76
INCREASING READING COMPREHENSION BY USING THROWING SNOW GAME AT THE SECOND GRADE OF SMPN 5 MAKASSAR
Febriyanto Wiranata1, Rita Roswita Duyo2, Andi Haeriati Alimuddin3
1STKIP YPUP Makassar, Email : [email protected]
2STKIP YPUP Makassar, Email : [email protected]
3STKIP YPUP Makassar, Email : [email protected]
ABSTRACT
This research was to find out whether or not the use of Throwing Snow Game increases reading comprehension at the second grade of SMPN 5 Makassar. This research had applied a pre-experimental design with one-group pre-test and post-test. The population of this research was the students at the second grade of SMPN 5 Makassar. This research used the purposive sampling technique. The sample consists of 25 students. The instruments for this research were using multiple-choice and narrative text. To collect data, the researcher used 20 questions of narrative text for each pre-test and post-test.
The students' post-test total score was higher than the total score of the students' pre-test (56.4 > 95). The T-Test was greater than the T-Table (5.50 > 2.063). Based on the data analysis Throwing Snow Game can increase students' reading comprehension.
Keywords: Throwing Snow Game, reading comprehension.
INTRODUCTION
In every school in the world, English is important, from primary school up to senior high school, also for university. In Indonesia, English is a compulsory subject. English has been taught in Indonesia from basic or standard skills to advance skills. This subject is separated into four skills. They are reading, listening, speaking, and writing. These four skills are capable of helping students to become proficient and master English.
Reading is one of the most important skills which used in English besides writing, speaking, and listening. According to Bojovic (2010) reading is a complicated, intentional, engaging, understanding, flexible activity that requires a lot of time and effort to master. Reading with a goal in mind offers motivation, which is a vital part of becoming a good reader. To teach students to read, teachers often find some problems, such as in comprehending reading text, the teacher is unable to solve that problem and students will be lost of interest to participate in the learning activity.
Teaching a foreign language is not easy, because the mother tongue of the students is vernaculars or the language of the city or village. As a national language, students in Indonesia, seldom use a common Indonesian language. Teachers have to cooperate with students to gain the goals or the aims in the classroom. Teachers are allowed to use many methods and techniques of teaching to make an environment in the classroom always convenient for the students, including games methods.
The student's interest in learning a foreign language is influenced by the lesson ways and how the teachers treat them. English always be such as anxiety for the students, because the environment in the classroom is furthermore not helpful as the students' willing. Anxiety and getting pressure are always the reasons why students become lazy and not interested in learning new things, including learning English.
The problem in the school is that students rarely discussed and shared materials with teachers because the students worry about whether they won't get answers from the teachers, the approaches' teachers also reduced the students' willing to study English. By understanding the wishes of the
77 students, the teacher will be successful in developing students' skills in using one of the English learning skills, which is reading, especially reading comprehension.
There are many methods and techniques which can be used in teaching reading comprehension.
Yet, the researcher applied the game method as the way to teach students. Learning English through games always been attractive for the students. Through games, students were be more active and interested in learning, especially English.
The game method researcher had used was Throwing Snow Game which was also used as the research. Throwing Snow Game, to teach reading comprehension to the students is an alternative way to create an active teaching-learning process. Throwing Snow Game is one of the methods cooperative learning models in which students work in small groups and in this teamwork format each student is forced to be active, and the students get the opportunity to interact with each student in their group. In this interaction, students will feel convenient during the learning process. According to Meilinda (2018) Throwing Snow Game is a teaching approach that is based on the teacher's material and used in class as a game to learn English. Its social function is to tell fiction stories and to entertain the students. The aim of the narrative, other than entertainment, is capable make the students think about an issue and be active in the classroom.
The researcher selected this method which was Throwing Snow Game as the research in the SMPN 5 Makassar. The researcher observed the students of SMPN 5 Makassar, the students in the second grade on March 24th, 2022. As the result of the observation, the researcher found out some students could not understand the text properly. The teacher gave the students one paragraph text for the students, from 13 students were in the classroom, only 5 students who could understand the text quite good and the rest could not.
The result that the researcher found out, have made the researcher thinks about this method, Throwing Snow Game, can be used for the students of the SMPN 5 Makassar. By Throwing Snow Game, the students were more active, interested and participated in the process-learning. They exchanged information and discussed the text with each group. Throwing Snow Game was making students active and capable reached the aim of the lesson in reading comprehension by text prepared and together accomplishing the challenges given by the researcher. Throwing Snow Game also helps to solve the obstacle of huge classes, offering many chances to practice their reading comprehension text, and they will be more corporate in analysing their teacher's reading material, to offer many profits, appointing and creasing the individuals' experience into their capability to generate and share the ideas.
Based on the explanation above, the researcher will research entitled “Increasing Reading Comprehension by Using Throwing Snow Game at the Second Grade of SMPN 5 Makassar”.
METHOD
This study had applied a pre-experimental design with a one-group pre-test and post-test design to solve students' reading problems through the use of Throwing Snow Game. There are two variables in this research namely independent variable and dependent variable. The Independent variable was Throwing Snow Game as a method that was expected to increase the students’ reading and the dependent variable was the students' reading comprehension.
The total number of population of the class was 7 classes, namely; B Class. It consist 248 students. The researcher chose this class based on the observation in the class on March 24th, 2022.
The researcher employed the purposive sampling technique, because it was suitable for quantitative research, the sample consists of 25 students of B4 class.
The instrument for this research was multiple-choice and narrative text. The researcher had given the test in the form of narrative text on the paper test containing multiple-choice 20 questions on the pre-test and post-test. To analyse the data from pre-test and post-test, the researcher used the steps:
1. Scoring the students' correct answers of pre-test and post-test
In this step, the researcher scores the result from the pre-test and the post-test in one group of pre-test and post-test. The researcher used 1-100 point scale to measure the students' answers in reading comprehension test.
The result of pre-test and post-test of the students answer:
a. Scoring the students correct answer = 1
78 b. The students wrong answer = 0
𝑆𝑐𝑜𝑟𝑒 = 𝑇ℎ𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑎𝑛𝑠𝑤𝑒𝑟
𝑇ℎ𝑒 𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑡𝑒𝑠𝑡 𝑖𝑡𝑒𝑚𝑠 𝑋 100 Table 3.2.The result of pre-test and post-test 2. Classifying the students' reading comprehension score
Table 3.3.Classifying the students’ reading comprehension score
Classification Score
Very good 86 – 100
Good 76 – 85
Fair 66 – 75
Poor 56 – 65
Very Poor 0 – 55
3. Computing the frequency of the rate percentage of the students’ score 𝑃 = F
𝑁 × 100%
Where:
P = Percentage F = Frequency
N = Total Number of students
4. Calculating the mean score of students by using the following formula 𝑋 = ∑ 𝑋
𝑁 Where:
X = The mean score
∑ 𝑋 = The sum of all score N = The total number of subject
5. Finding the mean score of the difference score by using the formula 𝐷 =∑ 𝐷
𝑁 Where:
D = The mean score
∑ 𝐷 = The sum of the difference score N = The total number of sample
6. Calculating the significance between the pre-test and the post-test score
t = 𝐷
√∑ 𝐷2(∑ 𝐷) 𝑁
2
𝑁 (𝑁 − 1) Where:
t = Test of significant
𝐷 = Score difference
∑ 𝐷2 = The difference between two pairs of score
79 (∑ 𝐷)2 = The sum of the total difference score
𝑁 = Number of sample
RESULT AND DISCUSSION Results
The data were collected from 25 students at the second grade of SMPN 5 Makassar, with only one group taking the pre-test before the treatment and post-test after the treatment. The test included the pre-test and the post-test formed 20 multiple-choice for each test. The pre-test was given to determine the students' basic understanding of reading comprehension before presenting Throwing Snow Game and the post-test was given to determine the improvement in the students' reading comprehension after the treatment.
The aim of the research, as described in the preceding chapter, was to find out whether or not the use of Throwing Snow Game increases reading comprehension at the second grade of SMPN 5 Makassar. It also stated and explained the data were collected using multiple-choice tests by Narrative Text on the Literal Level. The multiple-choice was given once in pre-test to determine the students’
basic understanding of reading comprehension and the total of the question for the multiple-choice was 20 questions by Narrative Text on the Literal Level, while in every meeting on the treatment, to habituate the students with multiple-choice test and the narrative text, the researcher distributed several texts by Narrative Text on the Literal Level on the multiple-choice, and once in post-test after using Throwing Snow Game which aims to determine whether there was a significant increase in students’ reading comprehension after given the treatment by using Throwing Snow Game. The results of the pre-test and post-test are as follows:
1. The students’ Score of Pre-Test and Post-Test
To determine the research question in the previous chapter, the researchers distributed the test in two meetings. The pre-test was given before the treatment to determine the students' basic understanding of reading comprehension, and the post-test was given after the treatment that used Throwing Snow Game and Narrative Text on the Literal Level to teach reading comprehension for two meetings. The researcher administered the pre-test as well as explained about Throwing Snow Game and Narrative Text on the Literal Level on the first day. After doing the treatment, the researcher administered the post-test on the last day. Both the pre-test and post-test results were compared to determine whether or not there was a significant difference increasingly in the students' achievement in learning reading comprehension by using Throwing Snow Game.
2. The Classification of the Students’ Score Pre-Test and Post-Test
In this section, the researcher classified the students' pre-test and post-test results into some classification, such as the frequency and rate percentage of the students' reading comprehension.
a) Students’ Pre-Test
Table 4.2 illustrated the results of students' pre-test scores classification. Table 4.2 illustrated that none of the students received the very good and also the good score, whereas there were 7 students received the fairly score, 4 students received the poor score, and 14 of 25 students received the very poor score. Following that, the frequency and rate of students' pre- test was percentage in table 4.2 and was illustrated in the table below:
Table 4.2 Frequency and Rate Percentage of Students’ Pre-Test Score
80 No Classification Score
Pre-Test
Frequency Percentage
1 Very Good 86 – 100 0 0
2 Good 76 – 85 0 0
3 Fairly 66 – 75 7 28
4 Poor 56 – 65 4 16
5 Very Poor 0 – 55 14 56
Total 25 100
The table 4.2 above displayed the frequency and rate percentage of the students' pre-test results, which there were 7 students (28%) achieved the fairly score, 4 students (16%) achieved the poor score, and 14 students (56%) achieved the very poor score. While none of the students obtained the very good score and the good score.
Chart 4.1 Frequency ad Rate Percentage of Students’ Pre-Test Score
Chart 4.1 displayed the rate percentage and frequency of the students’ pre-test score results, which there were 7 students (28%) achieved the fairly score, 4 students (16%) achieved the poor score, and 14 students (56%) achieved the very poor score. While none of the students obtained the very good score and the good score.
b) Students’ Post-Test
According to Table 4.3, 4 students (16%) received the good score, while 21 students (84%) received the very good score. In the post-test, none of the students received the fairly score, the poor score, and the very poor score. The classification of students' post-test scores was illustrated in table and described as follows:
Table 4.3 Frequency and Rate Percentage of Students’ Post-Test Score 0
5 10 15
Very Poor Poor Fairly Good Very Good
Pre-Test Frequency
81 No Classification Score
Post-Test
Frequency Percentage
1 Very Good 86 – 100 21 84
2 Good 76 – 85 4 16
3 Fairly 66 – 75 0 0
4 Poor 56 – 65 0 0
5 Very Poor 0 – 55 0 0
As shown by the table 4.3, the frequency and rate percentage of the students' post-test that there were 21 students (84%) received the very good score and 4 students (16%) received the good score. None of the 25 students received the fairly score, the poor score, and the very poor score.
The table 4.3 displayed the frequency and rate percentage of students' post-test in increasing students' reading comprehension by using Throwing Snow Game. In other words, it concluded that the rate percentage in the post-test was higher than the rate percentage in the pre-test.
Chart 4.2 Frequency and Rate Percentage of Students’ Post-Test
The frequency and rate percentage of the students' post-test in teaching reading comprehension by using Throwing Snow Game are displayed in chart 4.2. There were 4 students (16%) who received the good score and 21 students (84%) who received the very good score. None of the 25 students received the fairly score, the poor score, and the very poor score.
As shown in the chart above, after applying Throwing Snow Game used Narrative Text on the Literal Level in teaching and process-learning of the reading comprehension, the students' results increased significantly. It is approved by the post-test rate percentage of the students.
The rate percentage of the students' post-test was higher after applying the treatment than before applying the treatment. It means that Throwing Snow Game had an effect on the students' reading comprehension.
0 5 10 15 20 25
Very Poor Poor Fairly Good Very Good
Post-Test Frequency
82 3. The Mean Score of the Students Pre-Test and Post-Test
After calculating the students score in the pre-test and the post-test, the researcher used this formula:
𝑋 = ∑ 𝑋 𝑁
To obtain the mean scores of the students’ pre-test and post-test. The mean is the sum of all test scores divided by the number of subjects (sample), and the calculation for the mean score of the pre-test and the post-test is as follows:
a) The mean score of the students’ pre-test 𝑋 = ∑ 𝑋
𝑁 𝑋 = 1410
25 𝑋 = 56.4
The mean score of the students’ pre-test (X1) was 56.4.
b) The mean score of the students’ post-test 𝑋 = ∑ 𝑋
𝑁 𝑋 = 2375
25 𝑋 = 95
The mean score of the students’ post-test (X2) was 95.
In order to determine whether if the scores of the pre-test and the post-test were significantly different. Following the table 4.2, the students' mean pre-test score was lower than the mean post- test score in the table 4.3. As the result, the applied Throwing Snow Game was useful to increase the students' reading comprehension and used Narrative Text on the Literal Level at the second grade of SMPN 5 Makassar.
Table 4.4 The Mean Score of the Students’ Pre-Test and Post-Test
Test Mean Score
Pre-Test 56.4
Post-Test 95
According to the table 4.4, the mean score of the students' Pre-Test was 56,4 out of a total score of 1410, and the mean score of the Post-Test was 95 out of a total score of 2375. It was indicated an increasing score, its confirmed by the students post-test show that there was a significant difference increasingly between pre-test and post-test.
It was possible to conclude that the mean score of the post-test was higher than the mean score of the pre-test. It proves by using Throwing Snow Game at the second grade of SMPN 5 Makassar can increase students' reading comprehension and used Narrative Text on the Literal Level. The results of the mean score are shown in the chart below:
Chart 4.3 Mean Score of Pre-Test and Post-Test
83 Table 4.5 The T-Test of students’ Reading Comprehension
Variable T-Test T-Table
X1 – X2 5.50 2.063
Discussion
The discussion regards the interpretation of the findings generated by the data analysis. By using the Narrative Text on the Literal Level and Throwing Snow Game as the treatment technique, the description of the data collected from reading comprehension includes 20 multiple-choice questions for each test. After implementing the treatment, it went up from the pre-test to the post-test.
Based on the frequency of the students and the percentage of the students who had taken the pre-test and post-tests’ results. The frequency and percentage of student scores started with some students getting the very poor score, the poor score, and the fairly score and none of the students obtained the good score and the very good score. Furthermore, after implementing the treatment to the students, was Throwing Snow Game, the students were able to obtain the scores that could be said to have increased significantly, none of the students obtained the fairly score, the poor score, and the very poor score, and also the whole students only obtained the good score and the very good score.
CONCLUSION
In conclusion, reading is essential for learning English, especially reading comprehension, because reading is one of the essential skills of English. The students are in need to have an extensive assistance in develop their reading comprehension. In this present, reading the text can make the students feel bored, so that Throwing Snow Game was created to help the students to not feel bored in learning English, especially reading comprehension. The researcher found out that the students get easier in doing post-test after applying Throwing Snow Game
REFERENCE
Ariati, J., & Fauziah, E. (2019). Snowball Throwing on Students ’ Reading Comprehension Snowball Throwing on Students ’ Reading Comprehension. English Education, 07(02), 239–251.
Arif, S., & Rijanto, T. (2017). Model Pembelajaran Kooperatif Tipe Snowball Throwing Terhadap Hasil Belajar Dan Minat Peserta Didik (Meta-Analisis Data). Jurnal Pendidikan Teknik Elektro, 6(3), 371–377.
Bojovic, M. (2010). Reading Skills and Reading Comprehension in English for Specific Purposes. The 0
20 40 60 80 100
Pre-Test Post-Test
Mean Score
84 International Language Conference on The Importance of Learning Professional Foreign Languages for Communication between Cultures 2010, 1(September 2010), 1–5.
Brown, H. D. (2000). Teaching by Principles An Interactive Approach to Language Pedagogy. In Teaching by Principles An Interactive Approach to Language Pedagogy.
Creswell, J. W. (2014). Research Design: Qualitatitve, Quantitative, and Mexid Method Approaches.
In Research Design: Qualitatitve, Quantitative, and Mexid Method Approaches.
Meilinda, N. D. (2018). Youtube Videos and Snowball Throwing Technique to Improve Students’
Speaking Skill. Edukasi: Jurnal Pendidikan Dan Pengajaran, 5(2), 112–126.
Snow, C. (2002). Reading for Understanding Toward an R & D Program in Reading Comprehension.
In Office of Educational Research and Improvement.
Tesa, P. (2013). Upaya Meningkatkan Hasil Belajar Siswa Melalui Pembelajaran Snowball Throwing Pada Mata Pelajaran IPA Kelas IV di SDN Dukuh 02 Salatiga Semester II Tahun Pelajaran 2012/2013.
Wahidin. (2020). The Use of Snowball Throwing in Teaching Reading at The Second Year Students of SMPN 8 Palopo. FOSTER: Journal of English Language Teaching, 1(1), 63–82.
Westwood, P. (2001). Learning and learning difficulties: Approaches to teaching and assessment. In Learning and Learning Difficulties: Approaches to Teaching and Assessment.
