THE USE OF TEXT WALK STRATEGY IN TEACHING READING COMPREHENSION AT THE EIGHTH GRADE STUDENT OF SMP DHARMA
YADI MAKASSAR
Susi Susana, Arma Amir Hamzah, Rina Asrini Bakri, STKIP YPUP Makassar
This research aimed to determine whether or not the use of Text Walk Strategy improves the students reading comprehension. This research used a pre-experimental method. The total of sample was 20 students by using purposive sampling technique by taking class 2B. In collecting data the researcher used reading test which administered in pre-test and post-test. The result of the data showed that the mean score of students in pre-test was 55.25 and the mean score in post-test was 75. It means that the mean score of students post-test was higher than the mean score of students in pre-test. The t-test value was higher than the t-table (13.42>2.093). Based on the result of data analysis, it can be concluded that Text Walk Strategy improves the students’ reading ability at the eighth grade students of SMP Dharma Yadi Makassar
Keywords: Text Walk Strategy, Reading ability
INTRODUCTION Background
Reading is the common way to expand our knowledge and to get current information, because almost all of the information, advertisement, scientific books and instruction of thing are in written from. In addition, thoughts reading the students could improve their knowledge in fields of science. Reading also have the value of helping students learn to express their own thoughts and make them familiar with language patterns and ways of use language effective imagination and help to stimulate creatively.
Based on researcher‘s experience during teaching practice (PPL 2) at SMA Dharma Yadi Makassar in academic year 2017/2018, it seems that most students have problem in reading.
Students have difficult in understanding a passage, because most of the students have low motivation in reading English text so the lack of vocabulary among the students that they are difficult to understand the reading text, then finally make them lazy and bored to read especially the English reading text.
Based on the background above, the researcher is interested to carry out the research title:”The Use of Text Walk Strategy in Teaching Reading Comprehension at the Eighth Grade Students of SMP Dharma Yadi Makassar.
Problem Statement
Based on explanation above the researcher formulated the problem as follow: “Does the use of Text Walk Strategy to improve students’ Reading Comprehension at the Eighth Grade Students of SMP Dharma Yadi Makassar?”
Objective of the Research
Related to the problem statement above, the researcher aimed to find out whether or not the used of Text Walk Strategy Improve Reading Comprehension at the Eighth Grade Students of SMP Dharma Yadi Makassar in 2019/2020.
Significant of Research
The result of the research was expected to use information for students to evaluate themselves in term of comprehending reading passage for meaningful information. This research gave input to teach at SMP Dharma Yadi Makassar in teaching reading comprehension to increase their understanding in learning English. This strategy wouldl be a practical method for the teachers and all of people who want to study and teaching English and also to be a reference and guidance for the other researcher, especially in improving the students reading comprehension. `
Scope of The Research
The scope of this research was restricted the use of Text Walk Strategy to Improve the stundents’ Reading Comprehension at the eighth grade students of SMP Dharma Yadi in 2019/2020. The researcher focuses in increasing reading comprehension especially in narrative text.
REVIEW OF RELATED LITERATURE Previous Research Findings
The researcher would present the previous related research findings that had been done by experts in improving the students’ reading comprehension, such as:
Uswatul (2012), stated that Using Narrative Text Through Cooperative Integrated and Reading Composition can improve the Students Reading Ability at the second year students at MTs Negeri Bandung in academic year 2011/2012.
Lili Merta (2013), in her skripsi stated that the Effectiveness of Text Walk Strategy can improve the students’ reading ability at SMPN 4 Lintau Buo, Tanah Datar in 2013/2014 academic year.
According to Elka (2015), using the Picture Series on Students’ Reading Comprehension of Narrative Text is effective and can increase the Students reading ability at the second year students’ of Islamic School Al-falah Villa Mutiara Ciputat.
Based on the explanation above, the reseacher expected that this research will be show that Using Text Walk Strategy also can Improve the Students Reading Comprehension at the Eighth Grade Students of SMP Dharma Yadi Makassar.
Definition of Reading
According to Essay UK (2013), reading is a mental process. There are many definitions of reading. Reading is when someone looks into a written text and starts to absorb the information from the written linguistic message.
Ginting (2005), stated that reading is a dual process includes the vision and process responses.
Definition of Text Walk Strategy
Some experts have several definitions about Text Walk Strategy. Cooper, kiger, Robinson and Slansky in Merta (2014), stated that Text Walk Strategy is a teaching reading strategy which is the students work with small group and make prediction about the text by using the picture, illustration or graphics the big idea of what the text is about. The student will discuss the text and the member will explain it one by one by using the picture. It explains that, this strategy sets the reader up to succeed with the text by developing key concepts, vocabulary, and general picture of the text. In applying, the Text Walk Strategy, the teacher should know the steps of the strategy by some experts.
The steps of Text Walk Strategy
In applying the Text Walk strategy, the teacher should know the steps of the strategy by some experts. There are some experts who explain the procedures of text walk strategy.
Buehl in Merta (2014), explains steps of Text Walk Strategy. The steps are:
a. The teacher asks students to look at the pictures, or picture caption or map or chart.
b. The teacher asks students to look for indications of big ideas: words or headings in bold type, colored words or words with their pronunciation given.
c. The teacher asks students to read the first and last paragraph. What seems to be the major focus of the text according to the introduction.
d. The teacher tells students that any questions that appear at the end of a text.
e. The teacher asks students to look at the questions.
f. The teacher gives several times with the entire class and discusses the questions.
Characteristics of Text Walk Strategy
Text Walk Strategy has some characteristic that can be seen based on experts explanation. Cooper et al in Merta (2014) state that Text Walk Strategy is a teaching reading strategy which the students work with small group and make prediction about the text. In small group discussion, the students will work with friends. Briefly, the researcher concludes that there are some characteristics of Text Walk Strategy:
1) Students center strategy.
2) In this strategy give an opportunity to students to make prediction about the text.
3) Small group discussion, where 4 students work with friends.
4) This strategy also using picture, chart or map. Previously, it has been stated that there are some concepts and procedures of Text Walk strategy.
The Advantages and Disadvatages of Text Walk Strategy
There are three experts that state and explain about advantages Text Walk strategy.
Firstly, Cunningham and Allingtonin Schumm in Merta (2014), states that advantages of Text Walk strategy are encourage students to use predict and support to reading. Then, the students can identify more easily with experiences presented in pictures than with those presented in the text because students are more familiar with pictures. More importantly, pictures provide mental images for students, so they can more easily understand text and remember it longer.
Some of the limitations of this strategy are some students prefer to learn individually and hence may not participate in discussion. For these learner the teachercan mention the benefits of teamwork and how it can be helpful. The second, this strategy take so many times in learning process.
RESEARCH METHOD Research Method and Design.
The researcher would apply pre-experimental method. The students were given a pre-test, a treatment which consists of four meetings and finally they were given a post-test.
Design of research is presented as follow:
01 X 02
Where:
O1 : the pre-test O2 : the post-test
X : the treatment ( Text Walk Strategy) (Gay, 2006) Research Variable.
In this research there were two kinds of variables, namely; independent and dependent variables.
1. Independent variable.
The independent variable in this research was using of Text Walk Strategy in teaching reading comprehension. The students were involved in some activities dealing with comprehending text.
2. Dependent variable.
The dependent variable in this research was development of the students’ reading comprehension.
Population and Sample 1. Population
The population of this research was the eighth grade students of SMP Dharma Yadi Makassar in 2019/2020 academic years. The total number of population was 60 students which consist in 3 classes, and each class consists of 20 students.
3. Sample
The researcher used purposive sampling technique and class 2B is choosen as a sample. It consists of 20 students. Those students were chosen as sample because they were suitable for the material have given and the students in this class were heterogonous. Each student has different ability in comprehending the reading text.
Instrument of the research
In this research the researcher used reading test as the instrument of the research. The pre-test were given before treatment and the post-test were given after treatment to find out the students’ ability after the application of Text Walk Strategy in reading comprehension.
The treatment was carried out in four meetings where each meeting was held in 90 minutes.
The Procedure of Collecting Data
In collecting data, the researcher used the following procedure 1. Pre-test
Before giving the treatment, the researcher gave the pre-test. The objective of this research was to measure the students’ prior knowledge.
2. Treatment
After doing pre-test the researcher gave treatment. The treatment would be conduct in four meetings. Each meeting took 90 minutes. For the first meeting the reseacher explain about reading by using Text Walk Strategy. All the students listened to the explanation then they made a group for discussing the material of the test that was given by the researcher.
Here were the general procedures of treatment:
a. The teacher asked students to look at the pictures, or pictures caption or map or chart.
b. The teacher asked students to look for indications of big ideas: words or headings in bold type, colored words or words with their pronunciation given.
c. The teacher asked students to read the first and last paragraph. What seems to be the major focus of the text according to the introduction.
d. The teacher told students that any questions that appear at the end of a text.
e. The teacher asked students to look at the questions.
f. The teacher gave several times with the entire class and discusses the questions.
4. Post-test
After giving the treatment the researcher gave a test to the students as a post-test. In the post-test the researcher distributed reading comprehension test. In this test the students were asked to answer 15 multiple choice questions.
Technique of Data Analysis
In analysis the data the researcher used the steps as follow;
1. Scoring Reading Test
To score students’ correct answer of pre-test and pos-test, the researcher used the multiple choices test, the point is 0-1 point of each item.
a. If the students answers are correct = 1 point b. If the answers are incorrect = 0 point
(Gay, 2006) 2. Scoring the students correct answer of pre-test and post-test
Score:!"#$% '"(()'# $*+,)( "- +#./)*#+
!0) #"#$% *.12)( 𝑥 100
3. Classifying the scores of the students’ pre-test and post-test as follow:
N o
Classification Range
1 Excellent 96-100
2 Very Good 86-95
3 Good 76-85
4 Fairly poor 66-75
5 Fair 46-65
6 Poor 36-45
7 Very poor 0-35
(Gay, 2006)
4. Computing the frequency on the rate percentage of the students’ score by using the following formula;
𝑃 = *3 𝑋 100 % Where: P: Percentage
n: Frequency
N: the total number of the students
(Gay, 2006)
5. Calculating the mean score of the students’ test by using the formula:
X= ∑34
Where: X : Mean Score
∑ 𝑥 : Total raw score N : Total number
(Gay, 2006)
6. Calculating the value of the t-test by using the formula:
Note:
t : Test of significance
: Test difference of mean score : The sum of difference
: The Square of the sum of the D N : Total number of students
(Gay, 2006) )
1 N ( N
N ) D D (
t D
2 2
- -
=
å å
D
å D2
å D )2
(
Findings
It has been stated in the previous chapter that the data was collected through reading comprehension test, the kinds of the test was multiple choise. The multiple choise was administered two times in pre-test and post-test. Pre-test aimed to know students’ prior knowledge without implementing Text Walk Strategy, while the post-test aimed to know wheather or not the students’ have improvement in their reading comprehension after having the treatment by using Text Walk Strategy.
The Classification, Frequency and Rate Percentage of the Students’ Pre-Test and Post- Test
The score of the students in pre-test and post-test were classified into some criteria such as the percentages criteria, frequency of students, and score of the students in pre-test and post-test. These are showed as in the following tables:
Classification, frequency, score and rate percentage of the students pre- test result.
No Score Classification Frequency Percentage
1 96 – 100 Excellent - 0%
2 86 – 95 Very Good - 0%
3 76 – 85 Good - 0%
4 66 – 75 Fairly Good 2 10%
5 46 – 65 Fair 13 65%
6 36 – 45 Poor 5 25%
7 0 – 35 Very poor - 0%
20 100%
The data in the table shows that the frequency and rate percentage of the students’
achievement in pre-test. From this table, it can be seen that there was 2 students (10%) out of 20 students said they were fairly good score, 13 students (65%) out of 20 students said they were fair score, 5 students (25%) out of 20 students said they were poor and none of them got
“ excellent and very good” score.
Classification, frequency, score and rate percentage of students posttest
No Score Classification Frequency Percentage
1. 96 – 100 Excellent - 0%
2. 86 – 95 Very Good 3 15%
3. 76 – 85 Good 4 20%
4. 66 – 75 Fairly Good 9 45%
5. 46 – 65 Fair 4 20%
6. 36 – 45 Poor - 0%
7. 0 – 35 Very poor - 0%
20 100%
The data in table above showed the frequency and rate percentage of the students’
achievement in post test. From this table, it could be seen that there were 3 students 15%
have very good score, 4 students (20%) have they were good score, 9 students (45%) have they were fairly good score, 4 students (20%) have they were fair score and none (0%) of
them got “poor and very poor” score. The data above describe there were 5 students (25%) in poor classification of pre-test score, there were 13 students (65%) in fair classification of pre- test score, it’s there only 4 students (20%) in fair classification. According to the data above concluded the used of Text Walk Strategy could improved the students’ reading comprehension.
The Students’ Mean Score
The calculation of the mean score of the students ‘result in pre-test and post-test and the mean score of the gain are presented as in the following table:
Calculating the mean score of the students in Pre-test and post-test
Mean score of pre-test (X1)
Mean score of post-test (X2)
Mean score of Gain (𝑫+)
55.25 75 19.75
The data in the table showed that the mean score of the students’ pretest with the total 1105 score was 55.25 which classified as fair, while the main score of the students’ posttest with the total 1500 score was 75 which classified as good. It means that the mean score of the students’ post-test was higher than the mean score of the students’ pre-test.
The value of t-test and t-table T- test T-Table 13.42 2.093
The data in the table above shows that the T-test was higher than T-table value (13.42
>2.093). It can be concluded that there was a significance difference between the result of the students’ pretest and posttest after using Text Walk Strategy in teaching reading. It means that the null hypothesis (H0) of this research is rejected and the alternative hypothesis (H1) acceptable because there is significance different between the pre-test by using Text Walk Strategy in developing students’ reading comprehension.
Discussion
This research used Text walk Strategy to develop students’ reading comprehension.
The eighth grade students of SMP dharma Yadi Makassar were the population of this research and the total numbers of students were 20. All the data of this research were collected through test.
Before the students were taught by using the strategy in this research, the researcher had given the students the pre-test. It aimed at finding out the students’ reading prior knowledge. After giving the pre-test, the students were taught by using Text Walk Strategy.
In the last step, the researcher delivered some reading text and asked the students to answer the question.
After having the data of both pre-test and post-test, the researcher then compared the students’ result of both pre-test and post-test. It aimed at finding out whether there was significance difference between the result of pre-test and post-test, in other words whether the result of post-test was higher than pre-test, and the followings are the detail discussions of the findings of this research.
By looking at the data shown in the previous section, it is known that the students’
minimum score of pre-test was 40 and the maximum score was 75. While in the post-test, the students’ minimum score was 60 and the maximum score was 90. It is also known that the students’ total score of pre-test (X1) was 1 105. And the students’ total score of post-test (X2) was 1500. Comparing the total score of pre-test and post-test, it is known that the students;’
total score of post-test was higher than the students’ total score of pre-test. In other words, it can be said that 1500 > 1105.
The other data showed that the students’ total gain was 395, and the students’ square of gain was 8625. And the minimum score of gain was 5 the maximum score of gain was 30.
The minimum of square of gain was 25 and the maximum of gain was 900. The data on the students’ scoring classification showed that in pre-test there were 2 students (10%) were classified into fairly good, 13 students (65%) were classified into fair and 5 students (25%) were classified into poor and none of them classified into “excellent”, very good and good score.”
Comparing with the students’ rate percentage and frequency of the students post-test, it is known that there were 3 (15%) students were classified into very good. 4 (20%) students were classified into good category. 9 (45%) students classified into fairly good, 4 (20%) students were classified into fair. In both post-test and pre-test no one (0%) student was classified as excellent.
In pre-test most students were classified as fair, while in post-test most students were classified as fairly good. It can be concluded that the researcher found the students have low ability in reading comprehension before the researcher taught used the Text Walk Strategy.
after the researcher taught reading comprehension by using Text Walk Strategy, the researcher found several students had increase their reading comprehension in the second meeting.
In pre-test no one student of 20 students was classified as very good, while in post-test there were 15% students were classified as very good. It explains that there was significance difference between the students’ result in pre-test and post-test in very good classification. In pre-test no one student of 20 students was classified as good classification, while in post-test there were 20% students were classified as good. It explains that there was a significance difference between the students’ score in good classification in pre-test and post-test. In pre- test there were 10% students were classified as fairly good classification, while in post-test there were 45% students were classification as fairly good. It also shows the difference score of students in pre-test and post-test. It can be concluded that only a few students got very good and good classification in pre-test, and there were more numbers of students got those classification.
In pre-test there were 65% students were classified as fair, while in post-test there were 20% students were classified as fair. It explains that there only a few numbers of students got fair score in post-test than in pre-test. In pre-test there were 25% students were classified as poor, while in post-test there was no student of 20 students was classified as poor score. It can be concluded that there were only a few students were classified as fair and poor in post-test than in pre-test.
Based on the students’ comparison of students’ pre-test and post-test, it can be concluded that there was a significance difference between the students’ result in pre-test and post-test.
After knowing the comparison of the students’ score of both pre-test and post-test, it is also important to know the students’ situation score. The students’ situation score deals with increase, unchanged, and decrease. All the students as the sample of this research have increased their score. And no one student of 20 students has not increased their score. It indicates that all the students’ score of post-test were higher than pre-test.
The another case shows that the mean score of the students’ pre-test was 55.25 while the mean score of the students’ post-test was 75. It reveals that the mean score of the students’ post-test was higher that the mean score of the students’ pre-test. This means that teaching reading by using Text Walk Strategy can improve the students’ reading comprehension of SMP Dharma Yadi Makassar. Students’ have improvement after doing treatment, where the reseacher applied Text Walk Strategy.
From the discussion above, it can be concluded that the eighth grade students of SMP Dharma Yadi Makassar have good comprehension after learning reading by using Text Walk Strategy. It means that using by Text Walk in teaching reading subject can improve the students’ achievement in reading comprehension.
CONCLUSIONS AND SUGGESTIONS
This chapter consists of two sections. The first section is conclusion which is based on the research findings. The second section is suggestion based on the conclusion.
Conclusion
Based on the finding and discussion of the research in the previous chapter, it can be concluded that using Text Walk Strategy can improve the students’ abillity at the eighth grade of SMP Dharma Yadi Makassar it can be seen from their achievement. Beside that, Text Walk Strategy made the students easily to read more reading text.
Suggestion
Based on the conclusion of the research above the researcher purposes some suggestion, there were suggested to English teachers to apply Text Walk Strategy in teaching reading, because this strategy can guide students to be active to learn the material and improve their reading comprehension. To apply this strategy, the researcher suggests teachers to prepare an interesting text, good media and questions. In this strategy the teacher should provide a chart to guide students in get information from the text. In addition, the teacher should use a worksheet and distributed to the students which helps the students to achieve the target of the learning. The last, the researcher suggest to continue this study because this strategy can help to improve students’ reading comprehension.
BIBLIOGRAPHY
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