The effectiveness of pre-reading activities (questioning and viewing pictures) in students’ comprehension in reading recount text

IN READING RECOUNT TEXT

(A Quasi Experimental Study at Senior High School in the First

Year Students of SMA Darussalam Ciputat in the Academic Year of

2013/2014)

LIA MARETNOWATI

NIM. 109014000204

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS

’

TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

(A Quasi Experimental Study at Senior High School in the First Year

Students of SMA Darussalam Ciputat in the Academic Year of

2013/2014)

“Skripsi”

Presented to the Faculty of Tarbiyah and Teachers‟ Training In Partial Fulfillment of the Requirements

for the Degree of S.Pd (Bachelor of Arts) In English Language Education Compiled by:

Lia Maretnowati 109014000204

Approved by:

Advisor I Advisor II

Nida Husna, M.Pd, MA TESOL Dadan Nugraha, M.Pd NIP. 19720705 200312 2 002

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA 2014

NIM : 109014000204

Jurusan : Pendidikan Bahasa Inggris

Alamat : Jalan Belimbing Rt. 03, Rw. 05, Kelurahan Procot, Kecamatan Slawi, Kabupaten Tegal, Jawa Tengah, 52412.

MENYATAKAN DENGAN SESUNGGUHNYA

Bahwa skripsi yang berjudul The Effectiveness of Pre-Reading Activities (Questioning and Viewing Pictures) in Students’ Comprehension in Reading Recount Text adalah benar hasil karya sendiri di bawah bimbingan dosen:

1. Nama Pembimbing I : Nida Husna, M.Pd, MA TESOL

NIP : 19720705 200312 2 002

Jurusan/Program Studi : Pendidikan Bahasa Inggris 2. Nama Pembimbing II : Dadan Nugraha, M.Pd

NIP : -

Jurusan/Program Studi : Pendidikan Bahasa Inggris

Demikian surat pernyataan ini saya buat dengan sesungguhnya dan saya siap menerima segala konsekuensi apabila terbukti bahwa skripsi ini bukan hasil karya sendiri.

Jakarta, 26 Juni 2014

Lia Maretnowati 109014000204

that Allah has given to the writer in writing this „skripsi‟. Peace and salutation be upon the prophet Muhammad, his family, his companions as well as his followers. Firstly, the writer also would thank to her beloved parents, Tarisno and Wasripah who always never stop teaching their precious meaning of life, giving their knowledge, giving their time and who always pray her every time; her sister and brother, Dian Retno Nurbaeti and Muhammad Rizki Nugroho, who always give support and motivation to her.

Secondly, the writer would like to address her thank and great gratitude to Nida Husna, M.Pd, MA TESOL and Dadan Nugraha, M.Pd as the writer‟s advisors, who give consultation with full of patience, help and guidance as valuable advice during developing this “Skripsi” and completing her work, may Allah SWT respond to their kindness much better.

Thirdly, the writer thought that she would never finish this skripsi fluently without their supports and their helps. Her gratitude also goes to:

1. All lecturers of English Education Department for teaching precious knowledge, sharing philosophy of life and giving wonderful experiences. 2. Drs. Syauki, M.Pd, the Head of English Education Department.

3. Zaharil Anasy, M.Hum, as the Secretary of English Education Department.

4. Nurlena Rifa‟i, M.A., Ph. D, the Dean of Faculty of Tarbiyah and Teachers

Training.

5. Marul Wa‟id, S.Ag, the Headmaster of SMA Darussalam Ciputat for giving

permission to the writer to do observation and conduct the research.

6. Firman Hardiansyah, S.Pd as the English teacher at SMA Darussalam Ciputat, for all sincere help, time, and guidance.

7. The students of first grade of SMA Darussalam especially X2 and X3, for being participants in this research.

8. All of her best friends in English Education Department 2009 academic year especially E class, she thanks them being her best friends.

Hopefully this „skripsi‟ will have some values for her and the reader.

Tangerang, January 7th 2014

Experimental Study at Senior High School in the First Year Students of SMA Darussalam Ciputat. Skripsi of English Education Department at Faculty of Tarbiyah

and Teachers‟ Training of Syarif Hidayatullah State

Islamic University.

Key words : Pre-Reading Activity, Reading Comprehension, Recount Text

The students‟ problem in comprehending reading text is caused by lack of

knowledge of the text. It was because they do not have background knowledge about the text. Thus, the teachers do not attract the students to read. To attract the

students‟ interest in reading, the writer applied pre-reading activities in teaching

reading skill. The purpose of this study is to know whether the use pre-reading

activities can enhance students‟ achievement in reading skill of recount text at the

first grade of SMA Darussalam Ciputat. The technique is intended for the English teacher to create a better technique in teaching reading. By purposive sampling, the writer took the samples. The sample of this study is 40 students taken from first grade of SMA Darussalam Ciputat, which are 20 students as experimental class and 20 students as controlled class. The method used in this study was a quantitative method and the design used in this study was a quasi-experimental design. In collecting the data, the writer conducted pre-test and post-test by serving reading comprehension test which consists 20 multiple choice items for each test. In analyzing the data, the writer used t-test. The result of this study shows that there is significant difference on students‟ comprehension in recount text with pre-reading activity. In the table of significance, it can be seen that on the df = 38 and in the degree of significance 5% and 1% the value of degree of significance is 2.02 and 2.71. By comparing the value to is bigger than tt, that is

2.02<5.05>2.71, the alternative hypothesis (Ha) is accepted and null hypothesis

(Ho) is rejected. Therefore, it can be interpreted that teaching reading through

pre-reading activity can enhance the students‟ comprehension. The conclusion of this research is there is significant difference in students‟ comprehension in reading recount text with reading activity. It is proved that students who are given pre-reading activity have higher score than the students who are not given pre-pre-reading activity treatment.

Comprehension in Reading Recount Text, (A Quasi Experimental Study at Senior High School in the First Year Students of SMA Darussalam Ciputat. Skripsi Jurusan Pendidikan Bahasa Inggris di Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta.

Kata Kunci : Pre-Reading Activity, Reading Comprehension, Recount Text

Permasalahan siswa dalam memahami teks bacaan adalah dikarenakan kurangnya pengetahuan akan teks yang dibaca. Hal ini dikarenakan siswa tidak mempunyai pengetahuan dasar akan teks yang dibaca. Terlebih lagi, guru tidak menarik minta siswa untuk membaca. Untuk menarik minat siswa dalam membaca, penulis mengaplikasikan aktivitas pre-reading dalam pengajaran kompetensi membaca. Penelitian ini bertujuan untuk mengetahui apakah aktifitas pre-reading efektif dalam pengajaran keterampilan membaca teks recount di kelas satu SMA Darussalam Ciputat. Teknik ini ditujukan kepada guru bahasa inggris supaya dapat mendesain teknik yang lebih baik dalam pengajaran membaca. Sampel yang digunakan dari penelitian ini adalah 40 siswa yang diambil dari kelas satu SMA Darussalam Ciputat, 20 siswa merupakan kelas eksperimen dan 20 siswa sebagai kelas control. Metode yang digunakan dalam penelitian ini adalah kuantitatif dan desainnya menggunakan eksperimen semu (quasi-eksperimental study). Dalam pengumpulan data penulis menggunakan post-test dengan menyajikan tes kemampuan membaca berupa 20 soal pilihan ganda. Dalam menganalisis data, penulis menggunakan t-test. Hasil dari penelitian ini menunjukkan bahwa adanya perbedaan yang signifikan dalam pemahaman siswa dalam membaca teks recount dengan menggunakan aktifitas pre-reading. Dalam tabel signifikansi, dapat dilihat bahwa df= 38 dimana derajat signifikansi 5% dan 1% adalah 2.02 dan 2.71. Dengan membandingkan, nilai to lebih besar dari tt yaitu

2.02<5.05>2.71, hipotesis alternatif (Ha) diterima dan hipotesis nihil ditolak. Oleh

Karena itu, dapat disimpulkan bahwa mengajar membaca melalui aktifitas pre-dapat meningkatkan pemahaman siswa akan teks yang dibaca. Kesimpulan dari penelitian ini yaitu terdapat perbedaan yang signifikan dalam kemampuan siswa dalam membaca teks recount dengan aktifitas pre-reading. Dapat diartikan bahwa siswa yang diberikan aktititas pre-reading mempunyai skor lebih tinggi daripada siswa yang tidak diberikan perlakuan aktifitas pre-reading.

Endorsement Sheet ... iii

Surat Pernyataan Karya Ilmiah ... iv

Acknowledgement ... v

Abstract ... vii

Table of Contents ... ix

List of Appendices ... xi

CHAPTER I INTRODUCTION A. Background of the Study ... 1

B. Problem Identification ... 4

C. Limitation of the Study ... 4

D. Formulation of the Study ... 4

E. Objective of the Study ... 4

F. Significance of the Study ... 5

CHAPTER II THEORETICAL FRAMEWORK A. Reading 1. Definition of Reading ... 6

2. Reading Comprehension... 8

3. Types of Reading Text ... 9

B. Recount Texts 1. The Definition of Recount Texts ... 11

2. Kinds of Recount Text ... 12

3. Linguistic Features of Recount Text ... 13

4. Schematic Structures of Recount Text ... 14

5.Recount Text in KTSP ... 15

C. Pre-Reading Activity 1.Definition of Pre-Reading Activity ... 16

D. Previous Study ... 22

E. Conceptual Framework ... 24

CHAPTER III RESEACRH METHODOLOGY A. Place and Time of the Research ... 27

B. Subject of the Research ... 27

C. Object of the Research ... 27

D. Research Method and Design ... 27

E. Population and Sample of the Research ... 28

F. The Implementation ... 28

G. Instrument of the Research ... 29

H. Technique in Collecting Data ... 30

I. Technique on Analyzing Data ... 30

J. Statistic Hypothesis ... 31

CHAPTER IV RESEARCH FINDINGS A. Data Description ... 33

B. Data Analysis ... 35

C. Test of Hypothesis ... 39

D. Data Interpretation ... 40

CHAPTER V CONCLUSION A. Conclusion ... 43

B. Suggestion ... 43

REFERENCES ... 45

Appendix 3. Pre-Test ... 50

Appendix 4. The Answer Key of Pre-Test ... 59

Appendix 5. Score of Pre-Test ... 60

Appendix 6. The Anates Result ... ₆₃

Appendix 7. Validity Test ... 70

Appendix 8. Lesson Plan (Experimental Class) ... 75

Appendix 9. Lesson Plan (Controlled Class) ... 87

Appendix 10. Post-Test ... 99

Appendix 11. The Answer Key of Post-Test ... 105

Appendix 12. The Pictures of Post-Test ... 108

CHAPTER I

INTRODUCTION

A.

Background of the Study

In learning English students are expected to use the four basic English skills, that are listening, speaking, reading, and writing. Listening and reading are receptive skills while speaking and writing are productive skills.1 As one of receptive skills, reading becomes important for students in order to comprehend some kinds of texts which are learned at school.

Therefore, being able to read is important nowadays. Through reading we get a lot of information, knowledge, enjoyment, even problem solution.2 The ability to read the text in any form will give advantage in our life. For the students, reading can be essential to develop their knowledge in studies.

In Senior High School, students learn several kinds of text, such as procedural text, narrative text, descriptive text, report text etc. Recount text is one of texts which are taught in Senior High school. While it is mentioned in

Peraturan Menteri Pendidikan Nasional, No. 22 tentang Ruang Lingkup Mata Pelajaran Bahasa Inggris untuk Sekolah Menengah Atas / Madrasah Aliyah, the scope is, “Kemampuan memahami dan menciptakan berbagai teks fungsional pendek dan monolog serta esei berbentuk procedure, descriptive, recount, narrative, report, news item, analytical exposition, hortatory exposition, spoof, explanation, discussion, review, public speaking.”3

Based on the description above and based on writer‟s observation at the first year students of Senior High School at SMA Darussalam Ciputat, She found that the students still face some difficulties in answering and understanding the texts especially recount texts.

1

Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman Publishing, 1991), p. 16.

2

Jo Mc. Donough and Chripstoper saw, Materials n Methods in ELT, United Kingdom: Black Well, 1993), p. 102-103.

3

Depdiknas, Peraturan Menteri Pendidikan Nasional, No. 22 Th. 2006 Tentang Standar Isi Mata Pelajaran Bahasa Inggris untuk Sekolah Menengah Atas/ Madrasah Aliyah (Jakarta: 2006), p. 308.

The students‟ problem in reading is the feeling that they do not know what the text is about. This problem happens in SMA Darussalam Ciputat which is connected with vocabulary mastery. Most of students will surrender in trying comprehending the text which is interrupted by lacking of vocabulary. So, it becomes problem for them in understanding the whole passage and then they stop reading.

From this observation, the problem connects with the student‟s lack of vocabulary. They think that they do not have enough vocabulary to comprehend the text. In addition, they lack of interest and unattractive teaching method. Therefore, the students need variation in learning English. By changing the learning method, the students are expected to be more interested in reading activity.

One of the techniques is pre-reading activity which it can engage students in activity before reading. It will stimulate them in reading. These problems are occurred in SMA Darussalam Ciputat. The students are not interested in reading the text. Therefore it will be very good, if we can find the method which can

increase the students‟ interest to learn reading.

Grellet stated that “Reading is an active skill.” 4 Therefore, applying pre-reading activity will increase students‟ attention in reading. The students have to work with the materials actively. The conclusion is the teacher is expected to hold an attractive activity to involve students to be active in the classroom.

Pre-reading activity could be a way to students to comprehend English text easily. Therefore through pre-reading activities by brainstorming their mind to related topic, they activate their background knowledge that it may take advantage for them to comprehend the text better. As Hudson said that “Prior

knowledge may have some effects in students‟ understanding because a reader

who already has an elaborate schema can more easily fit incoming textual

4

Francoise Grellet, Developing Reading Skills: A Practical Guide to Reading Comprehension Exercise, (Cambridge: Cambridge University Press, 1981), p. 8.

information into those schemata.”5 This assumption is related to how students comprehend the text.

Based on explanation above, the writer hopes that students feel easy to apply and to practice this technique in understanding reading text, especially in recount text. Moreover, the influence of Pre-reading activity also helps students improve their achievement in English reading skill.

In this research, the writer will conduct the research using pre-reading activity in teaching recount text in SMA Darussalam. Hopefully by using pre-reading activity, students can be helped to comprehend recount text easily. Therefore, based on the explanation above, the writer will conduct the research

with the title: “The Effectiveness of Pre-Reading Activity in Students‟

Comprehension in Reading Recount Text (A Quasi Experimental Study at Senior High School in the First Year Students of SMA Darussalam Ciputat in the Academic Year of 2013/2014.

B.

Problem Identification

Identification of the problem:

1. The students do not involve actively in reading activity.

2. The teacher‟s method may not attract students in teaching reading.

3. The students need to activate their background knowledge before reading. 4. The students are not interested in reading.

5. The students have low motivation in reading English text.

6. There is low achievement in student‟s comprehension in reading recount

text.

C.

Limitation of the Study

To avoid misunderstanding in interpreting the problem, it is necessary to make the limitation of the study. The problem will be limited on the teaching recount texts using pre-reading activity to affect the student‟s reading skill that

5

Thom Hudson, Teaching Second Language Reading, (New York: Oxford University Press, 2007), p. 142.

applied in first year students SMA Darussalam Ciputat in academic year of 2013/2014.

D.

Formulation of the study

The formulation of the study which is conducted “Do the Pre-Reading Activities Enhance the Students’ Comprehension in Reading Recount Text at the

First Grade of SMA Darussalam Ciputat?”

E.

Objective of the study

The objective of the study is to find empirical evidence whether or not the use Pre-Reading Activities enhance student‟ comprehension in reading recount text at the first grade of SMA Darussalam Ciputat.

F.

Significance of the study

The result of this research is expected to be useful for the writer, so it will broaden her knowledge in teaching reading. The research also will give information to the teacher the benefit of using pre-reading in teaching reading. In addition, by using pre-reading activity, teacher can stimulate his/her students to read recount text materials in order to improve students‟ reading comprehension in recount text. For the students, they will have better improvement in reading habits and in their achievement on reading comprehension. Then, for the readers, the research also informs them about the effectiveness of pre-reading activity in

students‟ comprehension in reading recount text.

G.

Hypothesis

a. Null Hypothesis (Ho)

There is no significant difference on student‟s understanding in recount text

with and without pre-reading activity in reading comprehension test. b. Alternative Hypothesis (Ha)

There is significant difference on students‟ understanding in recount text with and without pre-reading activity in reading comprehension.

For further information, the writer followed some assumptions as bellow: 1. If the result of calculation to (t observation) is higher than tt(t table), to>tt,

there is significance and the alternative hypothesis (Ha) are accepted and null hypothesis (Ho) is rejected. It means that the experiment technique is

accepted.

2. If the result of calculation to (t observation) is lower than tt (t table), to<tt,

there is no significance difference and alternative hypothesis (Ha) is rejected and the null hypothesis (Ho) is accepted. It means that the experiment

1.

Definition of Reading

Reading is one of the four language components; it is an important element that cannot be separated from each other in language learning process. As a result, it becomes important for foreign language learners to learn and to master on it.

Simply put, reading is making meaning from print and from visual information.1 But reading is not a simple activity, reading is a complex activity and need some process, as De Boer and Dallmann state that “Reading is a much more complex process. Reading involves recall, reasoning, evaluation, imagining,

organizing, applying, and problem solving.”2

This statement explains that reading requires a lot of skills to achieve the purposes of reading itself.

In addition, according to Bamman, “Reading is a many-sided, very complex activity. It has been variously described as a process, a mode of thinking, a kind of real experience, a type of vicarious experiencing, an aspect of

communication, and a tool subject.”3

It must be viewed from every angle to complete the process of understanding. Therefore, in reading is needed full attention to comprehend the content, because it involves brain to work.

Alderson stated that there are two aspects in reading: process and product.4 In the process of reading there happened many things. The reader thinks about what he is reading, what the text means or what he expects from the text. This statement proves that in reading, there is cognitive process in reader‟s mind.

1

Judi Moreillon, Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact (Chicago: American Library Association, 2007), p. 10.

2

John J. De Boer & Martha Dallmann, The Teaching of Reading, (New York: Holt, Rinehart and Winston, Inc, 1964), Revised Edition, p. 17.

3

Henry A. Bamman, Fundamentals of Basic Reading Instruction, (New York: David McKay Company, 1963), 2nd Editon, p. 1.

4

Reading is an activity or process in getting information. Reading involves the interaction because it is one of skills which are highly connected with

someone‟s language ability. When people read they construct and research for

meaning based on their own perception to the text brings to them.

Penny Ur stated, “Reading is understanding. If you read the words but you do not know what they mean, that is not reading. A foreign language learner, who says „I can read the words, but I don‟t know what they mean‟.”5 Someone cannot be said reading if he does not understand what he read. Reading needs deeper comprehension to understand the text. Therefore we need to analyze what we are reading to know the content of the text.

Knowing the text involves the minds to work. It relates to cognitive

ability. As Alderson said “The number of different theories of reading is simply

overwhelming, how reading relates to other cognitive and perceptual abilities, how it interfaces with memory.”6 This means that reading stage involves reader‟s mind to work hard in interpreting the text.

Moreover Daiek and Anter said “Reading is an active process that depends on both an author‟s ability to convey meaning using words and your ability to create meaning from them.” 7 So, to read well, someone needs a skill in reading. This skill must be built as frequently as people can, because reading skill needs behavior to be better understanding. Therefore, we can get information about what the author has written.

From these definitions, reading is not only to read the printed text into spoken language, but also to decode the text and to make a connection between the readers‟ knowledge and the text they read in order to understand the text based on their purposes. In addition, reading also is a process which involves the readers‟ previous knowledge and the text they read in order to comprehend the text.

5

Penny Ur, A Course in Language Teaching: Practice and Theory, (Cambridge: Cambridge University Press, 1996), p. 138.

6

Alderson, op. cit., p. 1. 7

Deborah Daiek & Nancy Anter, Critical Reading for College and Beyond, (New York: McGraw-Hill, 2004), p. 5.

2.

Reading Comprehension

Reading and comprehension are two things that cannot be separated. Reading means understanding the text and it is the same things as comprehension. Reading comprehension is understanding a written text which means extracting the required information from it as efficiently as possible.8 It needs deeper comprehension to know what the text means.

Bammann stated, “Basic to good comprehension is an understanding of the manner in which words are fused into meaningful phrases, phrases into sentences, and sentences into paragraphs”.9 To be a good reader, someone needs a deeper comprehension to know what the meaning of the text is.

Gillet, Temple and Crawford give some characteristics in good

comprehension, “Good comprehenders summon up their prior knowledge about

the topic of reading, they ask question about the topic before and during the reading, they make appropriate inferences when ideas are not explicitly stated, they find main ideas, they summarize, and they make mental images from the

words in the text.”10

So, the readers need some skills to comprehend the text. Based on RAND Reading Study Group, “Comprehension entails three elements: a. The reader who is doing the comprehending

b. The text that is to be comprehended

c. The activityin which comprehension is a part.”11

Those elements are related to each other which decide the quality of reading comprehension of the reader.

Based on De Boer and Dallman, there are causes of difficulties in comprehension: a. Limited Intelligence

b. Undesirable physical Factors c. Overemphasis on word recognition d. Overemphasis on Oral Reading

e. Insufficient Background for Reading a Selection

8

Francoise Grellet, Developing Reading Skills: A Practical Guide to Reading Comprehension Exercise, (Cambridge: Cambridge University Press, 1981), p. 3.

9

Bamman, op. cit., p. 224. 10

Jean Wallace Gillet, Charles A. Temple and Alan N. Crawford, Understanding Reading Problems, (Boston: Pearson Education, Inc, 2012), p. 166.

11

RAND Reading Study Group, Reading for Understanding: Toward in R&D Program in Reading Comprehension, (Santa Monica: RAND, 2002), p. 11.

f. Failure to Adjust reading techniques to reading purpose and type of reading material

g. Lack of appropriate teacher guidance.12

It is stated that teacher‟s guidance also become a factor of failure of

comprehension. To solve the lack of reading comprehension, pre-reading activities could be one of the teacher‟s activities which can be used to guide or

stimulate student‟s interest in text. As the sixth factor mentioned above, the

reading technique is needed in teaching reading.

From those definitions, it can be concluded that reading comprehension refers to the understanding of what has been read. Comprehension is processing skills that depends not only on the comprehension skills but also depends on the readers‟ generalize knowledge and acquisition skills.

3.

Types of Reading Text

Text can be divided into different text types. Each text types have their own structure that can be recognized by users. Text types are used by speakers and writers to communicate to others for certain purpose.

There are two main categories of text: literary and factual.13 Within these are various text types. Each text types have a common structure.

“The main literary text types are: narrative, poems and dramas. These types are used to tell us about human experiences, usually in an imaginative way.”14 The purpose of this kind of text is to entertain the readers. It is usually inserted by pictures, some expression to illustrate the story. When we want to summarize those literary texts, the response text can be created.

Another text types is factual text. “Factual text types present information or ideas. The purpose of these texts is to inform, instruct, educate, or persuade the listener or reader.” It can be concluded that factual text is contained of facts,

12

Boer & Dallmann, op. cit. p. 132-134. 13

Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra: MacMillan Education, 1998), p. 2

14

information about our life, or recent news which is exist surrounding our environment.

The main factual text types are: a. Explanation

b. Information Report c. Discussion

d. Recount

e. Factual Description f. Procedure

g. Procedural Recount. 15

Hartono in his book divides genres of text into two kinds. Those are Story Genres and Factual Genres.16 In story genres, he divides into Narrative, News story, Exemplum, Anecdote, Recount, and Spoof, while factual genres is divided into Procedure, Explanation, Report, Exposition, Discussion, Description, Review, News Item, and Commentary.

The social function some kinds of text, based on Hartono:

Story Genres

Social Function

Narrative To amuse, entertain and to deal with actual or various experience in different ways.

News Story/ Items

Factual text which informs readers events of the day which are considered newsworthy or important.

Exemplum To deal with incidents that are in some respects out of the usual, point to some general value in the cultural context. Anecdote To share with others an account of an unusual or amusing

incident

Recount To retell events for the purpose of informing or entertaining. Spoof To retell an event with a humorous twist.

Factual Genres

Social Function

Procedure To describe how something is accomplished through a sequence of actions or steps.

Explanation To explain the processes involved in the formation or workings natural or socio-cultural phenomena.

Report To describe the way things are, with reference to arrange or natural, manmade, and social phenomena in our environment.

15

Ibid.

16

Analytical exposition

To persuade the reader or listener that something is the case. Hortatory

Exposition

To persuade the reader or listener that somehting should or should not be the case.

Discussion To present (at least) two points of view about an issue. Description To describe a particular person, place or thing.

Review To criticize an art work or event for a public audience.

Commentary To explain the processes involved in the formation (evolution) of a socio-cultural phenomenon, as though a natural phenomenon.17

In conclusion, the text types represent the most common ways in which language is structured to achieve a certain purpose. Writers and speakers use these structures in order to help the reader or listener understand the text.

B.

Recount Texts

1.

The Definition of Recount Texts

In communication, sometimes we want to inform others about the past activities, such holiday event, weekend activity, seminar event etc. In written text, those information can be arranged in recount text.

Anderson and Anderson stated,”A recount is a piece of text that retells past

events, usually in the order in which they occurred. ”18 Recount text simply can be defined as a text type to inform the past activity.

In addition, Based on Priyana, ”A recount text is a text that tells us about a

part of experience.”19

Recount texts tell a series of events that can be an experience of someone in his life.

Recount text is used to reconstruct and to describe something that has already happened. It is used to retell someone‟s experience. It also includes the author‟s or other people‟s feeling and responses to these experiences.

The social function of recount text is to retell events for the purpose of informing or entertaining.

17

Hartono, op. cit., p. 6. 18

Anderson & Anderson, Text Types in English 3, op. cit., p. 24. 19

Joko Priyana et. al., Interlanguage: English for Senior High School X, (Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional, 2008), p. 18.

The purpose of a recount text is to give the audience a description of what occurred and when it occurred.20 It gives us the information about the text which is needed in a recount text.

The strategy to read recount text is:

Bacalah judul dan paragraf pertama untuk mendapatkan orientasi umum tentang peristiwa. Tetapkan tujuan membaca berikutnya: menelaah keseluruhan peristiwa secara lebih detail, atau mencari informasi tertentu. Bacalah kelanjutan teks itu dengan lebih cermat untuk tujuan pertama, atau lakukan scanning untuk mencapai tujuan kedua.21

Djiwandono, explained that “The strategy to read recount text is first read

the title and first paragraph to get the general orientation about the situation. Establish the purpose of reading whether to get the whole incident more detail or to get the certain information. Then read the text more detailed for the first purpose or do the scanning technique to get the second purpose”.22

Based on those descriptions about recount text, it can be concluded that recount text is a text which tells a sequence of events which happened in the past time. It serves the reader about what occurred and when it occurred.

2.

Kinds of Recount Text

Mukarto et. al., stated that there are three kinds of recount text, those are: a. Personal Recount

A personal recount text usually retells an experience in which the writer was personally involved. It lists and describes past event experiences by retelling events. It presents the events chronologically (in order in which they happened). The purpose of personal recount text is to inform or to entertain the reader.

b. Procedural Recount

A procedural recount records events such as a science experiment or a cooking experience. The purpose of procedural recount texts is to inform listeners or readers.

c. Biographical Recount

20

Emi Emilia, Teaching Writing: Developing Critical Learners, (Bandung: Rizqi, 2010), p. 106.

21

P. Istiarto Djiwandono, Strategi Membaca Bahasa Inggris, (Jakarta: Gramedia Pustaka Utama, 2000), p. 70.

22

The purpose of biographical recount is to inform the reader by retelling past events and achievements in a person‟s life. A biographical recount uses specific names of the people involved in the biography. 23 In addition, based on Anderson and Anderson, “A procedural recount details, in sequential order, the steps that have been taken to achieve a goal. It is written after the procedure has been completed.” Example of procedural recount text include, writing up a science experiment, show something was made, show something was fixed, show how one moved from A to B. 24

Examples of recount texts also includes eyewitness accounts, newspaper reports, letters, conversations, television interviews, speeches.25

In conclusion, there are several kinds of recount text. Recount text not only tells about someone past experinces, but also it could be about someone‟s biography, or procedure to make something. Those kinds of text also influence the function of the text.

3.

Linguistic Features of Recount Text

Anderson and Anderson mention, “The language features found in a recount text are:

a. Proper nouns to identify those involved in the text

b. Descriptive words to give details about who, what, when, where and how. c. The use of past tense to retell the events

d. Words that show the order of events (for example, first, second, next, then, finally, et cetera).” 26

Moreover Emi Emilia stated that,

A recount also has several linguistic features, among others:

a. Use specific participants: a younger brother, sister, mother, father, or the writer him/herself: I, my brother, my mother (I have an older sister. Her nameis Ani…);

23

Mukarto, et.al, English on Sky 2, (Jakarta: Erlangga, 2007), p. 62-175. 24

Anderson and Anderson , Text Types in English 3, op. cit., p. 30-31 25

Anderson and Anderson. loc. cit.

26

Mark Anderson and Kathy Anderson, Text Types in English 1, (South Yarra: MacMillan Education, 1998), p. 50.

b. Use of the past tense: (Last holiday I decided to spend my vacation)

c. Use of temporal and additive conjunction: to connect the messages of clauses (Martin, 2009: 156) and help make the text cohesive: After, when, then, before, during, or conjunctions such as “first, next, then”;

d. Personal comments (except for factual Recount) (The holiday

was cool…: I was happy because I had a great vacation in

Italy).27

In conclusion, in recount text there must be some linguistic features to support the content of the text. As on the other kinds of text, there are similarities each other. They are using participants, using past tense as time signals, using conjunction and showing the details to support the content of the story.

4.

Schematic Structures of Recount Text

Even though there are several kinds of recount text, basically they have the same characteristics in the schematic structures. Emilia stated that a recount text consists of three parts, those are:

a. Orientation

In orientation, it is mentioned some events which is also stated the participants, place, or time information in that story.

b. Events

This part introduces series of events which is happened in the story. c. Reorientation

It is the part how the story goes back to the beginning point and sometimes the author also gives the comments or his opinions about the events happened.28 Reorientation is optional and closure of events.29 It is the last part of the text. It consists of the summarizing of events and also the ending of the story.

27

Emilia, op. cit., p. 107. 28

Emilia, op. cit., p. 107. 29

Utami Widiati et al., Contextual Teaching and Learning: Bahasa Inggris Sekolah Menengah Pertama, Kelas VII, (Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional, 2008), 4th Edition, p. 29.

Some recounts text may not have the conclusion paragraph, because it is optional. In this part, it usually consists of comments of the author, but it may be added or not. As Emi Emilia said that “Some recounts have evaluative comments or a conclusion which may constitute the writer‟s comment on events described previously, but this is just optional. The conclusion is written in the last paragraph, and because this part is optional, some recounts may not have this conclusion paragraph.” 30 Therefore, someone can add comment or just ignore it.

Pardiyono stated that, “to make recount text, first the teacher should know rhetorical structure of recount text: (1) make orientation, that is text element which contains topic or something that will be infomed to the readers, then (2) record of events, and the last is (3) re-orientation.”31

In conclusion, schematic structure means how the paragraph is structured in order the purpose of the writer can reach the reader effectively. This part also includes what information put into each of the unit of the paragraph.

5.

Recount Text in KTSP (Kurikulum Tingkat Satuan

Pendidikan)

Recount text is taught in Senior High school, while it is mentioned in

Peraturan Menteri Pendidikan Nasional, No. 22 tentang Ruang Lingkup Mata

Pelajaran Bahasa Inggris untuk Sekolah Menengah Atas / Madrasah Aliyah. The

scope is, “Kemampuan memahami dan menciptakan berbagai teks fungsional pendek dan monolog serta esei berbentuk procedure, descriptive, recount, narrative, report, news item, analytical exposition, hortatory exposition, spoof, explanation, discussion, review, public speaking.”32 Therefore, recount text is included into the curriculum and recount text is one of the texts that is learned at the first grade of Senior High School.

30

Utami Widiati et al., loc. cit. 31

Pardiyono, M.Pd, Pasti Bisa! Teaching Genre-Based Writing: Metode Mengajar Writing Berbasis Genre Secara Efektif, ( Yogyakarta: CV. Andi Offset, 2007), p. 63.

32

Therefore in Senior High School, students are attempted to comprehend and compose short functional text and monologue in several kinds of text, and recount text is one of those texts.

C.

Pre-Reading Activity

1.

Definition of Pre-Reading Activity

In the contemporary practice, a reading lesson is usually divided into three parts, the pre-reading, while-reading, and post-reading stages, each of which has its own particular aims and procedure.33

“The pre-reading stage can be interpreted as the phase before students are given the reading texts.”34 This phase usually brainstorms or arouses student‟s prediction about text. In the pre-reading stage, the teacher will encourage the students to activate their background knowledge with the topic they learn.

Lewin divides reading activities into four steps; they are Prepare, First Dare, Repair and Share. Pre-reading activities are defined as Prepare activities which is “It is prerequisite for constructing meaning in any subject on any topic.”

35

So, pre-reading is a stage before reading is started which students are asked to make anticipation about the reading text topic.

Moreover, Silberstein states pre-reading activities are activities created which occurs before the students read the whole passages or text.36 Before students read any text, teachers can direct their attention to how a text is organized. It could be a way to help students comprehend the text easily.

33

Marianne Celce-Murcia, Teaching English as a Second or Foreign Language, (Boston: Heinle and Heinle Publishers, 1991), 2nd Edition , p. 202.

34

Sara Puspita Sari, “The Effectiveness of Pre-Reading Activities to Improve Students‟

Reading Comprehension,“ Skripsi of Syarif Hidayatullah Islamic State University Jakarta, Jakarta, 2007, p. 3, not published.

35

Larry Lewin, Paving The Way in Reading and Writing: Strategies & Activity to Support Struggling Students in Grade 6-12.( San Fransisco: Jossey-Bass, 2003), p. 18.

36

Sandra Silberstein, Techniques and Resources in Teaching Reading, (New York: Oxford University Press, 1994), p. 44.

Pre-reading strategies allow students to think about what they already know about a given topic and predict what they will read or hear.37 Therefore, by understanding what the students want to read, it will help them to comprehend the text better. It will affect on student‟s reading comprehension test achievement.

Reading educators such as Betts and Stauffer “They recommended a lesson structure that provides not only for comprehension-oriented activities during reading but for pre- and post- reading discussions to integrate children‟s prior knowledge and to help them evaluate what they have learned.”38 From this statement, pre-reading can give benefit in recalling student‟s knowledge. This activity could help students in comprehending the text by facilitating them in pre-reading activity. Because they have background knowledge about the text, before they face the text.

In conclusion, pre-reading activity is an activity which is held before main reading activity. This activity usually is held in order to brainstorm students‟ knowledge which is connected with the text. This activity has function as the media before the main reading process happens to help students comprehend the text easily.

2.

Goals of Pre-Reading Activity

The pre-reading activity is established to help students make schemata or prior knowledge about the text that they want to face. This activity makes students have background knowledge about the text.

Wilson and Chase states “The goals of pre-reading stage are to activate or build, if necessary) the students‟ knowledge of the subject, to provide any language preparation that might be needed for coping with the passage, and, finally, to motivate the learners want to read the text.”39 The motivation of reading

37

Richard Nordquist, http://grammar.about.com/od/pq/g/Prereading.htm, taken on January, 2013 at 03.20.

38

Jean Osborn, Paul T Wilson, Richard C Anderson (ed),Reading Education: Foundations for a Literate As: Lexington Books, 1985), p. 326.

39

is built before they read. The aims are to attract students‟ interest in reading text. When they are attracted to the text, the students will comprehend the text easily.

Based on Willis, “The goals of pre-reading is to give students an overview

of the topic, book, or story to be read so they can develop mental templates upon

which to pattern the new information.”40

Therefore, pre-reading activity is needed in reading class. Giving the students such a predicting cues to warm up their brains will give many benefits. This activities purpose is to shape background knowledge to make a base to new information.

In conclusion, pre-reading activities have beneficial goals in giving

students‟ preparation before reading. There are some strategies that can be used to

make connection in the readers‟ thought. The most important one is to set reading purposes before someone begins to read.

3.

Kinds of Pre-Reading Activities

In pre-reading, there are kinds of pre-reading. Pre-reading allows teacher to create some activities in order to attract students to read. From this activity, students are expected to comprehend the text easily.

Silberstein said that, “Pre-reading activity can be these following activities which are designed to do before the students read:

a. Class discussion anticipating content

b. Previewing: Students complete the following activities in pairs, working back and forth between the text and paired discussion.”41

Those activities involve students to cooperate each other in anticipating the text. It will give advantages to low achievement students. They will be helped by conditioning them in pair or in groups. From this explanation, it will give us information that pre-reading could be a way for students to comprehend the text.

In addition, Moreillon stated that:

40

Judy Willis, M. D., Teaching the Brain to Read: Strategies for Improving Fluency, Vocabulary, and Comprehension, (Virginia: Association for Supervision and Curriculum Development, 2008), p. 131.

41

Cues and questions help students‟ minds begin to focus and prepare for the literacy event to come. This information is used to shape the listening or reading experience. These introductions often help students to remember and connect with what they already know about a topic, theme, author, or illustrator. These cues and questions, then, are linked to the background knowledge strategy.42

Pre-reading activities helps the students to prepare their minds to be ready in reading the text. The students are invited to recall their previous knowledge related to the text.

Additional Pre-Reading Strategies:

1. Overviews: The activities in overviews are class discussions, printed previews, photograph, outlines or films.

2. Vocabulary Previews: Giving the students some vocabulary related to the reading topic before reading activities.

3. Structural Organizers: Previewing the structural organization of the text before reading, to improve student‟s comprehension related to the form of the text that they will be faced.

4. A Purpose for Reading: Setting the purpose of reading to guess what the text is which the question could be come from teacher.

5. Author Consideration: This strategy is considering what the author tries to convey in his work through understanding his field on his certain work.

6. KWL: This strategy involves three metacognitive steps in reading expository text. That is: What do I Know? What do I Want to learn? What did I Learn? 43

In conclusion, there are several kinds of pre-reading. Pre-reading involves

teachers‟ preparation in holding the activities before the reading class. The use of

kinds of pre-reading activities is based on the purposes of reading. It also adjusted

to the students‟ needs and also teachers‟ ability to conduct pre-reading activity.

42

Moreillon, op. cit., p. 60. 43

Karla Porter, M. Ed, Reading: Pre-Reading Strategies , 2013, http://departments.weber.edu/teachall/reading/prereading.html date taken on October, 8 2013, 08.51 am.

4.

The Steps of Pre-Reading Activity

Hadfield stated about simple reading activity was designing reading activities; they are Lead in, Read and Respond and Follow up.44 While Lead In, introduces the learners to the topic and focuses their attention. This activity is as the activity before reading. It can be mentioned as pre-reading activity.

“The aim of the Lead In is to get the learners to start thinking about the topic of the reading text before someone can actually show them the text itself, and perhaps introduce or familiarize them with a few vocabulary items from the text.” 45 The teacher can use a variety of techniques to stimulate the learners‟ interest, question and answer, pictures, or a short discussion.

Students are more attractive about something visually. Because by seeing some pictures about the events about the text, it will help them to comprehend the text easily. As Sandra Silberstein stated that, “Pictures are a great source of inspiration. Storytellers work in pictures, so putting a story together based on pictures or paintings or photographs is a good way of thinking visually. Pictures are snapshots of events; they capture what is going on for one second of that story.”46

In steps of pre-reading, the teacher usually brainstorms or arouses student‟s prediction about the text. Based on Ajideh, “Brainstorming has many advantages as a classroom procedure. First, it requires little teacher preparation; second, it allows learners considerable freedom to bring their own prior knowledge and opinion to bear on particular issues; and third, it can involve the

whole class.”47

Therefore, pre-reading activity involves many participants, such as the teacher, students as the object of the technique itself. The teacher should

attract students to recall students‟ prior knowledge and their interest about the

44

Jill Hadfield and Charles Hadfield, Simple Reading Activities, (New York: Oxford University Press, 2000), p. 2.

45

Ibid.

46

Alison Davies, Storytelling in the Classroom: Enhancing Traditional Oral Skills for Teachers Pupils, (London: Paul Chapman Publishing, 2007), 1st Edition, p. 15.

47

Parviz Ajideh, Schema–Theory Based Considerations on Pre-reading Activities in ESP Textbooks, The Asian EFL Journal. Teaching Articles,16, 2006, p. 7.

text. This activity also gives a chance to the teacher and students even a whole class to interact each other.

RAND Reading Study Group stated that, “In the pre-reading micro period, the reader arrives with a host of characteristics, including cognitive, motivational, language, and non-linguistic capabilities, along with a particular level of fluency.”48 The pre-reading also determines how reader involves with the text, what they interrelate the text with their skill in reading, etc.

In addition of pre-reading steps, Lewin mentioned that there are menus of Reading Prepare Strategies:

a. Survey the piece by reading the title.

b. Think about the title by converting it into a question.

c. Think about the title by making a prediction about what will happen. d. Look over the text structure: notice columns, paragraphs, font size

changes, use of italics and boldface type.

e. Skim the piece on the look-out for proper names, places, dialogue, illustrations.

f. Look at the length of the piece and estimate how long it will take to read it.

g. Read the author‟s name.

h. Think about the author by recognizing (or not recognizing) the name. i. Think about by recalling other pieces written by the same person. j. Think about the author by reading the short bio, if provide.

k. Sample the piece by reading one or two opening paragraphs and a middle paragraph.

l. Understand the teacher‟s reason for assigning this piece, or set your

own purpose for reading it.

m. Take in all this preview data and recall any prior knowledge that is

applicable. Ask, “What do I already know that will help me understand

this story or topic?” 49

From those explanations, the writer concludes that steps in pre-reading enclose the things that someone does before reading. The activities are done before someone starts reading in order to increase his capacity to understand the material. From their better understanding, the students could increase reading comprehension.

48

RAND Reading Study Group, op. cit., p. 12. 49

In this research, the writer will use two kinds of pre-reading activities, those are: background knowledge strategy by brainstorming and showing pictures. Brainstorming about the related text will help the students to be introduced in some knowledge which they have already known. Then showing them pictures related the text will make them easier to predict the text. It can be base to better understanding.

In this research the writer will conduct treatment to experimental class using brainstorming (questioning) and pictures, while the writer will not conduct treatment to controlled class. Before reading activity is started, the writer will show them the pictures and brainstorm their knowledge about the text by questioning about the text. The writer will ask them some questions related the topic. Then, the writer will read aloud the text to the students and showing them some pictures. When the writer finishes her reading aloud, she will ask one of the students to read aloud in front of the class while. She also corrects their pronunciation. The wrong pronunciation of words will be written on the whiteboard and the writer will give them the right one.

After pre-reading activity is completed, the writer let them to read individually. Then, the writer gives the students reading comprehension test related to the text.

D.

Previous Study

Several studies were conducted by some researcher about pre-reading activities. Thus, in this section some research findings of the effectiveness of pre-reading activities in teaching pre-reading comprehension. Those will be elaborated briefly to give support to this study.

Sari on her study with the title “The Effectiveness of Pre-Reading

Activities to Improve Students‟ Reading Comprehension: A Case Study at the

second Grade of Budi Mulia Senor High School in Ciledug 2006/2007)”. The population of this research is second year students of SMA Budi Mulia. There were 7 classes while the writer took randomly 2 classes as the experiment class and controlled class. There are 30 students in each class. The research was

conducted in four meetings. The writer used reading comprehension tests as the instrument of the research, which is 20 multiple choices. There were 5 items for each meeting with one theme. In pre-reading stage, the students in experiment class are taught using pre-reading activities by asking them some questions related to the theme and by showing the pictures to students. After pre-reading stage, the teacher asked few students to read aloud the text and correct mispronunciation. Then the teacher asked the students about the difficult word or she gave a clue. Then, the teacher gave the students about reading comprehension test. The writer used t-test in analyzing the data with df or db= (Nx+Ny)-2. The result is there is significance difference between the result of teaching using pre-reading activity and without pre-reading activity. The mean score of the students who are taught using pre-reading activity is 74,3 and the mean of the students who are taught without pre-reading activity is 63,2.50

Secondly, A research, “The Effectiveness of Teaching Reading Comprehension Through Pre-Reading Activities by Using Semantic Mapping: A Case Study at Third Grade Students of Junior High School MTs. Al-Kautsar, Depok by Eka Kartiwi. The research was conducted to the third year students of Junior High School which is held about three weeks. The population of the research is four classes and the writer took one class as experiment class consists of 30 students. There were six meetings in this research including pre-test and post-test. In each meetings, there are pre test and post test which for each test consist of 5 multiple choices items. So, there were 10 multiple choices items in every meeting. Therefore, the total number of test is 30 multiple choices items of pre test and 30 multiple choices of post test. The writer held the pre-reading activity by using semantic mapping. T-test is using to find the difference between two mean differences. The result is there is a significant difference on students‟ reading achievement after they were taught using semantic mapping technique.

50

Sara Puspita Sari, “The Effectiveness of Pre-Reading Activities to Improve Students‟

Reading Comprehension,“ Skripsi of Syarif Hidayatullah Islamic State University Jakarta, Jakarta, 2007, not published.

The result of “t” test (to) = 13.4 is bigger than the result of the “t” table viewed from both significance level; of 5% and 1%.51

Another research is “Effects of Pre-Reading Strategies on EFL/ESL

Reading Comprehension” by Kei Mihara (2011). This study focuses on two pre-reading strategies: vocabulary pre-teaching and comprehension question presentation. Researchers have claimed that a vocabulary strategy is less effective than any other pre-reading strategy. There were two purposes in this research. The first goal is to examine the effects of the two pre-reading strategies; the second is to discuss the relationships between students‟ English proficiency and their reading comprehension. The participants in the present study were asked to perform a pre-reading strategy, read a passage, and then answer comprehension questions. They read four passages altogether. Three weeks after they read the fourth passage, they were asked to answer a questionnaire. The study involved 78 Japanese first-year university students. The present study suggests that for Japanese university students, vocabulary teaching is less effective than questioning. Even when one of the intermediate classes performed the pre-questioning strategy and the upper-intermediate class learned the key vocabulary first, the upper-intermediate class did better on the reading comprehension test. The present study indicates that although vocabulary pre-teaching is less effective as a pre-reading strategy, this method is likely to be preferred to EFL/ESL students. This result would suggest that it might be worth investigating whether a vocabulary strategy works well as a post-reading strategy. This research showed that pre-reading activity is effective to build student‟s prior knowledge about text, and it can be a technique to help students in reading text.52

51

Eka Kartiwi “The Effectiveness of Teaching Reading Comprehension Through Pre-Reading Activities by Using Semantic Mapping”, Skripsi of Syarif Hidayatullah Islamic State University Jakarta, Jakarta, 2005, not published.

52

Kei Mihara, Effects of Pre-Reading Strategies on EFL/ESL Reading Comprehension, Tesl Canada Journal/Revue Tesl du Canada 51 vol. 28, no 2, 2011.

E.

Conceptual Framework

Reading is an activity or process in getting information. When someone is reading a text but he or she does not understand what he or she is reading, that is not reading.

In Indonesia, actually, English has become compulsory subject taught from Secondary School (SMP) up to Senior High School (SMA). In senior high school, students learn several kinds of texts. One of those texts is recount text. Recount text is a text which tells past activity. A recount text contains some events.

Based on the description above and based on writer‟s observation at the first year students of Senior High School at SMA Darussalam Ciputat, She found that the students still face some difficulties in answering and understanding the texts especially recount texts.

When the teacher gave the students reading text, the students usually are not very interested in the text, because maybe the teachers do not give an interesting activity to attract students‟ attention in reading text.

To solve this problem, the writer thinks that pre-reading activity can be a good strategy to help students in reading a text especially recount text.

Pre-reading activity is an activity or a phase before the students read the text. This activity could be a way, to stimulate the students to read the text. When they are attracted to read the text, they will pay attention to the reading text and they will comprehend the text easily.

The sample of the research will be given to first grade of senior high school students. The writer will give the treatment of pre-reading activities before they read the text. The writer will give sequences of the pictures about the text. Then, the students are given the reading comprehension test related to the text.

This research was conducted in SMA Darussalam located at Jl. Otista Raya No. 36, Ciputat, Kota Tangerang Selatan. It took place for about two weeks.

B.

Subject of the Research

Subject of the research was first grade of SMA Darussalam Ciputat which each class consists of 20 students. The writer used two variables X and Y. Each of these represents score of the class. Variable X as the score of experiment class (X3) and Y as the score of controlled class (X2). The experiment class is taught using pre-reading activity and controlled class is taught without pre-reading activity.

C.

Object of the Research

The object of the research is Recount Text, which is realized in reading comprehension text. The writer wants to know the effectiveness of pre-reading activities in teaching recount text.

D.

Research Method and Design

This research was conducted to know the effectiveness of variables. Thus, the quantitative method was required in this research and a quasi-experimental research was decided as a research design.

The procedure of conducting this design was dividing the participants into two groups; in this case, the students were grouped into controlled class and experimental group. The students in the experimental group got treatment. They were given the material in the learning process by conducting pre-reading activities, while students in controlled class was not given the treatment.

At the first meeting, pre-test was given to both groups to make sure the students of two groups have relatively the same comprehension on reading

recount text and to analyze the items of questions. The post-test was taken in each meeting which is served by five items of question. At the end of the meeting of treatment, the amount of the score will be summed up to gain the mean of the post test score.

E.

Population and Sample of the Research

The population of this research was about three classes of the first grade which consist of 113 students. Because the number of populations was too big, the writer considered to take sample for collecting data. The sample of this research was which consist of 20 students as experimental group and 20 students as controlled group.

Sample was taken from purposive sampling. Purposive sampling is a technique to choose the member from the population based on certain purposes. Students of class X-2 and X-3 were chosen as the sample because of some purposes. Those are the students of these two classes basically have the same characteristic and intelligence. It was seen by the information gotten from the English teacher in that school and by giving the students pre-test. Pre-test was given to groups, experimental class and controlled class. Then, other purposes were the consideration of limited time, fund, and practicality in deciding taking X-2 and X-3.

F.

The Implementation

The writer would apply two kinds of pre-reading activities. In this research, the writer is as the teacher who designs the pre-reading activity. The writer gave treatment to experiment class using brainstorming and pictures, while in controlled class the writer did not give any treatment. The procedures in teaching recount text by applying pre-reading activities are:

Firstly, the teacher will review the material about recount text such as kinds of recount text. The teacher gives short explanation about recount text. This activity has a function to recall their memory about recount text.

After giving them short explanation, secondly the students will receive the text about recount text. The teacher brainstorms the students‟ brain by asking the students about title, asking some questions about the text and predicting what will happen. These activities are called as pre-reading activities which is called brainstorming. This is the first kind of pre-reading activity.

By giving them pre-reading activities like brainstorming, students are expected to comprehend text easily. Thirdly, the teacher gives them pictures related the text by showing pictures presentation on PowerPoint. The teacher read aloud the text for students. The students notice on the pictures. This activity is the second pre-reading activity used.

After giving them pictures, fourthly the teacher asks one students to come forward in front of the class to read the text. It is purposed to give a pause for students while they also review the content of whole text. The teacher also corrects their pronunciation. The wrong pronunciation of words will be written on the whiteboard and the writer will give them the right one.

At the last, after pre-reading activity is completed; the writer let the students read individually. Then, the students answer reading comprehension test about recount text related to the text.

G.

Instrument of the Research

In this research, the writer used reading comprehension test which is compiled by the writer herself to find out the effectiveness of pre-reading activity. There are 20 multiple choices. For each test, it consists of 5 items for one meeting, for each theme. The content material of pre-reading activity was taught based on the theme. The experiment was conducted in four meetings.

H.

Technique in Collecting Data

The data of the research was taken from instrument of the research that was reading comprehension test. The test was given to all the groups. The test was given at the first meeting as pre-test and the test was given in each of the

treatment as the post-test score. The students were given the reading comprehension test and they were given 15 minutes to complete it.

Pre-test was carried out to give the information about the characteristics of these two groups. The result of pre-test gave meaning of checking whether the two groups were similar before being researched. Afterwards, the experimental class was given four treatments by giving pre-reading activities in teaching reading and the controlled class was taught reading using conventional technique. The post-tests were held in each treatment, which is realized in reading comprehension test.

I.

Technique on Analyzing Data

To analyze the data, the writer used statistic calculation of the t-test to determine the final calculation of to (T observation) that is done to measure the

last score of the experiment class and controlled class by using statistic calculation of the t-test with significance degree 0.05 and 0.01.

After the data were gathered, mean score from post. By using t-test formula, the value showed whether the use of Pre-Reading activities influence

students‟ comprehension in reading recount text. The final result of between

experimental class and controlled class was calculated by the t-test formula as follows: 1

But before accounting using T-test, the procedure of calculation is: 1. Determining Mean Variable X (Mx), with formula:

∑

2. Determining Mean Variable Y (My), with formula: ∑

1

Prof. Dr. Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT Raja Grafindo Persada, 2005), p. 314-316

3. Determining Standard Deviation X (SDx), with formula:

√∑

4. Determining Standard Deviation Y (SDy), with formula:

√∑

5. Determining Standard Errors Mean Variable X (SEmx), with formula:

√

6. Determining Standard Errors Mean Variable X (SEmx), with formula:

√

7. Determining the difficulties of Mean Variable X and Mean Variable Y, with formula:

After all of the data are calculated, the last procedure is determining df (degree of freedom) with formula:

df or db = (N1+N2) -2 Where

M : The Average of Student Score SD : Standard Deviation

SE : Standard Errors X : Experiment Class Y : Controlled Class N : Total of the Students df : degree of freedom

J.

Statistic Hypothesis

a. Null Hypothesis (Ho)

There is no significant difference on student‟s understanding in Recount Text with and without Pre-Reading Activity in reading comprehension test

b. Alternative Hypothesis (Ha)

There is significant difference on students‟ understanding in Recount Text with and without Pre-Reading Activity in reading comprehension

For further information, the writer followed some assumptions as bellow: 1. If the result of calculation to (t observation) is higher than tt(t table), to>tt,

there is significance difference and the alternative hypothesis (Ha) are accepted and null hypothesis (Ho) is rejected. It means that the experiment

technique is accepted.

2. If the result of calculation to (t observation) is lower than tt (t table), to<tt,

there is no significance difference and alternative hypothesis (Ha) is rejected and the null hypothesis (Ho) is accepted. It means that the experiment

After conducting the research, the writer obtained the data. There was post-test score for each class. The experimental class and the controlled class were taught with different technique in teaching reading. The experimental class was taught using the pre-reading activity, whereas the controlled class used conventional technique.

In the experimental class, the writer applied pre-reading activity. The students were brainstormed by questioning and viewing the pictures related to the text. The score of reading comprehension test of each group can be seen in the tables for data analysis as follow:

1. Experimental Class

In the experimental class the writer gave the test. The result of the test as follow:

Table 4.1

The Test Score of Experimental Class (X) Student Pre-Test Post-Test Gain Score

Student 1 60 80 20

Student 2 60 85 25

Student 3 65 80 15

Student 4 50 65 15

Student 5 45 70 25

Student 6 70 70 0

Student 7 60 80 20

Student 8 60 70 10

Student 9 65 85 20

Student 10 55 70 15

Student 11 60 80 20

Student 12 75 75 0

Student 13 80 85 5

Student 14 60 80 20

Student 15 65 65 0

Student 16 55 55 0

Student 17 55 65 10

Student 19 50 60 10

Student 20 55 55 0

∑=1220 ∑=1460 ∑=240

To describe the significant of the result, the writer includes chart of the test result between pre-test and post-test in experimental class, as follow:

Chart 4.1.1

The Score Pre-Test and Post-Test of Experimental Class

Based on the table 4.1, the highest score for the experimental class was 85; there are four students who got the highest score. The lowest score for experimental class is 55; there are two students who have the lowest score. The differences score obtained the highest score which showed the improving of score, that is 25, 20, 5, 10. There is no difference score obtained which showed for the lowest score. It can be concluded that there was significant differences in teaching recount text using pre-reading activity.

0 10 20 30 40 50 60 70 80 90

Pre-Test

2. Controlled Class

The data from the score of controlled class have been obtained as follow:

Table 4.2

The Test Score of Controlled Class

Student Pre-Test Post-Test Gain Score

Student 1 30 55 25

Student 2 55 50 -5

Student 3 70 65 -5

Student 4 75 50 -25

Student 5 80 60 -20

Student 6 65 70 5

Student 7 75 65 -10

Student 8 50 65 15

Student 9 65 50 -15

Student 10 75 65 -10

Student 11 70 45 -25

Student 12 75 65 -10

Student 13 45 55 10

Student 14 75 50 -25

Student 15 70 50 -20

Student 16 75 60 -15

Student 17 65 55 -10

Student 18 75 50 -25

Student 19 65 85 20

Student 20 80 50 -30

∑= 1335 ∑= 1160 ∑= -175

To describe the significant of the result, the writer includes chart of the test result between pre-test and post-test in controlled class, as follow:

Chart 4.2.1

The Score Pre-Test and Post-Test of Controlled Class

The highest score for the controlled class is 85; there is one student who got the highest score. The lowest score for controlled class is 45; there is one student who has the lowest score. The total of controlled class is 1160.

From the differences between table 4.1 and 4.2 above, it showed that the experimental class is higher than the controlled class in the posttest result, which the total experimental class score 1460 is higher than the total of controlled class, 1160. It can be concluded that there was a positive influence of using pre-reading

activities toward students‟ reading skill.

B.

Data Analysis

Before calculating the t value of the observation, the writer would like to compare the result between two classes.

To know the result of the test, the writer makes table of students score for each class, both experiment class and controlled class.

0 10 20 30 40 50 60 70 80 90

Pre-Test

Table 4.3

The Calculation of Comparison of the Experimental Class and Controlled Class Test Student Experimental Class (X) Controlled Class (Y) x (X-MX) y

(Y-MY) X2 Y2

Student 1 20 25 8 33.75 64 1139.0625

Student 2 25 -5 13 3.75 169 14.0625

Student 3 15 -5 3 3.75 9 14.0625

Student 4 15 -25 3 -16.25 9 264.0625

Student 5 25 -20 13 -11.25 169 126.5625

Student 6 0 5 -12 13.75 144 189.0625

Student 7 20 -10 8 -1.25 64 1.5625

Student 8 10 15 -2 23.75 4 564.0625

Student 9 20 -15 8 -6.25 64 39.0625

Student 10 15 -10 3 -1.25 9 1.5625

Student 11 20 -25 8 -16.25 64 264.0625

Student 12 0 -10 -12 -1.25 144 1.5625

Student 13 5 10 -7 18.75 49 351.5625

Student 14 20 -25 8 -16.25 64 264.0625

Student 15 0 -20 -12 -11.25 144 126.5625

Student 16 0 -15 -12 -6.25 144 39.0625

Student 17 10 -10 -2 -1.25 4 1.5625

Student 18 10 -25 -2 -16.25 4 264.0625

Student 19 10 20 -2 28.75 4 826.5625

Student 20 0 -30 -12 -21.25 144 451.5625

∑X= 240 ∑Y= -175 ∑x=0 ∑y= 0

∑x 2

= 1470

∑y 2

= 4943.75

After making the table, the writer wants to calculate the t observation to be compared with t table. Below are the steps:

Based on data in the table 3, it has been calculated the result of ∑X= 240

and ∑Y= -175. Then the writer tries to find out the mean variable X & variable Y

withformula: ∑ = 240 20 =12 ∑ = -175 20 = -8.75

Those mean result showed that there is differentiation between the mean of experiment class score and mean of controlled class. The mean gain score of experiment class is 12 and the mean gain score of controlled class is -8.75. It means that the mean of experiment class score is higher than the mean of controlled class. This score indicates that pre-reading activity is effective in teaching reading recount text.

Based on the table, it has been known the result of ∑x2 = 1470 and ∑y2=

4943.75which is the sum of each x2 and the sum of y2.After we know that, the values of deviation standard are calculated by using this formula:

√∑

= √

= 8.57

√∑

=√

= 15.72

Standard deviation describes how variable the data itself, it represents the deviation of data from mean. If the standard deviation has higher value, it means that the research data has higher variability and lower homogeneity. In contrary, if the standard deviation has lower value, it means that the research data tend to be very close to homogeneity.1 It can be interpreted that the sample of research is good for representing the population, because the research data is homogenous.

Therefore, the homogeneity test is connected with the value of Standard Deviation of two classes. Then, the writer conducted the homogeneity test (See the appendix 7). The result of homogeneity test showed, the F observation is 1.06. Based on df in significance degree of 5% is 2.12, it concludes that Fo< Ftable (1.06 < 2.12). From this explanation, it can be concluded that the

variance between experiment class and controlled class is homogeneous.

1

Prof. Dr. Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT Raja Grafindo Persada, 2005), p. 170

After the value of standard deviation from two classes has been taken, the next procedure of calculation is determining Standard Error Mean variable X and variable Y, with this formula:

√ =

√ =

√

=1.97

√

=

√

=

√

= 3.61

The variability of mean sample is caused by sampling error.2 It means that there is variability of mean data when the sample was taken. The value of sampling error can be known by calculating Standard Error of the Mean (SEM).

The standard error mean of experiment class is 1.97 and standard error mean of controlled class is 3.61. It means that the value of sampling error from experimental class is lower than the value of sampling error from controlled class.

After the values of Standard Error Mean of variable X and variable Y have been taken, the writer will use those values to calculate the Standard Error of the Mean Difference between experiment class (X) and controlled class (Y) with the formula:

= √ = √

= 4.11

The calculation of Standard Error of the Mean Difference of variable X and variable Y showed 4.11. This value will be used to calculate to.

After conducting Standard Error Mean of variable X and variable Y, the last calculation of this research in determining the value of to (t observation) with

formula:

2

= 12 – (-8.75) 4.11 = 20.75 4.11 = 5.05

At the last calculation, finally to (t observation) was obtained that is 5.05.

This result of to will be compared with t-table. The interpretation of to will be

explained in the test of hypothesis.

C.

Test of Hypothesis

The writer assumes there is significance between the result of teaching reading using pre-reading activity and without pre-reading activity. But before that the writer wants to explain the procedure to the interpretation of to (t

observation).

1. Formulating the null hypothesis (Ho): there are no significance differences

between variable X and variable Y.

2. Formulating the alternative hypothesis (Ha): there are significance differences

between variable X and variable Y.

For further information, the writer followed some assumption as follow: 1. If the result of calculation to (t observation) is higher than tt (t table), to > tt, the

null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It

means that the experiment technique is accepted.

2. If the result of calculation to (t observation) is lower than tt (t table), to < tt, the

null hypothesis (Ho) is accepted and alternative hypothesis (Ha) is rejected. It

means that the experiment technique is rejected.

According to the statistic calculation, it is obtained the value of to is 5.05

and the degree of freedom (df) is 38 obtaining from:

= 20 + 20 – 2 = 38

Because the value of 38 is not mentioned in table, the writer used the closest to 38 which is 40 as degree of freedom. The writer gained ttable:

Degree of significant 5% is 2.02 Degree of significant 1% is 2.71

In the table significance, it can be seen that on the df = 38 and in the degree of significance 5% and 1% the value of degree of significance is 2.02 and 2.71. By comparing the value to is bigger than tt, that is 2.02<5.05>2.71, so the

alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. It

means that there is significance between the results after teaching reading through pre-reading activity at the first grade students of SMA Darussalam Ciputat.

D.

Data Interpretation

The mean of pre-test score of experiment class is lower than the mean pre-test of controlled class. Mean of experiment class is 61and mean of controlled class is 66.75. Comparing with the post-test score, the mean of experiment class is 73 and the mean of controlled class is 58. The writer compares the pre-test score with post-test score. It showed that the experiment class has more improvement than controlled class, which is 12 points. While in controlled class, the score decreased up to 8.75 points. It means that pre-reading activity is effective in enhancing students‟ comprehension in reading.

In this research, there were 20 students in experimental group and also 20 students in control group. Therefore, the degree of freedom (df) is (20+20) – 2 = 38 and the critical value with the df 38 on the degree of significance 1% is 2.71 and 5% is 2.02.

The result of the statistic calculation indicated that the value of to= 5.05

and the value of df (degree of freedom) was 38 on degree of significance of 5% and 1% is 2.02 and 2.71. Comparing to=5.05 with each values of the degree of

APPENDIX 11

THE ANSWER KEY OF POST TEST 1. C 2.E 3.B 4.D 5.B 6.E 7.B 8.A 9.D 10.C 11.B 12.A 13.C 14.D 15.A 16.A 17.E 18.E 19.A 20.C