THE EFFECTIVENESS OF EXTENSIVE READING APPROACH TOWARD STUDENTS’ VOCABULARY MASTERY AT THE SEVENTH
GRADE STUDENTS OF MTS NEGERI 2 MATARAM
By Istiqomah NIM. 180107116
STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF MATARAM MATARAM
2022
THE EFFECTIVENESS OF EXTENSIVE READING APPROACH TOWARD STUDENTS’ VOCABULARY MASTERY AT THE SEVENTH
GRADE STUDENTS OF MTS NEGERI 2 MATARAM Thesis
Presented as partial requirements at State Islamic University of Mataram for the attainment of the Sarjana Degree in English Education Department
By Istiqomah NIM. 180107116
STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNEVERSITY OF MATARAM MATARAM
2022
MOTTO
“Although They plan. Allah also plans.
Surely, Allah is the best of planners”
(QS. Al- Anfal: 30)
“Don’t compare your progress with that of others. We all need our own time to travel our
own distance”
-Jerry Corstens
DEDICATION
“I dedicated this thesis special to my Beloved Parents my mother; Hemnah SE, and my father; Fauzi S. Sos, my-self, my Beloved siblings; Nanda, Nafisah and Nabilah and all of my supporter in my life”
ACKNOWLEDGMENTS Bismillaahirrahmaanirrahiim,
The first of all, the writer would like to express her sincere thanks to almighty Allah SWT who has given health, blessing, guidance and inspiration to the writer in finishing this thesis with the tittle “The Effectiveness of Extensive Reading Approach Toward Students’ Vocabulary Mastery at The Seventh Grade Students of MTs Negeri 2 Mataram”.
This thesis is arranged or made to fulfill one requirement to get the sarjana degree of education in English Language Department of State Islamic University of (UIN) Mataram. The writer realizes that he cannot complete this thesis without the guidance, advice, suggestion, support and encouragement for many people during the writnig on this thesis. In this chance, the writer would like to thank to:
1. Dr. Hj. Nurul Lailatul Khusniyah, M. Pd as the first advisor and Husnawadi, MA. TESOL as the second advisor who already guided and advised patiently during the arrangement of this final project.
2. Dr. Ika Rama Suhandra, M. Pd as the head of Engilsh Education Department and Kasyfur Rahman, M. Pd, as deputy head of English Education Department, who always guided me to write this thesis with right book guidance.
3. The dean of Education and Teacher Training Faculty, Dr. Jumarim, M.HI.
4. Prof Dr. H. Masnun Tahir, M. Ag, the Rector of State Islamic University of Mataram for giving permission and approving to carry out this thesis of sarjana.
5. All lecturers in English Education Department of Education and Teacher Training Faculty for Valuable knowledge, and advice during the years of my studies.
6. Sumber Hadi, S. Ag M. Ag. as headmaster of MTs Negeri 2 Mataram who has given permission of doing the research.
7. Emilia Chalidyanti, S. Pd. as English teacher of MTs Negeri 2 Mataram and all teachers who have given permission and support to the writer for doing this research.
8. Thank you to the students who participated and were kind to help
9. Thank you so much to my parents, Hemnah Nasar and Fauzi Faisal who I am very proud of and always pray for the success of their children.
10. All thanks to my beloved classmate (TBI D 2018), the greatness class for a help, kind and support during study. You all cheerful friends.
11. Thanks to my beloved friends in TBI especially, Asma and Yuli who always gave motivation, support, uncountable helps, new experiences and hapiness.
12. For all who given their help in writing this thesis that the writer could not mentioned one by one.
I hope that the good deeds of these various parties will receive multiple rewards from Allah SWT and I hope this scientific work will benefit for the universe, Amen.
Billahi fi sabililhaq fastabiqul khaerat
Mataram, ______________________2022 Writer,
Istiqomah
TABLE OF CONTENS
COVER ... i
TITTLE PAGE ... ii
LOGO PAGE ... iii
APPROVAL SHEET ... iv
ADVISORS’ OFFICIAL NOTE ... v
STATEMENT OF THE THESIS AUTHENTICITY ... vi
ENDORSEMENT SHEET ... vii
MOTTO ... viii
DEDICATION ... ix
ACKNOWLEDGMENT ... x
TABLE OF CONTENT ... xii
LIST OF TABLES ... xv
LIST OF FIGURES ... xvi
LIST OF APPENDICES ... xvii
ABSTRACT ... xviii
CHAPTER I INTRODICTION A. Background of Research ... 1
B. Statement of Problem and Research Limitation ... 6
1. The Statement of Problem... 6
2. Research Limitation ... 6
C. Objective and Significance of Research ... 7
D. Definition of Key Terms ... 7
1. Extensive Reading... 7
2. Vocabulary Mastery ... 8
CAPTER II REVIEW OF LITERATURE AND HYPOTHESIS A. Review of Previous Research ... 9
B. Theoretical Framework ... 12
1. Reading ... 12
a. General Concepts of Reading ... 12
b. Benefits of Reading ... 13
c. Reading Method ... 14
1). Extensive Reading ... 15
d. Teaching Extensive Reading ... 18
2. Vocabulary ... 22
a. The Meaning of Vocabulary ... 22
b. Learning Vocabulary... 22
c. Vocabulary Development of Students ... 23
3. Teaching Vocabulary using Extensive Reading ... 25
C. Research Hypothesis ... 25
CHAPTER III RESEARCH METHOD A. Approach and Type of Research ... 27
B. Population and Sample... 27
1. Population ... 27
2. Sample ... 28
C. Setting and Time of Research ... 28
D. Variables of Research ... 29
E. Design of Research ... 30
F. Instrument of research ... 31
G. Procedure of Data Collection ... 32
1. Pre-test ... 32
2. Treatmets ... 32
3. Post-Test... 33
H. Technique of Data Analysis ... 33
1. Normality Test of Data ... 33
2. Test of Hypotesis (T-test) ... 34
3. To calculate the score of Students test ... 35
4. Computing the Frequency and the Percentage of Students’ score ... 35
I. Validity and Reliability ... 36
1. Validity Test ... 36
2. Reliability test ... 37
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. Research Findings ... 37
1. Students’ mean score of vocabularies in pre-test and post-test ... 37
2. Data Analysis ... 38
a. Normality Test ... 38
b. Test of Hypothesis ... 39
3. Frequency and Percentage of the Students’ Scores ... 41
B. Discussion ... 42
CHAPTER V CONCLUSIONS AND SUGGESTIONS A. Conclusion ... 45
B. Suggestions ... 45 REFERENCES
APPENDICES BIOGRAPHY
LIST OF TABLE
Table 3.1 Setting and Time of Research, 29 Table 3.2 Test Items, 31
Table 3.3 The Classification of Students’ Score, 35 Table 4.1 Mean Score, 37
Table 4.3 Normality Test of Pre-test and Post-test, 39 Table 4.5 Paired sample T-test, 40
Table 4.6 Frequency and percentage of the students’ vocabulary, 41
LIST OF FIGURE
Figure 4.2 Students’ Improvement of Pre-test and Post-test, 38
LIST OF APPENDICES
Appendix 1 Rencana Pelaksanaan Pembelajaran (RPP) Appendix 2 Instruments
Appendix 3 Answer Key
Appendix 4 Reading Reports
Appendix 5 Table of Students Row Score
Appendix 6 The mean score of Pre-test and Post-test and The percentage of students’ Improvent
Appendix 7 Table of Students’ vocabulary achievement Appendix 8 Calculating the T-test analysis vocabulary Appendix 9 Table of Validity and Reliability
Appendix 10 Distribution of T- Table
THE EFFECTIVENESS OF EXTENSIVE READING APPROACH TOWARD STUDENTS’ VOCABULARY MASTERY AT THE SEVENTH
GRADE STUDENTS OF MTS NEGERI 2 MATARAM
By:
Istiqomah NIM. 180107116
ABSTRACT
The research entitled The Effectiveness of Extensive Reading Approach Toward Students’ Vocabulary Mastery at The Seventh Grade Students of MTs Negeri 2 Mataram with the main problem examined in this research was how the effect of using Extensive Reading approach for the students in learning vocabulary to the seventh grade at MTsN 2 Mataram. This research aimed to determine whether the use of Extensive Reading Approach gave an effect or not on the students in learning vocabulary. The researcher used a pre- experimental one group pre-test and post-test design, which consisted of six meetings including the treatments.
Population in this research were the seventh grade students of MTs Negeri 2 Mataram consisted of 6 classes. The sample used was a purposive sampling technique with a total of 36 students and was taken in class 7D. The instrument of this research used multiple-choice tests to obtain the data. From the data obtained indicate that there was a changed in student test results. The pre-test scores of 7D students got poor results. After giving the treatment, students’ vocabulary mastery significantly increased on the post-test. The students’ mean score was 44.19 in the pre test and to be 72.92 at the post-test. The results of testing the hypothesis of this research were 0.000 on Sig. 2-tailed. This was because the Sig < a or 0.000 < 0.05.
it can be concluded that the pre test and post-test have Sig < a the H0 is rejected and Ha was accepted. It was concluded that the use of Extensive Reading approach was effective in increasing the vocabulary of seventh grade junior high school students.
Thus, the Extensive Reading approach can be used by the teachers as a technique for student learning English in school to improve students vocabulary at 7D grade of MTsN 2 Mataram.
Keywords: Extensive Reading Approach, Vocabulary Mastery.
KEEFEKTIFAN PENDEKATAN MEMBACA EKSTENSIF TERHADAP PENGUASAAN KOSAKATA SISWA DI KELAS TUJUH DI MTS NEGERI
2 MATARAM
Oleh:
Istiqomah NIM. 180107116
ABSTRAK
Penelitian ini berjudul Keefektifan Pendekatan Membaca Ekstensif Terhadap Penguasaan Kosakata Siswa di Kelas Tujuh di MTs Negeri 2 Mataram dengan masalah utama yang diteliti dalam penelitian ini adalah bagaimana pengaruh penggunaan membaca ekstensif sebagai pendekatan bagi siswa dalam belajar kosa kata pada kelas tujuh di MTsN 2 Mataram. Penelitian ini bertujuan untuk mengetahui apakah penggunaan pendekatan membaca secara ekstensif berpengaruh atau tidak terhadap siswa dalam mempelajari kosa kata. Peneliti menggunakan penelitian pra eksperimental dengan desain satu kelompok tes awal dan tes akhir, yang terdiri dari enam pertemuan termasuk perlakuan. Populasi dalam penelitian ini adalah siswa di kelas tujuh di MTs Negeri 2 Mataram yang terdiri dari 6 kelas. Sampel yang digunakan adalah teknik purposive sampling dengan jumlah 36 siswa dan di ambil di kelas 7D. Instrumen dalam penelitian ini menggunakan tes pilihan ganda untuk memperoleh data. Dari data yang di peroleh menunjukkan bahwa ada perubahan hasil tes siswa. Nilai tes awal siswa 7D mendapatkan hasil yang kurang baik. Setelah diberikan perlakuan penguasaan kosa kata siswa meningkat secara signifikan pada tes akhir. Nilai rata- rata siswa adalah adalah 44.19 pada tes awal dan menjadi 72.92 pada tes akhir. Hasil pengujian hipotesis penelitian ini adalah 0.000 pada Sig. 2- tailed. Hal ini dikaenakan Sig < a maka H0
ditolak dan Ha diterima. Disimpulkan bahwa penggunaan pendekatan membaca ekstensif efektif dalam meningkatkan kosakata siswa kelas tujuh SMP. Dengan demikian, pendekatan membaca ekstensif dapat digunakan oleh guru sebagai teknik pembelajaran bahasa inggris siswa di sekolah untuk meningkatkan kosakata siswa di kelas 7D MTsN 2 Mataram.
Kata Kunci: Pendekatan Membaca Ekstensif, Penguasaan Kosa kata.
CHAPTER I INTRODUCTION A. Background of Research
The goal of learning English in Indonesia is to be able to communicate in the language both orally and written. Crystal states that English is needed in many sectors, such as business, education, communication and international relation, media and tourism.1 One of benefit in learning English is students may communicate and express their ideas in English.
But it can be difficult if the students lack of vocabulary and do not know more vocabulary.
Vocabulary is a English learning which is Important for English class.
There are four skills in English that connected with vocabulary, those are, reading, listening, speaking and writing. But the lack of students vocabularies can be difficult to apply each skills. One way to develop students’’ vocabulary mastery is by reading. Reading and vocabulary studies are both focused on word meaning in determining vocabulary acquisition2
Reading is a basic life skill. It is a cornerstone for a child’s success in school, and indeed, throughout life. Without the ability to read well, opportunities for personal fulfillment and success in studies are sure to be lost. Every child is expected to learn to read in primary grades. Text is the
1 David Crystal, English as a Global Language, (UK: Cambridge university press, 2002), p. 49.
2 Maria Pigada and Nobert Schmitt, “Vocabulary Acquisition From ExtensiveReading: A Case
Study”, Reading in a Foreign Language RFL, vol. 18, Nomor. 1, April 2006, p. 2
main aspect for the readers in doing the activity. Kusdemir and Bulut stated that reading is an exercise dominated by the eyes and the brain3. This means the readers know the meaning of the written text that is read, not only reading the text.
The reading has also been confirmed in the Holy Al- Qur’an. The command to read in the Al- Qur’an is stated in Surah Al ‘Alaq ayat 1-5:4
ۡۡأَرۡق ٱ
ۡۡ ب
ۡ مۡس ۡٱ
َۡك ب َر ۡ
ۡٱ ي ذَّل
ۡۡ
َۡقَلَخ ١
ۡۡۡ
َۡقَلَخ
َۡنََٰسن ۡلۡ ٱ
ٍۡقَلَعۡ ۡن م ۡ ٢
ۡۡۡ
ۡۡأَرۡق ٱ
َۡكُّب َر َو ۡ
ۡ مَرۡكَ ۡلۡ ٱ
ۡ ٣
ۡۡۡ
ٱ
ۡي ذَّل
ۡۡ
ۡ بَۡمَّلَع
ۡ مَلَقۡل ٱ
ۡ ٤
َۡمَّلَع ۡ
َۡنََٰسن ۡلۡ ۡٱ
ۡ ۡمَلۡعَيۡ ۡمَلۡاَم ۡ ٥
ۡۡ
,قلعـلاۡةروس[
١ - ٥
ۡ]
1). Read: In the name of thy Lord Who createth, 2). Createth man from a clot 3). Read: And thy Lord is the Most Bounteous, 4). Who teacheth by the pen, 5). Teacheth man that which he knew not.
The repetition of the word Iqra’ in this Surah shows that the command to read is very important for human life. Muhammad Quraish Shihab, quoted by Mustolehudin, explained that reading means a person doing the activity of studying, reading, knowing the characteristics of something and gathering knowledge obtained by someone5.
Reading is transferring information between the writer and the reader.
Reading is an interaction between reader and text. The readers not only read what they see in the text while reading, but they must also understand what the text is about. The readers are not able to read well if they do not have
3 Yasemin Kusdemir and Pinar Bulut, “The Relationship Betwee Elementary Students” Reading Comprehension and Motivation”, Journal of Education and Training, vol. 6, Nomor 12, "Desember 2018, p. 97
4 QS Al ‘Alaq {96}: 1-5
5 Mustolehudin, “Tradisi Baca Tulis Dalam Islam Kajian Terhadap Teksi Al-Qur’an Surah Al
‘Alaq ayat 1-5”, Jurnal “Analisa”, Vol. 18, Nomor 1, Juni 2011, p. 149
efficient knowledge of words or language that are used in the text they have read. The purpose of reading is how the readers interact with the text to construct the meaning. In order to get a better comprehension of the text, readers need to understand the words in the text, understand the idea, and critically respond to the contents. Master the reading skills can grasp more words and expressions6
In the School-Based Curriculum that the Ministry of Education has arranged, the goal of English subject is students will hope to reach functional level. Students at a functional level can use English for their needs of daily life, such as reading for information or instruction. A number of specialists have commented on several vocabularies that students should master. According to Richard and Renandya, states vocabulary is a core component of language proficiency and provides much of the basis for how well learners speak, listen, read, and write7. To improve the students’
language skills, they must master vocabulary. In reading, for instance, the students will get difficulties in comprehending a text if they do not know the meaning of words in the text.
The implementation of English learning in junior high schools refers more to the ability to read and write. Based on the syllabus of seventh-grade junior high school English subjects, the reading competency standard is
6 Lijun Yang, The Influence of Extensive Reading Upon Vocabulary Acquisition, International Conference on Education, Language, Art and Intercultural Communication ICELAIC, (China:
Atlantis Press, 2014), p. 325
7 Jack C. Richard and Willy A Renandya, Methodology In Language Teaching, (Newyork:
Cambridge university Press. 2022), p. 259
understanding the variety of texts, understanding the meaning in a simple short essay in the form of a descriptive, and procedure to interact with the surrounding environment. To help students in the learning process of reading, teachers must choose the right strategy to achieve learning goals.
In addition, teachers must create fun learning settings, for example by using techniques and learning media that attract students to follow learning to read well8.
According to the researcher, success in reading is the most necessary because it is a basic tool of education. Reading will also give us opportunities to get experience and information. Nowadays, people easily get texts to be read; for example, by downloading the e-book. People can read a book without going to the bookstore or library. However, e- book cannot increase the reading habit in our society. People still think that reading is just a boring activity that makes their eyes tired. Besides, people usually get a difficulty in finding a meaning from the text that can be caused if the text contains too a wide range of vocabulary. A text with lots of unfamiliar words could make a student give up easily in reading and also could slow down their reading speed. Student will feel stressful in reading and never enjoy reading. Ironically, one of the best ways to meet an unfamiliar word is by reading a text. Research has shown that in order to learn a word, a reader must encounter it many times. According to Nuttal
8 Yanuari Dwi Puspitarini and Muhammad Hanif, “Using Learning Media to Increase Learning Motivation in Elemntary School”, Anatolian Jurnal of Education, vol. 4, No.2, Oktober 2019, p. 59
that quoted by Mária Kredátusová, The best way to increase knowledge of a foreign language is to go and live among its speakers and the next best way is to read extensively in it9.By Extensive Reading, students be able to increase the number of encounters with words and to learn how words are used. Students receive a regular inflow of unfamiliar words and see these words repeated by Extensive Reading. In reading, there is a style of reading that could help students to enjoy reading. Extensive reading is a reading with pleasure and enjoyment. The reader needs to choose a reading material which fits on his vocabulary and interest. Woodinsky and Nation cited by Richard and Renandya said that through Extensive reading incidental vocabulary learning can benefit the language curricula and all levels of learners10. It can be introduced to any kind of EFL class, whatever the content, intensity, and age of students at their language level.
Based on the researcher’s observation during the teaching training (PPL) at MTs Negeri 2 Mataram, students have limited vocabulary. The students seldom read reading materials in their English lesson book, more than other book. The lack of vocabulary makes them never recognize some benefits that they can get from reading. In the researcher's opinion, if students are emboldened through pleasure reading, they may enrich their vocabularies with control, remember more and better since they work out the meanings by themselves. From the explanation above, the researcher is
9Mária Kredátusová, “The Benefits of Etensive Reading in EFL”, (Thesis, Masaryk University, Czech) p. 6
10Jack C. Richard and Willy A. Renandya, Methodology in Language Teaching, (New York:
Cambridge unversity press, 2002), p. 259
interested in doing research about extensive reading and student’s vocabulary achievement. This research is aims at to know and to get the clearer description about “the effectiveness of extensive reading approach toward students’ vocabulary mastery”. Therefore, the researcher would like to take the research.
A. The Statement of Problem and Research Limitation 1. The Statement of Problem
Based on the background of the study above, there are some problems arising: a.) The students have reading habit are very low and the activities outside of school that can not increase reading habit. b.) Students have limited reading skills. c.) The students feel stressful in reading because of the limited range of their vocabulary.
Based on the statement above, the researcher’s question formulation is to answer “Is extensive reading approach effective toward students’ vocabulary mastery?”
2. Research Limitation
The limitation of the research is the achievement of students' vocabulary mastery through the extensive reading at the seventh-grade students' of MTs Negeri 2 Mataram. The students’ level that will be researched is the seventh grade of MTs Negeri 2 Mataram.
B. Objective and Significance of Research
Referring to the research questions above, the objectives of this formulated as follows: to know the effectiveness of extensive reading on students’ vocabulary mastery at the seventh-grade students of MTs Negeri 2 Mataram.
The researcher hopes this research can give contribution to the English teaching and learning with some short description as follow:
1. For the students, this research is expected not only to increase students’
motivation in learning English but also to increase the students’
vocabulary mastery and reading habit.
2. For the teacher, this research can help teachers to be the one of some alternatives in improving students’ vocabulary mastery towards extensive reading.
3. For the future researcher, this research will be one reference in conducting some research for better result.
C. Definition of Key Terms
In order to clarify the key terns used in this study, some definitions are put forward.
1. Extensive Reading
As Day and Bamford stated, Extensive Reading is purposely focuses on students’ reading as much as possible: not only in the classroom but
also out of classroom.11 In addition, Susser and Rob added Extensive Reading is also known as “pleasure reading, free voluntary reading, and sustained silent reading”12. Based on the definition, the term “Extensive Reading” is large quantities of materials to get a general understanding and getting new vocabulary in understanding English reading texts such as descriptive text that are studied by the seventh grade students of MTs Negeri 2 Mataram.
2. Vocabulary Mastery
According to Hornby in Herlina Lindaria saud that vocabulary is define as 1) all the words that a person knows or uses; 2) all the words in a particular language; 3) the words that people use when they are talking about a particular subject; 4) a list of words with their meanings13. Richards and Renandya discuss that vocabulary is a key aspects in order to become a profienct speaker14. In line with the definition, the term of “Vocabulary” referred into this research is the words students gained and understand when reading the text. It can be seen from students in the learning process by reading extensively to students at MTs Negeri 2 Mataram.
11 Richard R. Day and Julian Bamford, Extensive Reading in the Second Language Classroom, (New York: Cambridge University Press, 1998). p. 7.
12 Bernard Susser and Thomas N. Robb, “EFL Extensive Reading Instruction”, JALT Journal,
Vol. 12, No.2. November 1990, p. 163.
13 Herlina Lindaria Simanjuntak, “Vocabulary Learning Strategies Used by Undergraduate Students”, Journal of English Language Teaching JELT, vol. 6, No., September 2021, p. 17
14Jack C. Richard and Willy A. Renandya, Methodology in Language Teaching, (New York:
Cambridge university press, 2002), p. 255
CHAPTER II
REVIEW OF LITERATURE AND HYPOTHESIS A. Review of Previous Research
Some researchers conduct their research that is relevant to this research.
The first previous research was conducted by Sheila Maildha Arafa. Her research represents that the result of extensive reading can increase students’ vocabulary mastery and also can change students’ behavior at tenth grade students of Senior High School by asking the students to read English story for 10-15 minutes in every meeting. The research conducted Classroom Action Research. Instruments that were used in collecting the data are; pre-test, progress test, post-test, field notes and interview guidelines questions. It can be found by measuring the mean score of the test result. The improvement can also show from the reflection of cycle 1 and cycle 2. Not only that the activities make the students more active in the learning process and also the motivation of the students can improve.15
The second previous research was conducted by Ikrima Nur Endah entittled “The Effectiveness of Extensive Reading Towards Students Vocabulary Mastery: A quasi- experimental Study at the Seventh grade Students of SMP Darussalam Pondok Labu Jakarta”, was found the increasing score before and after giving treatment using extensive reading in experimental class. The method used in this research was quasi-
15 Sheila Maildha Arafa, “Improving Vocabulary Mastery Through Extensive Reading For Grade X Students of SMA N 1 Sewon”, (Thesis, Sanata Dharma University, Yogyakarta, 2018), p. vii.
experimental research consisted two classes of research namely, experimental class and controlled class. The research showed that Extensive Reading was effective towards students’ vocabulary mastery by asking students to find five descriptive text and write a form of report for each text.
It can be seen from the gained score of experiment class was (512) higher than controlled class students with score gained (214)16.
The third previous research was conducted by Abdurrahman Ahmed Endris investigated “Effect of Extensive Reading on EFL Learners’ Reading Comprehension and Attitudes”, at Ethiopian second cycle primary school students. To collect data, the researcher used reading comprehension tests and attitude questionnaires. After carrying out the Extensive Reading Approach during learning process by asking students to read English story from different sources, the results showed that there was no significant difference between the experimental group and the control group in reading comprehension and attitudes. However, the experimental group scored significantly better than the control group in reading comprehension and attitudes toward reading when extended reading time and motivating activities were included17.
16Ikrima Nur Endah, “The Effectiveness of Extensive Reading Towards Students Vocabulary Mastery: A quasi-eksperimental Study at the Seventh Grade Students of SMP Darussalam Pondok Labu Jakarta” (Thesis, Syarif Hidayatullah State Islamic University Jakarta, Jakarta, 2014), p. iii
17Abdurahman Ahmed Endris, Effects of Etensive Reading on EFL Learners’ Reading Comprehension and Attitudes, International Journal of Research in English Education, vol. 3, No.
4, Desember 2018, p. 1
The fourth research is Halimatus Sa’diyah in her research used quasi- experimental design. The two classes consisted of one experimental class by using extensive reading of descriptive text and also one class control by using conventional reading. She concluded that after using an extensive reading approach students’ vocabulary at MTs Hasyim Asy’ ari Sukondo grade VII can improve. In this based on data of the research:
1. Mean score of the experimental class after have done treatment was (67.50) categorized into good.
2. Mean score of class control was (60.86).18
Based on the previous related researches above, it can be seen the differences this research from those previous researches. The first research used classroom action research methodology. The second research Ikrima Nur Endah examined extensive reading used quasi-experimental design to find out the differences result among two classes. Abdurahman Ahmed Endris also examined extensive reading used quasi- experimental design and focused reading comprehension at eighth grade students of Ethiopia.
Lastly, Sa' diyah used quasi- experimental consisted two classes (experimental and control class).
While this research also used an extensive reading approach. The difference with the previous researches, this research using pre- experimental one group pre-test post-test at the seventh grade Junior High
18 Halimatus Sa’diyah, The Effect of Extensive Reading on the Vocabulary Mastery at the Seventh Grade Students of Junior High School, JournEEL, Vol.3, No. 1, Juni 2021, p. 23.
School of MTs Negeri 2 Mataram, and focus on the effect of Extensive Reading Approach toward students vocabulary mastery. The researcher ask students to make reading report by summarizing the descriptive text to know students do activity of extensive reading approach.
B. Theoretical Framework 1. Reading
a. General Concepts of Reading
Different people use the term reading in several ways, because reading is a complex process, and this complexity explains the diversity of its definitions. Reading is one way to communicate between writers and readers. As Day and Bamford define reading as the process of how readers understand written messages and relate them to prior knowledge.19 Meanwhile, Johnson states that reading is an act of constructing meaning when transacting with text.20 Readers can get meaning from authors, pages, or anywhere else.
Thus, they make meaning from the interaction between their prior knowledge and prior experiences with new information.
From the definition above, reading is a process when the reader makes meaning through a combination of prior knowledge and prior experience. He relates the text information to what they
19 Richard R. Day and Julian Bamford, Extensive Reading in the Second Language Classroom, (New York: Cambridge University Press, 1998), p.12.
20 Andrew P. Johnson, Teaching Reading and Writing, (New York: Rowman and Littlefield Education, 2008) p. 109.
already know. Information ideas are exchanged between writers and readers in the act of communication. The writer expresses his thoughts on paper in language using whatever skills and styles he has developed. The reader tries to get meaning from the printed page.
b. Benefits of Reading
` Reading offers a myriad of benefits. Students who are accustomed to reading do better in the classroom and on tests21. The learning process also improves reading skills22. The more experience of students have with reading, the greater their ability will be to grasp the meaning of the text and understand the way the author tells it. This helps them to become successful readers.
Another benefit of reading is to encourage critical thinking in a more natural way than worksheet exercise does. Making inferences, evaluating, and finding the main idea are recognized as a component of critical thinking.23 Critical thinking is needed for students to develop their thinking about anything around them. It is also needed to make students become curious about knowing lessons.
21 Jackson V. Wagstaff, “Benefits of The Habits of Reading”, Mariott Student Review, vol. 3,
No. 4, Mei 2020, p.5
22 Nurul Lailatul Khusniyah, “The Impact of PQ4R Strategy use on EFL Students’ Reading Comprehension”, Journal of English Language Education, vol. 1, No. 2, 2018, p. 169
23 Ibrahim Abu Shihab, “Reading as Critical Thinking”, Asian Social Science, vol. 7, No. 8, Agustus 2011, p. 212
Reading develops students’ imagination. Reading develops children’s imagination and helps them consider people, experiences, or ideas in new ways. The students imagines himself or herself in the world of the text and create a picture in their minds according to the text they read24. It is a different process if they watch TV. When the students watch TV, the picture in their mind is the same as the picture on the screen. It is distinct thing when students read a book.
One and other possibly interpret the story differently. It is because every student has his or her own background knowledge and concept of seeing things.
c. Reading Method
Reading is the act of interpreting printed and written word.
Through reading, we get new ideas, inspirations, get needed information, seek support for our ideas, add to our pleasure, and broaden our interest.
To get as expected above, of course it may need way or method in reading. In reading, there are two methods. They are intensive reading and extensive reading. But in this case, we are going to discuss extensive reading only.
24 Ibid
1). Extensive Reading
Extensive reading is how to read in enjoyment. The enjoyment is a positive reinforcement that could make someone read even faster and more.In extensive reading programme, one of the fundamental requirements for success is that students should be reading material which they can understand25. The students are free to choose the book that interests them.26 It means the students can easily understand reading based on their interests with pleasure and positive reinforcement.
According to Mikulecky and Jeffries, there are some hints for success in extensive reading. The first is to set a goal. The reader should decide how many books that he would like to read during the semester. Make reading a part of daily routine is the next hint. The reader needs to set a time and place for reading.
The reader needs to read at least thirty minutes at a time so that he or she can become involved in his or her book. Keeping a journal also can make a reader gain success in extensive reading.
By writing about reactions to the book or any thoughts that are stimulated by reading can help a reader gain success in extensive reading.27
25 Jeremy Hermer, The Practice of Engilsh Language Teaching, (London: Longman Handbook
for Language Teachers, 2000), p. 210
26 Nurul Lailatul Khusniyah dan Syarifudin, Extensive Reading Book (Depok: PT RajaGrafindo Persada, 2019), hal. 4.
27 Beatrice S. Mikulecky and Linda Jeffries, Advanced Reading Power, (New York: Pearson Education, Inc, 2007), p.4.
To be successful in extensive reading, the discipline needed.
Once the reader sets the goal, he needs to follow the procedures and to commit with it. The reader needs to stick with his schedule, to make it as a habit. Besides, in extensive reading, a good book is also needed. Some guide to readers to choose a good book:
a. Choose a book with interesting topics. Other people may give a friendly suggestion, but the reader is the one who knows the most about what topics are interesting for him.
b. Choose a full-length book, not a collection of articles or stories. Reading an entire book by a single author allows the reader to become comfortable with the writer’s style and vocabulary.
c. Avoid a book whose stories are familiar with because knowing what will happen may make it less interesting.
d. Evaluate the book. To find out about the author and the genre (type of book), read the front and back covers. Read the first few pages to find out about the styles and subject.
e. Check the level of difficulty. If a book is too easy, it may bore if it is too difficult, the reader may become discouraged and stop reading. To find out how difficult the book is, count the number of unknown key words on a typical page. Five
unknown keywords on one page mean the book is difficult for you. No unknown key words mean the book is too easy28. Choosing an appropriate book might be difficult at first.
Reading the synopsis of the book make it easier to know whether the content is interesting or not. Then, read several pages of the book to know its writing style and difficulties. If the reader finds an interest in reading the book, he or she would find an enjoyment and make the reading process easier.
Positive results of extensive reading in English Foreign Language were variety, Repetition and Flexibility. Variety is to exposes language students to wonder selection of vocabulary that may not be available in spoken discourse. Repetition is multiple meetings of a word increase the chance of learning.
Then, Flexibility is where the teachers can not possibly teach every single word in class. By extensive reading, students can continue and do it after school.
28 Ibid.
d. Teaching Extensive Reading
Day and Bamford suggest ten principles in teaching extensive reading. The 10 principles are29 :
a) The reading material is easy
The students read material that contains few or no unfamiliar items of vocabulary and grammar. There should be only one or two unknown vocabulary items per page for beginners and only four or five for intermediate learners. Students would fail in reading extensively if they have to struggle with hard material.
b) A variety of reading material on a wide range of topics must be available
Various reading materials should be available in the library for students to choose what they really like. It contains graded readers, magazines written for language learners at different ability levels, and children’s literature. To encourage a desire to read, the available texts should ideally be as varied as the students who read them and the purpose for which they are intended to be read.
29 Richard Day and Julian Bamford, Top Ten Principle for Teaching Extensive Reading, Reading in Foreign Language: Vol. 14. No. 2, Oktober 2002, p. 137.
c) Learners choose what they want to read
In contrast to students when in the classroom where the teacher chooses a textbook or reading material. This is what students really enjoy about extensive reading. Students are free to choose what they want to read. Students can select texts as they would in their own language, they can choose the texts they expect to understand, enjoy, or learn. They are also encouraged to stop reading anything that is uninteresting or that they find too difficult.
d) learners read as much as possible
The benefits of language learning of extensive reading come from the quantity of reading. For the benefits of extensive reading to apply, a book a week is an appropriate goal. This is a realistic target, as books written for beginning language learners are very short.
e) The purpose of reading is usually related to pleasure, information, and general understanding.
Despite intensive reading which requires detailed understanding, extensive reading encourages reading for pleasure and information. The aim of reading is not a hundred percent comprehension; to meet the purpose of reading sufficient understanding is satisfactory.
f) Reading is its own reward
The success of reading is the reader’s own experience and the pleasure of reading. The student’s experience of reading a lot is central to the extensive reading experience. Extensive reading is not usually followed by comprehension questions. However, teachers may ask students to complete follow- up activities based on their reading. These reflect student’s experience of reading rather comprehension.
g) Reading speed is usually faster than slower
Because of the fact that material is easily understandable for students their reading is fluent. They are discouraged from using dictionaries as this interrupts reading and makes fluency impossible. Instead, learners are encouraged to ignore or guess the meaning of a few unknown items they may encounter from context.
h) Reading is individual and silent
In contrast to other reading strategies, “silent” extensive reading allows students to discover that reading is a personal interaction with the text and an experience for which they are responsible. The students reading at their own pace. Sometimes silent reading periods may be reserved from the class time when students read their self-selected books in the classroom. Students
read out of the classroom, in their own time, anytime and anywhere, with enjoyment and pleasure.
i) Teachers orient and guide their students
Before starting an extensive reading, programmed students should to be familiarized with what it is, why they are doing it, what benefits it will bring them and how are they going to proceed. The teacher keeps track of what and how many students read. He/ she in interested in their reactions to what was read in order to guide them in getting the most out of their reading.
j) The teacher is a role model of a reader
The teacher provides a model to students of what to become a reader. For example, during the silent reading period, the teacher should read as well. He/she should also be familiar with all the books students are read in order to recommend reading to individual students and share their reading experiences. If teacher and students talk about what they read, they create an informal reading community, experiencing together the vale and pleasure to be found in written word.
2. Vocabulary
a. The Meaning of Vocabulary
Vocabulary system differs from another one in another language for instance: the vocabulary system in English differs from the vocabulary in Indonesia. Learning vocabulary does not mean learning words in isolation. Words should be learned in context, because often the same word has a different meaning in a different context. They also change meanings if the word forms change.
For many years, vocabulary was seen as incidental to the main purpose of language teaching- namely the acquisition of grammatical knowledge about the language. Vocabulary was necessary to give students something to hang on to when learning structures, but was frequently not the main focus for learning itself.30 Vocabulary maybe not a main focus in learning language, but a reader who has a poor vocabulary obviously would find difficulty in reading, or at least make his reading slower.
b. Learning Vocabulary
Language students need to learn the lexis of the language. They need to learn what words mean and how they are used. It can help them in giving the names for things and also involves showing them how words are stretched and twisted.
30Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman Group, 2007), p. 229.
According to Brown and Payne that quoted by Hatch and Brown, there are five essential steps in vocabulary learning; (1) having sources for encountering new words, (2) getting a clear image, either visual or auditory or both, for the forms of the new words, (3) learning the meaning of the words, (4) making a strong memory connection between the forms and meaning of the words, and (5) using the words.31
c. Vocabulary Development of Students
The way to learn words is from reading. Reading a lot is the key.
Research has shown that in order to learn a word, the reader must encounter it many times. Each time the reader sees the word in context, the reader will build up a stronger sense of its meaning. By reading extensively, students could increase the number of encounters with words and learn how the words used.
Another way to learn words is by working with unfamiliar words in a way that requires active thinking. Simply noticing the word and looking up the meaning is not enough to learn vocabulary by its content. The reader needs to analyze the word and use it in speaking and writing. Besides, the reader may not know how an unfamiliar word used. If the reader looks closely at the context and writes the sentence where the reader found the word, the reader is
31 Evelyn Hatch and Cheryl Brown, Vocabulary, Semantics, and language Education, (New York: Cambridge University Press, 2000), p. 373.
more likely to remember it Jeremy Harmer also emphasized, Understanding meaning in context allows the reader to remember which meaning of the word, in a given instance, is used32. This means, when the students learn a word in context they are more likely to remember them than if they learn them as single items, and get a much better picture of what the words mean
To support an active thinking, the student could look up the new word in the dictionary and read its explanation. Then, write few sentences using the word. It could make the student more familiar with word and know how to use it in speaking or writing.
Brown and Payne did an analysis that resulted in a very clear model where the strategies fall into five essential steps in vocabulary learning that already mentioned before. Those five steps essential in learning a vocabulary are similar to the previous theory. By using the words, I speaking or writing, would make the words stay in a long-term memory.
The way to improve vocabulary is by encouraging wide reading.
Students who have weak vocabularies are often those who do not read widely. Provide opportunities for reading during the day.33 Wide reading also obviously improves someone’s vocabulary. In wide reading, students would meet a hard word again and again with
32 Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman Group, 2000), p. 18.
33 Sharon J. Crawley, Remediating Reading Difficulties, (New York: The McGraw Companies, 2000), p. 34
its context. A student would be exposed to difficult words and, bit by bit analyze their meaning and how to use them.
3. Teaching Vocabulary using Extensive Reading
The relationship between vocabulary and reading is believed to be close and intimate links34. Extensive reading is defined as one’s engagement in reading for pleasure about a wide range of subjects that are linguistically/culturally relevant and appropriate. Taking different forms, e.g. sustained silent reading (SSR) by voluntary reading outside of class or school, extensive reading has the potential to help learners gain good reading habits, increase their knowledge of vocabulary words, and gain a lifelong of reading35.
C. Research Hypothesis
Based on the theory and research objectives, it can be estimated that there is a significant effect of using Extensive reading on the students' vocabulary mastery of the first-grade students of MTs Negeri 2 Mataram.
Hypotheses are used in order to know and to find the answer of the research and also to draw a conclusion of the research.
34 Read Oxford, “Reading Comprehension and Vocabulary: What’s the Connection”, https://readoxford.org/reading-comprehension-and-vocabulary-whats-the-connection, accessed on July 23, 2017
35Jack C. Richard and Willy A. Renandya, Methodology in Language Teaching, (New York:
Cambridge university press, 2002), p. 259
The hypotheses of the research could be analyzed as follows:
1. Ha (Alternative hypothesis): Extensive reading is effective on students’ vocabulary mastery.
2. H0 (Null hypothesis): Extensive reading is not effective on students’
vocabulary mastery.
CHAPTER III RESEARCH METHOD A. Approach and Type of Research
In this research, the researcher used a quantitative method and pre- experiment as its design. Quantitative research focused on identifying why the problem on the research occurs and tried to find out the different responses from a large group.36 Moreover, the result of this method normally showed using statistics, tables, and graphs by gathering the information which can be analyzed numerically.37 The purpose of the quantitative research method is to prove pre-determined hypotheses and establish generalized results.38
B. Population and Sample
According to Sugiyono, the population is a geographic generalization that includes object/ subject having quality and certain characteristics that are set by the researcher to learn then make the conclusion.39
1. Population
Based on the definition, the population of this research was the whole seventh-grade students of MTs Negeri 2 Mataram. The reason that the researcher chose the seventh-grade students as a
36 John W. Creswell, Education Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research, fourth edition, (Boston: Pearson, 2012), p. 13.
37 ACAPS, Qualitative and Quantitative Research Techniques for Humanitarian Needs Assessment, (New York: ACAPS Better Assessment Better Aid, 2012), p. 4.
38 Martin N Marshall, Sampling for Quantitative Research, Family Practice an International Journal, Vol. 13, No. 6, 1996, p. 522
39 Sugiyono, Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D (Bandung : Alfabeta, 2010), p. 117
population because the researcher had previously taught the sampled students during the teaching training (PPL) program in this school.
Then, because the seventh-grade students have already studied the material. The total of the seventh grade is 217 students. There are six classes comprising VII A, VII B, VII C, VII D, VII E and VII F.
2. Sample
The researcher used a purposive sampling technique to determine the sample. Purposive sampling is a way of choosing a sample based on a specific purpose and the researcher’s judgment.40 The sample of this research was one class. There were VII D, which comprised 36 students. The researcher chose this class because the students of this class were very weak in reading.
C. Setting and Time of Research
The setting of the research has been on MTs Negeri 2 Mataram which is located on Jl. Jendral Sudirman No. 17 Rembiga Mataram, from March 21st, 2022 until April 8th 2022. This research is pre- experimental design that aimed to know the effectiveness of extensive reading toward students’
vocabulary that represented the second term of the 2021/2022 academic year who were applied the Extensive Reading Approach consisted of giving pre- test in 30 multiple choice, giving the treatment, then the post test. The setting and time of this research can be seen on the table below.
40 Jack R. Fraenkel and Norman E. Wallen, How to Design and Evaluate Research in Education, sixth edition, (New York: McGrew Hill, 2006), p. 100.
Table 3.1
Setting and Time of the research
Time Setting
Monday, March 21, 2022
The researcher asked permission from the pricipal of MTs Negeri 2 Mataram to conduct the research Wednesday, March 23,
2022
The researcher gave a Pre-test on the students in class VII D
Thursday, March 24, 2022
The researcher started the first treatment to the students
Wednesday, March 30, 2022
The researcher did the second treatment to the students
Thursday, March 31, 2022
The researcher did the third treatment to the students
Wednesday, April 6, 2022
The researcher did the fourth treatment to the students
Thursday, April 7, 2022 The researcher gave a Post-test
D. Variables of Research
In quantitative research, the relationship of variables to the object under the research is causal41. The variable of this research comprised two variables, namely the independent variable and dependent variable. The independent variable was a variable which influenced the dependent variable. In this research, the independent variable is an extensive reading approach. It is an approach or treatment used by the teacher when she
41 Sugiyono, Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D (Bandung : Alfabeta, 2014), p. 11
teaches the material while the dependent variable was variable which was caused or influenced by other variable. The dependent variable in this research is to increase students’ vocabulary mastery.
E. Design of Research
Research design is the design used by the researcher to get data. The research used a pre-experimental design because the researcher wanted to measure the students‟ vocabulary mastery by using of Extensive Reading approach. Pre-experimental is a design that includes only one group, pre- test, and post-test design.42 In this research, the researcher just took one group or one class to apply an extensive reading approach by giving pre-test to measure the basic students‟ vocabulary mastery and post-test to know the result of treatments. Lastly, as the Quantitative method, the data is processed by statistical calculations. This research design proposes by Sugiyono as follows :
O1 X O2
Where: O1 = Pre- Test X = Treatment O2 = Post-Test
42Ibid, p. 109
F. Instrument of Research
The research instrument is used to measure the value of the variable under the research43. To achieve the data in this research, the researcher gave the students pre-test and post-test for the treatment class. The instrument used in this research was a test developed by the researcher for the treatment class. The test material used for the pre-test and post-test was developed from the English lesson at the Seventh-grade students of junior high school, and then it expanded by the researcher into several points of indicator to make the test, as test specification. The test comprised 30 questions in multiple-choice. The text genres applied and indicator in the test can be seen on the table below.
Table 3.2 Test Items
43 Sugiyono, Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D (Bandung : Alfabeta, 2014), p. 92
Question Genre text Indicator
1-4 Complete the sentence Find the meaning of words in English vocabulary contained in a text.
5-11 Short essay Choose the right English vocabulary according to the context.
12 Announcement Text Determine the correct synonym for an English vocabulary.
13-14 Descriptive Text Choose the right English vocabulary according to the context.
Based on the table 3.1, the types of text in the Genre Text column were used as questions in this research test. The students understood the meaning of functional written texts and very simple short essay in the form of Descriptive Text and Procedure related to the surrounding environment. After the students read one type of the text, students had to answer a question to find the right answer or information as listed in the “Indicator” column44.
G. Procedure of Data Collection
The researcher used several steps to collected data in this research as follows:
1. Pre-Test
Before giving the treatment, the researcher gives a pre-test to the students to measure the students’ basic vocabulary mastery.
Students work on 30 multiple-choice questions.
2. Treatments
44 See Appendix 2
16-18 Descriptive Text Choose the right English vocabulary according to the context.
19-21 Descriptive Text Choose the right English vocabulary according to the context.
22-25 Procedure Text Choose the right English vocabulary according to the context.
26-30 Complete the sentence Find the meaning of words in English vocabulary contained in a text.
After gave the pre-test, the researcher gave the treatments by applying an approach of Extensive Reading. The treatments were implemented for about four times or four meetings. The researcher provided information about the procedure for conducting an extensive reading.
3. Post-Test
A post-test was used to measure the final result of students’
vocabulary mastery. The post-test was given after an extensive reading approach had been done to apply in the class by giving 30 multiple choices. The post-test used the same question format as the pre-test, but the order of the questions was jumbled. And students do not know that the pre-test questions are questions of the post-test.
To find out whether Extensive Reading Approach effective on students’ vocabulary mastery, then the results of the pre-test and post- test were compared.
H. Technique of Data Analysis
Based on the research method, the researcher processed and analyzes the collected data. Data analysis implemented using IBM Statistics SPSS (Special Package of the Social Sciences) software version 26. In analyzing the data, the researcher used the T-test formula. The T-test is one of several hypothesis tests. Before calculating the T-test, the researcher conducted normality test of data first.
1. Normality test of Data
Normality test is one of the procedures in statistical research to find out whether the data in the population are normally distributed45. In this research, normality test was conducted to determine whether the distribution class were normal or not by following the Saphiro-Wilk to performed the normality test with a significance level of a= 0.05 (5%). Based on the Saphiro-Wilk, if the result was less than 0.05, the data cannot be said to be normally distributed and if the result was more than 0.05 the data were distributed normally.
2. Test of Hypothesis (T-test)
In this research, the researcher tested the hypothesis by conducting T-test to find out the Ha and H0 hypotheses were analyzed. T- test was applied to examine which hypothesis was accepted, whether the alternative hypothesis (Ha) on Extensive Reading was effective on students’ vocabulary mastery, or the null hypothesis (H0) on Extensive Reading was not effective on students’
vocabulary mastery.
This research used the Paired sample t-test with two-tailed test of significance on IBM SPSS Statistics 26 . Paired sample t-test is a method of testing the hypothesis which is not independent
45 Nuryadi, Tutut Dewi Astuti, et al, Dasar- dasar Statistik Penelitian, (Yogyakarta: Sibuku Media, 2017), p. 79
(paired)46. If the result showed the p-value or Sig. (2-tailed) is less than the significance level of sig a = 0.05 (5%), then the alternative hypothesis was accepted and the null hypothesis was rejected, while if the resulting p- value or Sig. (2-tailed) is higher than the significance level of sig a = 0.05 ,then the null hypothesis was accepted and the alternative hypothesis was rejected.
3. To calculate the score of the students test
𝐴 𝑠𝑡𝑢𝑑𝑒𝑛𝑡 𝑆𝑐𝑜𝑟𝑒 = 𝑇ℎ𝑒 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑎𝑛𝑠𝑤𝑒𝑟
𝑇ℎ𝑒 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑖𝑡𝑒𝑚𝑠 × 100
Table 3.3
The Classification of Students’ Score
SCORE CATEGORY
80-100 Very good
70-79 Good
60-69 Enough
50-59 Less
0-49 Failed
4. Computing the frequency and the percentage of students’ score 𝑃 = 𝐹
𝑁 × 100%
Where:
46 Ibid., 101
P= Precentage F= Frequency N= Total students
I. Validity and Reliability
Before conducting Pre-test and Post test in class, the researcher conducted a validity and reliability test. A valid and reliable instrument is a requirement to get valid and reliable research results47. It aims to determine that the test used in the pre- test and post- test is valid and reliable or not.
The result of pre-test and post-test instrument validity and reliability can be viewed at Appendix 9.
1. Validity Test
Validity is the criteria of an excellent test based on logical considerations, through expert judgment. This research used Content Validity which will be assessed by expert. The test with validity means it really measures what is measured48. This research is valid if it measured the students’ vocabulary. The researcher and the teacher discussed about the curriculum before compiling the test. Validity test was carried out by consulting existing instrument with expert (expert judgment) conducted by expert lecturer on educational evaluation. As the validator of this intsrument, Mr. Soni Ariawan, S. Pd, M. Ed. Based
47 Sugiyono, Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D (Bandung : Alfabeta, 2014), p. 122
48 J.B. Heaton, Writing English Language Tests, (New York: Longman Inc, 1990), p. 159
on the result of the validity test by the validator, the instrument was feasible to use49.
2. Reliability Test
Reliability is also required. Reliability is the one of a good degree to which an assessment tool procedures stable and the result of the test is consistent on unique occasion50. The test that must be valid and reliable before conducting the test in class. This research used Cronbach Alfa Internal Consistency reliability test. Instrument can be said reliable if alpha coefficient value grater than 0.7. On the other hand, if alpha coefficient less than 0.7 it can be said that the instrument used is not reliabel. The researcher used IBM SPSS Statistics 26 as well to find out whether the test was valid and reliable. Based on the data obtained by the researcher, showed that Cronbach’s Alpha > 0.7, it can be concluded the instrument that the instrument was reliable51.
49 See Appendix 9
50 Ibid., p. 162
51 See Appendix 9
