IMPROVING STUDENTS’ READING COMPREHENSION OF REPORT TEXT THROUGH SQ3R TECHNIQUE AT THE SECOND GRADE OF SMAN 1 MUARA ENIM

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IMPROVING STUDENTS’ READING COMPREHENSION

OF

REPORT TEXT THROUGH SQ3R TECHNIQUE AT THE

SECOND GRADE OF SMAN 1 MUARA ENIM

(A Script)

By:

LEDY MAILIZA

ENGLISH EDUCATION STUDY PROGRAM

LANGUAGE AND ART EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

LAMPUNG UNIVERSITY

2012

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SECOND GRADE OF SMAN 1 MUARA ENIM

By:

LEDY MAILIZA

A Script

Submitted in a partial fulfillment of The requirements for S-1 Degree

The Language and Arts Department of Teacher Training and Education Faculty

LAMPUNG UNIVERSITY

BANDAR LAMPUNG

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ABSTRACT

IMPROVING STUDENTS’ READING COMPREHENSION OF REPORT TEXT THROUGH SQ3R TECHNIQUE AT THE SECOND GRADE OF SMAN

1 MUARA ENIM

By Ledy Mailiza

This research was conducted from the considerations that the students still got low scores in reading comprehension test. There were many factors that influenced students’ problems in comprehending the reading text. One of the strategies which is considered applicable and useful in improving students’ reading comprehension is SQ3R technique. Therefore, the objective of this research was to find out whether there was an improvement of students’ reading comprehension achievement of report text after being taught through SQ3R technique.

This research was conducted at SMAN 1 Muara Enim. The population of this research was the second grade students that consisted of six classes and two classes were chosen, one class as try out class and one class as sample of the research. The study employed one group pretest posttest design. The students were given three treatments. As the instruments, the researcher used objective reading test, that is, multiple choice test that was administered both in pretest and posttest.

Repeated measure T-Test was used to analyze the data and the hypothesis testing were computed using SPSS version 17.00 at the level significant of 0.5. Based on the calculation t-test, the result showed that the students’ mean scores of posttest (72.12) was higher than the pretest (47.66) with the difference of 24.46 point. The results of t-test indicated that the significant (2-tailed) value was 0.000 (p=0.000, P<0.05). It showed that the hypothesis was accepted, since there was an improvement of students’ reading comprehension achievement of report text after being taught through SQ3R technique. It was proved by their enthusiasm and participation, the students seemed so active in teaching learning process. Therefore, SQ3R technique is recommended to be used by the teachers to improve their students’ reading comprehension achievement. However, since students have opportunity to interact in discussion, teachers should pay careful attention to overcome noisy class.

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THROUGH SQ3R TECHNIQUE AT THE SECOND GRADE OF SMAN 1 MUARA ENIM

Student’s Name : Ledy Mailiza

Student’s Number : 0813042006

Department : Language and Arts Department Study Program : English Education

Faculty : Teacher Training and Education Faculty

APPROVED BY Advisory Committee

Advisor Co – Advisor

Prof. Ag. Bambang Setiyadi, M.A., Ph.D. Budi Kadaryanto, S.Pd., M.A. NIP 19590528 198610 1 001 NIP 19810326 200501 1 002

The Head of Language and Arts Department

Drs. Imam Rejana, M.Si. NIP 19480421 197803 1 004

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ADMITTED BY

1. Examination Committee

Chairperson : Prof. Ag. Bambang Setiyadi, M.A., Ph.D. ………

Examiner : H. M. Ujang Suparman, S.Pd., M.A., Ph. D. ………

Secretary : Budi Kadaryanto, S.Pd., M.A. ………

2. The Dean of Teacher Training and Education Faculty

Drs. H. Bujang Rahman, M.Si. NIP 19600315 198503 1 003

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CURRICULUM VITAE

The writer’s name is Ledy Mailiza. She was born in Muara Enim, October 15th, 1990. She is the oldest child of the happy couple, Maizal Kasran, S.Sos., M.Si. and Linda Artati, Am.Keb. She has a younger sister.

She started her study from kindergarten TK Perwanida Muara Enim in 1995 and continuing her study to SD Negeri 15 Muara Enim, in 1996. Having graduated from elementary school in 2002, she went to SMP Negeri 1 Muara Enim and graduated in 2005. Three years later, she completed her study at SMA Negeri 1 Muara Enim. In 2008, she was registered as a student of English Education Study Program, in Language and Art Education Department of Teacher Training and Education Faculty at Lampung University.

In 2011, precisely in July to September she conducted her Teaching Practice Program (PPL) as one of the requirements for FKIP students at SMP N 2 Negeri Besar, Way Kanan.

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DEDICATION

By offering my praise and gratitude to Allah SWT for the abundant blessing to me. This piece of paper is proudly dedicated to:

 The greatest inspiration of my life “My beloved parents”

Maizal Kasran, S.Sos., M.Si. and Linda Artati, Am.Keb.  My beloved younger sister

Lezy Maidela  My lovely boyfriend

Dwi Setia Adiansyah

 My friends and all English Department 2008  My almamater, Lampung University

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MOTTO

“No matter what, there are always going to be struggles, even someone who hits the lottery is going to have problems. That's just a fact of life. It's what you do

with those struggles that really defines you” (Justin Lewis)

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ACKNOWLEDGEMENTS

Alhamdulillahirobbil ‘alamin, Praise is merely to The Mightiest Allah SWT for

the gracious mercy and tremendous blessing that enable me to accomplish this script entitled: Improving Students’ Reading Comprehension Achievement of Report Text through SQ3R Technique at the Second Grade Students of SMAN 1 Muara Enim. This research is presented to fulfill one of the requirements in accomplishing the S-1 Degree at the Department of Language and Arts of Teachers Training and Education faculty Lampung University.

It is important to be known that the script would never have come into existence without any supports, encouragements, and assistances by several generous people.The writer would like to take this opportunity to acknowledge her sincere gratitude and deep respect to Prof. Ag. Bambang Setiyadi, M.A., Ph.D. as the first

advisor who is also the writer’s academic advisor for his invaluable guidance, ideas, suggestion, and encouragement for the writer during the script writing process. Special words of thanks are also addressed to Budi Kadaryanto, S.Pd., M.A. as the second advisor who has given his assistence, unlimited patience and and advices of which are very beneficial for the writer to accomplish the script. Then, I ought to thank to H. M. Ujang Suparman, S.Pd., M.A, Ph.D. as the examiner for his constructive ideas in improving the form and concept of this research project. Her grateful appreciation is given to Dra. Rosita Simbolon, M.A.

as the writer’s academic advisor, to whom I frequently consult my academic progress from the beginning of my study in this university. And also the appreciation is addressed to all of the lectures in English Department for the knowledge and explanation.

The writer also wants to give her appreciation to Dra. Hj. Yanina Zuraidah, M.Pd. as the headmaster of SMAN 1 Muara Enim, for providing the opportunity to conduct the research, and Aries Oktaviyani, S.Pd, as the English teacher in SMAN 1 Muara Enim, for being helpful during the research process and for giving chance to conduct this research in her class and the students of class XI IPS A and XI IPS B for their willingness to cooperate and particapate in this research.

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The greatest honor and appreciation would finally be dedicated to her beloved parents, Maizal Kasran, S.Sos., M.Si. and Linda Artati, Am.Keb. it is truly undoubted that loves, cares, and timeless prayers during days and nights, are everything for her. Thanks for their spirits, motivation, patience and willingness to wait for the writer’s graduation. Her sincere thanks are also dedicated to her beloved younger sister, Lezy Maidela. Thank you for praying and supports given to keep her spirit alive. And also thank you so much for my lovely boyfriend, Dwi Setia Adiansyah, who always prays, motivates, intense cares and inspires the writer.

Last but not least, the writer would also address her appreciation to her dear comrades EDIGHT (English Department 2008) especially my splendid fellows, Linda Septiyana, Virnes Karina, Tacca Prita Yudistira, Ratih Septiana Putri, Elvira Rosyida MR and Yusi Indah Putri, thanks for the friendship, keep on struggle, and always give me support, suggestion and laugh.

Finally, the writer realizes that this script still has some weaknesses. Therefore, critics and suggestions are invited for its improvement. Hopefully, this script can give benefit to the readers or those who want to carry out further research.

Bandar Lampung, August 2012 The Writer,

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TABLE OF CONTENTS

ABSTRACT ... i

CURRICULUM VITAE ... ii

DEDICATION ... iii

MOTTO ... iv

ACKNOWLEDGMENT ... v

TABLE OF CONTENTS ... vii

LIST OF TABLES ... ix

LIST OF APPENDICES ... x

I. INTRODUCTION 1.1. Background of the Problem ... 1

1.2. Identification of the Problems ... 5

1.3. Limitation of the Problem ... 6

1.4. Formulation of the Problem ... 6

1.5. Objectives of the Research ... 6

1.6. Uses of the Research ... 7

1.7. Scope of the Problem ... 8

1.8. Definition of Terms ... 8

II. FRAME OF THEORIES 2.1. Concept of Reading Comprehension ... 10

2.2. Aspects of Reading ... 13

2.3. The Nature of Report Text ... 15

2.3.1. Definition of Report Text ... 15

2.3.2. Function of Report Text ... 16

2.3.3. Generic Structures of Report Text ... 17

2.4. Concept of SQ3R Technique ... 18

2.5. Procedure of Teaching Reading Report Text through SQ3R Technique ... 22

2.6. Theoretical Assumption ... 23

2.7. Hypothesis ... 24

III. RESEARCH METHOD 3.1. Research Design ... 25

3.2. Sample ... 26

3.3. Data Collecting Technique ... 26

3.4. Research Procedure ... 28

3.5. Analyzing the Data ... 31

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viii

3.7. The Criteria of Good Test ... 32

3.8. Data Analysis ... 40

3.9. Hypothesis Testing ... 41

IV. RESULTS AND DISCUSSION 4.1. Results of the Research ... 42

4.1.1. Result of the Pretest ... 43

4.1.2. Result of the Posttest ... 44

4.1.3. Result of Aspects of Reading Comprehension Achievement ... 46

4.1.4. The Improvement of Students’ Reading Comprehension Achievement ... 51

4.2. Discussion ... 53

4.2.1. Students’ Reading Comprehension Achievement through SQ3R Technique in Report Text ... 53

V. CONCLUSIONS AND SUGGESTIONS 5.1. Conclusions ... 66

5.2. Suggestions ... 67

REFERENCES ... 68

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LIST OF TABLES

Table Page

1. Specification of the Validity Test ... 34

2. Inter-rater Analysis of the Try Out ... 35

3. Distribution of the Pretest Score ... 43

4. Distribution of the Posttest Score ... 44

5. Determining Main Idea Achievement ... 46

6. Finding Specific Information Achievement ... 47

7. References Achievement ... 47

8. Inference Achievement ... 48

9. Vocabulary Achievement ... 49

10. The Students’ Result of Aspects of Reading Comprehension ... 50

11. Mean Scores of Pretest and Posttest in Improving Students’ Reading Comprehension in Report Text ... 51

12. The Result Score of the Students’ Reading Comprehension of Repot Text ... 52

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I. INTRODUCTION

This chapter describes the background of the problem which includes the reason for conducting the research, the problems in teaching reading comprehension, and the suitable teaching technique which is needed to improve the students’ reading comprehension. This chapter also describes identification of problems, limitation of problem, formulation of the problem, objective of the research, uses of the research, scope of the research, and definition of terms.

1.1. Background of the Problem

Generally, the objectives of teaching language at school is to develop the students’ language skill. The guideline of School Based Curriculum states that SMA/MA students should be able to use the language in informational level, that is, expected to access knowledge by the language skills (Depdiknas, 2006: 307). There are four skills of language that have to been taught by English teacher: listening, speaking, reading, and writing. One of the skills that very important to been developed is reading skill.

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Chirstian and Mary (1976) state that reading is the most important skill of all the most students of English through the world. By reading, the students were able to access much information which was might have otherwise been unavailable, especially English texts book. Given that the students were expected to read information to access knowledge by their reading skill, reading materials dominate other teaching materials in almost English textbooks. Therefore, reading skill should been paid more attention to achieve the level.

In additional, Dallman (1982: 23) states that reading is more than knowing what each alphabet stands for; reading involves more than word recognition; that comprehension is an essential of reading, without comprehension the main aims of reading activity. This statement shows that comprehension of the textbook is the most important things it seems that to get information from the textbook is the main aim if reading activity.

In the teaching learning process, it refers to the classroom activity. However, we often found the students of got difficulties in reading comprehension of English teaching learning activity. The students had problems when they read English text. The problems arose because they cannot catch the main idea the text tells about. The students got bored in reading if they cannot understand the idea of the material that they had just read.

Based on the researcher’s pre-observation at the second grade in SMAN 1 Muara Enim, it was found that almost 70% students of SMAN 1 Muara Enim had low ability in reading. It was proved by giving test from some students to see their ability in reading, and the score of the test which were mostly stated lower than

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the minimal mastery criterion (KKM) of that school requires the students getting 70. From the analysis of the result, the students had difficulties in finding the main idea of the text, specific information, inference, reference and vocabulary.

One of the factors that can cause students’ problem in reading comprehension was the technique that the teacher used in teaching reading. Based on the pre-research most teachers did not known a certain technique in reading in order to make students to comprehend the materials well. Unclear explanation and monotonous technique used by the teacher discourage students to learn reading.

Moreover, basically, reading is an active thinking activity. The students cannot be said as good reader if they cannot comprehend the text. However, with the conventional technique that the teacher used, it was possible to make reading activity as a passive and boring activity. Consequently, the students’ score of reading comprehension were low.

To reach the goal of reading, the teacher had to choose the suitable technique. It was believed that in teaching learning activity teacher could apply one of the most suitable techniques to improve the students’ ability. In additional, it was necessary for the teachers to make reading material more interesting and to motivate the students so that they can make progress in reading. Students have better comprehension when they read materials in topics which are highly interesting to them (Steven and Baldwin, 1985: 34).

As a way out to solve the problem, the students need another effective teaching reading technique which can activate their prior knowledge before and during

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reading and can force them to be more active. Therefore, the researcher presented SQ3R technique to improve students’ reading comprehension because by considering the previous research done by Novendra (1999) that the SQ3R technique can improve students’ reading comprehension. Novendra stated that this technique this can be applied by considering:

1. Survey (pre-reading) given the students a mental organization. In this case, the students were expected to know the materials.

2. This technique offered the students to be able to look for something specific than wondering aimlessly through a printed page, it is useful for students who learn English as foreign language. Therefore, the purposes of students reading is to find out the information of the text clearly and quickly.

3. The students would wind up with a set of notes and a test question similar to that used by the instruction. It is useful for students to decide the correct answer.

The SQ3R is a technique that proposed for the first time by Robinson in 1961. It was designed for the whole levels (history, science, social science, and prose materials). He said that to help students to master the reading skill a teacher may use SQ3R technique in teaching reading because this technique was considered good to be implemented. This technique emphasized to make the students to been an active reader in comprehending their text so that the students have the skill to comprehend the text clearly and quickly. The SQ3R technique involves five steps, namely; Survey, Question, Read, Recite, and Review. The teacher may offer this technique by following its steps.

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However, based on the School Based Curriculum introduces the concept of some type of English text where students are expected to be able to develop their thoughts and idea into texts both in oral and written form; such as descriptive, report, recount, procedure, anecdote, and narrative (Depdiknas, 2006). Based on the researcher’s pre-research in the second grade of SMAN 1 Muara Enim, not all students were good at reading. In general, they had difficulties in comprehending a reading text especially in report text. They had difficulty the main idea, and specific information of report text.

To overcome the problem of students’ low reading comprehension of report text achievement, the researcher used SQ3R technique. The researcher tried to find out whether there was significant improvement of students’ reading comprehension achievement of report text through SQ3R technique.

According to the background above, the researcher wanted to conduct a research using SQ3R technique in teaching reading. The title of this research is “Improving Students’ Reading Comprehension of Report Text through SQ3R Technique at the Second Grade of SMAN 1 Muara Enim”.

1.2. Identification of the Problems

Based on the background above, the following problems can be identified:

1. The students got difficulties in comprehending the reading text. They got the difficulties in finding the main ideas, finding the specific information, inferences, references, and vocabulary. As the results, the students cannot catch and understand the information of the text.

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2. The teacher applied the conventional technique in teaching and has not try other various techniques. Therefore, it possible to make reading activity as a passive and boring activity.

1.3. Limitation of the Problem

The focus of the research was students’ reading comprehension achievement as a result of conducting SQ3R technique. The decision was taken by considering the importance of SQ3R technique as one of strategies that is useful to improve students’ reading comprehension achievement, and knowing the fact that most of second grade students at SMAN 1 Muara Enim still got low scores for reading test.

1.4. Formulation of the Problem

According to the background of the research above, the researcher formulates the research problem as follows:

“Is there any significant improvement of students’ reading comprehension achievement of report text before and after treatments of SQ3R technique?”

1.5. Objective of the Research

Based on the research problem, the objective of this research as follows:

“To find out whether there was significant improvement of students’ reading comprehension achievement of report text before and after treatments of SQ3R technique.”

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1.6. Uses of the Research

The uses of the research are as follow: 1. Practically

This research can be useful for English teacher, students, and also school. a. The teacher

The results of this research were expected to give useful information to English teacher whether or not SQ3R technique was an effective technique to improve students’ reading comprehension achievement. b. The students

The implementation of SQ3R technique hopefully could motivate students in reading English text so that it can help poor students or reader improve their reading comprehension.

c. The school

The result of this research can be used as a consideration whether the school would implement SQ3R technique for students so as to improve their reading comprehension achievement and made the students interesting in reading class.

2. Theoretically

The results of this research were expected to confirm and clarify the previous theories about SQ3R technique.

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1.7. Scope of the Research

The focus of this research was on the SQ3R technique as the way to develop students’ reading comprehension achievement. This technique was applied to the second grade students of SMAN 1 Muara Enim. The students were expected to be able to comprehend the following reading aspect: main idea, vocabulary, specific information, reference and inference. The materials were focused on report text. The researcher had taken one class as a sample, and one class as a try out class. The research was presented in three meetings, each meeting consists of 90 minutes. To find out the improvement of students’ reading comprehension achievement of repot text, the researcher measured the score of a set of pretest and posttest. The test was multiple choices.

1.8. Definition of Terms

There are some terms that were used in this research and to make it clearly, some definition of terms are as follow:

1. Reading comprehension is a process of getting information from written language. It is not only to understand the surfaces meaning of the text but also understanding the purpose of the main idea of the text.

2. SQ3R (Survey, Question, Read, Recite, and Review) technique is a useful technique for fully absorbing written information. It helps to create a good mental framework of a subject, into which can fit facts correctly. It helps to set study goals. It also prompts to use the review technique that will help to fix information in mind.

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3. Report text is a kind of texts which describes the general characteristic from certain things; living or nonliving things (Depdiknas, 2005). This text is different from descriptive text which explains certain thing specifically and without generalization.

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This chapter describes the concepts which are related to the research, such as concept of reading comprehension, aspects of reading, the nature of report text, definition of report text, function of report text, generic structures of report text, concept of SQ3R technique. This chapter also describes procedure of teaching reading report text through SQ3R technique, theoretical assumption, and hypothesis.

2.1. Concept of Reading Comprehension

Reading is one of the important skills that were need by the students from elementary school until university. By reading the students are able to get a lot of information based on what they have already read.

Nuttal (1982: 14) defines reading as the meaningful interpretation of printed or written verbal symbol. It means that reading is as a result of the interaction between the perception of graphic symbol that represent language and the readers’ language skills and the knowledge of the world.

Clark and Silberstein (1987) define that reading as an active cognitive process of interacting with print material and monitoring comprehension to establish

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meaning. Reading is the instant recognition of various written symbols, simultaneous association of these symbols with existing knowledge and comprehension of the information and ideas communicated.

Afterward, Mc Whorter (1986: 12) states that reading is a way of taking new ideas and identifying information to be learned. It means that if someone is reading text, he may find new things that he has not known and he may also find information that will help in learning something. In this case, his knowledge will certainly be better than before.

Smith (1982: 166) states that reading is a matter of identifying letters in order to recognize words in order to get the meaning from what is read, involving making connection among words and ideas presented in the text and the readers’ own background knowledge abut the text they read will have difficulties in comprehending the text.

To be successful reader, one must comprehend or understand the information in the written materials according to Dallman (1982: 23) says that “Reading is more than knowing what each letter of alphabet stands for, reading involves more than words recognize. That is without comprehension, no reading takes place”. It concludes that comprehension is the most important thing in reading textbooks or written material.

From the definitions above, the researcher states that reading as one of the language skills is a complex skill. It is not enough for reader to understand a set of words in sentences only. The reader must be able to grasp the message from

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graphic symbols. Reading activity is not merely a physical process but it is also mental process. A good reader should be aware that actually reading cannot stand by itself.

Meanwhile, comprehension can be said as a crucial of aspect reading. In fact, it has been emphasized that true reading is reading with understanding, that is, comprehension. Reading comprehension means that a reader acquires from reading it is highly related to the conceptual background of the reader. In reading process a reader utilizes vision, perception, comprehension, and reaction (Brown, 1987: 6).

Reading with comprehension one will recognize the purpose and the important point of the text besides understanding the surface meaning of the text. According to Patricia in Simanjuntak (1988: 6) understanding a text is an interactive process between the readers’ background knowledge an the text.

Rubin (1993:194) states that reading comprehension is a complex intellectual process involving a number of abilities. The two major abilities involve word meanings and verbal reasoning. Without word meaning and verbal reasoning, there could be no reading comprehension; without reading comprehension, there would be no reading.

According to Doyle (2004) comprehension is a progressive skill in attaching meaning beginning at the same level and proceeding to attaching meaning to an entire reading selection. All comprehension revolves around the readers’ ability in finding and determining main idea and topic from the text.

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Finnochiaro and Bonomo (1973: 132) suggest that reading comprehension is ability which depends on the accuracy and speed of grapheme perception, that is perception of written symbol, control of language relationship and structure, knowledge of vocabulary items and lexical combination, awareness of redundancy, the ability to use the contextual clues and recognition of cultural allusions.

Smith (1982: 15) states that comprehension in reading as a matter of “making sense” of text, of relating written language to what we know already and to we want to know. Comprehension can be regarded as a condition where certainty exists. We comprehend when we have no doubt alternative interpretation or decisions in our mind.

Referring to definition above, it can be said that in comprehending the texts the students have to know their technique in reading. It means to make them easy to identify the specific information in the texts. One aspect that becomes essential in students’ reading is the reading technique. Students’ competence in comprehending the specific information, words and surface meaning in texts that is described by students’ score with an appropriate technique.

2.2. Aspects of Reading

Referring to the concept above, in order to know the students’ reading comprehension ability, the teacher must involve some aspects that really essential in reading comprehension. The reading aspect should not only understand the

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surface meaning of the text but also understand the purpose of the main idea of the reading text.

There are five aspects in reading, they are: 1. Main Idea

In line with Mc. Whother (1986: 38) the sentence with that states this main idea called the topic sentence. She adds that the topic sentence tells what the rest of the paragraph is about. Is some paragraphs, the main ides is not explicitly stated in any one sentence. Instead, it is left to the reader to infer, or reason out. In the other words, the main idea is the most important idea that the author develops through out the paragraph.

2. Specific Information

Supporting sentence or specific information develops the topic sentence by giving definitions, examples, facts, an incident, comparison, analogy, cause and effect statistics and quotation. (Mc. Whorter, 1986: 36)

3. References

According to Latulippe (1986: 20) defines that reference are words or phrase used either before or after the reference in the reading material. They are used to avoid unnecessary repletion of words or phrases. It means that, such word are used, they are signals to the reader find the meaning elsewhere in the text.

4. Inference

In relation to make inferences, Kathleen (1986: 31) states that an inference is an educational guess or prediction about something unknown based on

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available facts and information. It is the logical connection that the reader draw between he observe or known and what he does not know.

5. Vocabulary

According to Wallace (1987: 30) says that vocabulary is the stock of word used by the people or even person. Concerning with those statements indeed vocabulary is fundamental for everyone who wants to speak or to produce utterances for reading.

2.3. The Nature of Report Text

Referring to 2006 (KTSP) curriculum, there are some types of text that should been recognize and comprehend by the second grade students of SMA/MA; narrative, report, hortatory and analytical exposition, and spoof text. In this research, the text that will expose is report text.

2.3.1. Definition of Report Text

Report is a text which can be written out with a descriptive technique. It describes an object to the readers (Siahaan and Shinooda, 2008: 43).

According to Seoprapto and Darwis (2006: 9) report text is a kind of text which presents information about something based on systematic observation and analysis of phenomena in the world. In short, report text describes as the way certain things and frequently refers to phenomenon of nature, man-made and social phenomena in the environment.

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The term of report used in this research is based in the report text which is exposes in 2006 (KTSP) curriculum; stated by Gerott and Wignel in Depdiknas, (2005). This kind of text is also called Report by Hammond et.al. in Depdiknas, (2005), Hardy and Klarwein (1990) who has classified this term into two types, that is: Show Report and Long Report. Beside, Dewewiaka in Depdiknas (2005) called this term as information Report. It is need to notice that the term of report here is different from Newspaper Report which is used by Hardy and Klarwein in KTSP, Newspaper Report called News Item, so it is different from the report text.

2.3.2. Function of Report Text

Report text describes the general characteristic from certain things; living or nonliving things (Depdiknas, 2005). Although the function of this text is to describe something, this text is different from descriptive text which explains certain thing specifically and without generalization.

Furthermore, report text has the following function: to inform (Hardy and Klarwein in Depdiknas, 2005), to provide information about natural and non natural phenomena (Hammond, et.al. in Depdiknas, 2005), to document, organize and store factual information on a topic, classify and describe the phenomena of our world; about whole class of things like hones, bikes, or oceans. (Derewainka in Depdiknas, 2005), to describe the way things are, with reference to a range of natural, man-made and social phenomena in our environment. (Gerot and Wignel in Depdiknas, 2005), to describe the way things are, with reference to a whole of

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phenomena, natural, synthetic and social in our environment (Callaghan and Rothery in Depdiknas, 2005).

2.3.3. Generic Structures of Report Text

Like other text, report text has its own structures or Generic (Schematic) Structures, they are: (1) General classification. It tells what the phenomena under discussion are. (2) Description. It describes and tells what the phenomena under discussion are like in term of parts (and their function), qualities, habits or behaviors, if living; uses, if non-natural (Gerott and Wignell in Depdiknas, 2005).

Meanwhile, according to Hardy and Klarwein in Depdiknas (2005), report text is divide into two types, they are: Short report and Long report. In short report the generic structures are: classification which can also begin with definition and description of subtopic, in sequence given in the question. In long report, the generic structures are: classification or definition and description of features in order of importance.

Beside, Derewiaka in Depdiknas (2005) states this following generic structure of report text: (1) Opening general statement/ general classification, (2) sometimes the opening statements may also indicate a particular aspect of the topic that is being treated, E.g. There are many different types of a bike in Australia. (3) Facts about various aspects of the object (color, shape, habits, behavior, etc); giving examples, comparing and contrasting, describing components and their function. According to the features above, here is example and the organization of report text:

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BUTTERFLIES

General Classification:

Butterflies are colorful, flying insects from the Lepidoptera order. Because they are insects, they have three body parts. The three body parts are called the head, thorax, and abdomen. They also have six jointed legs, two knobbed antennae, compound eyes, and an exoskeleton.

Description:

Butterflies’ four wings are unusual, because they are scaly. Their bodies are covered in

little hairs.

To eat, butterflies use their long straw-like tongue, called a proboscis. They sip nectar from flowers. They keep their proboscis uncoil it to drink. Because butterflies and moths are so similar, people confuse these two insects. While they are similar, they are not the same. Moths are also from the Lepidoptera order and they have the same body parts as butterfly, except their antennae are not knobbed. Both butterflies and moths have four wings. On the

other hand, the moth’s body is hairier than the butterfly’s body.

Moths use a proboscis to eat just likes the butterfly does. They both sip nectar from flowers. There are two big differences between these two insects. One difference is butterflies fly in the daytime and moths fly at nighttime. Butterfly hold their wings closed above their bodies when they are standing still. In contrast, moths hold their open wings out to their sides when not flying.

2.4. Concept of SQ3R Technique

The SQ3R technique of integrative reading, proposed by Robinson (1961), involves five steps, namely: survey, question, read, recite, and review. It means that to help the students in reading process, the teacher may offer this technique by following its steps.

Nuttal (1982: 169) explains this technique as follows:

1. Survey (S) means that before beginning reading look through the whole chapter. See what the headings are-the major ones and the subheadings; hierarchical structures seem to be particularly easy for our brains to latch onto-check for introductory and summary paragraphs, references, etc.

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2. Question (Q) means that the reader should pause to create some questions by himself about the content of the texts. This part of study process, intended to make the reader think about his purpose in reading and what he wants to get out the text. It also involves some attempts at prediction. 3. Read (R1) means that the reader should carefully look for the answer

based on the question made and make sure that he has not overlook anything else that is relevant.

4. Recite (R2) means that it is not reciting the text, but the answer of the question made. The essential thing is to reprocess in some way the silent points gained from the text.

5. Review (R3) means that the reader should remember what has been learned. At this stage the aim is to process the information in a useful form and to integrate it with his previous experience.

Based on this technique, the first time of reading process is surveying the content of the text. The purpose is to look for the chapter title, subtitle, heading and subheading. This survey is the process of becoming familiar with the broad outlines because it provides the reader with a framework, an overview of what it is all about. Mc Whorter Katheleen (1982) says that survey gives the reader mental organization. The reader can get a simple way to point out the important thing before stepping in reading.

Second is question, Menlick (1965) notes that questions establish a basis for identifying and clarifying the purpose of reading. That is why we find a list of questions which should be answered before the process of reading itself. It means

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that those questions will help the reader understand the content of materials read by following guidance.

Mc Whorter Katheleen (1986) proposes some guidance that can be followed by the step in this question, namely:

1. Preview before trying to ask question. Previewing guides the reader about what is important and indicate what the reader should ask about.

2. Take each major heading and turn it into a question. The questions should ask something that the reader feels is important to know.

3. As the reader reads the section, look for the answer to the question.

4. When the reader finishes reading a section, stop and check to see whether the reader has found the answer.

5. Avoiding asking some questions that have one word answer. Questions that start with what, why, and how are useful.

The guidance above give information for reader of what he should do to allocate his purpose in reading.

The third step of SQ3R is reading itself. In this technique, reading is done slowly. It emphasizes upon remembering details. It means that the students should read the material section and look for the answer of questions formed. In this case, the students’ area suggested paying attention only to the materials that related to the question. To ease this work, the students can use a pencil or making pen to outline main ideas. Underlining the supporting material may help them.

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The fourth step is recites. It literally is self-examination. Here the students attempt to answer for themselves questions that are posed without referring to generally it is recommended that recitation should occur as soon as possible after reading.

It means that recitation is the action of repeated information silently or aloud to learn and remember it. It is the seeking of answer to self-imposed questions and rather than setting for rote memorization. The student who spends most of their study reciting gives practice answer of test.

Shepherd (1978) proposes three elements to recite, namely:

1. Read the title of the information to be learned and turn it into question. 2. Try to answer the question silently or aloud without reading it.

3. Read the information in notes to make certain that the students can answer the questions they made correctly.

The fifth step of SQ3R technique is review. It was done after the students finish reading. The suitable way is go back over the important ideas (Katheleen, 1982). It means that of the students have finished the whole reading assignment, go back to each heading, recall the questions made and try to answer them.

Descant (1982) says that review is critical examination with the goal of integrating the content and acquiring useful generalization. The students are expected to be able to transfer the meaning of the content in their memory in reviewing. They need to read over their notes or outline, to learn the questions and try to answer or to think over the basic point they plan to use in class discussion. To do it, the students in this class can be divided into several groups for making

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them getting motivated in reviewing. The students will gain a clear information about the last step namely review. Therefore, the students have already study to refresh their memories about this reading material.

2.5. Procedure of Teaching Reading Report Text through SQ3R Technique

Robinson (1962: 12) states that SQ3R technique can be applied individually. It means that the SQ3R technique can be used to develop one’s personal ability to comprehend the whole text.

However, Nuttal (1982: 17) has prescribed the procedures of teaching reading through SQ3R for groups as follows:

1. Firstly, after the class is divided into several groups, the teacher provides them with a report text.

2. Then, the students asked to see what the headings are the major ones and the subheadings; hierarchical structure seem to be particularly easy for our brains to latch onto check for introductory and summary paragraph.

3. After the survey stage the students asked to make some question to the text before they read the whole text. This is a part of study process, because it encourages the students to stimulate their interaction sense.

4. For the complete input the students asked to read the whole text carefully. This part contributes the students with a complete comprehension. They can add the information that they have not know.

5. Following the read stages the students answer the questions they made, and share their idea with other students.

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6. Finally the students asked to remember what has been learned by writing a summary. This stage is the process of information the students have just learned with their previous experience.

2.6. Theoretical Assumption

From the literature review above, the researcher assumed that SQ3R technique seems to have an impact toward students reading ability. The students had to be able to identify contents of their reading text. Therefore, a possible technique should be matched with students’ purpose in reading. An appropriate technique was considered to develop students’ reading ability.

Senior High School students had report text as their reading text based on School Based Curriculum. SQ3R technique is appropriate to be applied as students’ technique in reading. Using SQ3R technique would change a passive reader into an active one. SQ3R is a useful technique for absorbing written information. As mention earlier, SQ3R would give the students a mental organization. It also helps the students to find out the information from the text quickly and clearly. This technique would help the students to remember what they have learnt. Therefore, the students should have reading knowledge in order to make the students understand what they should be to comprehend it in order to find out the message stated by the author in the reading text.

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2.7. Hypothesis

Referring to the theoretical views presented earlier, the researcher states the hypothesis as follows:

H0 : There is no significant improvement of students’ reading comprehension achievement of report text before and after treatment of SQ3R technique. H1 : There is significant improvement of students’ reading comprehension achievement of report text before and after treatment of SQ3R technique.

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III. METHODOLOGY

This chapter describes the design of the research, sample, data collecting technique, research procedure, analyzing the data, instrument. This chapter also describes the criteria of good test, validity and reliability, data analysis, and hypothesis testing.

3.1. Research Design

The design of this research is one group pretest posttest design (Hatch and Farhady, 1982: 20) to investigate whether there was an improving in students’ reading comprehension achievement through SQ3R technique. In this design, pretest and posttest was administered whether SQ3R technique can be used to improve students’ reading comprehension achievement.

The pretest was conducted to measure students’ reading comprehension achievement before treatment and the posttest was conducted to find out students’ reading comprehension achievement after being taught using SQ3R technique. Then, the means of both pretest and posttest were compared to find out the progress before and after the treatments.

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This research used one class as sample of research. This class had both pretest and posttest and three treatments. The design of the research was described as follows:

T1 X T2

Where:

T1 : The pretest X : The treatments T2 : The posttest

(Hatch and Farhady in Setiyadi 2006: 131)

3.2. Sample

The population of this research was the second grade students of SMAN 1 Muara Enim. There are six classes of the second grade. Each class consists of 30 students. Based on the teacher’s instruction the researcher chosen XI IPS A class as sample of research, and XI IPS B class as try out class.

3.3. Data Collecting Technique

This research used reading test as the instrument in collecting the data. The reading tests included pretest and posttest. The test was multiple choices and some reading texts. The questions had for each (A, B, C and D), one as the correct answer and the rest are the distracters. Therefore, if one participant answers all the items correctly s/he got 100 points. The treatment also used reading text. The texts were taken from English for the second grade students. The length of time in

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collecting the data was three weeks. The data was gained from the content and construct validity in which the question represents five of sort reading skills’ i.e. determining main idea, finding the detail information, reference, inference and vocabulary (Nuttal, 1985).

1. Pretest

The researcher administered the pretest before the researcher gave the treatment. Pretest was given to know how far the competence of the students in reading comprehension before the treatments were conducted. It required 45 minutes for the test. The test was multiple choices that consist of thirty items with the option A, B, C, D. The materials were report text.

2. Posttest

The posttest gave after the researcher applied the treatments to the subject of the research. The posttest was done after three meetings of the treatments. Posttest was designed to measure the improvement of the students’ reading comprehension achievement after the treatment was given. It required 45 minutes for the test. The test was multiple choices that consist of thirty items with the option A, B, C, D. The materials were report text.

The treatments were classroom activities which used and applied SQ3R technique in reading the texts. The texts were taken from students’ English book for second grade. The treatment using SQ3R technique was given in three meeting and 90 minutes in each.

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The test was administered to find the quality of the test before it was used, whether the test items were good or not in validity, reliability, level of difficulty and the discrimination power. The researcher administered the try out using reading texts with 50 items of multiple choices in 90 minutes. The maximum score was 100; each correct answer had 2 points.

3.4. Research Procedure

The procedures in administering the research were as follows: 1. Identifying the problem

The first step to be made in this research was identifying the core of the problem.

2. Determining the sample of the research

Based on the teacher’s instruction the researcher chosen XI IPS A class as the sample of research and XI IPS B class as try out class. There are six classes of the second grade. The researcher taken one class as the sample of the research.

3. Determining the research instrument

The instrument was taken from students’ text book. The texts were used for pretest and posttest was report text.

4. Administering the try out test

The researcher administered the try out using reading text and 50 items of multiple choices. The maximal points is 100, each correct answer had 2 points. It was taken 90 minutes. The test was given to find the quality of the test before it was used in order to get the data on the research. It was to

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find out whether the test items were good or not validity, reliability, level difficultly and the discrimination power. The researcher used split-half method to measure the reliability in which required her to provide the items into two same groups, first half and second half.

Some items were dropped and revised to be administered in pretest and posttest. The difficulty level of try out considered of 10 easy items (4, 6, 22, 23, 29, 34, 39, 43, 45, 50), 30 satisfactory items (1, 2, 5, 7, 9, 10, 11, 12, 13, 14, 16, 17, 21, 24, 25, 26, 27, 30, 31, 32, 33, 37, 38, 40, 41, 44, 46, 47, 48, 49), 10 difficult items (3, 8, 15, 18, 19, 20, 28, 35, 36, 42. Meanwhile, for discrimination power, 3 bad items (4, 22, 35), 9 poor items (3, 6, 8, 18, 20, 28, 29, 36, 39), 38 good items (1, 2, 5, 7, 9, 10, 11, 12, 13, 14, 15, 16, 17, 19, 21, 23, 24, 25, 26, 27, 30, 31, 32, 33, 34, 37, 38, 40, 41, 42, 43, 44, 45, 56, 47, 48, 49, 50) were satisfactory. Items with negative zero discrimination power were dropped, meanwhile for the items with satisfactory level of difficulty and satisfactory discrimination power were administered. Moreover, the items that were difficult and easy in the difficult level but had satisfactory discrimination power were revised. The items that were satisfactory in level difficult but had discrimination index were revised.

5. Determining final test of the instrument

In this step, the researcher revised the instrument based on the result of try out. The revision was done by changing the ambiguous statements, distracters, double correct answer, etc.

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6. Administering pretest

The pretest was aimed to find out the students’ basic reading comprehension achievement. The researcher administered pretest before giving the treatments by using reading text and 30 items multiple-choice test. It was administered for about 45 minutes in the subject class of research.

7. Conducting the treatments

After giving the pretest to the students, the researcher conducted the treatment for three meetings, which took 90 minutes in every meeting. The researcher taught reading comprehension of report text by using SQ3R technique to the students in the sample of research.

8. Administering Post Test

The posttest was aimed to find out the students’ reading comprehension achievement after giving the treatment which was used as their reading technique. The test using reading text and 30 items multiple-choices test. It was administered for about 45 minutes in the subject class of research. 9. Analyzing the data

Both of pretest and posttest results of the class were analyzed by using Repeated Measures t-test to compare the data of the two means score (Hatch and Farhady, 1982:108). The researcher analyzed the improvement by comparing the scores of pretest and posttest from the sample of research. If the score of posttest is better than pretest, it means that there is a progress of the students’ reading comprehension achievement.

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10.Concluding the results

After analyzing the results of both pretest and posttest, the conclusion was drawn.

11.Reporting the results

The results of this research were reported in the script including the suggestion from the researcher.

3.5. Analyzing the Data

The researcher analyzed the data by comparing the average score (mean) of the pretest and posttest to knows whether there improvement of students’ reading ability through SQ3R technique.

3.6. Instrument

The two reading tests were given to the students to check their reading comprehension achievement. They were pretest and posttest. The researcher used objective test. It was multiple choice (MC) tests consist of four options (A, B, C, D), to make it easy to correct and to give score. The material was about report text. The researcher gave 30 items for pretest and 30 items for posttest. The purpose of pretest was to know the students’ reading comprehension achievement before treatments. The purpose of posttest was to know the students’ improvement of reading comprehension achievement after treatments.

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3.7. The Criteria of Good Test

A test will be said have a good quality if it has good validity, reliability, level difficulty and discrimination power (Heaton, 1991: 5).

1. Validity

Validity refers to the extent to which the test measures what was intended to be measure. This means that is relates directly to the purpose of the test (Shohamy, 1985: 74). There are four types of validity: face validity, content validity, construct validity and empirical or criterion-related validity. To measure whether the test has good validity, the researcher used content and construct validity since the other two were considered be less needed. Face validity only concerns with the lay out the test. Criterion-related validity is concerned with measuring the success in the future, as in replacement test (Hatch and Farhady, 1982: 251). The two type uses in this research are:

a. Content Validity

Content validity is the extent to which the test measures a representative sample of the subject matter content. The focus of the content validity is adequacy of the sample and not simply on the appearance of the test (Hatch and Farhady, 1982: 251). Content validity is intended to know whether the test items are good reflection of what will be covered. The test items are adapted from the materials that have be taught to the students should be constructed as to contain a representative sample of the course. (Heaton, 1975: 160).Therefore,

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since the test instrument was conducted to get the data of the students’ reading comprehension achievement, the content validity of the test items were conducted by including reading materials which were arranged based on the materials already given and it was suitable with the curriculum. Thus, if the measuring instrument has represented all the ideas that connected with the materials that be measured, that measuring instrument has fulfilled the aspect of content validity.

b. Construct Validity

Construct validity is concerned with whether the test is actually in line with the theory of what it means to know the language (Shohamy, 1985: 74). Regarding the construct validity, it measures the construction had already referred to the theory, meaning that the test construction has already in line with the objective of the learning (Hatch and Farchady, 1982: 251). It means that the items should really test the students whether they have mastered the reading text. Basically, the construct and content validity are overlap. It is a representative of the material from the subject. In line with Nuttal (1985) the relation validity of the instrument refers to construct validity in which the question represents five of sort reading skills, i.e. determining main idea, finding the detail information, reference, inference and vocabulary. Skills of reading in the test are a part of the construct validity and the item numbers are a part of the content validity. The composition of the test items was presented in table 1: table of specification below.

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Table 1. Specification of the Validity Test

No Skill of Reading Item Numbers Percentage of Items

1 Determining main idea 3, 5, 8, 13, 24, 29, 38, 42, 47 18%

2 Finding specific information 1, 6, 14, 18, 19, 23, 28, 33, 34,

37, 39, 43 24%

3 Inference 4, 9, 17, 22, 27, 32, 36, 41, 46,

50 20%

4 Reference 2, 11, 15, 21, 26, 30, 40, 45,

48 18%

5 Vocabulary 7, 10, 12, 16, 20, 25, 31, 35,

44, 49 20%

In order to measure the content and construct validity, inter-rater analysis was used to make the reading test instrument more valid. Thus, four English teachers of SMAN 1 Muara Enim such as Dra. Hj. Konatira, M.Pd., Aries Oktaviany, S.Pd., Rosita Iriani, S.Pd., and Dien Noveta, S.Pd. taken part in measuring the content and construct validity of the test instrument. If the percentage of one item is >50%, it means that the item test would be taken.

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Table 2. Inter-rater Analysis of the Try Out

2. Reliability

Reliability refers to whether the test is consistent in its score and gives us an indication of how accurate the test score are (Shohamy, 1985: 70). There are three ways to find out the reliability of a test, i.e. test-retest, parallel tests, and internal consistency methods (Hatch and Farhady, 1982: 24). The test-retest methods is not use since it is not impracticable, certain students would benefit more than others by familiarity with the type and format of the test, moreover, personal factors such as motivation and differential maturation would also account for differences and the performances of certain students. The second method, parallel test, is not be used either. This method also seemed impracticable since two similar versions of particular test must be constructed: such test must be similar versions of a particular test must be constructed: such test must identical in the nature of their sampling, difficulty, length, rubrics, etc. only after a full statistical analysis of the test and all items contain in them can the test

O Teacher

Skill Of Reading/ Indicator Determining

main idea

Finding specific information

Inference Reference Vocabulary

3, 5, 8, 13, 24, 29, 38,

42, 47

1, 6, 14, 18, 19, 23, 28, 33, 34, 37,

39, 43

4, 9, 17, 22, 27, 32, 36, 41, 46, 50

2, 11, 15, 21, 26, 30,

40, 45, 48

7, 10, 12, 16, 20, 25, 31, 35, 44,

1 A 25% 25% 10% 25% 25%

2 B 25% 25% 25% 25% 25%

3 C 15% 25% 15% 25% 25%

4 D 25% 25% 25% 25% 25%

Total

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safely be regarded as parallel (Heaton, 1991: 163). Thus the third method, namely split method, was used in this research.

Split half method was used by the researcher to estimate the reliability of the test. This formulation was simple to use since: (1) it avoids troublesome correlations and (2) in addition to the number of items in the test, it involves only the test, mean and standard deviation. Both of which are normally calculated anyhow as a matter of routine, (Heaton, 1991: 164). To measure coefficient of the reliability the first and second half group, the researcher used the following formula:

Where:

: The coefficient or reliability between first half and second half group : The total numbers of first half group

: The total numbers of second half group : The square of X

: The square of Y

(Lado in Hughes, 1991: 3)

The researcher used “Spearmen Brown’s Prophecy formula” (Hatch and Farhady, 1982: 268) to know the coefficient correlation the whole items. The formula is as follows:

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Where:

: The reliability of the test : The reliability of the half test The criteria of reliability are:

0.90 – 1.00 : high 0.50 – 0.89 : moderate 0.00 – 0.49 : low

(Hatch and Farhady, 1985:247)

If the reliability the test reach 0.05 the researcher would consider that it has been reliable. The result of the computation by using Pearson Product Moment formula showed that the reliability of the half test (r1) was 0.9779023 (See Appendix 11). Then, by using Spearman Brown’s Prophecy formula, it was found that the reliability of the whole test items (rk) was 0.9888277 (See Appendix 11). According to criteria of the reliability test the reliability of 0.9888277 point belongs to high level, so it indicated that the data collecting instrument in this research was reliable and good. Therefore, the results of the test were believed as the reflection of their reading ability which was accurate and consistent.

3. Level of Difficulty

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Where:

LD : Level of difficulty

R : The number of the students who answer correctly N : The total number of the student following the test

The criteria are:

< 0.30 : difficult 0.30 – 0.70 : average > 0.70 : easy

(Shohamy, 1985: 79)

Based on the try out test related to those criteria there was 10 easy items (4, 6, 22, 23, 29, 34, 39, 43, 45, 50), 10 difficult items (3, 8, 15, 18, 19, 20, 28, 35, 36, 42), 10 average items (1, 2, 5, 7, 9, 10, 11, 12, 13, 14, 16, 17, 21, 24, 25, 26, 27, 30, 31, 32, 33, 37, 38, 40, 41, 44, 46, 47, 48, 49).

4. Discrimination Power

To see the discrimination power, the researcher used the following formula:

Where:

DP : Discrimination power

U : The proportion of the upper group students L : The proportion of the lower group students

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N : the total number of the students

The criteria:

a. Of the value is positive discrimination, it means that more high level students than low level students. Of the value is zero, no discrimination.

b. If the value is negative, means that more low level students than the high level students get the item correct.

c. In general, the higher the discrimination index, the better. In classroom situation most items should be higher then 0.20 indexes.

(Shohamy, 1985: 81)

According to the try out there were 3 bad items (4, 22, 35), 9 poor items (3, 6, 8, 18, 20, 28, 29, 36, 39), 38 good items (1, 2, 5, 7, 9, 10, 11, 12, 13, 14, 15, 16, 17, 19, 21, 23, 24, 25, 26, 27, 30, 31, 32, 33, 34, 37, 38, 40, 41, 42, 43, 44, 45, 56, 47, 48, 49, 50) were satisfactory.

5. Scoring System

In scoring students result of the test, the researcher used Percentage Correct (Lyman, 1971: 95). The percentage correct was used in repotting the result of classroom achievement tests. The researcher calculated the average of the pretest and posttest by using this formula:

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Where:

: Percentage of correct score R : Number of right answer T : The total items of items test

(Lyman, 1971: 95)

3.8. Data Analysis

Analysis means categorizing, ordering, manipulating and summarizing of data obtain answers to research questions (Kerlinger, 1988:125). The purpose of analysis was to reduce data to be intelligible and interpretable so that the relation of research problem can be studied.

In order to see whether there is a significant improvement of the students’ reading comprehension achievement, the researcher examined the students’ score using the following steps:

1. Scoring the pre test and post test.

2. Tabulating the result of the test and calculating the score of the pretest and posttest.

3. Drawing conclusion from the tabulate result of the pre test and posttest administer, that is by statistically analyzing the data using statistical computerization i.e. Repeated Measure T-Test of Statistical Package for Social Science (SPSS) version 17.0 for windows to test whether the improvement of students’ gain is significant or not, in which the significance was determined by p < 0.05. It is used as the data come from the same sample or know as paired data. (Hatch and Farhady, 1982: 114).

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3.9. Hypothesis Testing

The hypothesis is used to prove whether the hypothesis proposed in this research is accepted or not. The hypothesis of this research is there is any improvement of students’ reading comprehension achievement of report text after being taught through SQ3R technique.

The hypothesis is analyzed by using Repeated measures T-Test with Statistically Package for Social Science (SPSS) version 17.0. The level of significance is 0.05, and the probability of error in the hypotheses is 5%.

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V. CONCLUSIONS AND SUGGESTIONS

5.1. Conclusions

difference of students’ mean score of pretest which improve from 47.66 up to 72.12 in the posttest with gain 24.46 point. The result of hypothesis test showed that hypothesis of this research was accepted (p < 0.05, p = 0.000).

SQ3R technique can be used to improve students’ reading comprehension achievement because the students can share the idea of the text in group work. Even more, they snatched away to come forward to share their idea and to give respond such as critics and suggestion from another pair. It is intended to make the students actively involved in the process of learning. By using SQ3R technique to actively read a text, the students can get maximum benefit from their reading time, making it a valuable tool for students.

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5.2. Suggestions

Referring to the conclusion above, the researcher would like to purpose some suggestion as follows:

1. The English teacher should apply SQ3R technique in teaching reading since based on the results of this research, SQ3R technique can be used to

improve students’ reading comprehension achievement significantly.

2. The teacher should explain the activity of SQ3R technique clearly. The teacher make sure that students can practice the steps of SQ3R technique correctly when they comprehend the text by surveying the text, making question by themselves based on the text, reading the whole text, reciting the text to make their better understanding and to answer their questions, and reviewing the text they have read.

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3.9. Hypothesis Testing

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V. CONCLUSIONS AND SUGGESTIONS

5.1. Conclusions

Based on the results of data analysis and discussions, the researcher draws the conclusions that there is an improvement of students’ reading comprehension achievement of report text after being taught through SQ3R technique at the second grade students of SMAN 1 Muara Enim. This can be seen from the difference of students’ mean score of pretest which improve from 47.66 up to 72.12 in the posttest with gain 24.46 point. The result of hypothesis test showed that hypothesis of this research was accepted (p < 0.05, p = 0.000).

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5.2. Suggestions

Referring to the conclusion above, the researcher would like to purpose some suggestion as follows:

1. The English teacher should apply SQ3R technique in teaching reading since based on the results of this research, SQ3R technique can be used to improve students’ reading comprehension achievement significantly. 2. The teacher should explain the activity of SQ3R technique clearly. The

teacher make sure that students can practice the steps of SQ3R technique correctly when they comprehend the text by surveying the text, making question by themselves based on the text, reading the whole text, reciting the text to make their better understanding and to answer their questions, and reviewing the text they have read.

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IMPROVING STUDENTS’ READING COMPREHENSION OF REPORT TEXT THROUGH SQ3R TECHNIQUE AT THE SECOND GRADE OF SMAN 1 MUARA ENIM