INCREASING THE STUDENTS READING COMPREHENSION THROUGH EDUTAINMENT APPROACH AT THE SECOND-GRADE STUDENTS OF SMA
MUHAMMADIYAH DIS. WILAYAH SUL-SEL MAKASSAR Dewi Seri Yati
English Department of STKIP YPUP Makassar
ABSTRACT The aim of this research is to find out whether or not the use of Edutainment approach can increase the students reading comprehension at the second grade students of SMA Muhammadiyah Disamakan Wilayah Sul-Sel Makassar. The method used in this research was pre-experimental research. The population of this research was the second-grade students of SMA Muhammadiyah Disamakan Wilayah Sul-Sel Makassar where the population of this research consisted of 20 students and used purposive sampling technique. The data was collected through reading test in order to measure the students’ comprehension in reading after using Edutainment approach. The result of this research showed that t-test was higher than t-table (13,70>2.093) at the level of significance (0.05 and the degree of freedom (19). Based on the research, it can be concluded that the application of Edutainment approach can increase the students reading comprehension at the second grade students of SMA Muhammadiyah Disamakan Wilayaya Sul-Sel Makassar.
Key words: Reading comprehension, Edutainment approach
INTRODUCTION Background
The researcher found that there were many students’ who still have low reading skills.
They faced some reading problems which caused the learners had difficulties in comprehending the information presented in the textbooks. In other words, their capabilities in reading comprehension are still poor. These problems influence by the lack of vocabulary, pronunciation and students motivation itself. Considering the problems above the English teacher must help the students in improving their reading comprehension to find out solution by creating good atmosphere in the classroom through effectively and interestingly teaching technique. In this case, the researcher try to apply edutainment approach to increase students’ reading comprehension in teaching learning process.
Problem Statement
Based on the background above, the researcher formulated a research question as follow:
“Does the application of Edutainment approach increase students’ reading comprehension at the second-grade student of SMA Muhammadiyah Dis. Sul-Sel Makassar?”
The Objective of the Research
The objective of the research was to discover whether teaching reading by using the Edutainment approach increase the students’ reading comprehension at the second-grade students of SMA Muhammadiyah Dis. Sul-Sel Mkassar.
The Significance of the Research
The findings of this research was expected to be useful and helpful information for the readers in generally and specially for second-grade students to increase the quality of teaching and learning English, particularly the technique in reading skills.
Scope of the Research
This research focused on the use of Edutainment approach especially in dramatization approach in teaching reading narrative text to increase the students’ reading comprehension at the second-grade students of SMA Muhammadiyah dis. Wilayah Sul- Sel Makassar and the level of reading comprehension was literal reading
REVIEW OF RELATED LITERATURE Previous Related Studies
The previous studies that have implemented some strategy with positive results in classroom are as noted below:
Fallata (2012) conducted a research entitled the role of edutainment in teaching reading and vocabulary to english language learner it appears that the students were enjoying the process of learning and at the same time using edutainment methods especially using an online game (quiz let) approach can helping them increase their confidence in communicating in EnglishSaprianto t Tasuah (2017) found that the implementation of edutainment method in Nasima Kindergarten is good.
The results show that students who have opportunities to work collaboratively by role play and game. The patterns of interaction that occur between teacher and students look familiar. Teacher can position themselves as teacher and can also be friends with students. So the children are not afraid to express their wishes and ideas to the teacher.
Mohideen (2017) “ International Journal: introducing Educational Entertainment in the English Language Classroom” in this journal concluded that students appeared to be motivated and engaged in learning by Edutainment approach (used song and games). In speaking, they are able to speak confidently, they show progress in writing, where they are able to develop ideas in essay writing and in their task, also they show good reading comprehension.
Concept of Edutainment Approach
The concept of edutainment is a set of approaches in learning to bridge the gap that separates the teaching process and the learning process. The edutainment concept is designed to make learning process holistic, such as knowledge of how the brain works as well as memory, motivation, self-concept, emotions, learning styles, and other learning techniques. Students who are educated properly, motivated, and taught in the right way (a way that values the child's style and desire), then the child will be able to achieve optimal learning outcomes. It can be concluded that edutainment approach is one effective ways to solve the students’ difficulties in reading
a. Definition of Edutainment Approach
Edutainment comes from the word education and entertainment. Edutainment in terms of language means education that is entertaining or fun, In terms of edutainment terminology is a learning process designed in such a way that the content of education
and learning is usually done with humor or games, role play and demonstration so the student get so lost in fun, that they do not realize that they are learning at the same time.
b. Advantages of Edutainment Approach
According to Mohideen (2017:150-151) there are signified various advantages of entertainment into language teaching which are recapitulate as follows:
a) Learners can better remember the language they have learnt through activities that emphasize meaning.
b) Edutainment enable students to develop physically, socially, emotionally and cognitively besides being able to enjoy and have fun through competitive or cooperative activities without departing from the goals and rules.
c) Edutainment activities provide a comfortable environment in which learners are more motivated to take risks in language practice.
d) Teachers recognized that some edutainment activities like games, role play can support valuable skills development such as strategic thinking.
Research Design
In this research the researcher used a pre-experimental research. In this research, the students was given a pre-test to know students ability before conducted the treatment.
Then, the students was given post-test to know students ability after giving the treatment.
The statistic representation of the research design as follows:
Pre-test Treatment Post-test O1 X O2
Where:
O1 : Pre-test X : Treatment O2 : Post-test
(Gay 2012)
Research Variables analysis
There were two variables in this study, namely dependent variable and independent variable.
1. Independent variable was the use of edutainment approach 2. Dependent variable was the students’ reading comprehension.
Population and Samples 1. Population
The population of this research was the second-grade students of SMA Muhammadiyah dis. Wilayah Sul-Sel Makassar. It consisted of two classes, and each class consisted of 20 students. So the total number of population was 40 students.
2. Sample
The researcher used a purposive sampling technique. The researcher took XI IPA class that consisted of 20 students. The total number samples were 20 students. The researcher chose this class because, they have low skill in comprehending the reading text.
Instruments of the Research
The instrument of the research was reading test that were administered in pre-test and post-test. The reading comprehension test that consisted of 20 multiple choices question.
The test provided by form reading texts and the students expected to finish the test in 60 minutes. The pre-test was intend to know the students’ comprehensive to the reading material before treatment by using edutainment approach and post-test it was aim to know the result of application of edutainment approach.
Procedure data collection
In collecting the data, the researcher used three steps; they were pre-test, treatment and post-test
a) Pre-test
The students were given the treatment before the researcher gave pre-test. It was aim to find out the students’ reading comprehension achievement before teaching by applied edutainment approach. The procedure of pre-test as follows:
a. The researcher distributed the test of the students.
b. The researcher explained how to work out the reading test.
c. The students did the test for 60 minutes.
d. The students submitted their worksheet e. The researcher corrected the students answer.
b) Treatment
Treatment means the implementation of a strategy in teaching learning process. In this thesis, the researcher would apply Edutainment approach especially dramatization in teaching reading comprehension. The text that used in this research was narrative text. It was done in four meetings after had examined the pre-test. Before started the treatment the researcher told the students what would they do then asked the students to form into groups and make sure that all of them have a partner.
Generally, the steps were as follows: First, the researcher gave motivation about the important of reading comprehension mastery. Second, the researcher chose the topic of narrative text that students wanted to read. Third, the researcher asked the students to read the story with their partner and explained to the students about the whole content of the text. Fourth, giving the entertainment and interaction based on the content of the text. Fifth, the researcher asked the students to made a simple or short drama from the text they read then each of the group performs in front of the class. The last, after each group presented the results of their dramatization then the teacher asked them to answer the questions given in the students’ worksheet.
The second meeting till the fourth meeting were the same; the researcher gave the material (narrative text) used strategy but different topic/ theme. The last meeting the researcher re-explained the material and also explains how to work out the reading test before coming to post-test.
.
c) Post-test.
After giving treatment, the students were given post-test; the post-test was conducted to measure the students’ achievement. The test was the same number item of post test then asked them to answer the questions based on the text given.
Techniques of Data Analysis
The data collected through the test; would analyze as the following procedure:
1.Scoring Reading Test
The score the students correct answer of pre-test and post-test. The researcher uses the following formula:
For multiple choices:
a. Correct answer : 1 b. Wrong answer : 0
2.Scoring the students correct answer of pre-test or post-test by using the following formula
𝑆𝑐𝑜𝑟𝑒 =
"#$%& '#(()'$ %*+,)("#$%& *-./)( #0 1$).+
𝑋 100
3. Classifying the students’ score as follows:
a. Score 96-100 as excellent
b. Score 86- 95 as qualified as very good c. Score 76-85 as qualified as good d. Score 66-75 as qualified as fairly poor e. Score 46- 65 as qualifies as fair.
f. Score 36-45 as qualified as poor g. Score 0-35 as qualifies as very poor
(Gay : 2012) 4. Calculating the mean score of students answer by using this formula
𝑥̅ =∑ 𝑥 Where: 𝑁
𝑥̅ : Mean Score
∑ 𝑥 : Total row students N : Total number of students
(Gay : 2012
5. Finding the mean score of the different score by using formula : 𝐷(: ∑ 𝐃
Where: 𝐍
𝐷( : The mean score
∑D : The sum of different score N : The total number of the sample
(Gay : 2012)
6. Calculating the value of post-test in to include the significance between the result of pre-test and post-test by using the formula :
𝑡 = 𝐷5
6∑ 2 −(∑ 𝐷)! 𝑁
"
𝑁(𝑁 − 1) Where:
t : Test of significant
𝐷( : The mean score of differences between two pair 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) FINDINGS AND DISCUSSION
Findings
The table below showed the students score of pre-test, post-test, and the square of the gain. To know the successful of this research, a pre-test was given to the students before having the treatments which aimed to know the prior knowledge of the students reading comprehension while post-test was given to the students to know the students achievements after using Edutainment approach. To see whether or not Edutainment approach increase the students reading comprehension, the researcher collected their score in pre-test and post-test. In this cased the researcher try to compare the students result in pre-test and post-test from the 20 students. It is shows that the students’
achievement of eleventh grade students of SMA Muhammadiyah Dis. Wilayah Sul-Sel Makassar was increased.
Table 4.3
The students score of pre-test(𝑿𝟏), post-test(𝑿𝟐), gain (D) and the square of the gain(𝑫𝟐)
No. Sample Pre-test Post-test Gain (D)
(X2-X1) 𝑫𝟐
1. JS 65 75 10 100
2. MJT 45 70 25 625
3. MRA 60 85 25 625
4 MR 45 65 20 400
5. PAR 65 80 15 225
6. YR 60 75 15 225
7. FA 50 75 25 625
8. MY 40 65 25 625
9. KH 65 90 25 625
10. MAH 70 90 20 400
11. KAL 45 65 20 400
12. AR 55 70 15 225
13. IS 40 65 25 625
14. RA 45 70 25 625
15. LI 70 85 15 225
16. TQ 60 70 10 100
17. AK 55 60 5 25
18. SA 55 75 20 400
19. MF 65 80 15 225
20. NA 60 85 25 625
N= 20 ∑𝑿𝟏= 1115 ∑𝑿𝟐= 1495 ∑D=380 ∑𝑫𝟐=79 50
Mean score 55.75 74.75 19 397.5
Table 4.7
The comparison rate percentage between pre-test and post test result No. Score Pre-test Post-test
1. 96 – 100 0 0
2. 86 – 95 0 10
3. 76 – 85 0 25
4. 66 – 75 10 45
5. 46 – 65 60 20
6. 36 – 45 30 0
7. 0 – 35 0 0
100 100
From the data showed on the table above. It can be seen that the students reading comprehension can increase by using Edutainment approach. In pre-test 0% as classified as very good while in post-test there are 10% students classified as very good. In pre-test 0% students as classified as good but in post-test there are 25% students as good categories. In pre-test there are 10% students classified as fairly good categories meanwhile in post-test there are 45% students as classified as fairly good categories, in pre-test there are 60% students as classified as fair category while in post-test there are 20% students classified as fair. In pre-test there are 30% students as classified as poor but in post-test there are 0% students classified as poor category. Meanwhile in post-test and pre-test both of them 0% students as classified as very poor category. It means that the comprehension of the students in reading was increase after giving the treatment the researcher found the result of post-test was higher than pre-test. Besides the table the comparison of the students total scores of pre-test and post-test also display in the following chart below.
Chart 4.3 Comparison of the students total score pre-test and post-test
By looking at the chart above. It indicated that comparing the students score on pre-test and post-test by using Edutainment approach can make the significance improvement on
0 200 400 600 800 1000 1200 1400 1600
pre test post test
the students reading comprehension. It is known that the students score in post-test (1495) was greater than the students score in pre-test where the total score was (1115)
The Mean Score of Students pre-test and post-test
The students mean score in pre-test and post-test result also the mean score of the gain were calculating below:
a. Means score of the students pre-test 𝑋# %∑𝑋
𝑁 𝑋# %###&!' 𝑋# % 55.75
The mean score of the students pre-test (𝑋# ) was 55.75 b. Means score of the students post-test
𝑋# %∑𝑋 𝑁 𝑋# %#()&!' 𝑋# % 74.75
Thus the mean score of the students post-test(𝑋!) was 74.75
c. Mean score of the students gain
To find out the different between pre-test and post-test values, the researcher used the following formula below:
D = ∑"+ D = ,-'!'
D = 19 The mean score of the Gain was 19
Table 4.8
The Mean Score of the Students Pre-Test, Post-Test and Gain
Means score of pre-test
𝑿𝟏 Means score of post-test 𝑿𝟐 Mean Score of Gain 𝑫𝟐
55.75 74.75 19
The data of the mean score of the students pre-test was 55.75 meanwhile the mean score of the students post-test was 74.75. It reveals that the mean score of the students post-test was higher than the means score of the students pre-test.
d. The calculation of T-test value
To find out the significant different between the mean score pre-test and post- test by calculating the value of the t-test by using formula below:
𝑡 = 𝐷(
.∑ 2 −(∑ 𝐷)&
𝑁
'
𝑁(𝑁 − 1)
𝑡 = 19 47950 −(380)&
20(20 − 1)20
𝑡 = 19
:7950 − 7,220 380 𝑡 = 19
√1,921 𝑡 = 19
1,386
𝑡 = 13,708
Thus, the score of t-test was 13.708 e. Test of significance
Table 4.8 The value of t-test and t-table Df Level of significance
(P)
t-test value t-table value
20 0,05 13.708 2.093
Based on the data in the table above showed that T-test was higher than T- table.
Where the T-test 13.708 while the t-table 2.093 (13.708>2.093 ). Referring to the data showed above, it means that there was a significance different of the students result in pre-test and post-test after teaching by applied Edutainment approach
Hypothesis testing
To prove the significant result between the t-table and t-value, the researcher applied 0,05 level of significance. To find out the degree of freedom (df), the researcher uses the following formula:
Where:
N = 20 df = n – 1 df = 20 – 1 df = 29
Where (N = 29)
For the level of significance (P) = 0,05 and the degree of freedom (df) = 19, then after knowing the value of both t-test and t-table, then both value of t-test and post-test value were compared, t-test value was 13.70 and the T-table value was 2.093. The value of T- test and T-table explained that the T-test value was higher than T-table. In other words, 13.70 > 2.093 Based on the value of T-test and T-table the researcher concluded that there was significance different between the students result in pre-test and post-test by using Edutainment approach in teaching reading comprehension. It means that the Null Hypothesis (HO) of this thesis was rejected and the alternative hypothesis (H1) was acceptable.
Discussion
The use of Edutainment approach as the treatment of this research was applied in 4 meetings by using individual test. The ability of the students could increase after giving the treatment, in pre-test most students were classified as into poor and very poor while in
post-test most students were classified into good and fairly good criteria. Another case show that the students mean score in pre-test before the treatment given was 55,75 score where could be categories as fair, meanwhile in the students post-test score after conducted the treatment was 74,75 where could be categorized as fairly good. So the application of treatment by using Edutainment approach in teaching reading comprehension could increase the students reading comprehension.
Then the result of treatment could be seen in the value of the T-test and the value of T- table. Where there are significant differences between those scores. The value of T-test was higher than the value of T-table. Based on the value of T-test and T-table the researcher concluded that there was significance different between the students result in pre-test and post-test by using Edutainment approach in teaching reading comprehension.
It means that the criteria used to reject or accept the hypothesis said that the Null Hypothesis (H() of this thesis is rejected when the value of t-test was greater than the value of t-table and the alternative hypothesis (𝐻)) was acceptable.
From discussion above, it can be concluded that the second-grade students of SMA Muhammadiyah Dis Wilayah Sul-Sel Makassar have a good comprehension after learning reading subject through Edutainment especially dramatization approach because the used of edutainment approach is an effective way to learners. Edutainment activity likes role play can support valuable skills development such as strategic thinking It can helped them better remember the language they have learnt through activities that emphasize meaning also motivated the students to take risks in language practice.
Therefore, the students are supported to do the reading activity and have a good ability in comprehend a reading text.
It is enough that the mean score and the T-test analysis described the same result or conclusion where there was significant difference between the results of pre-test and post- test. In other words, the use of Edutainment approach was effective to increase the students reading comprehension at SMA Muhammadiyah Dis. Wilayah Sul-Sel Makassar.
CONCLUSION AND SUGGESTION Conclusion
By implementing the Edutainment approach it can help students to increase their reading comprehension. Furthermore the used of Edutainment approach is an effective method in increasing students skill in reading comprehension.
Based on the research from pre-test ,treatment and post-test as long as six meetings,could imprive students reading comprehension.
Suggestion
To improve the students reading comprehension the teacher should be more creative in teaching English especially in teaching reading. The English teacher should be use interesting method in presenting the lesson and should consider the students need and interest before designing the reading material. It is important for the teacher to make variation of the activity and use the various media in teaching and learning process of reading and make sure that the students are as the main participant in learning because it can reduce the students’ boredom and monotonous in teaching learning process. So that’s way the English teacher may use Edutainment approach to increase the students reading comprehension.
BIBLIOGRAPHY
Aksakala Nalan. 2015. Theoretical View to The Approach of The Edutainment. Anadolu University, Sports Science Faculty, Turkey . Accessed on April, 52019
Cartwnight, 2015. Executive Skills and Reading Comprehension. A guide for educators.
Guildford Publication. Accessed on November, 27 2019
Fallata, Dana. M. 2012. The Role of Edutainment in Teaching Reading and Vocabulary to English Language Learners. Thesis of California State University, Sacramento.
Accessed on April, 52019
Gay, L.R. & Peter W. 2012. Educational Research. Tenth Edition. Pearson. Boston Columbus.
Gilakjani, Abas. 2016. How Can Students Improve Their Reading Comprehension Skill?.
Vol 6 No 2. Lahijan, Iran. Accessed on November, 27 2019
Mohideen, Haja. 2017. Introducing Educational Entertainment. International Journal for Studies on Children, Women, Elderly And Disabled, Vol. 2, (June) ISSN 0128- 309X. Accessed on April, 52019
Munir, Alvian 2017. Using Polar Opposite Strategy to Improve the Students Reading Comprehension at The Eleventh Grade Students of SMAN 3 Bulukumba.Thesis of STKIP YPUP Makassar.
Muslaini. 2017. Strategies for Teaching Reading Comprehension. English Education Journal. Syiah Kuala University, Banda Aceh. Accessed on November, 27 2019 Ngabut Novary, M. 2015. Reading Theories and Reading comprehension. Journal on
English as a Foreign Language, Vol 5, No 1. Palangkaraya Universitas. Accessed on November, 27 2019
Oakley, Grace. 2011. The assessment of reading comprehension cognitive strategies:
Practices and perceptions. Australia Journal of Language and Literacy. Vol 34 No 3. Accessed on November, 27 2019
Pangaribuan, Sinabela E and Manik. 2015. Improving Students’ Reading Comprehension Achievement by Using K-W-L strategy. HKBP Nommensen University, Medan North Sumatra, Indonesia. Vol 4 No 3. Accessed on November, 27 2019
Richardson, Nicole. 2010. Guided Reading Strategies for Reading Comprehension.
School of Arts and Sciences St. John Fisher College. Accessed on November, 27 2019
Shehu , Peter. 2015. Reading Comprehension Problems Encountered by Foreign Language. Academic Journal of Interdisciplinary Studies
MCSER Publishing, Rome-Italy. Vol 4 No 1
Tasuah, Neneng and Diana. 2017. The Implementation of Edutainment Method in Preschool Learning. Faculty of Science of Education
Yulianti, Sri P.P & Ohoiwutun, Wahyudin. 2013. Increasing Reading Comprehension Through Edutainment Approach . e-Journal of English Language Teaching Society (ELTS) Vol. 1 No. 2 Accessed on June, 11th 2019
