TOWARD STUDENTS’ READING COMPREHENSION SKILL

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THESIS

Submitted to State Islamic of Kiai Haji Achmad Siddiq Jember in partial fulfillment of the requirements of bachelor’s degree of Sarjana Pendidikan (S.Pd)

Faculty of Tarbiyah and Teacher Training English Educational Department

By:

Elsa Rahma SRN: T20196048

ISLAMIC STATE UNIVERSITY KIAI HAJI ACHMAD SIDDIQ JEMBER

FACULTY OF TARBIYAH AND TEACHERS TRAINING ENGLISH EDUCATION STUDY PROGRAM

JUNE 2023

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THESIS

Submitted to State Islamic of Kiai Haji Achmad Siddiq Jember in partial fulfillment of the requirements of bachelor’s degree of Sarjana Pendidikan (S.Pd)

By:

Elsa Rahma SRN: T20196048

Has been approved by advisor

Khusnul Khotimah, S.Pd., M.Pd NIP. 197706042014112001

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THESIS

This thesis has been examined and approved in Partial Fulfillment of the requirement for the degree of Sarjana Pendidikan (S.Pd)

Day: Friday Date: June, 23th 2023 The Board of Examiners

Chair, Secretary,

As’ari, M.Pd.I Rofid Fikroni, M.Pd

NIP. 197609152005011004 NIDN. 2003069303

Members

1. Dr. Dwi Puspitarini, S.S., M.Pd ( )

2. Khusnul Khotimah, S.Pd., M.Pd ( )

Approved By

Dean of Faculty Tarbiyah and Teacher Learning

Prof. Dr. Hj. Mukni’ah, M.Pd.I NIP. 196405111999032001

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MOTTO

ِبٰـَبْلَ ْلْٱ ۟اوُل ۟وُأ ُرَّكَذَتَي اَمَّنِإ ۗ َنوُمَلْعَي َلَ َنيِذَّلٱ َو َنوُمَلْعَي َنيِذَّلٱ ىِوَتْسَي ْلَه ْلُق ٩

Meaning: ” Say, O Prophet, “Are those who know equal to those who do not know?” None will be mindful ˹of this˺ except people of reason.”

(Q.S Azzumar verse 9)¹

1 Muhammad Taqi’ud Din Al-Hilali and Muhammad Muhsin Khan, Translation of The Meanings of The Noble Qur’an in The English Language, (King Fahd Complex For The Printing of The

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DEDICATION

For my dear parents, Umi Salamah and Mansur Rizal. Thank you for always giving me support, thank you for provide prayers that always give to me wherever and whenever I am. Thank you for the effort you have given me so far.

My beloved sisters, Dewi Shita and Nur Imania who are always there for me, always support and always motivate me to keep trying be the best.

Farand Melvin Hisyam, my dearest youngest brother.

Andriko Dani Bachtiar, my partner in all conditions.

My high school friends, who until now have always given me support.

My comrade-in-arms in TBI.

The proud almamater of UIN KHAS JEMBER which has provided the opportunity to learn and gain knowledge to experts who are competent in their field, thus providing a lot of valuable learning and experience.

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ACKNOWLEDGMENT

All praise the authors convey to Allah SWT because of His mercy and grace, the planning, implementation and completion of the thesis as one of the conditions for completing the undergraduate program, can be completed smoothly. This success can be obtained by the author because of the support of many parties. Therefore, the author realizes and expresses his deepest gratitude to:

1. Prof. Dr. H. Babun Suharto, SE, MM as Rector of Islamic State University of Kiai Haji Achmad Siddiq Jember.

2. Prof. Dr. Hj. Mukni'ah, M.Pd.I as the Dean of the Faculty of Tarbiyah and Teacher Training at Islamic State University of Kiai Haji Achmad Siddiq Jember.

3. Dr. Rif’an Humaidi, M.Pd.I as the head of Islamic Studies and Language Education Program.

4. As'ari M.Pd.I as the Coordinator of English Education Department.

5. My beloved advisor, Ma’am Khusnul Khotimah, S.Pd., M.Pd.

6. All Lecturers of Tadris English at the Faculty of Tarbiyah and Teaching Science Islamic State University of Kiai Haji Achmad Siddiq Jember.

7. Falihatul Munawaroh, S.Pd as an English teacher at senior high school 04 Ma'arif Perintis Tempurejo Jember

The author realized that there were many shortcomings in this thesis.

Therefore, constructive criticism and suggestions are highly expected. Hopefully this thesis can be useful for everyone to develop knowledge, especially with the development of education. Finally, I hope that all the good deeds that you have given to the writer will receive a good reward from Allah SWT.

Jember, June 23th 2023

Elsa Rahma

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ABSTRACT

Elsa Rahma, 2023: The Effect of Word Attack Strategy toward Students’ Reading Comprehension Skill on Recount Text at Tenth Grade of Senior High School 04 Maarif Perintis Tempurejo in Academic Year of 2022/2023

Keyword: Reading Comprehension Skill, Word Attack Strategy, Recount Text Reading comprehension skill is the ability to understand process and remember the information that is read. By developing comprehension skills, individuals can improve their reading speed and accuracy, as well as their understanding of what they read. There are so many strategies to teach students’

reading comprehension skill at tenth grade students of senior high school 04 Maarif Perintis Tempurejo. The researcher used Word Attack Strategy to teach reading class.

This research attempt to examine ” Is there any significant effect of Word Attack Strategy toward students’ reading comprehension skill on recount text at 10th grade of Senior High School 04 Maarif Perintis Tempurejo in academic year of 2022/2023?”. This research was conducted to find out if there is any significant effect or not of Word Attack Strategy toward students’ reading comprehension skill on recount text at tenth grade of Senior High School 04 Maarif Perintis Tempurejo in academic year of 2022/2023.

The researcher used quantitative-experimental design in this research. The researcher divided the subject. The subject of the research into two classes, there are the experimental class and control class. The experimental class consisted of 15 students and the control class consisted of 14 students. The use of Word Attack Strategy was only given to the experimental class, while the control class was taught by using conventional strategy. The data collection of this research was obtained by using pre-test and post-test.

Based on the data, the researcher found the difference between the experimental class and the control class. The mean score of experimental class has increased from 44,00 in the pre-test became 74,00 in the post-test because after being taught by Word Attack Strategy. While, the mean score of the control class was 39,28 and the post-test score was 50,00 because the researcher did not do any treatment or just using conventional strategy. From the research of data analysis, the researcher research concluded that, there was a significant effect of Word Attack Strategy toward students’ reading comprehension skill on recount text at tenth grade of Senior High School 04 Maarif Perintis Tempurejo in academic year of 2022/2023. Based on the presented data, sig (2-tailed) < 0,05 which 0,000 <

0,05, its mean there is an effect of Word Attack Stretegy toward students’ reading comprehension skill on recount text at tenth grade of Senior High School 04 Maarif Perintis Tempurejo in academic year of 2022/2023. It can be concluded that Ha was accepted and H0 was rejected.

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B

. Data Analysis ... 44

C. Hypothesis Testing ... 51

D. Discussion ... 52

CHAPTER V CONCLUSION AND SUGGESTIONS ... 55

A. Conclusion ... 55

B. Suggestions ... 56

REFFERENCES...57 APPENDICES

ix

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LIST OF TABLE

Table Description Page

2. 1 The Similarities and Differences Between Previous Research and

This Research ... 14

3. 1 The Table of Research Design ... 26

3. 2 Table of Population ... 27

4. 1 Table of Pre-test Score in Experimental Class ... 39

4. 2 Table of Pre-test Score in Control Class ... 40

4. 3 Table of Post-test Score in Experimental Class ... 41

4. 4 Table of Post-test Score in Control Class ... 41

4. 5 The data Comparison of Two Classes ... 42

4. 6 The Output Data of Descriptive Statistics ... 43

4. 7 The Output Data of Test Normality ... 45

4. 8 The Output Data of Paired Samples Test ... 46

4. 9 The Output Data of Homogeneity Test ... 47

4. 10 The Output Data of Independent Sample Test ... 47

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LIST OF APPENDIX

APPENDIX 1 Research Matrix APPENDIX 2 Letter Permission APPENDIX 3 Letter Accomplishment APPENDIX 4 Journal of Research APPENDIX 5 SPSS Output

APPENDIX 6 Instrument of Normality Test and Homogeneity Test APPENDIX 7 Documentation

APPENDIX 8 Blue Print Instrument APPENDIX 9 Letter Validity Permission APPENDIX 10 Validity Seet

APPENDIX 11 Lesson Plan APPENDIX 12 Curriculum Vitae

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CHAPTER I INTRODUCTION

A. Research Background

Language is a system of conventional spoken or written symbols. The function of language include communication, the expression of identity, play, and emotional release. No child is born with language fully intact. If were the cast, young children would speak as adults do. People are born with the capacity to learn language and to create language, but the language itself must be learned. The language that people learn is the one they hear around them.

Most of the language people learn is learned without formal instruction. ² English is one of the important things in education to expand people sources. It is being expected to be able to make human aware about future where English will be used in all fields even now English can be found easily everywhere and every time. English is rapidly assuming the role of world language, and no other language has spread around the globe so extensively, making English a truly international language.

English has an important role in the daily life of our society, even though in Indonesia English is a foreign language. This is also very clear in Indonesia. English is a subject that is taught to students from elementary to tertiary level. Indonesian government introduces English to students as early as possible.³

2 Sharon Kingen, Teaching language Arts in Middle School. (Psychology Press: 2014). 36

3 Byslina Maduwa, “Pentingnya Pembelajaran Bahasa Inggris di Sekolah,” Jurnal Watra Edisi:50,

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There are four skills in the English language which are divided into two group, namely productive skills and receptive skills. Productive skills consist of writing skill and speaking skill, skills in which students must produce words on their own. Receptive skills consist of listening and reading skill, because these skills are taken from the discourse, the students simply decode the text which they receive while reading the text, which is why both skills require comprehension in order to understand the message of the text received. ⁴

Reading is a process of decoding. Where the code is in the form of symbols or written language symbols. The types of reading approach we take often depends on what we want to get from what we are reading. The types of reading can be placed into two main categories: extensive reading and intensive reading.⁵ Reading is the process of taking in the sense or meaning of letters and symbol. For educators and researchers, reading is a multifaceted process involving such areas as word recognition, spelling, vocabulary, comprehension, fluency and motivation. The nature of reading is not about read some text, but the nature of reading is about the reader has to bring his idea into the text to comprehend what is read.

Reading skill is one of the English language skills that should be improved. It cannot be denied that reading skill is really essential. Islam religion also considers that reading is important because Muslims have to read in order, they know the rules of Islam. It is proven by Al - Alaq verse 1.

4 Harmer, the Practice of English Language Teaching (Harlow: Longman, 2007), 265.

5 R. C. Anderson, Language Skill in Elementary School (New York: Macmillan Publishing, 1972)

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َقَلَخ ۡىِذَّلا َكِ ب َر ِم ۡساِب ۡا َرۡقِا ۚ Meaning: Read! In the name of your Lord, who has created (all that exists)⁶

Based on verse is Allah SWT govern Muslims to read in order they know the obligation and prohibition of Allah for all Muslims. Reading in Islam side to increase knowledge. As the result, reading is also important to increase Muslims knowledge.

Reading comprehension is the main’s ability to understand the ideas in a text and the message and purpose of the author. Lessons on reading comprehension use certain genres to instruct students in reading comprehension strategies. Teaching comprehension in primary school classroom is often seen as secondary to the instruction of decoding skills. If students are categorized as fluent readers who comprehend what they read, reading comprehension needs to be taught explicitly and consistently, starting in the early elementary level. ⁷

The goal of reading in Indonesian English Curriculum is to make students comprehend what they read, and enhance students’ oral and written communication ability. ⁸

Many teachers used some conventional method or strategy in teaching learning process, one example when giving material such as recount text or narrative text, students were only instructed to read aloud and understand as best they can without any special media or strategies that can make students

6 Kementrian Agama, Al-Qur’an (Semarang, PT. Karya Toha, 2016) 30:96

7 Alyssa Moran, Debra Flores, and Tracey Ozro, Reading Comprehension (Huntington: Creative Teaching Press, 2004), 3.

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feel more interested and able to better understand the material better conveyed by the teacher. The appropriate teaching strategy was important to facilitate the students in teaching learning process especially for reading comprehension skills.

A strategy is a set of integrated decisions that uniquely positions a company within its industry to create a sustained advantage and superior value over its competitors.⁹

There are many strategies in teaching reading comprehension. There were the PQRST (preview, question, read, state and test) strategy, THIEVES (title, headings, intro, every first sentence, visual & vocab, end of source, and summary) strategy, and STAD (student team-achievement divisions) strategy.

Those strategies had their own characteristics and benefits. The teacher is able to use the strategy which is appropriate with the students’ needs. Based on the problem, researcher thought that the appropriate strategy to use was using Word Attack Strategy.

According to Debra Housel: Word attack is strategy that motived students to read for understanding by decoding, pronounce, and understanding unfamiliar word. Word attack is a strategy to help students on reading comprehension. When reading, students can gain a sense of context from the sentence or paragraph that contain the word. Students also gain context through a clear sense of the concept they are exploring, the topics they are studying, and the purpose for their learning. The broad educational picture

9 A.G. Lafley and Roger Martin, Playing to Win (English: Brilliance Audio, 2014)

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combined with the text itself gives students context through which to make meaning of unknown words.¹⁰

Word attack is defined as the aggregate of skills which aid and individual to untilize any one technique or combination of techniques to recognize and master the meaning of new words as the arises. ¹¹ In Hesti et al., in their research journal entitled “The students reading comprehension achievement of the seventh grade at SMP Negeri 1 Prabumulih” stated that the students’ reading comprehension score was highest in the pre-test and lowest pre-test based on the result and discussions, it means Word Attack Strategy can improve students’ reading comprehension. ¹²

Based on preliminary study, the researcher found some problems face by many students, came from several factors, including students feeling unable to several vocabularies, there is no motivation to study English more deeply, and students feel lazy at the beginning when going to English lessons because they think they cannot digest the material provided by the teacher at all. Some problem meanwhile came from the strategy used of the teacher in reading comprehension. The researcher have pra observation, the researcher ask to the teacher “What are the obstacles in learning English?”, the teacher said that “the students can not understand in every question and can not

10 Debra Housel, Word Wise Interactive Lessons to Develop Strong Word Attack & Spelling Skills (Soutern US: Lulu Press, 2005), 4

11 Rina Hutauruk, “The Effect of Word Attack Strategy in Reading Descriptive Text,” Jetafl IV, no.

2 (2018): 5

12 Hesti et al, “The influence word attack strategy toward the students reading comprehension achievement of the seventh grade at SMP Negeri 1 Prabumulih, English Community Journal 5,

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understand in every materials given by the tearcher”, the teacher also said that she don’t used some strategy in teaching learning process.

In this thesis, the researcher conducted an experiment and the result is the use Word Attack Strategy can be applied in the school. The researcher conducted the research on students’ reading comprehension skill by applying Word Attack Strategy. In this research, the researcher used recount text to be the material.

Therefore, the researcher is interested in conducting research on students’ reading comprehension skill, with the tittle “The Effect of Word Attack Strategy toward Students’ Reading Comprehension Skill on Recount Text at Tenth Grade of Senior High School O4 Maarif Perintis Tempurejo in Academic Year of 2022/2023”

B. Research Problem

Is there any significant effect of word attack strategy toward students’

reading comprehension skill on recount text at tenth grade of senior high school 04 maarif perintis tempurejo in academic year of 2022/2023?

C. Research Objective

The objective of this research was examine whether there is a significant ffect of word attack strategy toward students’ reading comprehension skill on recount text at tenth grade of senior high school 04 maarif perintis tempurejo in academic year of 2022/2023.

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D. Research Significant 1. Theoretical Significant

The result is examine to confirm the theories related to the effectiveness of Word Attack Strategy toward students’ reading comprehension skill of recount text.

2. Practical Significance a. For Teacher

It is examine that the procedure of the strategy in the study can be adopted by the teacher to be implemented in the classroom.

b. For students

It is examine the study can help them to read better, word attack strategy can build their reading comprehension.

c. For Researchers

It is examine that the result can be give information, model, or reference to be develop for further studies, the researcher hopes that other researcher’s value, revise, reconstruct, or modify this study and write further studies for other levels and objective.

E. Research Scope

Research scope explained about the extent to which the research boundary explored. It was defined what the research was going to cover and the focus is. The limitation marked with the variable mentioned below:

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1. Independent Variable

Independent variable was a variable that influenced the dependent variable. The independent variable of this research was Word Attack Strategy.

2. Dependent Variable

Dependent variable was a variable that was influenced by the independent variable. Dependent variable of this research was Reading Comprehension Skill.

F. Definition of Key Terms

1. Word Attack Strategy are used by readers to recognize, pronounce, and comprehend unfamiliar words. According to Meier: Word attack strategy allows students to focus decoding and pronounce. Word attack strategies are techniques that help readers decode, pronounce, and understand unfamiliar words. These strategies are essential tools for emerging readers, and research has shown that teachers should teach these strategies to beginning readers. There are many word attack strategies available, but here are some examples:

a. Word Patterns: An effective word attack strategy is studying word patterns, also called word study. For example, the letters "-dge" like in "judge" make the /j/ sound, and the "d" is usually silent. The letters "-tch" like in

"sasquatch" make the /ch/ sound, and the "t" is usually silent. These two patterns are only found at the end of a word or syllable or after a short vowel.

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b. Syllable Types: Another strategy is to learn the six types of syllables:

closed, open, silent e, r-controlled, vowel team, and consonant-le. The learner can identify the vowel sound in each syllable type and use this knowledge to decode unfamiliar words.

c. Predictions: Predictions encourage active reading and keep students interested. Incorrect predictions can signal a misunderstanding that needs to be revisited. Students can look at the pictures, table of contents, chapter headings, maps, diagrams, and features to make predictions about the text

2. Reading Comprehension is the ability to process reading, understand the meaning of reading text and integrate it with what the reader knows or students’ prior knowledge. A person's ability to understand a text is influenced by their skills and their ability to process information.

According to Klinger, say that reading comprehension is a multi- component, highly complex process that involve many interactions between readers and what they bring to the text as well as variables related to the text itself. In this research, shown to students who have an understanding of Reading Comprehension Skill in SMA 04 Perintis Tempurejo.

3. Recount Text is a text that tells the events that we have experienced in the past. According to Coogan, recount text is written to retell event with the purpose of either informing or entertaining their audience or readers (or both). The students are expected to express their ideas about the

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G. Research Assumption

There is an effect of Word Attack Strategy toward students' reading comprehension skill on recount text.

H. Hypothesis

The researcher formulated two hypothesis. The are alternative hypothesis (Ha) and null hypothesis (H0) as follows:

Ha: There is a significant effect on students’ reading comprehension skill in implementing Word Attack Strategy at tenth grade of senior high school 04 Maarif Perintis Tempurejo in academic year of 2022/2023.

H0: There is no significant effect on students’ reading comprehension skill in implementing Word Attack Strategy at tenth grade of senior high school 04 Maarif Perintis Tempurejo in academic year of 2022/2023.

I. Systematic Discussion

This undergraduate thesis was organized into five chapters with systematic as follows,

Chapter I is introduction. It consisted of research backgrund, research problem, research objective, research significant, research scope which contained research variable and indicator variable, definition of key term, research assumption, research hypothesis, and systematic discussion.

Chapter II is literature review which consist of previous research and theoritical framework.

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Chapter III is research method. It contained research design, population and sample, research instrument, data collection method, data analysis.

Chapter IV is findings and discussion. It consisted of the description of data, data analysis, hypothesis testing, and discussion.

Chapter V is closing. It consisted of conclusion of the research and the suggestion for english teacher, students and further researcher.

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CHAPTER II

LITERATURE REVIEW

In this chapter, the researcher presented the literarure review. It contained of previous research and theoritical framework.

A. Previous Research

1. The Effect of Word Attack Strategy Towards The Student in Reading Descriptive Text

This research discusses about the effect of Word Attack strategy towards students’ reading skill in descriptive text. The population of this research was from the third year of students in SMPN 1 Gunung Malela.

This research use two classes as a sample. 25 students from experimental group and 25 students from control group, so the total sample was 50 students. The researcher used Cluster Purposive technique in taking the sample. The research finding showed that the mean of post-test in experimental group was higher than the mean of post-test in control group.

The problem of this research is “Does teaching reading with Word Attack strategy significantly effect on students’ reading skill at grade eight of SMP N 1 Gunung Malela”. So, the purpose of the research was to find out the effect of Word Attack strategy towards students’ reading skill in descriptive text.

2. The Effect of Word Attack Strategy towards the Students’

Comprehension in Reading Descriptive Text of Eight Grade at SMP Negeri 2 Nainggolan.

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This research focus to find the effect of Word Attack Strategy of students' reading comprehension ability. The goal of this study is to see if the Word Attack Strategy has an impact on students' ability in reading descriptive text. This investigation was carried out using experimental quantitative research. The subject of the study was SMP Negeri 2 Nainggolan. The writer applied Word Attack Strategy in experimental class VIII-1 which consist of 15 students and the control class used conventional method VIII-2 which of 15 students. There were 30 students in this study, divided into four classes. The writer chose two classrooms as a random sample to investigate the effect of Word Attack Strategy in reading comprehension. The data was gathered by administering a descriptive test to determine whether or not the reader understood the content. Both the experimental and control classes were given two tests, they are: a pre-test and a post-test.

3. The influence word attack strategy toward the students reading comprehension achievement of the seventh grade at SMP Negeri 1 Prabumulih.

This research focus on the problem of this research “is there any influence to teach reading comprehension by using the word attack strategy of the seventh-grade students at SMP Negeri 1 Prabumulih?”. The objective of this research was to find out whether or not there is an influence to teach reading comprehension achievement of the seventh- grade students at SMP Negeri 1 Prabumulih? The Population of the research was the seventh-grade students at SMP Negeri 1 Prabumulih,

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with the sample were 34 students. The test consisted of 30 questions that were multiple-choice questions. The data were calculated through SPSS 22.0 Program. The result of data analysis showed that t-obtained was - 7.884, with the critical value 20.345, at the Null Hypothesis (Ho) was rejected, and Alternative Hypothesis (Ha) was accepted.

4. An Analysis of Students’ Writing Recount Text

The objective of this study is to investigate how the process of writing class at SMPN 22 Bengkulu Selatan which involves teacher strategy in teaching recount text, students ‘interest toward writing recount text and students‘ ability in writing recount text, and obstacles faced by both the teacher and the students in writing recount text. The research design of this study is qualitative approach with case study method. The subjects in this study are English teacher and students at the eighth grade.

The instruments used are observation, interview and writing test. The result of this research shows that the teacher did not have any particular strategy students are lazy to write and did not understand with writing recount text. Hence students have low ability in writing recount. Based on the interview with teacher and students it shows they are lack of facility to support the process of teaching English especially for recount text. In conclusion there are some problems that need to overcome in order the teaching of recount text is effective.

5. The Effect of Herringbone Technique on Students’ Ability in Reading Comprehension on Recount Text

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This research is a study of improving students’ ability in reading comprehension. The aim was to find out whether the use of Herringbone technique would bring a significant difference in teaching reading comprehension through Recount text, compared with the result before the students being treated. The study was conducted in the tenth grade students of SMA N 4 Pematangsiantar. The research method used was the experimental design, where the Experimental group was the PMIA 3 class, and the PMIA 2 class as the control class. Both of the classes had 34 students in each of it. The data were obtained through pre-test, treatment and posttest. The pre-test was held to know the students’ basic ability or score before treatment was given. Meanwhile, the post test was held to know the students’ achievement and significant effect after the students were taught using Herringbone technique. Finding of the research showed that both groups had a significant improvement in their reading ability after being treated and passed the KKM. The Control group, which the pre-test score was 60, made an improvement shown in their post-test score in amount of 70,44. The experimental group, the group which the researcher treated the Herringbone technique to them, had a higher improvement than the control group. The average score of pre-test in this group was about 54,41 where then being improved up to 78,97. The score of t-test (3,981) was higher than t-table (1,668) at the level of significance 5% for two tailed test, so Null Hypothesis is rejected and Alternative Hypothesis is accepted.

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Table 2. 1

The Similarities and Differences Between Previous Research and This Research

No (Title, Type, Year,

Researcher) Similarities Differences

1 The Effect of Word Attack Strategy

Toward the

Students’

Comprehension In Reading Descriptive Text.

(2022, Febiola Miranda Sinaga, Fenty Debora

Napitupulu,Ernita Nababan, Dian U.

Simanungkalit)

1. Both researches using Word Attack Strategy as the research strategy 2. Using the similar

research design that is experimental research

1. The difference in the dependent variable.

2 The Effect of Word Attack Strategy

towards the

Students’

Comprehension in Reading Descriptive Text of Eight Grade at

SMP Negeri 2

Nainggolan. (2018, Bahtaria Sohnata Hutauruk

1. Both researches using Word Attack Strategy as the research strategy 2. Using the similar

research design that is experimental research

1. The researcher focusses in reading descriptive text, and my research focus on reading

comprehension skills

3 An Analysis of Students’ Writing Recount Text (2019, by Angga Framana)

1. Both researches using recount text

1. The research method uses qualitative descriptive

2. The research focus on writing

4 The influence word attack strategy toward the students reading comprehension

achievement of the seventh grade at SMP Negeri 1 Prabumulih.

(2021, Hesti, Kurnia, Sri & Dwi)

1. Both researches using Word Attack Strategy as the research strategy

1. The difference between my own research and Hesti's research is at the school level.

2. Focus research this research is reading comprehension

achievement

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No (Title, Type, Year,

Researcher) Similarities Differences

5 The Effect of Herringbone Technique on The Students’ Ability In Reading

Comprehension On Recount Text (2020, by Sam Roberto Andre Hasian Lumbantobing, Hilman Pardede, Herman)

1. Both researches using recount text

2. At the school level

1. In this research using herringbone

technique, and in my research using word attack strategy

2. In this research focus on the students’

ability, while in my research focus on students’ reading comprehension skill

By looking at the sikmilarities and differences between the previous ang this reseacrh, it could be seen that the specialty of this research was focused on recount text as a topic for tenth grade of Senior High School 04 Maarif Perintis Tempurejo.

B. Theoretical Framework

To support the idea or concept of this research, some theories are needed to explain the concept or terms in this research. The following terms are used some basic and relevant theories.

1. Word Attack Strategy

a. Definition of Word Attack Strategy

Word Attack Strategy is a strategy used by readers to decode, pronounce, and understand unfamiliar words. This strategy help readers to find meaning new words.

According to Hesti et al, Word Attack Strategy is a way of describing how you will get something done. Word attack strategy is to

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help students decode, pronounce, and understand foreign word. ¹³ Alison says that Word Attack Strategy is important for student to study words and word-attack skills, so they have strategy to use when they come to a difficult or unknown word. Word Attack Strategies are taught through phonemic awareness, phonology, phonics, orthography and morphology.

Word attack strategy is a strategy that teacher can use in learning teaching reading to helps students in reading to know solution, pronounce, find the unknown words. Word attack strategy that can help students in reading comprehension and using Word Attack Strategy as a strategy or a combination of techniques to recognize and master the meaning of new words when needed. ¹⁴ Procedures of Word Attack Strategy, as follow:

(Adopt the theory from Bertari Sohnata Hutauruk)

1. Using picture clues: Look at the picture, are the people, object, or action in the picture that make sense in the sentence. ¹⁵

2. Sounding out the word: Start with the first letter, and say each letter sound aloud, blend the sound together and try to say the word.

13 Hesti et al, “The influence word attack strategy toward the students reading comprehension achievement of the seventh grade at SMP Negeri 1 Prabumulih, English Community Journal 5, No. 2 (2021)

14 Febiola Sinaga et al, “The Effect of Word Attack Strategy toward The Students’ Comprehension in Reading Descriptive Text”, Tambusai, Vol.6, no.1 (2002)

15 Bertaria Sohnata Hutauruk, “The Effect of Word Attack Strategy towards The Student in Reading Descriptive Text”, JETAFL, no.2 (Desember 2018)

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3. Looking for chunks in the word: Look for familiar letter chunks.

They may be sound or symbols, prefixes, suffixes, endings, whole words, or base word. Read each chunk by itself. Then blend the b chunks together and sound out the word.

4. Connecting to a word you know: think of word that looks like the unfamiliar words, compare the familiar word to the unfamiliar word. Decide if the familiar word is a chunk or from of the unfamiliar word, use the know word in the sentences to see if it makes sense. If so, the meaning of the two words are close enough for understanding

5. Rereading the sentences: read the sentence more than one, thing about what word might make sense in the sentence, try the word and see if the sentence make sense.

6. Keep reading: read past the unfamiliar word and read for clues. If the word is repeated, compare the second sentence to the first.

7. Using prior knowledge: Think about what you know about the subject of the book, paragraph, or sentence. Do you know anything that might make sense in the sentence? Read the sentence with the word to see if it makes sense.

2. Reading Comprehension Skill a. Definition of Reading

Reading is an activity informed by the apprehension of image, shapes, patterns, and rhythms, which come to be recognized through

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repeated encounters and membered form; the meanings that are made in reading are in excess of the meaning that arise from the interpretation of written language. ¹⁶

Reading is defined as a cognitive process that involves decoding symbols to arrive at meaning. Reading is an active process of constructing meanings of words. Reading with a purpose helps the reader to direct information towards a goal and focuses their attention.

b. Types of reading

Reading aloud is different than silent reading. Silent reading is all about paying attention to what you're reading in your own mind.

Reading aloud involves thinking about what you're saying and then sharing it with someone else.¹⁷

a) Reading aloud is when you use your voice to convey your thoughts and feelings to another person. This is done by starting with the same action of mind as when you read silently, but there are also many additional actions, mental as well as physical. The ideas are held more definitely, more pictorially, the sequence of ideas is accentuated, and the ideas are taken and with them the words expressing them. You may hold onto an idea for a longer period of time, and the words that are used to express that idea will also be given the voice.

16 Astrid Lorange, How Reading is Written (English: Wesleyan Iniversity Press: 2014) 30

17 University of the State of New York, Annual Report of the Refents (New York: Penayang: 2008) 23 24

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The main purpose of Aloud Reading to improve pronunciation.

Aloud reading can be categorized on two bases. On the basis of Classroom Teaching, it can be categorized as Model Reading &

Simulated Reading and on the basis of number of Readers it can be categorized into Individual Reading & Group Reading.

b) Reading silently is an important part of education. It is directly opposed to reading aloud, which is necessary for learning. Without reading aloud, you can't learn from what you read. Silent reading is just reading the words without any emotion.

The main purpose of Silent Reading is to comprehend the content. Silent Reading can be categorized into Extensive Reading

& Intensive Reading. Intensive Reading can further be categorized into Scanning, Skimming, and Critical Reading.

c. Definition of Comprehension

Comprehension is the act of that means making, comprehension emerges with different meaning making talents, such as the capacity for language, writing, and picture making. Reading comprehension is the act of that means making with revealed textual content. Reader comprehends textual content through building which means for the text.¹⁸ Comprehension is an ability or strength of a person to understand or understand something and after that it will

18 Donna Couchennour, The SAGE Encyclopedia of Contemporary Early Childhood Education

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always be known and remembered, then it can also be practiced on other people.

Understanding spoken, written, or visual text is referred to as comprehension. Readers can derive meaning from text when they use intentional, problem-solving, and thought processes. Comprehension is a lived and institutionally situated social, cultural, and intellectual practice that is much more than a semantic element of making meaning. It is an active and complex process that involves simultaneously extracting and constructing meaning from text.

d. Definition of Skill

Skill is a person's ability to use reason, ideas, thoughts and creativity to change, do or create something that has more meaning and can produce value from something that is created. Skill can also be interpreted as an ability or expertise to translate knowledge into practice so that a desired result can be achieved.¹⁹

e. Definition of Reading Comprehension Skill

Theory from Birsch stated that reading comprehension skill as the ability to get meaning from what is read.²⁰ Reading Comprehension is a process of understanding the text in order to get the purpose of reading and to get information from the text. Reading comprehension is also the process of making meaning from a text.

19 Aris Ariyanto, dkk, Entrepreneurial Mindsets & Skills (Solok: Penerbit Insan Cendikia Mandiri, 2021) 26

20 J.R Birsch, Multisensory Teaching of Basic Language Skills, Third Edituon (Baltimore: Paul H.

Brookes Publishing Company, 2011)

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According to Block, reading comprehension is a complicated process in which readers have an important role in making meaning from the text through applying existing skills. ²¹ Reading comprehension is a multifaceted, extraordinarily complex process that involves many interactions between readers and what they bring to the text. It goes far beyond readers' reactions to the text.

Reading comprehension skills refers to the effort readers made to comprehend the author's message as it is presented in the text. In reading comprehension, according to the curriculum, reading comprehension is very important. The reading will not be coherent with one another if one of the levels of reading comprehension mentioned above is not present.

Reading comprehension skill is crucial because it is necessary for students to succeed in both their academic and personal lives.

Reading comprehension skill is the base of a student's academic career and is required to fully comprehend all course material. As students advance through the grades, reading comprehension skill becomes increasingly important in all academic subjects. Students need reading comprehension skills in particular if they are to successfully complete the educational requirements at school and in the classroom. Reading comprehension is a crucial skill that people require in order to succeed in their personal lives. For instance, in order to succeed, people must comprehend the fundamental language used in documents like newsletters, housing contracts, and unity bills. Reading comprehension

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skills are also necessary for people to be able to obtain and keep a job as well as successfully carry out other daily activities. ²²

3. Recount Text

a. Definition of Recount Text

Recount is a piece of text that retells past events, usually in the order in which they happened. ²³The purpose of a recount text is to give the audience a description of what happened and when it happened. Recount text tells about a specific person or event. It is organized as a series through time. You may choose a recount if you are teaching students about famous person. Recount contain a series of events that pertain to the person or event that text focuses on. Recount is a kind of genre which has been taught in junior high school.

b.

Social function of Recount Text

Recount has a social function to retell events for the purpose of informing and entertaining. The tense that used in recount text is past tense. ²⁴

c. Generic structure of recount text:

1)

Orientation: Introducing the participants, place and time.

22 Hidayatur Rohmah & Khusnul Khotimah, Reading Comprehension with Cooperative Script (Jombang: LPPM KH. A Wahab Hasbulah: 2020) 10-13

23 Magdalena Br Marpuang, Textual Reading (Yogyakarta: Depublish, 2021), 67

24 Wignell and Gerot, Making Sense of Functional Grammar (Australia: Gred Stabler AEE: 1998) 194

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2)

Events: Describing series of event that happened in the past.

3) Reorientation: It is optional. A personal comment about the event or what happened in the end.

d. The Characteristics / Language Feature of Recount Text:

1) Using the simple past tense, past continuous tense, past perfect tense, and past perfect continuous tense.

2) Using temporal sequence, e.g. On Saturday. On Monday, On Sunday

3) Focus on specific participant, e.g. I (the writer)

4) Using the conjunctions, such as: then, before, after, etc.

5) Using action verb, e.g. went, stayed a. Types of Recount Text

a) General

- Specific participant (Mrs. Agung, our dog, the shopkeeper) - Use of simple past tense (she smiled, it barked, he pointed) - Use of action verbs /material processes (went, climbed, etc) - Use of linking item to do with time (on Wednesday, then, at

the same time, next, later, before)

- Detail irrelevant to the purpose of the text should be avoided.

b) Personal Recount

- Use of first-person pronouns (I, we)

- Personal Responses to the event can be included, particularly at the end

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- Details are often chosen to add interest or humor.

c) Factual Recount

- Use of third person pronouns (he, she, it, they)

- Details are usually selected to help the reader reconstruct the activity or incident accurately

- Sometimes the ending describes the outcome of the acidity (e.g. in a science experiment)

- Mention of feelings is probably not appropriate

- Details of time, place and manner may need to be precisely stated (e.g. at 2.34 pm, between Johnson St and Park Rd) - Descriptive details may also be required to provide precise

information (e.g. a girl with a pink bag, white shoes, and long hair, weighing 67 kilos and approximately 179 cm tall)

- The passive voice may be used (e.g. the beaker was filled with water)

- It may be appropriate to include explanation and justifications.

d)Imaginative Recount

This type of recount that the text presented an imaginary role and giving details of event. Usually written in the first person. It may be appropriate to include personal reactions.

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method of the research that consist of research design, population and sample, research instrument, data collection method, and data analysis technique.

A. Research Design

This research used quantitative method. Quantitative research is based on principles of the scientific approach, which includes the collection, analysis, and interpretation of data. Quantitative research relies on data that consist of numbers, statistics, and mathematical models. Quantitative studies focus on the validity of the findings, which means they look at how well the results can be applied to a larger population. ²⁵

According to Daniel Mujis quantitative research is the type of research that collects data in a systematic way in order to understand phenomena. This type of research is done using mathematical methods, which are based on a specific set of principles. ²⁶

The research design was experimental research design. The researcher focused on conducting experiments using Word Attack Strategy towards Students’ Reading Comprehension Skill on Recount Text at 10^thGrade of SMA 04 Perintis Tempurejo. The researcher used 2 classes as an experimental class and control class. The experimental class got a treatment using Word

25 Larry E. Sullivan, The Sage Glossary of The Social and Behavioral Sciences (London: SAGE Publication, 2009) 429

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Attack Strategy in teaching process and learning while the control class did not.

This research used two variables, there were independent variable (X) and dependent variable (Y). The independent variable was Word Attack Strategy (X), and dependent variable (Y) was students’ reading comprehension skill on recount text.

The researcher collected data from the students before and after they received a treatment. The data from the pre-test and post-test were used to see how the students were doing before and after the treatment. The researcher also measured the students' reading comprehension skills on the pre-test and post-test.

Table 3. 1

The Table of Research Design

CLASS PRE-TEST TREATMENT POST-TEST

Experimental class X A Y

Control class X B Y

Source: Johnson&Christensen (2014, p.465)²⁷ Notes:

X = Pre-test to experimental class and control class Y = Post-test to experimental class and control class

A = Treatment to experimental class using word attack strategy

B = Treatment to control class using convenstional or regular teaching

27 Johnson and Christensen, Educational Research, 465.

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B. Population and Sample 1. Population

A population is a generalization that consists of things or subjects with particular qualities and quantities that researchers have studied and then drawn conclusions from. Therefore, in addition to people, there are also other natural objects and objects in the world. The population of an object or subject is also more than just the quantity present; it also refers to all the characteristics or properties that the object or subject under study possesses. ²⁸

A population is the entire set of items from which data is extracted for statistical research. It can be a group of individuals or a swarm of items. Form a data pool for the study. Population is the number of people living in a particular area at a particular time. In statistics, population refers to data about a study of interest. It can be a group of individuals, events, things, and organizations.

In this research, the population is the students of the Tenth Grade at SMA 04 Perintis Tempurejo.

Table 3. 2 Table of Population

Class Number of Students

Xipa 15

Xips 14

Total 29

The population in this school consist two classes and only 29 students, so all population also to be sample in this research

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2. Sample

A sample is a smaller set of data that a researcher chooses or selects from a larger population using a predetermined selection method.

The terms sample points, sampling units, and observations are used to describe these components. A successful research strategy involves the creation of a sample. It's often impossible, expensive, and time-consuming to conduct a population-wide study. As a result, studying the sample yields information the researcher can use to understand the entire population.

The sample is a reflection of the population's size. The researcher may used samples drawn from the population if it is large and it is possible that not every member of the population will be studied. The conclusion drawn from the sample's findings is applicable to the entire population.

Truly representative samples from the population must be used. Sample is part of what given a general description of the population. The sample has the same or almost the same characteristics as the population characteristics, so the sample used can represent the population being observed.²⁹

Cohen said that if the total population is less than 100, it is better to take all of them as the sample, but if the total population is more than 100 students, the sample can be taken between 10-15% or 20-25% or more.

Technique of taking sample used cluster purposive sampling technique.

The sample of the research divided into two groups, one class as an

29 Slamet Riyanto and Aglis Andhita, Metode Riset Penelitan Kuantitatif Penelitian di Bidang Manajemen, Teknik, Pendidikan dan Eksperimen (Sleman: Deepublish Publisher, 2020), 12

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experimental class and one class as a control class. X IPA is experimental class consist of 15 students and X IPS is control class consist of 14 students.

C. Research Instrument

Research instruments is able to yield the same results in repeated trials.

It refers to consistency of measurement and asks whether other researchers would get the same result under the same conditions. ³⁰

Weir and Fidalia said “to test reading ability there are many methods of test that the teacher can use, namely multiple-choice question, short answer question, cloze test, selective deletion gap feeling, c-test, cloze elide, information transfer and conclusion”.

In this research, the researcher used pre-test and post-test to measure students’ reading comprehension skill. Type of the test is short-answer question. The researcher used reading tests as pre-test and post-test.

Short-answer questions are generally questions that require students to construct an answer. Short answer questions require a concise and focused response, which can be factual, interpretive, or a combination of both. A short answer question has the student enter a word or phrase in response to a question (which may contain an image). The answers may or may not be case sensitive. The answer can be a word or a phrase, but it must exactly match one

30 Catherine Dawson, 100 Activities for Teaching Research Method (London: SAGE Publication,

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of your acceptable answers. It's a good idea to keep the required answer as short as possible to avoid missing a correct answer that is worded differently.

Test is a procedure intended to establish the quality, performance, or reliability of something, especially before it is taken into widespread use. The test is a systematic procedure planned by the cave evaluator to compare the behaviors being evaluated. ³¹

Pre-test is if an advertising campaign is tested before it is run. Post-test is an effectiveness of advertising activities in generally examined when the campaign has been run and advertising functions have been performed. ³² D. Data Collection Method

Data collection is the process of gathering, measuring, and analyzing accurate data from a variety of relevant sources to find answers to research problems, answer questions, evaluate outcomes, and forecast trends and probabilities. Data collection requires careful planning, preparation, and execution. Data collection often requires coordinating efforts with several members of a team who collect different data items or may be located in different location. Data collection is subject to the uncertainty of weather, and in some cases a project may actually require inclement conditions. ³³ When collecting data, researchers must identify the types of data, data sources, and methods used. We will see shortly that there are different methods of data

31 Sukardi, Evaluasi Program Pendidikan dan Kepelatihan (Jakarta: PT Bumi Aksara, 2014) 92

32 Tyagi and Arun Kumar, Advertising Management (New Delhi: Atlantic Publisher and Distributor, 2004), 345

33 Anurag Pande, Trafic Engineering Handbook (Canada: John Wiley, 2016) 112

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collection. There is a high reliance on data collection in the research, business and government sectors

The data collection procedure in this case is a test. The type of test conducted in this research is a short answer question. The test used to compare the student’s reading pre-test and post-test.

1. Pre-test

The researcher used short answer questions to conduct a pre-test which contained 10 questions. Short-answer questions are open-ended questions that require students to create an answer. After completing the test, students submit it to the teacher.

2. Treatment

This treatment is carried out after carrying out the pretest. In the experimental class, students were taught by applying word attack strategy, while in the control class students were taught by applying a conventional strategy. The experimental class and the control class both received the same reading material.

The topic that the researcher used in this research was about recount text and reading material used Word Attack Strategy. The researcher used short answer questions to determine whether data is normally distributed or not.

The researcher will give treatment to the two classes that had been selected, namely experimental class and control class. In experimental class, the researcher introduced and demonstrated teaching reading

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comprehension skill by applying Word Attack Strategy, and then the researcher showed a text to the students analyzed it based on Word Attack’s steps. The researcher demonstrated teaching reading comprehension skill by applying Word Attack Strategy. The researcher then explained the recount text and asked the students to determine the general structure of the recount text. In the control class, the researcher introduced and demonstrated teaching reading comprehension skill by applying conventional strategy.

3. Post-test

The post-test serves to obtain the average score of the experimental and control groups. A post-test is a test conducted after the treatment has been administered. After explaining the material, the same test is administered to both groups in order to know the average score of the control and experimental groups. The researcher shared a test consisting of 10 items. The test is exactly the same as the pretest. After the test, the students collected the test back from the researcher.

4. Scoring of the test

To score of the test, the researcher used score ranging from 0 to 100 by counting the correct answer and applying the formula:

S = R/N x 100%

Notes:

S= Score

R= the right answer

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N= Number of test items

Before the researcher gave the instrument for the students. The researcher tried out the instrument earlier in order to examine it is validity and reliability

a. Validity test

Validity test is the degree to which the test actually measures what it claims to measure.³⁴ In this research, the researcher used short answer question test as instrument, the validity is used to determine how much this instrument had given the result. In conducting a validity test, the researcher asked the validators to perform the validity test in this research study. The researcher asked the English lecturer to conduct a validation test on this study.

b. Reliability test

A reliable test is a measurement device that reliably measures symptoms at different time points and always returns the same result.

Therefore, the reliability of the instrument always gives similar size results.³⁵ Reliability testing of this study was performed using a separate population not interviewed in this study or at the study population level. ³⁶ Since, the reliability test conducted on a school that is not included in the population of the research, because the

34Haned Taherdoost, “ Validity and Reability of The Research Instrument; How to Test The Validation of s Questionnaire/Survey in a Research”, , No.5 (2016): 30

35 Naution, Metode Research (Penelitian Ilmiah) (Jakarta: Rineka Cipta, 2007)

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school that the researcher have research only had two clasess which were only enough for the experimental class and the control class. The researcher was chosen class Xipa at MA Al-Amien Ambulu.

Some of the data analysis techniques described above are performed when researchers have not yet administered a reading comprehension test consisting of a pre-test and a post-test for experimental and control classes. After the researcher found two classes that have the same ability and have the reliability test. Then the researcher collected the data by giving a reading comprehension test through pre-test and post-test to the experimental class and control class.

E. Data Analysis

In data analysis, the researcher used quantitative technique by calculated the data used statistic technique. The researcher used SPSS version 22 to analyze the data. This methode is done to find out if the data which obtained is significant data. Then the researcher was able to determine that the use of Word Attack Strategy toward Students’ Reading Comprehension Skill on Recount Text. There are techniques of data analysis performed by the researcher, there are as follows:

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1. First, the researcher present the data using descriptive statistics. Descriptive statistics are used to organized and describe the charateristics of a collection of data.³⁷

2. Normality test, the researcher used to determine whether sample data has been drawn from a normally distributed population. If the sample is less than 50, then Shapiro Wilk is more suitable for use in the normality test.

Meanwhile, for large samples of more than 50, the researcher sould use Kolmogrov Smirnov. The researcher used Shapiro Wilk because the sample of the research is less than 50.

3. The researcher used paired sample t-test to compare data obtained from the reading comprehension skill test through the pre-test and post-test in the experimental class and the control class. According to Widiyanto, paired sample t-test is one of the test methods used to examine the effectiveness of the treatment, marking the difference in the average before and after the treatment is given. ³⁸

4. The researcher used homogeneity test aims to determine the variance homogeneity of two different sample. The homogeneity test is one of requirements to do independent sample t test. the data used in this section is data from post-test experimental class and control class.

37 Neil J Salkind, Statistics for People who (think They) Hate Statistics (Londom: SAGE Publication, 2007), 8.

38 Agus Widiyanto, Statistica Terapan: Konsep dan Aplikasi dalam Penelitian Bidang Pendidikan,

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5. The last is independent sample t test. independent sample t test used to know whether data from two different samples have significant mean differences.