Previous Studies LITERATURE REVIEW

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id taking setting. The findings also revealed a positive linear relationship between metacognitive awareness and the participants’ test performance. 15 6. Sixth, “The Reading Comprehension Level of Intermediate Pupils across Content Areas: Towards a Proposed Reading Enhancement Program ” by John Michael B. Cachero and Glenda G. Salem. This study determined the reading comprehension performance of 4th grade pupils of Bayombong Central SchoolSPED Center in the three content areas i.e. English, Science, and Mathematics in relation to selected personal- and school-related variables towards the conceptualization of a functional reading enhancement program. This study used quantitative method to determine the relationship of the reading comprehension level of the Grade IV pupils of a central school to each of the personal and school-related variables. The result revealed that the pupils are in the beginning level across the twelve reading comprehension skills and in general. 16 7. Seventh, “Improving the Reading Comprehension of Middle School Students With Disabilities Through Computer-Assisted Collaborative Strategic Reading” done by Ae-Hwa Kim, Sharon Vaughn, Janette K. Klingner, Althea L. Woodruff, Colleen Klein 15 Narjes Ghafournia and Akbar Afghari, “Relationship between Reading Proficiency, Strategic Competence, and Reading Comprehension Test Performance: A Study of Iranian EFL Learners ”. International Education Studies. Vol. 6, No. 8. 2013. Pp 21-30. 16 John Michael B Cachero and Glenda G Salem, “The Reading Comprehension Level of Intermediate Pupils across Content Areas: Towards a Proposed Reading Enhancement Program ”. Graduate Research Journal. Vol. 6, Numbers 1-2. 2013. Pp 86-106. digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id Reutebuch, And Kamiar Kouzekanani. This study investigated the effects of computer-assisted comprehension practice using a researcher-developed computer program, Computer-Assisted Collaborative Strategic Reading CACSR, with students who had disabilities. Students in the intervention group received the CACSR intervention, which consisted of 50-min instructional sessions twice per week over 10 to 12 weeks. The results revealed a statistically significant difference between intervention and comparison groups’ reading comprehension ability as measured by a researcher- developed, proximal measure i.e., finding main ideas and question generation and a distal, standardized measure i.e., Woodcock Reading Mastery Test, Passage Comprehension. 17 8. Eighth, “The Effectiveness of Hypertext Glosses to Improve the Eight Graders’ Reading Comprehension of Recount Text at SMPN 2 Surabaya” by Alda Dea Delfina. This study aimed to find out the answer of whether hypertext glosses is effective to improve the eighth graders’ reading comprehension and to find out the advantages and the disadvantages the eighth graders get from learning reading recount text using hypertext glosses. This research used quasi-experimental research; they were grouped into experimental and control groups. The scores from post-test showed 17 Ae-Hwa Kim, Sharon Vaughn, Janette K. Klingner, Althea L. Woodruff, Colleen Klein Reutebuch, And Kamiar Kouzekanani.. “Improving the Reading Comprehension of Middle School Students With Disabilities Through Computer-Assisted Collaborative Strategic Reading ”. Remedial and Special Education. Volume 27, Number 4, 2006, Pp 235-249. digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id that the experimental group got better score than the control group with the mean score of the experimental group of 31.80 and the mean score of control group of 25.44. 18 9. Ninth, “The Reading Recount Text Comprehension Of The Eighth Grade Students Of Mts Nu Wahid Hasyim Salafiyah Jekulo Kudus In Academic Year 20122013 Taught By Using Crazy Professor Reading Technique ” by M. Fathoni. The objective of this research is to find out whether there is a significant difference of reading recount text comprehension of eighth grade students of MTs NU Wahid Hasyim Salafiyah Jekulo Kudus in academic year 20122013 before and after being taught by using Crazy Professor Reading Technique. The population used in this research is the eighth grade students of MTs NU Wahid Hasyim Salafiyah Jekulo Kudus in academic year 20122013 in second semester. This research used an experimental research. The result of the experiment shows that the mean of pre-test is 62.58 and the mean of post-test is 72.38. It was found t-observation 6.18 in the level of significance 0.05, the degree of freedom df 25, and t-table tt 2.06. In other word t-observation is higher than t-table tott. Thus, Ho is denied and Ha is confirmed. 19 18 Alda Dea Delfina. The Effectiveness of Hypertext Glosses to Improve the Eighth Graders’ Reading Comprehension of Recount Text at SMPN 2 Surabaya. Unpublished S-1 Thesis. Surabaya: English Teacher Education Departement, UIN Sunan Ampel, 2013. 19 M. Fathoni. The Reading Recount Text Comprehension Of The Eighth Grade Students Of Mts Nu Wahid Hasyim Salafiyah Jekulo Kudus In Academic Year 20122013 Taught By Using Crazy digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 10. Tenth, “Strategies In Teaching Reading At The Eight Grade Of Smp Negeri 2 Buduran Sidoarjo ” by M. Iqbal Firdaus. This study focused on answering the questions of: What kinds of strategies used to improve the student’s reading skill? How do the teachers apply the strategies to improve the student reading skill? And how are the students’ responses to teaching reading used by their teacher? This research is descriptive qualitative research. Based on the research concludes that Teaching strategies applied by teachers in reading skill were intensive reading and silent reading. The application of the strategies to improve the students’ reading skill were keep applying the principle of teaching reading as Jeremy Harmer stated; Reading is not passive skill, Student needs to be engaged with what they are reading. And the students’ responses are good, most of them feel enjoy and interest with the teaching reading strategies. According to them the teachers was attractive, smart, open-minded, patient, funny gave them little joke to make them interested in their material. 20 This research will be different from all of those researches because in this research, the researcher will analyze the level of reading literacy proficiency of junior high school students and the factors influence students’ levels of reading literacy proficiency. The researcher uses Professor Reading Technique. Unpublished S-1 Thesis. Kudus: English Education Departement, Muria Kudus University, 2013. 20 M. Iqbal Firdaus. Strategies In Teaching Reading At The Eight Grade Of Smp Negeri 2 Buduran Sidoarjo. Unpublished S-1 Thesis. Surabaya: English Education Department, UIN Sunan Ampel Surabaya, 2012. digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id descriptive quantitative research. To determine students’ level of reading literacy proficiency, the researcher measures with Reading literacy proficiency subscale descriptions. 21 To determine the factors influence students’ levels of reading literacy proficiency, the researcher analyze students’ answer from 16 open questions of questionnaire. 21 Sue Thomson, Kylie Hillman, and Lisa De Bortoli. A teac her’s guide to PISA reading literacy …53 digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 24

CHAPTER III RESEARCH METHOD

This chapter describes about the research method of the research. They are research design, research setting, research subject, data and source of data, research procedure, data collection technique, research instrument and data analysis technique.

A. Research Design

This research was grouped as case study using descriptive quantitative research. This research used descriptive quantitative method because the researcher gathered the data based on students’ score that indicated as numerical, and then she presented the result into descriptive form. The objectivity maximum of quantitative research design is done by using numerical, statistic tabulation, structure, and specimen control. 1 Case study was more appropriate in this research because this research conducted in a group of class. Case study is basically a study intensively of an individual or groups that seen having a certain case. 2

B. Research Setting

The setting of this research was at SMPN 2 Sukodono. It is located on Jl. Plumbungan, Sukodono. In this school English class was held twice a 1 Nana Syaodih Sukmadinata, Metode Penelitian Pendidikan. Bandung: PT Remaja Rosdakarya. 2013. 53. 2 Juliansyah Noor, Metodologi Penelitian Skripsi, Tesis, Disertasi, dan Karya Ilmiah. Jakarta: Kencana Prenada Media Group, 2011. 35. digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id week, every Wednesday and Thursday. Every meeting was held for 80 minutes 2x40 minutesmeeting.

C. Research Subject

The subject of this research was the 8 th A grade students at SMPN 2 Sukodono. The class consisted of 34 students there were 10 boys and 24 girls. The researcher considered that the students in this class should be given other references of study international in order to know the kind of many questions. Also, based on the discussion with Mr. Khusnul as English teacher, he said that this class is the most excellence class among other classes in 8 th A grade in this school, so the students are expected to introduce PISA to students in other classes.

D. Data and Source of Data

1. Data are the information material about research object that gained in research location. 3 The data in this research are numerical of students’ score result and the note of interview result with Mr. Khusnul as English teacher. 2. The sources of data are first sources where the data produced. 4 The sources of the data in this research are t he result of students’ answer and the process of interview with Mr. Khusnul. 3 Burhan Bungin. Metode Penelitian Kuantitatif. Jakarta: Kencana Prenada Group, 2005. 119. 4 Burhan Bungin. Metode Penelitian Kuantitatif... 122 digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

E. Research Procedure

There were some procedures to be followed during the research, in order to find out the valid data to answer the research problems. The procedures are: 1. The researcher prepared all the instruments to collect the data. There are step in preparing the instrument: a. Deciding test. Test is from PISA Released Items – Reading 2006 theme Graffiti and Warranty. These themes were chosen because these were matc h with students’ material in syllabus KD 3.10 and 3.13 so they have familiar about the text. b. Making some questionnaires related to factor influencing students’ reading literacy proficiency. c. Making some questions for English teacher related to students’ reading literacy. 2. The researcher asked permission to the headmaster to conduct the research in that school. 3. The researcher asked the permission to the English teacher to join her class for introducing the research. 4. The researcher collected all of data. The first day was for test and the second day was for questionnaire. 5. The researcher analyzed the data and made conclusion as the result of the research. digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

F. Data Collection Technique

In this research, there are three data collection: reading test, questionnaire and interview. 1. Reading test. A test is a method of measuring a person’s ability, knowledge, or performance in a given domain. 5 The kinds of test are item respond formats and distribution of items. In item respond format, students have to answer one of several construct items. In distribution of item, students have to answer by giving short or long phrase. This test is aimed to answer the first research question: students’ level of reading literacy proficiency. 2. Questionnaire Questionnaire is a technique or a method of data collection indirectly the researcher is not directly ask to the respondent. 6 According to Sukmadinata, there are three kinds of questions, those are open question, structure question and close question. “In the questionnaire of open question, questionnaire is containing question that can be answered by respondent freely. Structure question is the questions that have arranged structurally and there are main question, little question and sub question. In the close question, the questions had already have option answer which directly chosen by respondent ”. 7 5 H. Douglas Brown, Language Assessment Principles and Classroom Practices. Longman. 2004, 3 6 Nana Syaodih Sukmadinata, Metode Penelitian Pendidikan…219. 7 Nana Syaodih Sukmadinata, Metode Penelitian Pendidikan... 219 digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id In this research, the researcher used open form questionnaire, so the students can answer based on them freely. The questionnaire was distributed after the students finish doing test. This questionnaire was expected to answer the research question number two: the factors influence students’ level of reading literacy proficiency. 3. Interview Interview is the process gaining information for research purpose by questioning-answering while face to face between interviewer and respondent or informant. 8 In this study, the researcher interviewed the English teacher. It was used to explore detail information about students’ level of reading literacy proficiency and the factors influence students’ levels of reading literacy proficiency. The researcher also interviewed the students to confirm students’ answer in the questionnaire.

G. Research Instrument

The researcher made the instrument for her research that would be used to collect the data. a. Test The instrument of the test was adopted from PISA RELEASED ITEMS – READING. 9 The tests were consisted of continuous text and non-continuous text. Each text has seven questions so there are 8 Moh. Nazir. Metode Penelitian. Jakarta: Ghalia Indonesia, 1988. 234. 9 Pisa Released Items – Reading. OECD 2006.