106 TEACHING READING COMPREHENSION BY COMBINING WORD SPLASH STRATEGY AND TEAMMATES CONSULT STRATEGY AND
TEAMMATES CONSULT STRATEGY AT THE EIGHT GRADE OF SMPN 1 SESENAPADANG.
Risnawati
STKIP YPUP MAKASSAR
ABSTRACT
The objective of this research was to find out an increase in student learning outcomes in reading at eighth grade students of SMPN 1 Sesenapadang after applied combination Word Splash strategy and Teammate Consult strategy. The method that used in this research was pre- experiment, where there was one class that was given the pre-test, treatment and post-test. The population in this research was the eighth grade students of SMP 1 Sesenapadang 2018/2019 academic year. The sample used in this research was cluster random sampling technique with the total sample consisted of 30 students. In data collection researchers used a reading material test consisting of 20 multiple choices. The results showed that there were significant differences in the improvement of students' reading skills where the average score was pre test 63.33 and post-test 78. The post-test average score was higher than the pre-test (78 > 63.33). Based on the results of the research, the researchers concludes that the Combining Word Splash Strategy and Teammates Consult Strategy showed an increase in teaching reading comprehension at the eighth grade students of SMPN 1 Sesenapadang.
Keywords: Word Splash Strategy, Teammates Consult strategy, reading comprehension.
INTRODUCTION Background
English language has an important role in educational world, especially in Indonesia. It could be seen that English has been learnt in some levels of education. For instance in Indonesia, this language has been taught from kindergarten level to university level. It says that English is learnt for all levels of education in Indonesia.
However, every language has its own rules and uniqueness, English does too. English has four basic language skills. They are listening, speaking, writing, and reading. Speaking and writing involve language production, so they are regarded as productive skills. On the other hand, listening and reading involve receiving message, so they are regarded as receptive skills.
Reading as one of language skills, has a very important role. The students should comprehend reading for certain purpose, however it needs a practical and suitable method.
Grabe (2009: 14) said that reading is centrally a comprehending process. Readers read to understand what is intended to be conveyed in writing.
Reading is intended to enable the students to grasp the information as much as possible from the materials and it can be reached only by having good comprehension of the text. In educational aspect, reading is
107 one of the language skills that can determine the success of students in learning. The main purpose of conducting reading activity at school is to gain ideas and information. To achieve this purpose, it is necessary for the students to comprehend the reading texts. However, conducting reading activity with deep comprehension is not easy. In fact, the students often feel hard to figure out ideas in the text that they have just read.
Because of that, the teacher should be able to apply the strategies in teaching and learning of reading. Reading may be the most difficult language skill to teach because it involves so many different elements such as grammar, vocabulary, spelling, and intellectual comprehension. The majority of the students of English as a foreign language may never speak much English, but most of them have to read English in order to complete their studies.
At school, in learning reading, junior high school students are expected to comprehend some types of text related to genre based approach such as narrative, descriptive, recount, report, procedure, analytical exposition, spoof, etc. For second grade students of junior high school, in standard competence the students must be able to respond only two types of the text they are recount and narrative text. The student is also expected to understand the monologue and functional texts in a simple way.
Based on the researcher’s observation at the eight grade students of SMPN 1 Sesenapadang the researcher found that many students had low ability in reading. It was caused by the students low vocabularies in reading, as the result, most of the students only read without knowing what they read. If they did not know the words they read, it means that they did not know what the text about, and it can make them get bored in reading process. And the second, most of students did not have any background knowledge in that topic which helped them in comprehending and it made them confuse.
Based on the problem above the researcher thinks that will be better to give variation in teaching reading comprehension by using strategy or method. One of strategy that can be used by the teacher to improve students’ reading comprehension is combination of Word Splash Strategy and Teammates Consult Strategy. The researchers assumes that by combining Word Splash Strategy and Teammates Consult Strategy will help students in improving reading comprehension. Because those strategies are appropriate for reading that can give opportunity for students to make links between what is already known and new information from a text. Thus title of this research is “Teaching Reading Comprehension by combining Word Splash Strategy and Teammates Consult Strategy at the eight grade students of SMPN 1 Sesenapadang”.
Problem Statement
Based on the explanation above the researcher formulate a research question “Can Word Splash Strategy and Teammates Consult Strategy
108 improve students reading comprehension at the eight grade of SMPN 1 Sesenapadang”?
Objective of the research
The objective of research is to find out whether by combining Word Splash Strategy and Teammates Consult Strategy can improve students reading comprehension at the eight grade of SMPN 1 Sesenapadang.
Significance of the research
The result of this research is expected to give benefit to the teacher in teaching process to get on overview in teaching reading and as a references of the English teacher for helping them to find appropriate the strategy in teaching reading.
Scope of the research
The research focused on the students reading comprehension especially in recount text by using Combining Word Splash Strategy and Teammates Consult Strategy at the eight grade of SPMN 1 Sesenapadang.
That level of reading comprehension that used is literal reading reading and the types of reading is silent reading.
REVIEW OF RELATED LITERATURE Previous Related Researcher Findings
Some previous researches conducted by other researcher in which they are relevant to this research it self. Besides, the researcher has to analyse what the point that focused on, inform the design, findings and conclusion of the previous researcher.
Sitorus, (2013) The Effect of Using Word Splash Strategy Toward Reading Comprehension of The Second Year Students at State Junior High School 5 Bagan Sinembah. She concluded the word Splash Strategy is an effective strategy to teach reading skill, especially for the second year students of state junior high school.
Putri, (2014) The Effect of Teammates Consult Strategy Toward Students Reading Comprehension at the second grade of SMA PGRI 1 Padang. She concluded this Strategy can help the teacher to improve students ability in reading comprehension and encourage the students to be active in learning activities.
From the researcher finding above shows that many ways can help students to improve the reading comprehension ability. The researcher to try the
109 research about the reading comprehension by using combining Word Splash Strategy and Teammates Consult Strategy, because by applying those strategies, the students will learn how encourage and develops prediction skill. Other hand, it is hope that the students can make the students be easier to share the ideas in group and try to solve problem.
Concept Of Reading
a. Definition of reading
Nunan ( 2003: 53) states that reading is fluent process of the readers knowledge, experiences, attitude, and language community which is culturally and socially situated.
Harmer, (2003: 142) explains reading is useful for other purpose too any exposure to English (provided students understand it minus or less) is a good thing for language students. It means that the purpose of reading is to improve students understanding and reading can repair language students.
b. Some Reading Techniques
There are three reading techniques that are commonly known. They are scanning, skimming, and survey reading.
1. Scanning
Scanning is closely related to skimming, but when a reader scans, he already has a purpose in mind. Scanning means searching for particular information (Postman, 1985: 107).
Read the questions, keep the key words of the question in mind, and scan until a reader finds the answer to the questions. Stop and write the answer to the question.
2. Skimming
Postman ( 1985: 107) said that skimming should be used when a reader wants to cover large amounts of materials quickly and don’t intend to read the material completely at a later time. Skimming is used to get in general impression of the material and not for a high levels as comprehension.
3. Survey Reading
Before reading we must analyze what we want to analyze.
We need to survey the material that we will learn by looking into the scheme, to outline of the book and looking the title of the chapter in the book, fast and accurately.
Reading Comprehension
a. Definition of Reading Comprehension
According to Snow Catherine (2002), A heuristic for thinking about reading comprehension is learning to read well is a long – tern developmental process.
Reading comprehension is a complex interaction among automatic and strategic cognitive process that enables the reader to
110 create a mental representation of the text (van den Broek & Espin, 2012).
b. Level of Comprehension
There are several of level comprehensions. Higher level of comprehension would obviously include higher level of thinking. Burn (1984:77) divided level of comprehension into four level of skills, they are literal reading, interpretive reading, critical reading, and creative reading, each of these skills could be explained as follows:
1. Literal Reading
Refers to the ideas and facts directly stated on the printed pages. Literal reading is the skill of getting the primary direct literal meaning of words. Ideas or sentences, in context the basis of literal comprehension are recognizing stated main ideas, details, effect and sequences.
2. Interpretive Reading
Involves reading between the lines of making inferences.
This level demands higher levels of thinking ability because the question in the category of interpretation are concerned with answer that are not directly stated in the text but are suggested or implied. The interpretation readers read between the lines, make connection among individuals stated ideas, make inferences or implied meaning from the text.
3. Critical Reading
Critical reading is evaluating written material comparing the ideas discovered in the material with known standard and drawing conclusions about their accuracy, appropriateness, and timeliness. Critical reading compares previous experience to elements in the new materials such us content, style, expression, information, and ideas or values of the author.
4. Creative Reading
Involves going beyond the materials presented by the author. Creative reading requires reading to think as they read just as critical reading and it requires the readers to use their imagination. In creative reading, the reader tries to purpose new alternative solutions to those by the writer.
Concept of Word Splash Strategy and Teammates Consult Strategy a. Word Splash Strategy
Lipton (2009: 82) Word Splash Strategy is a powerful pre-reading strategy that exercises prediction-making skills, provides a contextual definition for vocabulary students encounter in reading, and increases students motivation to read. Word Splash is strategy in before reading which it draws upon students background knowledge, ask them to make predictions about
111 what the text will be about, requires them to make connections among the words, and generated interest.
Macceca (2007: 39) Word Splash strategy is another good strategy for activating background knowledge before reading text. Word Splash are a strategy that enhances fluency with the term and elaborates their meaning.
Word Splash Strategy enhances flexibility by providing a group of terms rather than restricting someone to use of a single terms.
a. Teammates Consult Strategy
Branson (2007: 54) states that Teammates Consult is a strategy in which students actively work together to achieve shared learning goal. In this strategy, students share their participation, responsibility and input within the group. Students are responsible for their teammates learning as well as their own, and promoting an atmosphere of high expectation and peer support for their reading comprehension.
Bellman, Hoey and Mikles (2006: 34) Teammates Consult is a strategy to use for problem solving and concept development situation. By using this strategy students learn how to solve the problems in group and make decision together. Students also build their participation in working in group and share their idea to others.
In reading activities, it can be used by the students in getting the ideas of the text by discussing together.
b. Procedure of Combining Word Splash Strategy and Teammates Consult Strategy
The combination of word splash and teammates consult strategies to increase comprehension students in reading text.
Word Splash Strategy and Teammates consult Strategy can be used in whilst teaching activities. The difference word splash used in exploration part before reading and teammates consult is used in elaboration part during reading. In exploration Word Splash Strategy is to increase comprehension and help students access prior knowledge of words and help students make predictions about their learning, focus on important ideas during lesson and summarize learning at the end of the lesson. Teammates consult strategy is cooperative learning activities shows an increase in working with others to solve problems. In here, The researcher would like to combine word splash procedures by Crilly (2003) and teammates consult procedures by Branson (2007) as new procedures. The procedures can be used as follow:
1. The teacher asks the students work in the teams of three or four 2. The teacher reads through the text.
3. The teacher decides on key words, phrases and concepts in the text that will provide cues for your students or that may need classification.
4. The teacher writes and copy for individual students or small groups
112 5. The teacher allows students a few minutes to read through and discuss with others the listed words and phrases. They may ask others for clarification or elaboration of some items. Allow them to make predictions about the text in their group.
6. The teacher distributes the copy of the text to students and asks the students to read it.
7. The teacher brings students to back together and ask them for their prediction, encouraging all students to contribute.
8. All students receive their own copy of the task.
9. A cup is placed in the center of each teams work space. Students begin placing their pencil in the cup.
10. The teacher asks a student reads the first question.
11. With the pencil still in the cup, students take turns sharing their ideas and answer to the question. Students may use their text and notes. Students discuss the answer and then come to consensus on the answer to the question.
12. The students to the left or the reader checks to see that all group members understand and agree with the consensus answer.
13. When there is group agreement, all students remove their pencils from the cup and write the answer to the question in their own words on their own paper.
14. When the students are finished recording they answer, the steps are repeated with the remaining question. Now, the checker becomes the new reader and the person on the left becomes the new checker.
Research Design
In this research, the researcher used pre-experimental method. It is aimed to find out the ability of using by combining Word Splash Strategy and teammates consult strategy in teaching reading comprehension to the eight grade students of SMPN 1 Sesenapadang. It involves one group to whom the treatment giving.
Design of research was explain as follows:
O1 X O2 Where:
О1 = Pretest
X = Treatment
O2 = Posttest
(Gay, 2006 ) Population and Sample
1. Population
The population of the research was the eight grade students of SMPN 1 Sesenapadang in 2018/2019 academic year. There are four
113 classes, they are class VIIIA, VIIIB, VIIIC, VIIID and each class consists of 30 students. The total numbers of population is 120 students.
2. Sample
The researcher used cluster random sampling technique. The researcher choose one class from the eight grade students of SMPN 1 Sesenapadang. It is class VIII A, which consists of 30 students. Those students choose as sample because they were consider being compatible with the level of the text that will going to be given in pre-test, and treatment.
Variable of the Research
There were two variables in this research namely, independent and dependent variable.
1. Independent variable
The independent variable in this researcher is the use combining Word Splash Strategy and Teammates Consult Strategy in reading.
2. Dependent variable
The dependent variable in this researcher is the students’ reading comprehension achievement.
Instrument of the Research
The instrument of this research used test of reading comprehension consisting of pre-test and post-test. The pre-test has the aim to know the previous ability of the students in reading comprehension. There fore in comprehension after gave treatment through the combination of Word Splash Strategy and Teammates Consult Strategy in reading.
The Procedure of Collecting Data
The procedures of collecting data in this research are as follows:
a) Pre-test
Before giving treatment, the researcher gave pretest to the students as sample. The aim of the pre-test intended to know the students’ reading comprehension. The procedures of pre-test as follows:
1) The researcher distributed the reading test to the students.
2) The researcher explained to the students how to work on the test.
3) The students done the test in 30 minutes.
4) The researcher collected the test and check them.
b) Treatment
Treatment given after the pre-test, the researcher gave treatment to the students by using combining word splash strategy and teammates consult strategy. The treatment done in for four meeting which take 90 minutes each meeting. The treatment in some steps or sessions as follow:
1) The researcher asks students to work in the teams three of four 2) The researcher reads through the text.
3) The researcher introduce 10 or more main key words and phrases to the students that taken from the text
114 4) The researcher writes and copy for individual students or small group 5) The researcher allows students a few minutes to read through and
discuss with others the listed key word and phrases. They may ask others for clarification or elaboration of some items. Allow them to make prediction about the text in their group.
6) The researcher distributes the copy of the text to students and asks the students to read it.
7) The researcher brings students to back together and ask them for their prediction.
8) All students receive their own copy of the task
9) A cup placed in the center of each teams work space. Students will begin placing their pencil in the cup.
10) The researcher asks a student reads the first question.
11) With the pencil still in the cup, students take sharing their ideas and answer to the question. Students discuss the answer and then come to consensus on the answer to the question.
12) The students to the left or the reader checks to see that all group members understand and agree with the consensus answer.
13) When there is group agreement, all students remove their pencils from the cup and write the answer to the question in their own words on their own paper.
14) When the students finish recording they answer, the steps are repeated with the remaining question. Now, the checker becomes the new reader and the person on the left becomes the new checker.
Here are the materials during treatment:
a) The First meeting
The researcher delivered recount text by the topic “Visiting My Village”
b) The second meeting
The researcher delivered recount text by the topic“ Sunday The Terrible”
c) The third meeting
The researcher delivered recount text by the topic “Going To The Beach”
d) The fourth meeting
The researcher delivered recount text by the topic ”Visiting The Zoo”
c) Post-test
After giving the treatment, the researcher employ a post test. It aims to see value of the treatment whether or not the result of post-test were better than result of the pre-test. The test were the same number of item in pre-test. It aims at finding out the result of treatment.
Technique of Data Analysis
115 In this section, the researcher try to find out the score of each students and the mean score of the students to determine the score of each student, the researcher used the following formula:
1. Scoring Reading Test
The score the students’ correct answer of pre-test and post-test. The researcher used the following formula:
For multiple choice:
a. Correct answer : 1 b. Wrong answer : 0
2. Scoring the data result of the students’ pre-test and post-test and as follows:
score
=
!"#$%&" ()**%(" +&!,%*-.-/0 123456 .7 8-539
×
100(Gay, 2006)
3. Classifying the score of the students.
Table scoring clssification of reading:
Classification Range
Excellent 91-100
Very good 76-90
Good 65-75
Fairly poor 50-64
Fair 35-49
Poor 20-34
Very poor 0-19ss
(Depdikbud : 2012:49)
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
116 5. Calculating the standar deviation by using SPSS by using 22
Vesion
6. Calculating the value of post-test include the significance between the result of pre-test and post-test by using SPSS 22 Version
Findings
The Students Pre-test
The students score of pre test was presented as in the following table : Table 4.1 Students’ Score of Pre-Test
Total of the students’ 30
Total Score 1900
Mean Score 63.33
Table 4.1 showed that From the students result of reading skill was 1900, so the mean score was 63.33 and it was qualified fairly good.
The total scores above were the result of the calculated of all the students scores after having the pre-test, where the lowest score 40 the highest score was 85.
Classification, frequency, and percentage, of students pre-test
Based on the graphic above, the researcher concluded that there were 7 of students who got very good classification by rate percentage (23,33%), there were 8 of students who got good classification by rate percentage (26,67%), there were 10 of students who got fairly poor classification by rate percentage (33,33%), there were 5 of students who got fair classification by rate percentage (16,67%). There was none of students’
who get excellent, poor and very poor.
The students Post-test
Could be seen in the students correct answer : Table 4.2 Students’ Score of Post-Test
Total of the students’ 30
Total Score 2340
Mean Score 78
91-100 76-90 65-75 50-64 35-49 20-34 0-19 Excellent Very
good Good Fairly
poor Fair Poor Very poor
(Frequency) 0 7 8 10 5 0 0
percentace (%) 0 23,33 26,67 33,33 16,67 0 0
0 5 10 15 20 25 30 35
117 Table 4.2 showed that Post-test was given after treatment to know the students’ improvement in reading skill. The text was same as the pre-test.
It was aimed to find out the value of treatment whether the result of post- test, was better than the result of pre-test.
Classification, frequency, and percentage of students post-test Classification, frequency, and percentage of the students, post-test
Based on the graphic above, the researcher concluded that there were 4 of students who got excellent classification by percentage (13,33%) there were 12 of students who got very good classification by rate percentage(40%), there were 11 of students who got good classification by rate percentage (36,67%), there were 3 of students who got fairly poor classification by rate percentage (10%), there was none of students who got fair classification. There was none of students’ who get poor and very poor.
The comparison Percentage between pre-test and post-test Comparison percentage between pre-test and post-test
Based on the table 4.5 above, shows that the frequency and rate percentage of the students’ reading test in pre-test. There were 5 ( 16,57 %) students’ were classified as fair, there were 10 ( 33,33%) students were classified as fairly good, there were 8 (26,67%) were classified as good, there were 7 (23,33%) students were classified as very good, there was no students were classified as very poor, there was no students were classified as poor, and there was no students were classified excellent.
91-100 76-90 65-75 50-64 35-49 20-34 0-19 Excelle
nt Very
good Good Fairly
poor Fair Poor Very poor
Frequency 4 12 11 3 0 0 0
Percentage 13,33 40 36,67 10 0 0 0
0 10 20 30 40 50
Excellent Very
good Good Fairly
good Fair Poor Very poor Pre-test 0% 23,33% 26,67% 33,33% 16,67% 0% 0%
Post-test 13,33% 40% 36,67% 10% 0% 0% 0%
0%5%
10%15%
20%25%
30%35%
40%45%
118 Based on table 4.5 above, shows that the frequency and rate percentage of students’ reading test in post test. There was students’ were classified as fair, there were 3 ( 10%) students were classified as fairly good, there were 11 (36,67%) students were classified as good, there were 12 (40%) students’ were classified very good, there was no students’ were classified as poor, there was no students were classified as very poor, and there were 4 (13,33%) were classified as excellent.
The standard Deviation of the pre-test and post-test The Statistic Data
From
the data
showed in the table 4.6 , the mean score of the students’ pre-test was 66,33 and standard deviation was 14,344. While, mean post test score was 77,83 and standard deviation was 12,083.
T-test Value T-test and T-table
T- test Value T – table Value
11.164 2.045
According to the table, the result of t-test was 11.164 and t-table was 2.045. therefore, it showed that t-test value is higher than t-table value (t- test=11.164≥ t-table=2045). The result of t-test above shows that there was significant difference by Combining Word Splash Strategy and Teammates Consult Strategy. The statement was proved by t-test value was higher than t-table value (t-test= 11.164≥ t-table = 2.045) at the level significant 0.05.
Discussion
The discussion deals with the interpretation of the findings derived from the data analysis. The description of data collected through reading comprehension which was explained in the previous pages and showed that the students’ reading comprehension was improved from pre-test to the
Pretest posttest
N Valid 30 30
Missing 0 0
Mean 63,33 77,83
Std. Error of Mean 2,619 2,206
Median 62,50 80,00
Mode 50a 70
Std. Deviation 14,344 12,083
Variance 205,747 146,006
Range 45 45
Minimum 40 50
Maximum 85 95
Sum 1900 2340
119 post-test after doing treatment. It was supported by the result of students frequency and the rate percentage of the students pre-test and post-test.
The students score after presenting material by Combining Word Splash Strategy and Teammates Consult Strategy was better than before the treatment was given to them. Besides that, students improvement also can be seen from the result of their mean score. Before implementing Combination Word Splash Strategy and Teammates Consult Strategy, the students were low but after the students were given treatment by Combining Words Splash Strategy and Teammates Consult strategy, their mean score was improved.
Referring to the data both pre-test and post-test, it can be seen that the total score of pre-test (∑x1) was 1.900 and the total score of post-test (∑x2) was 2.340 gain and the difference between matched pairs (∑D) was 440 and square of gain (∑D2) 7800, it can be concluded that the students total score of post-test was higher that the students total score of pre-test after they had been taught by Combining Word Splash Strategy and Teammates Consult Strategy.
The researcher found that result of post-test was higher than pre-test, where the mean score of the students in pre-test was 63,33 it was categorize as fairly poor, while the students in post-test was result 78 it was categorize as very good.
It means that the use of Combining Word Splash Strategy and Teammates Consult Strategy was effective in improving students reading comprehension.
The other case also shows the improvement of the students ability in reading comprehension was also proved by the of t-test value. The t-test of this research was 11.164 and the T-table was 2.045. It explained that, the t- test value was smaller than the t-table. It was concluded that there was the significance between the students result in pre-test and post- test.
Finally, there was a significance difference between the result of pre- test and post-test. In other words, using Combination Word Splash Strategy and Teammates Consult Strategy as a media in teaching and learning English reading was effective to improved the students’ reading comprehension.
And it is clear enough that the mean score and t-test value were higher after conducting some treatments by using Combining Word Splash Strategy and Teammates Consult Strategy in the class. The students showed improvement on their reading comprehension.
They could answer the questions correctly based on the reading text which given to them. As the result, through by Combining Word Splash Strategy and Teammates Consult Strategy it could the influence students reading comprehension.
Conclusion And Suggestion Conclusion
Based on the t-test value of the students score in pre-test and post-test. It can be concluded that the students reading skill was improved. Teaching and
120 learning English reading skill were effective to improve the students ability to comprehend the text by Combining Word Splash Strategy and Teammates Consult Strategy. It was proved with t-test value which was higher t-table.
It can be concluded that there was a significant different between the results of pre-test and post-test of the students in learning reading skill by Combining Word Splash Strategy and Teammates Consult Strategy.
Suggestion
Sometimes in teaching learning process, the students found many problems. Some of problems that faced by students when they read something they have difficulties to understand the text, they have low motivation and uninteresting in reading. It is the teacher responsibility how to solve the problems uninterested.
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