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IMPROVING THE STUDENTS’ READING COMPREHENSION THROUGH WWW sW=2 H=2 STRATEGY AT THE SECOND GRADE OF MTs ASSHALIHIN
GOWA IN 2019/2020 ACADEMIC YEAR
Nurlina1, Andi Haeriati Alimuddin2
1STKIP YPUP Makassar, Email: revalina06051995@gmail.com
2STKIP YPUP Makassar, Email: andihaeriatialimuddin@stkip.ypup.ac.id
The objective of this research was aimed at finding out whether the implementation of WWW W=2 H=2 strategy improves reading comprehension at the second grade students of MTS Asshalihin Gowa. This research udsed pre-experimental method with one group pre-test and post-test design. The population of this research was the second grade students of MTS Asshalihin Gowa in 2019/2020 Academic Year. The sample was 20 students taken by using purposive sampling technique. The instrument was reading test in form of multiple choice. The result of the data shows that students’ reading comprehension was improved. It was proved by the mean score of student’s post-test which was higher than the mean score of student’s pre-test (64,00>45.75). Furthermore, the value of t-test was higher than t-table (9.847 > 2.093). The findings lead to a conclusion that WWW W=2 H=2 strategy can improve students’ reading comprehension.
Keywords: WWW W=2 H=2 strategy, students’ reading comprehension.
INTRODUCTION
Reading can be assumed as an act for communication in which information is transferred from transmitter to a receiver. In this every case, the author transfers his/her ideas to every reader through printing material. So, the readers are required to be able to comprehend the text they read.
Some factors can influence the student learning achievement one of them is reading habit. Some students learning a foreign language are successful and some others are not even though they are learning under the same circumstances or the same places and are though by the same teacher.
We cannot deny that not all of the students have the same habit especially in reading. Some of them like reading but some of them are not interested to read especially English materials. People need reading to open the mind and gain, apprehend it’s about foreign culture. Reading also an importent event for the develope using a word.
Through reading we can getting a lot of knowledge such as learning some new word, understand ideas, learn how the words are used, tell us the way who can we implement the grammar rule and get the information. Reading is a complex process, where enclose more than one of the reader’s ther ability to read the text but also their ability to understand it for of this reason, must student unable to comprehend what they’ve read even though they’ve been learning English for a number of years.
Based on the researchers’ interview with the English teacher of MTs Ash- Shalihin Gowaon March, 20th 2019, the reasearcher found the students’ reading ability are relatively low. There are two main reasons for reading: for pleasure and for
2 information. In order to acquire these purposes successfully, students are expected to apply learning strategies. One into account is using certain reading techniques. Reading techniques meanstechniques used to reading accurate and efficiently, understanding us much as of text as people need in order to reach one’s purpose, in this case students should know some reading techniques that they need for their college work. They should be sure that suitable techniques are used to facilitate their rapid understanding of their materials.
Therefore, to overcome the difficulties, the researcher will propose One of the strategy that can be applied in teaching reading which the students ar expected to support help have a beter reading. This strategy of the is known as WWWW=2 H=2 strategy.
Lienema and Robert (2009) created WWW W=2 H=2 is a method where can help learners write a stories more better. By this method it will help the learners to put their ideas in writing form. Also make sure that they have seven story parts so their test both of comprehensible and interesting running well. The choice of testing reading was because WWW W=2 H=2 method is proper for teaching reading testing in order to help the students changes their testing reading more comprehensively also interest. Related to the fact aboved,, the researcher is interest in applyed only WWW W=2 H=2 method as visual aids in teaching reading to the eighth-grade students of MTs Ash-Shalihin Gowa.
METHOD
The approach used in this case work it was pre-experimental method. It aimed to know, whether or not WWW W=2 H=2 W=2 strategy may boost
students’ awareness of second grade students readeng of MTs Ash-Shalihin Gowa.
RESULT AND DISCUSSION Result
Based on the problem statement that had been discussed in the previous chapter, the aim this research was to know whether WWW W=2 H=2 strategy my boost students’
reading comprehension in second grade students of MTs Ash-Shalihin Gowa. The pre- test was given before the treatments which aimed to know the achievement of the students’ understanding reading. While the post-test has been given which aimed to know the achievement of the students’ reading comprehension after treatments was given.
In collecting the data, the researcher went to MTs Ash-Shalihin Gowa as a research community. This is the researcher took the second student that was consisted of one classes. The total number students of this classwere 20 students. But the researcher used purposive sampling technique, because she was took only one class a sample that consist of 20 students. So, the total number of sample were 20 students.
In collecting the data, the researcher prepared the test. The test was reading test that was consists of 20 items multiple choice question. It was given pre-test and post-test. The pre-test was done given before the students’ have had treatments. The researcher provided and delivered the students’ some essay question. There students were asked to answer the question given. The test in pre-test was given at finding out the students’ reading prior knowledge. After having treatment, the students’ were given post-test. sir.it was designed to find out the students’ reading comprehension after the students’ have been using WWW W=2 H=2 Strategy. In pre-test the researcher noticed that somen of the students’
had a few difficulties in answering the question provided. Consequently, the students’
score in pre-test was low. After giving pre-test, the researcher taught reading to students by using WWW W=2 H=2 Strategy. The researcher taught the students in four meetings.
3 After having treatments, the student’ difficulties could be minimizes. It was known after the researcher caried out the post-test.
The performance on the resul students of the pre-testing and post-testing were compered in order to know whether or not it was there significance achievement of students’ reading comprehension of reading. The students’ result of pre-test and post-test can be seen in the following table.
Table 4.1
The total row of students’ pre-test
Total of the Students 20
Total Score ∑X1=915
Mean Score 45.75
Out of The students’ pre-test and post-test findings can be seen on appendix D That's the ones description of students’ score of Student pre-test score (X1 ) and post- test (X2 ), Gain/difference Between the pairs matched (D) and the square of Winning (D^2). To get a reply from the researcher has collected The result of two kinds of the Pre-test and post-test test. A pre-test was given to the students’ before having the treatments which aimed to know prior knowledge of students’ about Reading comprehension after receiving treatment. Pre-test and post-test were compared to see whether or not there was a significant improvement in student reading comprehension.
Both pre-test as the first test and post-test as the second test were given to the students by giving test, to get the information, to identify the problem that was faced Students, in the pre-test students’ were found many difficulties in reading comprehension. Therefore, they were very difficult to found main idea and supporting ideas in the reading test.
In treatment the researcher leads the students’ in learning reading by using WWW W=2 H=2 Strategy. During learning process the researcher explained what WWW W=2 H=2 Strategy. The researcher gave times to the students to discuss in order to increase Their interpretation of reading. After doing the treatment for four meetings, the researcher tried to do the test again to know reading comprehension in post-test.
The total score of pre-test was 915, the total score of post-test was 1.280, gain/difference between in the match pair was 360, the total square of the gain was 7750
Table 4.2
The total row of students’ post-test
Total of the Students 20
Total Score ∑X2 = 1.280
Mean Score 64
Based on the table 4.2 above and table 4.2 on appendix D shows the score of the students’ reading comprehension in post-test. there was none The student has an outstanding score, there was none Students had a very good score, it was only 1 student Have a good score,, there was 1 students got fairly Okay, there was a good score. 4 Students had a decent ranking, there were 8 student Get a poor score and There were 6 students who had a very poor score. The total of the students score in post test were 1.280 and the mean score of the students’ post-test were 64. All the students were in 5 levels, there were in good level, there were in fairly good level, there were in fair level, there
4 was in poor level, and there was in very poor level. Based on the table 4.2 above, the researcher concluded that the score of the students post-test was improved after doing the treatments. It can be seen by the prove that the students’ score in post-test was higher than the score of the students’ pre-test.
1. The Frequency, Percentage of the Students’ Score in Pre-test and Post-test Pre-test and post-test were classified into some criteria such as the criteria percentage, frequency of the students. He wanted to wonder how many students he had gotten. classified excellent, very good, good, fairly good, fair, and very poor. Based on the table 4.3 above, the researcher concluded that the score of the students post-test was improved after doing the treatments. It can be seen by the prove that the students’ score in The post-test was higher than the score the students’ pre-test.
Award for students in Pre-test and post-test is conducted showed as in the following table:
Table 4.3
The total row the Students’ Score in Pre-test (X1) and Post-test (X2), the Gain or Difference with Matched Pairs (D), and the Square of the Gain (D2).
No Name Pre-test
(X1)
Post-test (X2)
Gain (D) (X2-X1)
The Square of the Gain
(D2) N=20 ∑X1=915 ∑X2=1280 ∑D =360 ∑D2 =7750 Mean
Score
45.75 64 18 398.75
a. Result of students’ in pre-test by classification, score, frequency, percentage.
Table 4.3
Result of students’ in pre-test by classification, score, frequency and the rate percentage
No. Score Classification Frequency Percentage
1. 96-100 Excellent 0 0%
2. 86-95 Very Good 0 0%
3. 76-85 Good 1 5%
4. 66-75 Fairly Good 1 5%
5. 56-65 Fair 4 20%
6. 36-55 Poor 8 40%
7. 0-35 Very Poor 6 30%
TOTAL 20 100%
The data of Table 4.3 above shows the percentage of the average and data frequency of students reading test in the pre-test before using WWW W=2 H=2 Strategy that there was None of the graduates have been outstanding score (96-100), there was
5 none student got very good score (86-95), there were only one student got good score (76-85), and there was only 1 students got fairly good score (66-75). There were 4 students got fair score (56-65), and there were 8 students got poor score (3.6-5.5). There were 6 students who got very poor score (0-35). It means that the students’ reading test have to be increased. Based on the data of the table above, it can be seen that the students classification score in pre-test was poor both in finding main idea, because most of the students got very poor score
Based on the data of the table above, it can be seen that the students classification score in pre-test was poor both in finding main idea, because most Of the pupils, the score was very low.
Graphic 1: The classification, score, and percentage in pre-test students Based on this graphic Classification of students reading test, it can be seen that none of the graduates were outstanding score, there was none Students have been very successful classification, there was 5 % of the students got good classification, there were 5 % students who got fairly good classification, there were 20 % students who got fair classification, there were 40 % students who got poor classification and there were 30 % of the students who got very poor classification.
b. Result of students’ in post-test by classification, score, frequency, percentage Table 4.4
Result of students’ in post-test by classification, score, frequency and the rate percentage
No. Score Classification Frequency Percentage
1. 96-100 Excellent 0 0%
2. 86-95 Very Good 2 10%
3. 76-85 Good 5 25%
0 5 10 15 20 25 30 35 40 45
Pre-test
Good Fairly good Fair Poor Very poor
6
4. 66-75 Fairly Good 3 15%
5. 56-65 Fair 4 20%
6. 36-55 Poor 3 15%
7. 0-35 Very Poor 3 15%
TOTAL 20 100%
Result of the students’ in post-test by classification, score, frequency and the rate percentage The data of table 4.4 above shows that, the score of the students’ reading comprehension in post-test. there was none student got excellent score (0%), there were 2 students got very good score (10%), there were 5 students got good score (25%), there were 3 students got fairly good score (15%), there were 3 students got fair score (15%), there were 3 student got poor score (15%), and there were 3 students got very poor score (15%), The total of the students score in post test were 1.280 and the mean score of the students’ post-test were 64. All the students were in 6 levels, there were in good level, there were in fairly good level, there were in fair level, there was in poor level. Based on the table 4.4 above, the researcher concluded that the score of the students post-test was improved after doing the treatments. It can be seen by the prove that the students’ score in post-test was higher than the score of the students’ pre-test.
Based on the table 4.4 above, the researcher concluded that the score of the students post-test was improved after doing the treatments. It can be seen by the prove that the students’ score in post-test was higher than the score of the students’ pre-test.
Graphic 2. The classification, score, and the students’ persentage in post-test
Based on the graphic of the students’ above the researcher classification reading test as follows Quite decent, good, fair, bad, and very poor. of post-test in reading test affect the student after using WWW W=2 H=2 Strategy shows There was none of the students who had been outstanding classification. There was none of the students got really good at that. classification, there were 2 students got very good score (10%), there were 5 students got good score (25%), there were 3 students got fairly good score (15%), there were 3 students got fair score (15%), there were 3 student got poor score (15%),
0 5 10 15 20 25 30
Post-test
Very Good Good Fairly Good Fair Poor Very Poor
7 and there were 3 students got very poor score (15%), The total of the students score in post test were 1.280 and the mean score of the students’ post-test were 64. All the students were in 6 levels, there were in good level, there were in fairly good level, there were in fair level, there was in poor level. Based on the table 4.2 above, the researcher concluded that the score of the students post-test was improved after doing the treatments.
It can be seen by the prove that the students’ score in post-test was higher than the score of the students’ pre-test.
Table 4.5
The Improvement of the Students’ reading test
No Pre – test Post – test Improvement
Mean Score ∑X1=915 ∑X2=1280 ∑D =360
Total Score 45.75 64 18
The comparison of each indicator from table above indicates that improvement in post-test (64) is greater than pre-test (45.75) it means that the results of the students’ post- test in reading test show the greatest improvement than pre-test. But in this case, the entire indicators equally increase in a post test. After calculating the score, it is well found that the Students ' Knowing Writing has been improved by the very poor level to the excellent. It proves that there is significant improvement in students’ reading comprehension at the second grade students of MTs Ash-Shalihin Gowa. Related to the data The following details in the previous table are some tables shows the students’
reading test of situation score Student pre-test and post-test.
Table 4.6
The condition ranking of students pre-test and post-test No. Situation of score Number of students Percentage
1. Increase 20 100%
2. Unchanged 0 0%
3. Decrease 0 0%
Total 20 100%
The table 4.6 explains That's the situation score of pre-test and post-test graduates.
There have been 20 of students who got score increased by rate percentage (100%), There was none of the students there. who got score unchanged by percentage (0%) And none of the students was there.s who got score decreased by percentage (0%). It says,
8 yeah, that 0% Students who have had improvement of their score then 0% of students did not get improvement and 0% of students did not get lower score.
c. The comparison between pre-test and post-test Table 4.7
The comparison of the students’ pre-test and post-test
No. Classification Pre-test Post-test
1 Excellent 0% 0%
2 Very good 0% 10%
3. Good 5% 25%
4. Fairly goods 5% 15%
5. Fair 20% 20%
6. Poor 40% 15%
7. Very poor 30% 15%
Total 100% 100%
Table 4.7 above shows the comparison of the result of the pre-test and post-test on the students’ literal comprehension. It can be seen that none of the students got excellent score with 0% percentage in pre-test and there was none students got excellent score with 0 % percentage in post-test, there was none student got very good score with 0% percentage in the pre-test while there were 2 students got very good score with 10%
in post-test, there were one of the students got good score with 5% in pre-test, while there were 5 students got good score with 25% in post-test. There was 1 students got fairly good score with 5% in pre-test, while there were 3 students got fairy good score with 15%
in post-test, there were 4 students got fair score with 20% in pre-test while there were 4 students got fair score with 20% in post-test. There were 8 students got poor score with 40% in pre-test, while there 3 none students got poor score with 15% in post-test. There were 6 students got very poor score with 30% in pre-test and there were 3 students got very poor with 15% in post-test. It means that students’ reading test has been improved after giving the treatment using WWW W=2 H=2 Strategy.
Based to the result of students’ score in pre-test and post-test above the researcher presented in the following graphic bellow:
9 Graphic 3 classification, score, and percentage in pre-test students
Based on the graphic of the students’ classification reading test as follows excellent, very good, good, fairly good, fair, poor, and very poor of post-test in reading comprehension affect the student before and after using WWW W=2 H=2 strategy shows that the result of students’ reading test in pre-test.
It can be seen that none of the students got excellent score with 0% percentage in pre-test and there was none students got excellent score with 0 % percentage in post-test, there was none student got very good score with 0% percentage in the pre-test while there were 2 students got very good score with 10% in post-test, there were one of the students got good score with 5% in pre-test, while there were 5 students got good score with 25%
in post-test. There was 1 students got fairly good score with 5% in pre-test, while there were 3 students got fairy good score with 15% in post-test, there were 4 students got fair score with 20% in pre-test while there were 4 students got fair score with 20% in post- test. There were 8 students got poor score with 40% in pre-test, while there 3 none students got poor score with 15% in post-test. There were 6 students got very poor score with 30% in pre-test and there were 3 students got very poor with 15% in post-test. It means that students’ reading test has been improved after giving the treatment using WWW W=2 H=2 Strategy.
The calculating of the mean score Average score of pre-test and post-test students are presented in the following:
Table 4.8
Mean score of the students’ pre-test and post-test
Test Mean score Total score
Pre-test 45.75 915
Post-test 64 1.280
The table 4.8 above shows that the mean score of the students’ pre-test was 45.27 from the total score 915 which classified into very poor level while the mean score of
0 10 20 30 40 50
Pre-test Post-test
Excellent Good Fair Poor Very Poor
10 post-test was 64 from the total score 1.280 which classified as fair level. It can be said that the mean score of students’ post-test was higher than the mean score of students’ pre- test. It means that WWW W=2 H=2 Strategy can improve students’ reading comprehension at second grade students of at the second grade students of MTs Ash- Shalihin Gowa.. Therefore, The Power of at the second grade students of MTs Ash- Shalihin Gowa.is good for students in learning reading comprehension, because it gives effect to the students’ interest. The Second grade MTs students. Ash-Shalihin Gowa.can be a good predictor as a good thing learning to improve Students ' comprehension of literacy. According to the result of the students’ percentage classification above, it can be seen that the classification of the students in pre-test was poor, because most of the students got very poor score before applying WWW W=2 H=2 Straategy, and the classification of the students in post-test was excellent, because most of the students got good score after applying WWW W=2 H=2 Straategy. It means that the students’
percentage classification of post-test was higher than pre-test.
Findings Out of the Major difference between the Mean pre-test and post-test score by measuring the t-test value. The test of students’ vocabulary mastery achievement after they had the treatments was Presented in the table below.
Table 4.9
Students’ reading test
Variable T-test T-table
(X2-X1) 9.847 1.729
Based on the table 4.8 above Shows above that the t-table was lower than the student's t-test value. reading comprehension ere The T-Test Prices 9.847and t-table 1.729. It could be concluded There was a significant difference between the outcomes of the students score in Pre-testing and post-testing. For level of significance (D) = 0.05 and degree of freedom (Df) N-1 (19), thus the value of t-test (9.847) was higher than the value of t-table (1.729). It means that there is a significant difference between the mean score of the pre-test and the mean score of the post-test score of the student’s reading comprehension by WWW W=2 H=2 Strategy. In other words, thus It means the Null Hypothesis (H0) is accepted and rejected the Alternative Hypotheses (H1) is acceptable.
The one from the analysis The writer, above, concludes That it is there significance The discrepancy between the score that got by students in pre-test and post- test in reading comprehension trough The tactic of WWW W=2 H=2.In other words, WWW approach W=2 H=2 could Improving student awareness of literacy.
Discussion
Based on the results, the approach used to teach reading This is the WWW W=2 H=2 technique. This class has adopted it approach in order to establish the reading Efficient class. This is the teacher Using up-to-date news or case because of one of the characteristics of reading The key is authenticity. This is the researcher Gives real-world simulation by showing the pictures and asks students to pose their cases, and also gives the task of creating a case on the subject and drawing a conclusion in their opinion.
WWW W=2 H=2 Strategy can help students grow their ideas when writing and reading, but, in this case, The researcher would like to do so apply the research in teaching
11 Reading understanding, and will limit the strategy only uses WWW W=2 policy H=2. by omitting POW. It is because this strategy will be used to boost the students' reading comprehension especially narrative text. It also guides Prep. Students to flop their idea narrative looks like. POWWWW W=2 H=2 is a technique that focuses on students Planning the plot. This approach allows students to think about what is going to be written, what should be included in the plan. wring Narrative narrative and where, when the story is supposed to happen. POW WWW W=2 H=2 technique teaches students to consider the steps that should be taken to write a good narrative text. Based on the evaluation and interview, debate is often used in the spoken class. The POW WWW W=2 H=2 technique helps the student think creatively about the 23 material he has given. They were so excited to have a talk with their friend. We should add new vocabulary to each group, because the direct theme helps students often find new vocabulary for sentence building.
It has been stated that WWW W=2H= 2 is a strategy that helps students to write better stories. This strategy can help students develop their ideas while writing and reading, but, in this case, the Researcher would like to do that apply the research in teaching reading comprehension, and will limit the strategy only uses WWW W=2 H=2 strategy by omitting POW. It is because this strategy will be used to improve the students’ reading comprehension especially narrative text. It also guides the students to flop their idea narrative looks like. WWW W=2 H=2 is a technique that focuses on students Planning the story. This approach allows students to think about what is going to be written, what should be included in the plan. wring Narrative narrative and where, when the story is supposed to happen. POW WWW W=2 H=2 technique teaches students to consider the steps that should be taken to write a good narrative text.
From the analysis above, the researcher concludes that there is significance different between the score that got by students in pre-test and post-test in reading comprehension trough WWW approach W=2 H=2. In other words, WWW approach W=2 H=2 could Improving student awareness of literacy. The null hypothesis was accepted when the value of the t-table was greater than the value of t-test, the vice versa if the t-test was greater Then the t-table then the null hypothesis was rejected. Based on the hypothesis testing which explained in the previous chapter, the t-test was greater T-table, instead.. Therefore The null hypothesis was dismissed and the alternative hypothesis accepted. On the basis of this test, could be concluded that there was Importance different Between the two students’ pre-test and post-test result.
It is clear enough that the mean score and t-test value were higher after conducting some treatments Using the WWW W=2 H=2 strategy. In the class The students showed improvement on their reading comprehension. They could answer the question correctly based on the reading text which given to them. As the result trought Shared Reading The policy and the WWW plan W=2 H=2. improvement Students ' reading comprehension can be seen from the third meeting of treatment.
The finding of the research are supported by the theory from Lineman and Robert in Perdana (2016) stated that WWW W=2H= 2 is a technique that allows students to write better stories. This approach will help students grow their ideas while writing and reading,but, in this case, the Researcher would like to do that apply the research in teaching reading comprehension, and will limit the strategy only uses WWW W=2 policy H=2. by omitting POW. It is because this strategy will be used to Boost student understanding of reading especially narrative text. It also guides the students to flop their idea narrative looks like. POWWWW W=2 H=2 is a technique that focuses on students Planning a story. This strategy leads students to think about what's going to be written,
12 what's going to be included in it. wring Narrative and where the story will take place.
POW WWW W=2 H=2 technique teaches students to consider the steps that should be taken to write a good narrative text.
CONCLUSION AND SUGGESTION Conclusion
Based on the research from pre-test ,treatment and post-test as long as six meetings,could improve students reading comprehension.
Suggestion
Write down whatever you want.click the quill it button on the right to praprase it.
ssuggests that the students always do many exercises reading and remember the text correctly Improving comprehension of literacy To attract the students’ attention, the English teacher be creative to use interesting media in presenting the lessons so the students will be interested to learn English. In teaching reading comprehension by WWW W=2 H=2 H=2. strategy, all of Prep. Students be involved in it The Teacher's. present it’s the language in a relaxed way and enjoyable.
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