COMPARATIVE STUDY OF STUDENTS READING ACHIEVMENT BETWEEN THOSE WHO ARE TAUGHT THROUGH RETELLING STORY AND THOSE TAUGHT THROUGH TRANSLATING A FAIRY TALE THE FIRST GRADE OF MA MA'ARIF 4 KALIREJO LAMPUNG TENGAH

STORY AND THOSE TAUGHT THROUGH TRANSLATING KALIREJO LAMPUNG TENGAH

By

Diah Arini Kusumastuti

Reading plays an important role for those who want to comprehend and produce the language well. Reading is one of the most important ways to improve general language skills. However, the students still have problems in reading. One of this was that they often found difficulty in comprehending the reading text. They were not able to catch the information from the text.

Therefore, the objective of this research is to compare whether there is difference comprehension achievement between those who were taught through retelling a fairy tale and those taught through translation.

The participants of the research were the students of the first grade of MA 4 Kalirejo, Lampung Tengah in the academic year 2011/2012. X.1 was the experimental class and X.2 was the control class. Experimental class was taught through retelling story and the control class was taught through translation. The research design was Pretest Posttest Control Group Design and the data were taken from the test and the data were analyzed by using Independent Group T-test. Independent Group T-test was used at the 0,05 significance level to prove whether or not the hypothesis was accepted. The computation showed that t- observe (0.000)is lower than t-table (2.042). It means that H1was accepted. H1was there through retelling story and students who are taught through translating technique by using fairy tale.

Based on the result, it is suggested that English teachers to use retelling story from fairy tale as the way to teach reading comprehension since it can be used to

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Praised be merely to Alloh SWT for the gracious, mercy, and tremendous blessing so that the writer is able to accomplish this research project. Amin. This script is submitted to fulfill one of the requirements in accomplishing the S-1 Degree Program at the Department of Language and Arts of Teacher Training and Education Faculty, University of Lampung.

First of all, the writer would like to dedicate her sincere gratitude and respect to Ujang Suparman, S.Pd., M.A., Ph.D. and Drs. Huzairin, M.Pd. as her advisors who have given their advices, invaluable guidance, and unlimited patience and encouragement to the writer during the completion of this research project. Her deep gratitude is also given to Dr. Muhammad Sukirlan, M.A. as her examiner who had suggested and criticized for the betterment of the script. It will be hard for the writer to make the script becomes better without his contributions. Her grateful appreciation is also extended to Dra. Hj. A. Umroh, M.Pd.I as the head maste

the English teacher who have given chance to conduct her research in the school. Appreciation is also addressed to all students of class X for their participation in this research.

Furthermore, the writer would like to acknowledge her gratitude to her beloved parents Sukarno Atmadja and Endang Subarkah for their greatest love, support and guidance. Her sincery thanks are also dedicated to her beloved sister Tia Martha Pundati and her brother Wahyu Ari Bowo. Her endless thanks go to her belovedultrasDwi Afriansyah who always motivates and gives her loves and attention.

Bunch of thanks is given to her sisters in boarding house Windarsih, Sixkia, Vera, Dwi Puastuti, Sulistriana, Sulistiani, Miftahul, Nur Na imah, Ovi, Ira, Deby, Puspa, Yanti, Hade, and whole friends in boarding house. Thanks for their love, support, and their advice. Unforgettable appreciation is extended to her best comrades Fetrisia, Fevi Meila Suwarni, and Meila Sari. She also shares her happiness to all of students English Department batch 07 (NERD 07).

Finally, the writer realizes that this research project still has some weaknesses. Therefore, criticisms and suggestions are welcome for its improvement.

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Bandar Lampung, Februari 2012

1. Examination Committee

Chairperson :

Ujang Suparman, S.Pd., M.A., Ph.D.

Examiner :

Dr. Muhammad Sukirlan, M.A.

Secretary :

Drs. Huzairin M.Pd.

2. The Dean of Teacher Training and Education Faculty

Drs. H. Bujang Rahman, M.Si.

NIP 19600315 198503 1 003

I. INTRODUCTION

1.1 Background of Problem

In this modern era, English becomes more and more important so that information flows to every country almost without any barrier and most of which is delivered in English. Consequently, mastering one language is not enough to get sufficient information. English as an international language is used in all professional fields. It is positioned as a compulsory subject that is taught from elementary school until university levels. Students are expected to have skills in English, namely listening, speaking, reading, and writing which are related one another.

Of the four skills, reading plays an important role for those who want to

comprehend and produce the language well. Reading is one of the most important ways to improve general language skills. Reading can help learners to think in English. It can also enlarge their vocabulary. It can help them improve their writing. It may also be a good way to practice their English if they live in a non-English speaking country.

However, based on the information from the teacher

Lampung Tengah, it was found that one of the problems faced by the students was that they often found difficulty in comprehending the reading text. They are not able to catch the information from the text. For example, when the students have to find the main idea, they always read the whole passage word by word without

understanding what the text means. As the result, they have no idea of the reading text.

Furthermore, they also get difficulty in understanding the meaning of some words in the texts because they have only little knowledge about vocabulary. The words in the texts are not familiar to the students. As they do not understand the meaning of the text, they become lazy to read an English text. They tend to talk to their friends when the teacher gives an English text than reading the text. They are unable to identify the specific information of each paragraph of the texts. When teacher asks some questions related to the text, they cannot answer them well.

objectives stated in the curriculum. Their average score of reading is low and below the KKM 65 (Minimal Mastery Criterion). Reading materials from

Those problems are important to be identified because the writer wants to try to

find a better way to teach the students. It is also expected to find ways so that the students can understand the reading text even though their vocabulary mastery is limited. It is also hoped to encourage the students to read the English text. Therefore, teachers should help students to find appropriate strategy in order to improve their reading skill and reading achievement.

Students will have better comprehension when they read materials in topics which are highly interesting to them. It means that to promote positive attitudes toward

There are many materials that can be used to improve reading ability such as newspaper, bulletins, magazine, literary texts and others. In this research the

ability. There are many topics of fairy tale that are closely related to the issues in daily life. For many students, interesting literature text can provide a key to motivate them in studying English.

Referring to the explanation above, the writer focused on the strategy used during teaching learning process. There are many strategies which can be applied in the class in order to maintain the motivation of the students in improving their achievement in mastering the subject maintain the motivation of the students in improving their achievement in mastering the subject.

There were two techniques used by the teacher for teaching reading namely retelling story and translating. Reading can be taught through retelling story. Teacher can use this strategy to motivate students to understand and comprehend the story. In this strategy, the students were brought into an interesting situation and enjoyable situation, so the students were going to be easier to comprehend the meaning and find out the main idea of the text.

Meanwhile, translation technique is useful to help the students to identify the specific information of reading texts. Translation has been widely accepted as one of the technique that can be applied to present materials in classroom. With this

technique, the students are supposed to be able to read a reading passage in the

Based on the statements above, therefore, this research compared two techniques, retelling story and translating. The writer proposed research to see the different of teaching reading comprehension through retelling a fairy tale and translation at Senior High School. Therefore, the researcher was interested to compare between retelling story and translation in teaching reading comprehension through fairy tale.

1.2 Identification of Problems

Based on the background above, the researcher identifies the problem on MA

Students are unable to comprehend an English reading text. They cannot catch the main idea and specific information from the text.

The students are lazy to memorize the words and practice English in their daily life. So they cannot use English well.

Students are not motivated to read an English text because they think the text is difficult.

Students get bored while learning English. It might be caused by the teachers use of less interesting materials.

Students have no good self confidence in learning English. So it is difficult for them to learn English well because they regard that English is difficult to be learnt well.

capable in answering the question which is given by the teacher.

Teachers have no varieties strategies or technique in teaching English. So, students are not interested and motivated in learning English.

Teachers do not use interesting materials which encourage students to learn. They only take the materials from the English course books.

1.3 Limitation of Problems

Based on the identification of the problem, the researcher focused on teaching reading comprehension using certain strategy. In this case, she used retelling story and translation as her technique in teaching reading.

1.4 Formulation of Problems

Referring to the limitation of the problem, the writer formulates the problem as follow:

t achievement in reading a fairy tale between those who are taught through retelling story and those who are taught through

translating

Concerning to the research problem, the objectives of this research was to

compare whether there is different achievements in reading comprehension a fairy tale through retelling and through tale translation.

1.6 Uses of the Research The uses of the research are:

1. Theoretically, the finding of this research is used to support the theories dealing with retelling story strategy.

2. Practically, the finding of this research may be beneficial:

2.1 As a consideration for the English teacher to apply retelling story in teaching reading a fairy tale in their classroom.

2.2 ifying the specific information

in various types of reading a fairy tale through retelling the story.

1.7 Scope

The present research focused on comprehension in reading a fairy tale taught through retelling story and translating. The materials were taken from English Book based on the school based curriculum (KTSP) of SMA and the students reading achievement were measured by a set of pre-test and post-test in form of multiple choices.

II. FRAME OF THEORIES

2.1 Concept of Reading Comprehension

Reading, as one of the language skills to be taught, is a process of constructing or developing meaning of printed text (Cooper et al, 1988:3). This definition implies that the reading process includes an interaction between the reader and the prints. The reader tries to understand the ideas presented by the writer in the text.

Nuttal (1982: 42) defines reading as a meaningful interpretation of printed or written verbal symbols. It means that reading is a result of the interaction between the students; perception of graphic symbols that represent a language and their knowledge of the world. In this process the reader tries to recreate the meaning intended by the writer.

Meanwhile, Clark and Silberstein (1987:2) define reading as an active cognitive process of interacting with print and monitoring comprehension to establish meaning.Reading is the instantaneous recognition of various written symbol, simultaneous association of these symbol with existing knowledge, and comprehension of the information and ideas communicated.

Reading is an active process (Mackay in Simanjuntak, 1988:15). The reader forms a preliminary expectation about the material, then select the fewest, most

an interaction between thought and language. It means that the reader brings to the task a formidable amount of information and ideas, attitudes and beliefs.

Smith (1982: 5-6) says that reading certainly implies comprehension, and reading is something that makes sense to the reader. The readers try to understand and get the meaning and information in written texts in form of symbols, letters, graphs,

om the texts.

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. From these concept basically, it can be understood that reading implies comprehension.

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.

finding and determining main idea and topic sentence from the text.

Dallman (1982: 23) states that reading is more than knowing what each letter of alphabet standing for; reading involves more than word recognition; that

comprehension is an essential of reading that without comprehension no reading takes place.

From the statement above, it can be said that in comprehending the texts the students have to know their technique in reading. The writer assumes that reading

information, words and surface meaning in texts is described by stu with an appropriate technique.

2.2 Concept of Teaching Reading

Alyousef (2005: 143) says that teaching reading, contemporary reading tasks, unlike the traditional materials, involve three-phase procedures: pre-, while-, and post- reading stages. The pre-reading stage helps in activating the relevant

schema. For example, teachers can ask students questions that arouse their interest while previewing text. The aim of while-reading stage (or interactive process) is

kling texts by developing their linguistic and schematic knowledge. Post-reading includes activities, which enhance learning comprehension using matching exercises, cloze exercises, cut-up sentences, and comprehension questions.

The aim of teaching reading so that they can read English texts effectively and efficiently. To be able to do so the reader should have particular purposes in their mind before they interact with the texts. Effective and efficient reading is always purposeful and tends to focus mainly on the

purpose of the activity. Then the purpose of reading is implemented into the development of different reading techniques: translation. These can be real when the students read and interact with various types of texts, i.e. functional and monologue texts.

Meanwhile Suparman (2005: 1) states that there are two major reasons for reading: (1) reading for pleasure, (2) reading for information (in order to find out something or in order to do something with the information readers get).

Furthermore Harmer (1987: 70) states the principles behind the teaching reading:

1. Reading is not a passive skill.

2. Students need to be engaged with what they are reading.

3. Students should be encouraged to respond to the content of a reading text, not just to the language.

4. Prediction is a major factor in reading. 5. Match the task to the topic.

6. Good teachers exploit reading texts to the full.

It can be assumed that in teaching reading, appropriate and possible technique should be applied based on the purpose of reading in order to get the

comprehension. Retelling story as one of reading technique is possible to be applied by the Senior High School students in their reading. By retelling story, students can tell the story by using their own words. Story teller can help the other students to understand the story clearer than they read by their own self.

In the other hand, translation is also able to be applied in teaching reading. It can be used as one of reading technique at the Senior High School. Teaching reading comprehension through translation gives students excellent practice in the sub skills of reading. For example, using L2 to L1 translation will improve, among other things.

Retelling story requires the student to think more conceptually, to look at the bigger picture rather than answering specific question about the text. In retelling story, the function of a teacher is as a tutor. The teacher helps the students to absorb the information from the story and encourage the students to retell the story (Brown and Cambourne, 1987:49).

Concerning the description above, it can be inferred that in retelling story, the function of a teacher is very important in order to reinforce the students to comprehend a story through retelling story. For the purpose of the research, the researcher intends to conduct a research about teaching reading comprehension through retelling story.

In retelling story, a story teller can combine gestures and expression. The story teller can also visualize the characters and setting and then improvise the actual wording. Matthews (1994) stated that there are some physical aspects in retelling story, those are: eye contacts, volume, body movement and hand and arm

gestures.

In this technique, the students will be brought into interesting situation and enjoyable situation so that the students will be easier to comprehend the meaning of the words. Moreover, this technique is more suitable to be applied related to condition and needs of the students.

Gambrell & Dromsky (2000) stated that there are some tips that should be kept in mind by the teacher to engage students in retelling activities:

 Model retelling

 Use predictable texts and/or familiar stories, such as fairy tales or folk tales

 Retell a portion of a familiar text and ask the students to finish the retelling

 Ask the students to indentify the most important part of the text

 Have the students work with a partner to practice retelling

 In retelling story, the teacher should prompt the students to tell about:

The Topic

The main idea

The ideas supporting the main idea

The teacher can provide more structure to help the students organize the

information absorbed, and encourage further retelling through the use of concrete materials.

From the descriptions above, the researcher assumes that retelling story will tudents will be brought into interesting situation and enjoyable situation so that the students will be easier to comprehend the meaning of the words. Moreover, this technique is more suitable to be applied related to condition and needs of the students. If the students are able to retell the story in sequence, with a beginning, middle, and end, it indicates that the students have a good understanding of the story.

Students are expected to be able to retell the story which was given by the teacher by using their own words in their own way. They can use gesture and body movement to express their idea in retelling the story.

term referring to the transfer of thought and ideas from one language (source of language) to other language (target language) whether the language in written or spoken forms. According to Garrow (1972: 27), translation is changing a

communication (a word, phrase, and sentence) to other terms or to another form (verbal or symbolic) or to another level abstraction (simpler or more complex).

Translation technique belongs to traditional ways of teaching English. This technique considers that the main procedure of teaching language is translation. Garrow (1972: 47) underlines the definition above saying that in translation technique, concept are built in the pupils mind from bites and pieces and from specific, and in this condition, the students will passively understand. Wallace (1988: 47) adds that the result of translation technique was usually that target language was very little used in the foreign language lesson; most of the time was taken from mother tongue. The students had very little opportunity to practice using foreign and hardly ever got to the point of thinking in the foreign language.

Referring to this technique, students are expected to be able to translate the text from second language into first language individually or in group.

2.5 Concept of Fairy Tale

Fairy tale is stories both created and strongly influenced by oral tradition. Literally, fairy tale is a story for children in which magical things happen. The precise definition of fairy tale is a fictitious, highly fanciful story or explanation. A fairy tale is usually u

A fairy tale would logically be described a story containing enchanting and

illusory subject matter (Keightly, 1970). The messages that are brought are related with the issues community and universal human emotions such as: poverty, love, hate, and kindness. As an old type of prose, fairy tale is also known as bedtime stories.

This fairy tale is simply a material, so that they can better comprehend the structures of literature as well as for the state of the wonder, pleasure, and human understanding these stories can provide in their own right.

In the late ninetieth and twentieth century the fairy tale comes to be associated e, adults are originally as likely as children to be the audience of the fairy tale. The example of fairy tale:Sleeping Beauty, Cinderella, Alladin and his wonderful lamp, Alibaba and the four thieves.

The writer assumes that fairy tales may be used as one of equipment for teachers to develop the language ability of the students and enrich their knowledge by entering the world of unlimited imagination of unlimited imagination of fairy tale. They will try to describe the story with their own language. Fairy tale also lead the students to learn about norms of life, helps them to distinguish the good things and the bad.

2.6 Procedures of Teaching Reading Through Retelling Story In this research, the writer will use the following procedures:

1. Pre- Activity

- Students are motivated by asking some question related to the text that will be discussed.

2. While Activity

- Students are given a piece of fairy tale. - Students listen to the teacher reading the text. - Students answers the questions related to the story. - Students retell the fairy tale in front of class. - Students do the test.

- Students answer the questions on their own answer sheet. 3. Post Activity

- Students and teacher evaluate students work.

- Students try to express their problem in comprehending the text. - Students get homework.

- After the students understood, teacher ends the class.

2.7 Procedures of Teaching Reading Comprehension Through Translation The steps of teaching reading through translation are:

1 Pre Activity

- Students greet the teacher.

- Teacher asks students about the last materials.

- Students are motivated by asking some questions related to the text that will be discussed.

2 While Activity

- Students read the text individually.

- Students answer the questions related to the text.

- Students find out and underline the difficult words in the text. - Students try to find out the meaning by looking up dictionary. - Students try to translate the text sentence by sentence.

- Students do the test.

- Students answer the questions on their own answer sheet. 3 Post Activity

- Students and teacher evaluate students work.

- Students try to express their problems in comprehending the text. - Students get homework.

- After the students understood, teacher ends the class.

2.8 Theoretical Assumptions

Based on the frame of theories the writer assumed that retelling reading through retelling stories

identifying the specific information of the fairy tale texts for Senior High School Students. Teaching reading through retelling story from fairy tale would increase

the students also would be brought into interesting situation and enjoyable situation.

2.9 The Hypothesis

Based on the theoretical assumption above, the researcher formulates the hypothesis as follow:

achievement between students who are taught through retelling story and students who are taught through translation by using fairy tale.

H1: There is difference of reading comprehension

achievement between students who are taught throughretelling story and students who are taught through translation by using fairy tale.

III.RESEARCH METHOD

3.1 The Research Design

To conduct this research, the researcher usedPretest Posttest Control Group Design. This design belongs to true experimental designs. True experimental designs have three basic characteristics: (1) a control group is present, (2) The sample are randomly selected and assigned to the groups, and (3) a pretest is administered to capture the initial differences between the groups (Hatch and Farhady 1982:22).

The researcher used this design because she wanted to give special treatment to the experimental class using retelling story in teaching reading comprehension and the control class which does not. There were two classes of this experimental study; one is experimental class which got treatment through retelling fairy tale and another as a control class which got treatment through translation.

The pretest administered first before the treatment. It was intended to measure the

Control class was needed for comparison purposes because it lets the writer interpret her findings more confidently. Both of them got the same materials.

G2 (random) T1 O T2

(Hatch and Farhady 1982: 22) G1 : Experimental class

G2 : Control class T1 : Pre- test T2 : Post-test

X : Treatment (teaching reading through retelling a fairy tale) O : Regular teaching (teaching reading through translation)

The result of post test of both classes were compared to prove whether or not there

experimental class and control class in order to see whether teaching reading through retelling a fairy tale is effective or not

3.2 Population and Sample 3.2.1 Population

The population of this research was the 1st_{grade students of M}

Kalirejo Kab. Lampung Tengah period of 2011/2012. There are 2 classes in the 1st

grade of .

3.2.2 Sample

The samples of this research were two classes of the first year students in 2011/2012 academic year. The writer chose the first grade students because she faced that they could not comprehend in reading English reading fairy text. This material (Fairy tale/ narrative texts) is including in the first grade of Senior High School. One was the experimental class and the other was the control class. As the

sample, the class was selected randomly by using lottery, since the first year arif 4 Kalirejo Lampung Tengah was not stratified class.

There was no priority class. It was applied based on that consideration that every student in the population had the same chance to be chosen and in order to avoid the subjectivity in the research. Next, to determine which class is as the

experimental class and as the control class, the researcher used a coin by flipping it.

3.3 Data Collecting Technique

To collect the data the writer will use the following techniques: 1. The Pretest

The pre-test will be administered before the treatment applied. It is done in order to know how far the competence of students in reading comprehension before the treatment. It is also needed to know whether both experimental class and control class are equal or not in the terms of their reading comprehension achievement. The test will be multiple choices.

2. The Posttest

Post-test will be administered after the treatment applied in order to find out

who are taught through retelling fairy tale and those taught through ordinary technique (translation). The post test will be done after six meetings of the treatments. The result of the post test of two classes will be compared in order to know whether teaching reading through retelling fairy tale is effective or not.

The research will be conducted during normal class hour. The writer will follow the following procedures:

1. Determining the Problem

The first step of this research was determining the problem. The writer determined what kind of problems appear in the classes.

2. Determining and selecting the samples

The population of this research is the first year students of

Kalirejo, Lampung Tengah. The samples of this research were two classes which was chosen randomly.

3. Conducting try out

There were 40 items. The try out was administered in 60 minutes. The aim of this try out was to know the quality of test, which would be used as instrument of the research.

4. Preparing the pretest and giving the pretest.

5. Preparing the treatment material and presenting the treatment material by implementing the technique.

6. Preparing the posttest material and giving the posttest.

7. Analyzing the data. The data of pretest and posttest were put into a score table

comprehension.

(Lyman, 1971:95). The percentage correct score is used in reporting the result of classroom achievement tests.

The researcher will calculate the average of the pre-test and post test by using this formula:

T R X%c 100

(Lyman, 1971: 95) Where:

X%c = percentage of correct score R = number of right answers T = total number of items on test.

3.6 Try Out

The tests are said to have good quality if it had a good validity, reliability, and level of difficulty and discrimination power.

3.6.1 Validity of the Test

Validityis the extent to which a test does the job desired of it; the evidence may either empirical or logical (Lyman, 1971:196). A test can be said valid if the test measures the object to be measured and suitable with the criteria (Hatch and Farhady, 1982: 251). According to Hatch and Farhady (1982: 251), there are four basic types of validity: face validity, content validity, construct validity and empirical or criterion-related validity.

content and constructs validity for this research. It will be considered that the test should be valid and in line with reading theory and material.

a. Content Validity

Content Validity is the extent to which a test measures a representative sample of the subject matter content, the focus of content validity is adequacy of the sample and simply on the appearance of the test (Hatch and Farhady, 1982:251). The writer uses content validity because she wants to know whether or not the content of the test is sufficiently representative and comprehensive for the test to be a valid measure of what it is supposed to measure. To know whether the test is good reflection of what will be taught and of the knowledge which the teacher wants the students to know, the researcher compares this test with table of specification. If the table represents the material that the researcher wants to test, then it is valid from that point of view. A table of specification is an instrument that helps the test constructor plans the test.

Table 1. Table of specification

NO Objective Number of items Presentage

1 Identifying main idea 1.,5.,11.,18.,26.,32.,35. 17,5%

2 Inference 8.,9.,14.,15.,27.,38. 15%

3 Reference 2.,16.,25.,29.,34.,39. 15%

4 Specific Information 3.,4.,6.,13.,17.,19.,21.,22.,_{23.,30.,31.,33.,36.,40.} 35%

5 Vocabulary 7.,10.,12.,20.,24.,28.,37. 17,5%

Total 100%

b. Construct Validity

Construct validity is concerned with whether the test is actually in line with the theory of what reading comprehension means (Hatch and Farhady, 1982:251).

To know the test is true reflection of the theory in reading comprehension, the researcher will examine whether the test questions actually reflected the means of reading comprehension or not.

3.6.2 Reliability of the Test

Reliabilityrefers to the extent to which the text is consistent in its score, and gives us an indication of how accurate the test score are (Hatch and Farhady, 1982: 244).

To measure the coefficient of the reliability between the first and the second half, Pearson Product Moment is used, which is formulated as follows:

(Hatch and Farhady, 1982: 222) Where,

n = number of students

r = coefficient reliability between first and second half = total number of first half

= total number of second half = square of

= square of

= total score of first half items = total score of second half items

and Farhady, 1982: 246) to determine the reliability of the test as follow:

rl rl Rk

1 2

Where:

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

0.90- 1.00 = high 0.50- 0.89 = moderate 0.0- 0.49 = low

3.6.3 Level of Difficulty

Level of difficulty of an item simply shows how easy or difficult the particular item proved in the test (Heaton, 1975: 182). Level of difficulty is generally expressed as the fraction (or percentage) of the students who answered the item correctly.

To see the level of difficulty, the writer uses the following formula:

N R LD

(Heaton, 1975: 182) Where:

LD : level of difficulty

R : the number of the students who answer correctly N : the total number of the students

The criteria are:

< 0.30 = difficult 0.30- 0.70 = average > 0.70 = easy

3.6.4 Discrimination Power

The discrimination power (DP) is the proportion of the high group students getting the items correct minus the proportion of the low-level students who getting the items correct.

To see the discrimination power, the writer uses the following formula:

(Heaton, 1975: 182) Where,

DP = Discrimination Power

U = Number of upper group who answer correctly L = Number of lower group who answer correctly N = Total number of the students.

The criteria are: DP: 0.00-0.19 = Poor

DP: 0.20-0.39 = Satisfactory DP: 0.40-0.69 = Good DP: 0.70-1.00 = Excellent

DP: - (negative)= Bad items, should be omitted

3.7 Data Analysis

To analyze the data, some following techniques will be used: 3.7.1 Normality Testing

Normality testis an idealized model which can be used to dealing with natural behavior (Hatch and Farhady 1982:64). This test is used to measure whether the

three distinct properties that allow the researcher to make inferences about the population in general and our sample of the population in particular. That is:

1. The mean, median, and mode in a normal distribution are all the same. 2. The first property results in the second characteristic- the shape of the normal

distribution is bell shaped and symmetric.

3. The normal distribution does not have a zero score; the tails never meet the straight line.

(Hatch and Farhady 1982:64)

The data are tested by One-sample Kolmogorov-Smirnov Formula (SPSS 15). The criteria of normal distribution are:

The hypothesis is accepted if the result of the normality test is higher than 0.05 .

3.7.2 Homogeneity Test

This test is used to know whether the data of the pretest from the experimental class and from the control class are homogeneous or not. The data will be tested by Independent Sample Test (SPSS 15).

The criteria for the homogeneity of pre test are:

H1: There is no significant difference in the level of ability (equal) H0: There is a significant difference in the level of ability (not equal).

3.7.3 Hypothesis Testing

The researcher will test the hypothesis to prove whether the hypothesis proposed by the researcher is accepted or not. The writer used Independent Group T-test to know the level of significance of the treatment effect. The hypotheses is analyzed

means that the probability of error in the hypothesis is only about 5%.

The formulation is:

c e X X c e obs S X X t With: 2 2 2 1 n S n S

S e c

X Xe c

e

X : Mean from the difference pre-test and post-test of experimental class 1

c

X : Mean from the difference pre-test and post-test of experimental class 2 S Xe Xc : Standard error of differences between means

n : Subjects on sample

(Hatch and Farhady, 1982:111)

The criteria are:

If the t-observe is higher than t-table : H0is accepted If the t-observe is lower than t-table : H1is accepted

H0

students who are taught through retelling story and students who are taught through translating technique by using fairy tale.

who are taught through retelling story and students who are taught through translating technique by using fairy tale.

V. CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

Based on the data analysis and discussion in Chapter IV, the following conclusion is drawn:

those who were taught through retelling story and those who were taught through

This can be identified from the significant increase of students reading

comprehension within experimental class after being taught using retelling story strategy. There was a significant increase from the mean of their pretest (51.2) to posttest (75.16) with an increase was 23.96 point. The result of the hypothesis test shows also that the hypothesis of this research accepted.

Teaching reading comprehension through retelling story makes students active and creative because the students have a chance to show their ability to express words in communication and also there is an interaction between the students themselves and between the students and the teacher.

suggestions below:

1. It is suggested to the English teachers to use retelling story from fairy tale as way in teaching reading comprehension, since it can encourage the students to be more creative in teaching learning process.

2. In teaching reading comprehension, the teacher should present the material according to the level and guide the students to the real meaning of the target words until they understand the meaning

3. The English teachers should give the opportunity to the students to practice and produce what they learn in reading comprehension by giving and sharing their ideas and opinions during the teaching learning process.

KALIREJO LAMPUNG TENGAH

By

DIAH ARINI KUSUMASTUTI

A Script

Submitted in a Partial of

The Requirement for S-1 Degree in English Education The Language and Arts

LAMPUNG UNIVERSITY BANDAR LAMPUNG

(A Script)

By

DIAH ARINI KUSUMASTUTI

LAMPUNG UNIVERSITY BANDAR LAMPUNG

Diah Arini Kusumastuti was born on September 20 , 1988. She is the second child of the happy couple, Mr. Sukarno Atmadja and Mrs. Endang Subarkah. She has one brother, Wahyu Ari Bowo and one sister, Tia Martha Pundati.

She entered TK Aisyah Poncowarno in 1993. Then, she studied at SD Negeri 1 Poncowarno, Kalirejo Lampung Tengah and graduated on 2001. She continued her study to SLTP Negeri 1 Kalirejo Lampung Tengah. After graduating from Junior High School in 2004, she entered SMA Negeri 1 Kalirejo Lampung

Tengah. She directly entered English Department of Lampung University in 2007. From February 1st _{to April 4}th_{, 2011 she carried out Teaching Practice Program} (PPL) at SMA Negeri 5 Bandar Lampung.

My greatest parents, Ayah Sukarno Atmadja and Bunda Endang Subarkah

My beloved sister Tia Martha Pundati My beloved brother Wahyu Ari Bowo

My belovedultras_{Dwi Afriansyah}

My lovely friends, Fetrisia, Fevi Meila Suwarni, and Meila Sari My beloved friends in Dewi Sri boarding house

My beloved friends in English Reguler Department 07 My adorable almamater, Lampung University

KALIREJO LAMPUNG TENGAH

:

DIAH ARINI KUSUMASTUTI

: 0713042021

Department : Language and Arts Education Study Program : English Education

Faculty : Teachers Training and Education

APPROVED BY

Advisory Committee

Advisor I Co-Advisor

Ujang Suparman, S.Pd., M.A., Ph.D.

Drs. Huzairin, M.Pd.

NIP 19570608 198603 1 001

NIP 19580704 198503 1 006

The Chairperson of

Language and Art Education Department

Drs. Imam Rejana, M.Si.

NIP 1948 0421 197803 1 004

1. Table of Specification of Tryout ... 23

2. Table of Specification of Pretest ... 33

3. ... 34

4. Table of Specification of Posttest... 35

5. ore in Both Classes... 6. Experimental Class... 36

7. Control Class ... 37

Outside of a dog, a book is man's best friend. Inside of a dog it's too dark to read.

REFERENCES

Alyousef, H. S. 2005. Teaching Reading Comprehension to ESL/EFL Learners.

The Reading Matrix Vol. 5, No. 2, September 2005. Updated on 5th January 2007. http.acrobat/rider.co.id.

Brown, H. and Cambourne, B. 1987. Read and Retell: A Strategy for The Whole-Language Natural Learning Classroom. Heinemann: Educational Book Ltd.

Clark, M. and Silberstein, S. 1987. Toward a Realization of Psycholinguistic Principle in the ESL Reading Class in Methodology TESOL. New York: New Bury House Publisher.

Cooper, E and Dorothy, A. S. 1988. The What and How of Reading Instruction. Columbus, OH: Merrill Publishing Company.

Dallman, R. I. 1982.Teaching of Reading. New York: CBS College Publishing. Doyle, B. S. 2004. Main Idea and Topic Sentence. London: Ward Lock

Educational.

Gambrell, L. and Dromsky, A. 2000. Fostering Reading Comprehension. New York: Teacher College Press.

Garrow, F. 1972. The Learning Game, Strategies for Secondary Teacher. Ohio Charles E: Merill Publishing Company.

Harmer, J. 1987.How to Teach English. Cambridge: Longman.

Hatch, Evelyn and Farhady, Hossein. 1982. Research Design and Statistics for Applied Linguistic. Long Angeles: Newbury House Publisher.

Heaton, J. B. 1975.Writing English Language Tests. London: Longman. Http://www.google/what a fairy tale.com.

Karen, L. B. 2001. Retelling Build Story Comprehension.Washington: Northwest Regional Education Laboratory.

Keightley. 1970.Fairy Tale De La Fountain. Paris: Nouvelle Edition.

Lyman, B. H. 1971. Test Scores and What They Mean. Englewood Cliffs, New Jersey: Prentice- Hall, Inc.

Nuttal, C. 1982. Teaching Reading Skills in Foreign Language. London: Heineman Educational Book. Ltd.

Rubin, D. 1993. A Practical Approach to Teaching Reading. Needham: Macmillan.

Simanjuntak, E. G. 1988. Developing Reading Skill for EFL Students. Jakarta: P2LPTK.

Smith, F. 1982.Understanding Reading. New York: Holt Rinehart and Winston. Suparman, U. 2005. Understanding and Developing Reading Comprehension.

Bandar Lampung: University of Lampung.

Universitas Lampung. 2007.Pedoman Penulisan Karya Ilmiah. Bandar Lampung: Universitas Lampung.

Wallace, M. J. 1988. Teaching Vocabulary. New York: Heineman Educational Book Ltd.

viii

ABSTRACT ... ii

CURRICULUM VITAE ... iii

MOTTO... iv

ACKNOWLEDGEMENTS ... v

DEDICATION ... vii

TABLE OF CONTENTS ... viii

LIST OF APPENDICES ... x

LIST OF TABLES ... xi

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

1.2 Identification of the Problems ... 4

1.3 Limitation of the Problems... 5

1.4 Formulation of the Problems ... 5

1.5 Objective of the Problems ... 6

1.6 Uses of the Research ... 6

1.7 Scope of the Research ... 6

II. FRAME OF THEORIES 2.1 Concept of Reading Comprehension... 7

2.2 Concept of Teaching Reading ... 9

2.3 Concept of Retelling Story ... 11

2.4 Concept of Translation ... 13

2.5 Concept of Fairy Tale... 14

2.6 Procedures of Teaching Reading through Retelling Story ... 15

2.7 Procedures of Teaching Reading through Translation ... 16

2.8 Theoretical Assumptions ... 17

2.9 The Hypothesis... 17

III. METHODOLOGY 3.1 Research Design ... 18

3.2 Population and Sample... 19

3.2.1 Population ... 19

3.2.2 Sample ... 19

3.3 Data Collecting Technique... 20

3.3.1 Pretest ... 20

3.3.2 Posttest ... 20

3.4 Research Procedures ... 21

ix

3.6.3 Level of Difficulty ... 25

3.6.4 Discrimination of Power ... 26

3.7 Data Analysis ... 27

3.7.1 Normality Testing ... 27

3.7.2 Homogeneity Testing... 27

3.7.3 Hypothesis Testing ... 28

IV. RESULT AND DISCUSSIONS 4.1 Result of the Test ... 30

4.1.1 Result of the Try Out ... 30

4.1.2 Result of the Pretest ... 32

4.1.3 Result of the Posttest... 34

4.1.4 ... . 36

4.1.5 Normality Testing ... 37

4.1.6 Homogeneity Testing... 38

4.1.7 Hypothesis Testing ... 39

4.2 Discussion ... 39

4.2.1 Experimental Class ... 40

4.2.2 Control Class ... 43

V. CONCLUSION AND SUGGESTIONS 5.1 Conclusions ... 46

5.2 Suggestions... 47

REFERENCES... 48

TABLES Page

1. Table of Specification of Tryout ... 23

2. Table of Specification of Pretest ... 33

3. ... 34

4. Table of Specification of Posttest... 35

5. ore in Both Classes... 6. Experimental Class... 36

7. Control Class ... 37

MOTTO

Outside of a dog, a book is man's best friend. Inside of a dog it's too dark to read.

REFERENCES

Alyousef, H. S. 2005. Teaching Reading Comprehension to ESL/EFL Learners.

The Reading Matrix Vol. 5, No. 2, September 2005. Updated on 5th

January 2007. http.acrobat/rider.co.id.

Brown, H. and Cambourne, B. 1987. Read and Retell: A Strategy for The

Whole-Language Natural Learning Classroom. Heinemann: Educational Book

Ltd.

Clark, M. and Silberstein, S. 1987. Toward a Realization of Psycholinguistic

Principle in the ESL Reading Class in Methodology TESOL. New York:

New Bury House Publisher.

Cooper, E and Dorothy, A. S. 1988. The What and How of Reading Instruction. Columbus, OH: Merrill Publishing Company.

Dallman, R. I. 1982.Teaching of Reading. New York: CBS College Publishing. Doyle, B. S. 2004. Main Idea and Topic Sentence. London: Ward Lock

Educational.

Gambrell, L. and Dromsky, A. 2000. Fostering Reading Comprehension. New York: Teacher College Press.

Garrow, F. 1972. The Learning Game, Strategies for Secondary Teacher. Ohio Charles E: Merill Publishing Company.

Harmer, J. 1987.How to Teach English. Cambridge: Longman.

Hatch, Evelyn and Farhady, Hossein. 1982. Research Design and Statistics for

Applied Linguistic. Long Angeles: Newbury House Publisher.

Heaton, J. B. 1975.Writing English Language Tests. London: Longman. Http://www.google/what a fairy tale.com.

Karen, L. B. 2001. Retelling Build Story Comprehension.Washington: Northwest Regional Education Laboratory.

Keightley. 1970.Fairy Tale De La Fountain. Paris: Nouvelle Edition.

Lyman, B. H. 1971. Test Scores and What They Mean. Englewood Cliffs, New Jersey: Prentice- Hall, Inc.

49

Nuttal, C. 1982. Teaching Reading Skills in Foreign Language. London: Heineman Educational Book. Ltd.

Rubin, D. 1993. A Practical Approach to Teaching Reading. Needham: Macmillan.

Simanjuntak, E. G. 1988. Developing Reading Skill for EFL Students. Jakarta: P2LPTK.

Smith, F. 1982.Understanding Reading. New York: Holt Rinehart and Winston. Suparman, U. 2005. Understanding and Developing Reading Comprehension.

Bandar Lampung: University of Lampung.

Universitas Lampung. 2007.Pedoman Penulisan Karya Ilmiah. Bandar Lampung: Universitas Lampung.

Wallace, M. J. 1988. Teaching Vocabulary. New York: Heineman Educational Book Ltd.

viii

APPROVAL... i

ABSTRACT ... ii

CURRICULUM VITAE ... iii

MOTTO... iv

ACKNOWLEDGEMENTS ... v

DEDICATION ... vii

TABLE OF CONTENTS ... viii

LIST OF APPENDICES ... x

LIST OF TABLES ... xi

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

1.2 Identification of the Problems ... 4

1.3 Limitation of the Problems... 5

1.4 Formulation of the Problems ... 5

1.5 Objective of the Problems ... 6

1.6 Uses of the Research ... 6

1.7 Scope of the Research ... 6

II. FRAME OF THEORIES 2.1 Concept of Reading Comprehension... 7

2.2 Concept of Teaching Reading ... 9

2.3 Concept of Retelling Story ... 11

2.4 Concept of Translation ... 13

2.5 Concept of Fairy Tale... 14

2.6 Procedures of Teaching Reading through Retelling Story ... 15

2.7 Procedures of Teaching Reading through Translation ... 16

2.8 Theoretical Assumptions ... 17

2.9 The Hypothesis... 17

III. METHODOLOGY 3.1 Research Design ... 18

3.2 Population and Sample... 19

3.2.1 Population ... 19

3.2.2 Sample ... 19

3.3 Data Collecting Technique... 20

3.3.1 Pretest ... 20

3.3.2 Posttest ... 20

3.4 Research Procedures ... 21

ix

3.6 Try Out ... 22

3.6.1 Validity of the Test ... 22

3.6.2 Reliability of the Test ... 24

3.6.3 Level of Difficulty ... 25

3.6.4 Discrimination of Power ... 26

3.7 Data Analysis ... 27

3.7.1 Normality Testing ... 27

3.7.2 Homogeneity Testing... 27

3.7.3 Hypothesis Testing ... 28

IV. RESULT AND DISCUSSIONS 4.1 Result of the Test ... 30

4.1.1 Result of the Try Out ... 30

4.1.2 Result of the Pretest ... 32

4.1.3 Result of the Posttest... 34

4.1.4 ... . 36

4.1.5 Normality Testing ... 37

4.1.6 Homogeneity Testing... 38

4.1.7 Hypothesis Testing ... 39

4.2 Discussion ... 39

4.2.1 Experimental Class ... 40

4.2.2 Control Class ... 43

V. CONCLUSION AND SUGGESTIONS 5.1 Conclusions ... 46

5.2 Suggestions... 47

REFERENCES... 48