grade students of SMP NEGERI 5 WELAK and the population of the research was second grade students of SMP NEGERI 5 WELAK in academic 2020/2021.
The use of RAP an Giving Reward Strategy could improve reading comprehension of second grade students of SMP NEGERI 5 WELAK in Academic year 2020/2021. It was proved by the pre- test and post-test , (73,75 ) was higher than pre-test ( 49). There were significant differences between the results of pre-test and post-test which indicates that using RAP and Giving Reward strategy in teaching reading could help students to improve their comprehension. The use of RAP and Giving Reward second grade students of SMP NEGERI 5 WELAK can be improve their reading comprehension .
In general , the use of RAP and Giving Reward is effective in developing students ‘ reading comprehension of the second year students of SMP NEGERI 5 WELAK. They are very interested with the strategy used because it is a newest model for them in teaching reading. It effect the average of students’ pre-test and post-test score in which the mean score of the students’ pre-test (X1) was 49 and the
was 73,75. It means that , their reading comprehension can be developed by using RAP and Reward Strategy .
B. Suggestions
Base on the conclusion above, the researcher presents some suggestion as follows:
For the English teachers that they use RAP and Reward Strategy to teach reading comprehension because it ca bring a positive improvement for students
For the English teachers to apply RAP and Reward Strategy as one of the alternative wais in teaching reading comprehension especially in narrative text.
For the English teachers to maximize for the English reading skill in giving guidance to students in learning and teaching reading process, and for the next researchers , they were suggested to apply this method in other level of reading comprehension , such as : critical and creative reading .
The teacher can used RAP and Reward Strategy as interesting strategy in teaching reading comprehension , especially in narrative text.
by using RAP and Reward strategy , the teacher can help the students’ to find the topic and other pertinent information from the text .
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