24 reading. Student then read the assignment individually; however, even though the
students are reading individually, the room is by no means silent. Teacher can expect to hear a low buzz of conversation as students read
– partners and teams will talk to each other and comment about information found in the text. When the
reading is completed, the teacher leads a discussion in which students connect what they knew before reading with what they learned during reading.
For example, in a lesson to teach the rules and regulations for playing football, students might be asked to think about and list everything they know
about football. Then the teacher asks the students to put a check mark beside anything students think might be in their reading. After that, the students are
asked to read and connect their mind mapping with the passage before answering the question.
Based on those steps, TPRC strategy may be good to apply in teaching reading, especially informational non-fiction texts, for example descriptive texts,
report texts, and news-items.
2.3 Theoretical Framework
The writer would like to present some underlying theories that are relevant to the research objectives. They are reading comprehension, TPRC strategy, and
descriptive texts. This study will find out the effectiveness of TPRC strategy to teach reading comprehension.
25 Environment
SMAN 1 Ungaran Teacher
Mr. Alvin Experimental Class
X IPA 1 Control Class
X IPA 2 Lesson Plan
TPRC Strategy Test
Figure 1.1
TPRC is effective for teaching
reading comprehension of
descriptive text
TPRC is not effective for
teaching reading comprehension of
descriptive text
INPUT PROCESS
OUTPUT
Experimental Group
Control Group
A
B C
A1
Randomized Group
Pretest t
Treatment Posttest
Figure 1.2
26 1.
This design allows researchers to compare the final posttest results between the two groups, giving them an idea of the overall effectiveness of
the intervention or treatment. C 2.
The researcher can see how both groups changed from pretest to posttest, whether one, both or neither improved over time. If the control
group also showed a significant improvement, then the researcher must attempt to uncover the reasons behind this. A and A1
3. The researchers can compare the scores in the two pretest groups, to
ensure that the randomization process was effective. B These checks evaluate the efficiency of the randomization process and also determine
whether the group given the treatment showed a significant difference. The result of the test will be analyzed to find out whether or not strategy
have influence for teaching reading comprehension especially descriptive text. To obtain the result of students‟ comprehension, the writer will conduct a reading test
in the form of multiple choice tests.
27
CHAPTER III RESEARCH METHODS
In this chapter, the writer provides the description of methodology used in conducting the research. This chapter consists of research design, population and
sample, research variables and hypothesis, instrument for collecting data, method of collecting data, and method of analyzing data.
3.1 Research Design
Method is needed in a research. Every research must have a method of investigation to obtain a good result. This method is called research methodology.
The research method that is used in this research is quasi-experimental research design.
In this research, the writer used Nonequivalent Pretest and Posttest Control- Group of Quasi Experimental Research Design in order to get the required data.
O1 X
O2 Os3
O4 Figure 3.1
Quasi-experimental design Best, 1993:151
