THE EFFECT OF GIVING NON-VERBAL REINFORCEMENT ON READING COMPREHENSION ACHIEVEMENT OF THE EIGHTH GRADE STUDENTS AT SMPN 1 PAKUSARI JEMBER IN THE 2011/2012 ACADEMIC YEAR

THE EFFECT OF GIVING NON-VERBAL REINFORCEMENT ON READING
COMPREHENSION ACHIEVEMENT OF THE EIGHTH GRADE STUDENTS
AT SMPN 1 PAKUSARI JEMBER IN THE 2011/2012 ACADEMIC YEAR

THESIS

By:
Dedi Susanto
NIM. 060210491059

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CONSULTANTS’ APPROVAL ...................................................................

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SUMMARY ...................................................................................................
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43

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3.1 The Specification of the Test Items ...........................................................

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SUMMARY

The Effect of Giving Non-Verbal Reinforcement on Reading Comprehension
Achievement of the Eighth Grade Students at SMPN 1 Pakusari Jember in the
2011/2012 Academic Year; Dedi Susanto, 060210491059; 2012: 42 pages; English
Education Program of Language and Arts Education Department, the Faculty of
Teacher Training and Education, Jember University.
Reading is important for the students because by reading, the students will get
much information and knowledge in their life. In fact, the students often read books,
newspapers, notices, forms, and schedules in daily activities. In the reading activities,
the students are expected to get connection between what and how the meanings are
made from the text and their comprehension However, the students of the eighth
grade at SMPN 1 Pakusari Jember were lack of vocabulary and less interested in
learning reading. Therefore, the teacher should apply reinforcement to encourage the
students to be more interested in learning reading.
Reinforcement is believed as one of the solutions to encourage the students to
be interested in the learning process. In this research, the researcher focused on
giving non-verbal reinforcement in the form of symbols or things including books,
pencils, rulers, erasers, and stars. Variable ratio schedule was applied in the teaching
and learning process because the time of giving reward was unpredictable and it
made the students response high.
This research was intended to know whether or not there was a significant
effect of giving non-verbal reinforcement on reading comprehension achievement of
the eighth grade students at SMPN 1 Pakusari Jember in the 2011/2012 academic
year. The research design was quasi experimental with posttest only control group
design, while the research area was SMPN 1 Pakusari Jember which was purposively
determined. The population of this research was the eighth grade students of SMPN
1 Pakusari Jember consisting of six classes. The homogeneity test was administered
to determine the respondents of the research, and then the result of homogeneity test
was analyzed by using ANOVA. After conducting homogeneity test, the
experimental and the control groups were administered randomly by using lottery
xiii

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because based on the homogeneity test, the population of the research was
homogenous. The total number of the respondents was 68 students, consisted of 34
students of class VIII-C as the experimental group was taught reading
comprehension by giving non-verbal reinforcement, while the control group
consisted of 34 students of class VIII-A was taught reading comprehension without
giving non-verbal reinforcement. Then, both classes were given a posttest to find out
the difference of reading comprehension achievement between the groups.
Therefore, the result of students‟ posttest as the primary data was analyzed
by using Independent samples of t-test. Based on the output of Independent samples
t-test, the value of sig column was 0.001 and it was lower than 0.05. It means that
there was a statistical difference between the experimental and control groups.
Therefore, the null hypothesis (Ho) formulated: “there is no significant effect of
giving non-verbal reinforcement on reading comprehension achievement of the
eighth grade students at SMPN 1 Pakusari Jember in the 2011/2012 academic year”
was rejected. In the other words, the formulated alternative hypothesis (H a): “there is
a significant effect of giving non-verbal reinforcement on reading comprehension
achievement of the eighth grade students at SMPN 1 Pakusari Jember in the
2011/2012 academic year” was accepted.
The result of data analysis in this research proved that giving non-verbal
reinforcement significantly affected the students‟ reading comprehension
achievement on the eighth grade students of SMPN 1 Pakusari Jember in the
2011/2012 academic year. Therefore, the English teacher is suggested to apply not
only verbal reinforcement but also non-verbal reinforcement including gesture,
approach, physical contact, pleasurable activities and symbols or things because
they influence the students‟ response and attitude in the learning activities.

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