The Effect Of Using K-W-L Chart Technique On Students' Reading Comprehension Of Descriptive Text (A Quasi-Experimental Study At the Eighth Grade Of MTs Darul Hikmah Pamulang In The 2015/2016 Academic Year)

(A Quasi-Experimental Study at Eighth Grade Students of MTs.Daarul Hikmah Pamulang)

By:

PRISKA AMALIANI

1112014000031

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

UIN SYARIF HIDAYATULLAH JAKARTA

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ABSTRACT

Priska Amaliani (1112014000031). The Effect of Using K-W-L Chart Technique On Students’ Reading Comprehension of Descriptive Text (A Quasi-experimental Study at the Eighth Grade Students of MTs.DaarulHikmah, Pamulang in academic year 2015/2016). Skripsi of Department of English Education at Faculty of Educational Sciences of Syarif Hidayatullah Jakarta University, 2016.

Advisor I : Dr. Atiq Susilo, M.A

Advisor II : Drs. Sunardi Kartowisastro, Dipl, Ed

The objective of this study was to find the empirical evidance or data about the effect of K-W-L chart technique on students’ reading comprehension at the eighth grade students of MTs. Daarul Hikmah, Pamulang. This study used quasi-experimental design which was intended to get emperical evidence needed. Then, the population was the eighth grade students of MTs.DaarulHikmah, Pamulang. The sample was 44 students chosen through purposive sampling technique and classified into two classes, experimental and controlled class. As the method design, the experimental Class was applied the K-W-L chart as the treatment while the controlled class was not given the treatments.The instrumentthat consists of 15 multiple choice and 10 matching task. In addition, the test was administered at the beginning and the end of treatment or called by pre-test and post-test. The data from pre-test and post-test was analyzed using SPSS version 22. Futhermore, after calculated the priliminary analysis to check normality and homogeneity then it was also done t-test analaysis.

The t-test result of analyzing of gained score, generated from difference between pre- and post-test, revealed that the mean score of experimental class was higher than controlled class. The difference of the score was 7.27 points. Morover, the significance (2-tailed) or p was lower than α, p<α , 0.001< 0.05. It means that the using of K-W-L chart was effective in improving students’ reading comprehension of Descriptive text at the eighth grade students’ of MTs.DaarulHikmah,Pamulang. In addition, Cohen formulation which showed that the K-W-L chart had moderate effect size in this study.

iv

ABSTRAK

Priska Amaliani (1112014000031). The Effectiveness of Using K-W-L Chart in Improving Students’ Reading Comprehension of Descriptive Text (A Quasi-experimental Study at the Eighth Grade Students of MTs. Daarul Hikmah, Pamulang in academic year 2015/2016). Skripsi of Department of English Education at Faculty of Educational Sciences of Syarif Hidayatullah Jakarta University, 2016.

Advisor I : Dr. Atiq Susilo, M.A

Advisor II : Drs. Sunardi Kartowisastro, Dipl, Ed

Tujuan dari peneltian ini adalah untuk mengetahui efek penggunan K-W-L chart

untuk meningkatkan kemampuan pemahaman membaca padasiswa kelas delapan MTs. Daarul Hikmah Pamulang. Penelitian ini menggunakan desain quasi-experimental untuk memperoleh data empiris yang dibutuhkan. Kemudian, populasi dari penelitian ini adalah siswa kelas delapan MTs. Daarul Hikmah, pamulang. Sampel yang diambil berjumlah 44 siswa yang dipilih melalui secara purposive yang dikelompokan menjadi dua kelas yaitu kelas eksperimen dan kelas kontrol. Kelas eksperimental diberikan perlakuan khusus yaitu penggunaan K-W-L chart sedangkan kelas kontrol tidak mendapatkanya. Intrumen terdiri dari 15 pilihan ganda dan10 matching task. Selain itu, untuk memperoleh data dilakuakan test pada awal dan akhir atau sering disebut pre-test dan post test yang dihitung menggunakan SPSS versi 22. Setelah melakukan analisi pendahuluan untuk menguji normalitas dan homogenitas kemudian dilakukan juga analisis uji-t.

Hasil dari uji-t gained score, selisih antara pre-tes and post-tes, diperoleh bahwa rata-rata kelas eksperimen lebih besar dari kelas kontrol. Selisih dari keduanya adlah 7.27. Selain itu, significane 92tailed) atau p lebih kecil dari alpha α, 0.001<0.05. Itu menunjukan bahwa K-W-L chart efektif digunakan untuk meningkatkan pemahaman siswa dalam membaca deskriptif teks pada siswa kelas delapan MTS. Daarul Hikmah, Pamulang. Dan lagi, rumus Cohen menunjukan bahwa tingkat efektifitas dari penggunaan K-W-L adalah moderate atau sedang.

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In the name of Allah. The Beneficent, the Merciful

All praises be to Allah, the Lord of the worlds who has given writer His mercy, blesseing, guidance, and strength to finish this skripsi. Sholawat and salam may Allah may be addressed to our Prophet Muhammad Saw, (peace be open him), his families, his companions, and his followers.

It is really a happiness and pride that the writer is able to complete this final assignment, Skripsi, under the title ―The Effectiveness of Using K-W-L chart in

Improving Students‘ Reading Comprehension of Descriptive Text.‖ Completing this skripsi is long long processes and the writer would not have been able to complete it without help and support of family, lectures, friends, teacher, and institution. Herewith, the writer is pleasure to acknowledge the help and support to those who have helped the writer in completing this skripsi. Therefore, it can be used to be one

of the requirements for degree of ―S. Pd‖ in English Language Eduaction at the Department of English Education of UIN Jakarta.

First, the witer would to express the greatest gratitude to her beloved parents, Mr. Iwan Maulana and Mrs. Toifatin for all pray, support and motivation during doing this skripsi. Furthermore, the writer would like to express the greatest honor and gratitudes to the advisors, Dr. Atiq Susilo, MA and Sunardi Kartowisastro Dipl, Ed,. for the valuable advice, suggestion, comments and support during completing the skripsi.

Besides that, the writer also wants to express her gratitude to:

1. All lecturers of Department of English Education who taught the writer with plenty of precious knowledge and experiences.

2. Dr. Alek, M. Pd., as the Head Master of English Education

3. Zaharil Anasy, M. Hum., as the secretary of Department of English Education 4. Siti Nurul Azkiyah, M. Sc. Ph.D., the writer‘s academic advisor

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Sciences.

6. The Head of MTs. Daarul Hikmah Pamulang, Dra. Hj. Sri Uswati and Yunda S. Pd., as the English teacher who have given permission and guidance during conducting this skripsi.

7. The students of VIII. H and I who gave participation during the study.

8. All people, whose names cannot be mentioned, thanks for the help and support during doing this study.

Finally, the writer truly relizes that this skripsi cannot be considered as a perfect masterpiece. Therefore, it is a very precious for her to get suggestion and criticism which hopefully can make it better.

Jakarta, 29th Desember 2016 The Writer

vii

ABSTRACT ... iii

ABSTRAK ... iv

ACKNOWLEDGEMENT ... v

TABLE OF CONTENTS ... vii

LIST OF TABLE ... x

LIST OF APPENDICES ... xi

CHAPTER I: INTRODUCTION ... 1

A. Background of Study ... 1

B. Identification of the Problems ... 4

C. Limitation of the Study ... 4

D. Formulation of the Study ... 4

E. Objective of the Study ... 5

F. Significance of the Study ... 5

CHAPTER II: THEORETICAL FRAMEWORK ... 6

A. Reading ... 6

1. The Nature of Reading ... 6

2. Variable that Affect the Nature of Reading ... 9

a. Schemata/ Background Knowledge ... 9

b. Reader Purpose of Reading ... 10

c. Reader motivation/interest ... 11

3. Kind of Reading ... 10

a. Intensive Reading ... 12

b. Extensive Reading ... 12

B. Descriptive Text ... 13

1. The Definition of descriptive Text ... 13

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2. The K-W-L Chart ... 16

3. The Procedure of K-W-L Chart ... 18

D. Previous Study ... 20

E. Conceptual Framework ... 21

F. Research Hypothesis ... 22

CHAPTER III: METHODOLOGY ... 23

A. Place and Time ... 23

B. Method and Research Design ... 23

C. Population and Sample ... 25

D. Instrument of the Study ... 25

E. Preliminary Analysis ... 28

1. Normality ... 28

2. Homogenity ... 29

F. Technique of Data Analysis ... 29

1. T-test ... 29

2. Effect Size Formulation ... 31

G. Statistical Hypothesis ... 31

CHAPTER IV: FINDING AND DISCUSSION ... 32

A. Finding ... 32

1. Preliminary Analysis ... 32

2. The Students‘ Score of Pre-Test ... 37

3. The Students‘ Score of Post-Test ... 38

4. The Students‘ Gained Score ... 39

B. Data Analysis ... 40 1. The Difference between Experimental and

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CHAPTER V: CONCLUSION AND SUGGESTION ... 46

A. Conclusion ... 46

B. Suggestion ... 47

REFERENCES ... 48

xi

Table 2.3 Conceptual Framework ... 22

Table 3.1 The Schedule of the Study ... 23

Table 4.1 The Result of Validity of Pre-test and Post-Test ... 33

Table 4.2 The Result of Reliability of Pre-test ... 33

Table 4.3 The Result of Reliabilityof Post-test ... 33

Table 4.4 The Result of Normality Test of Pre-Test ... 34

Table 4.5 The Result of Normality Test of Post-Test ... 35

Table 4.6 The Result of Normality Test of Gained Score ... 35

Table 4.7 The Result of Homogeneity Test of Pre-Test ... 36

Table 4.8 The Result of Homogeneity Test of Post-Test ... 36

Table 4.9 The Result of Normality Test of Gained Score ... 36

Table 4.10 The Score of Pre-Test ... 38

Table 4.11 The Score of Post-Test ... 39

Table 4.12 The Gained Score of Pre-test and Post-test ... 40

Table 4.13 Group Statistic of Pre-test Score ... 41

Table 4.14 Independent Sample Test of Pre-Test Score ... 41

Table 4.15 Group Statistic of Post-test Score ... 41

Table 4.16 Independent Sample Test of Post-Test Score ... 41

Table 4.17 Group Statistic of Gained Score ... 41

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There are six sub chapters in this chapter. They are background of the study, identification of the problem, limitation of the study, formulation of the study, Objective of the study and significance of the study

A.Background of the Study

Language is considered as a means of communication, it becomes basic need for human being as a social creature to express one‘s ideas, thought, and feelings. In order to communicate among countries, there is needed an international language. English therefore, serves as a language used for wide range of communication which plays significant roles in technology, socio-cultural aspects, economy, education, art, science, ideology, information, and many other aspects.

Moreover, every language has its own rules and its own skills including English. There are four skills, namely: reading, listening, speaking and writing. Speaking and writing refer to productive skills while listening and reading refer to receptive skills.1 Those four aspects are also completed by the language components; grammar, vocabulary, and pronunciation (spelling). Considering the case explained above, mastering English is necessary and challenging for learners especially to emphasize their receptive skills. It is because before learners start to conduct productive skills, they need many sources of knowledge such as information from book, internet, magazine, newspaper, article, television, and others literature.

One of the essential needs for us to get information in order to increase our knowledge is reading. Reading is the way to get information from a text to inform an interpretation and to draw conclusion of that information. Through reading, readers can get information, knowledge, enjoyment and even problem solution. Therefore, the ability to read the text in any form will give a great deal of

1

Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman, 1989), p. 16.

advantage in our life. It makes possible for students to learn what they need and like.

In Indonesia, the goverment has included reading skill in School-Based Curriculum such as in the Eighth grade students of Junior High School have to be able to understand the meaning of some short functional text and simple essays. One of them is descriptive text. According to the Andersons, descriptive text is a factual description that describes part of particular person, place, or thing without containing individual view.2 By the text, students will use their sensory experience to imagine a particular thing.

In students‘ English book, they may find some descriptive texts which can be used to check their comprehension. Usually, there are five to ten questions related to the text. The purpose of the question is to measure students‘ comprehension about the text. But, in the real teaching learning, there are some problems that commonly happened. Based on the writer‘s observation in one of Junior High Schools in Pamulang named MTs. Daarul Hikmah, there are five main problems found.

First, when student was given the text, they try to translate word by word. After that, the most of them had diffuculty in understanding the meaning of some words (vocabulary). They also did not to look for in the dictionary. So, that gives impact on their understanding. Second, during the writer observed the class especially when students got reading section, they only read the text individually. Most of them did not try to ask their teacher when they found a diffcult word, consequently, they need a long time to read or give up finishing their reading.

Then, third, students thought that the all content of the text are correct. It could be seen when students found an error word for example in a sentence with the title is The Giraffe; The giraffe has big brown eyes which are protected by very thick leashes; they did not recognize that the bold ones is incorrect word. The correct ones is lashes not leashes. It show that students tend to passively accept what is found in reading. Fourth, boring atmosphere that makes students

2

Mark Andeson and Kathy Anderson, Text Types in English. ( Sydney: Macmillan, 2003), p.26

have lack of interest at the starting points in a reading. They talked with their friends or do something that not related with the lesson. It usually can be influenced by the topic that chosen. And the last one, the most useful thing that must get consideration is students cannot utilize their prior knowledge with the information stated in the text. They did not know what they needed to know or understand the text. They did not remind or recall their prior knowledge before they read. In addition, they often did not relate what they have known to what they read. The all five problems may influence students‘ reading comprehension.

Therefore, the writer will try to apply an alternative technique to solve these problems so that students will be easier to comperhend text especially descriptive text. The alternative that have been chosen is Know, Want and

Learned (K-W-L) Chart technique. It is one of many reading techniques that might be promising and beneficial to be applied in teaching and learning process of reading. In brief, it guides students before, during and after reading (brainstorming what I know, listing what I want to know, and recalling as well as reflecting on what I just learn, and possible performing a further reading). By this technique, students are supposed to be able to activate their own personal background of knowledge, predict about the information they expect to find in reading material, and take notes related to the information gained. So, it will make students more active to questioning, analysing and evaluating which started by activating their prior knowledge.

Based on the reason mentioned above, the writer takes a title “ The Effect of Using Know, Want and Learned (K-W-L) Chart Technique on Students’ Reading Comprehension of Descriptive Text (An Experimental Study at the Eighth Grade Students of MTs. Daarul Hikmah Pamulang).”

B.Identification of the Problem

Referring to the explanation above, it can be simplified that the possible causes of the problem are:

1. Students have diffuculty with the meaning of some words (vocabulary) that gives impact on their understanding

2. Students have less motivation in reading. Most of them did not try to ask their teacher when they found a diffcult word, consequently, they need a long time to read or give up finishing their reading.

3. Students‘ attitude to text is ―text knows best‖. The students think that the all content of the text is correct. In that it makes students tend to passively accept what is found in reading.

4. Boring atmosphare. Students also have lack of interest at the starting points in a reading class especially when they found unfimiliar topic of the text that may lead to the whole boring atmosphere.

5. Students cannot utilize their prior knowledge with the information stated in the text, whereas, it will help them to comprehend the text they read.

C. Limitation of the Study

This study focused on examining the Effect of Using K-W-L Chart technique on Students‘ reading Comprehension of Descriptive Text at the Eighth grade students of MTs. Daarul Hikmah Pamulang.

D. Formulation of the Study

Since the study has been limited to the particular topic and destined to specific students and school, it can be formulated that the question of the research

is ―Do K-W-L Chart enhance students‘ reading comprehension of descriptive text at the Eighth grade students of MTs. Daarul Hikmah Pamulang?.‖

E.Objective of the Study

In line with the formulation of the study above, the main objective of the study is to get empirical evidence on the effect of using K-W-L chart on students‘ reading comprehension of descriptive text.

F. Significance of the Study

The research is expected to be useful to three terms. First, for the teacher, it gives the alternative solution in teaching reading skill especially to improve the

students‘ comprehension. Second, for the students, it assists them to solve their problems in reading activity especially in comprehending text types of descriptive text to make the learning process become easier. Third, for the next research, This study is expected to give new knowledge to the further researcher to do better research in the same field.

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CHAPTER II

THEORETICAL FRAMEWORK

This chapter discusses several essential points. There are three main part which provided in this chapter. The first is the nature of reading, variable that affect the nature of reading, and kinds of reading. The second is the definition of descriptive text, the purposes of descriptive text and the general stuctures of descriptive text. The third is thr concept of K-W-L technique, the K-W-L chart, and the procrdure of K-W-L chart. Those continued by conceptual framework and reserach hypothesis.

A.Reading

1. The Nature of Reading

Reading is one of four basic skills which has significantly useful for our daily lives. It might be seen that we may not separate ourselves from printed materials. At school, reading becomes a skill that has strong attention. It becomes an subject tested in most educational field inculde in the national final examination. For that reason, the students have to read many kinds of references.

Therefore, emphasizing the students‘s ability to grasp the idea from the written

text has to be taken into consideration.

Reading is the ability to draw meaning from the printed page and inter- pret this information appropriately.1 In other words, reading is transfer meaning from mind to mind or the transfer of message from writer to reder. Moreover, reading is not a simple activity. It involves some effort to understand what a text tells about. It is like the communication between reader and the text then transfering the meaning of the content to mind. Readers also have to make sense

of the text to rebuild the writer‘s meaning by understanding it. Moreover, Heilman adds that;

Reading is not the simple sum of its part, because in every case the reader must be considered in the process and each reader is

1

William Grabe and Fredricka L. Stoller, Teaching and Researching Reading, (London and New York: Routledge, 2002), p. 3

unique. Reading is always involves the stimultaneous application of a great number of mechanical skill and comprehension skill, all of which are influenced by the reader‘s attitudes, kowledge, and past experince.2.

In addition, Grabe and Stoller added that ―Reading is the ability to draw meaning from printed page and interpret the information appropriately.‖3

Similar to the definition above reading is not only getting the meaning but also

interpreting it appropriately in order to know what the writer means. Moreover, reading is a process of thinking which requires responses on the part of the reader. When reading, a reader can make different generalization, draw new inferences and plan new next steps on the basis of it. 4 The next level of reader not only interpret the meaning but also make different generalization that has the same message with text, make conclusion, or predict what the next passage. It is a response to a thinking process that readers do.

Furthermore, Reading is followed by comprehension, because a reader has to comprehend what he or she reads to get information from a text or a book. Reading comprehension is the process of understanding the message that author is trying to convey. Comprehension also does not happen at one point; rather, it is a process that takes place over time. during this time, good readers are active in constructing meaning through the processes of interacting or transacting with what they read.

Moreover, comprehension is acquiring and deriving meaning process and understanding the idea from text, it involves cognitive functioning related to what people read.5 It means that readers have to use their cognitive ability in order to comprehend a text. In order to understand the meaning reader uses their

background knowledge or their ideas. The reader will connect them in order to get appropriate meaning.

2

Arthur W. Heilman, Principles and Practices of Teaching Reading, (New York: Charles E. Merrill Publising Company, 1997), p.3.

3

William Grabe and Fredicka L. Stoller, Teaching and Researching Reading, (Great Britain: Pearson Education Limited, 2002), p. 3

4

Milez V. Zintz, Corrective Reading, (New York: Wm. C.Brown, 1966), p. 10 5

John F. Savage and Jean F. Mooney, Teaching Reading to Children with Special Need. (London; Allyn and Bacon, 1979), p.7

According to Bond and Wagner, comprehension consists of basic abilities, such as recognizing word and their meaning, grouping word into thought unit, giving proper emphasis to the thought units in order to understand the sentences.

Moreover it is the readers‘ ability to ascertain the relationship between sentences,

and then they can understand the meaning of the paragraph, until they arrive in the meaning of the total passage.6 It means comprehension is an ability to understand from the smallest aspect of the text such as vocabulary and grammar, to the whole meaning of the text such as finding main idea, making a conclusion and predicting what the next passage.

Then, good comprehenders sum up their prior knowlegde about the topic of a reading, they ask questions about the topic before and during the reading, they make appropriate inferences when ideas are not explicitly stated, they find main ideas, they summarize, and they make mental images from the words in the text.7 In short, comprehension requires an active reader, one who is confident and curious enough to bring his/her own ideas to the reading and to question the ideas in the text.

Furthermore, Westwood explained that children who are good comprehenders use a variety of cognitive processes as they read; they may8: a. Pose mental questions to themselves and seek answers in the text

b. Generate visual images when reading certain types of material c. Mentally summarise the main points in a key paragraph

d. Reflect upon and consider the importance or relevance of what they have read. In other word, reading is a way to get information and making an interpretation by drawing a conclusion. In this case, reading is absolutely not a passive skill; the reader is not taking passive role; because the readers have process of thinking to makes an interpretation by drawing the conclusion to get needed information. Moreover, Comprehension is also an interaction among word

6

Guy L. Bond, Teachingss the Child to Read, (New York: The Macmillan Company, 1960), pp. 200—201.

7

Gillet, Temple, Temple, Crawford, Understanding Reading Problem, (Boston: Pearson, 2012), p.166

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identification, prior knowledge and the effective use of cognitive strategies. In addition, they not only read the text but also comprehend the meaning of written text being read. It thus concludes that, reading comprehension is understand the meaning from a text, interpret what should be understood about the context, and express the idea what we knew in order to get the author purposes.

2. Variables that Affect the Nature of Reading

There are some variables that affect the nature of reading based on Alderson. Here the more explanation about those variables.9

a. Schemata/Background Knowledge

The nature of knowledge that readers have will influence not only what they remember of text but their comprehension of the text also. The development of schema theory has attended to account for consistent finding that what readers know affects what they understand. Schemata are seen as interlocking mental

structures representing readers‘ knowledge. When readers process text, they

integrate the new information from the rest into their existing schemata. More than that, their schemata influence how they recognize information as well as how they store it. In short, the readers‘ schemata or background knowledge influence process by recalling the information that readers have before.

In addition, Schemata/background knowledge usually consists of five parts below:

1) Knowledge of Language

There is an Indonesian reader who want to read Korean newspaper. Of course, the reader will have great difficulty in processing the text. It because the readers have not study about Korean language. But, if the newspaper is changed to English, the reader will have enough understanding. It because he/she have got English lesson when he/she was in formal school. It means that vocabulary, structural of the sentences, or

9

J. Charles Alderson, Assessing Reading, (Cambridge: Cambridge university Press: 2000), p. 50-55

other rules is needed to understanding the text. So, from the example, it is clear that knowledge of language is an essential need for readers.

2) Knowledge of Genre/Text Type

Knowing how text are organized, knowing how information is signalled and how changed of content might be marked, are the way that can be thought in facilitating reading. For example, knowing to look for main idea in a paragraph, and being able to identify how subsidiary ideas are marked are help a reader process the information. In addition, there are many text types that each has different characters. It will be easier to readers if they know about the characters of the text that they read.

3) Knowledge of Subject Matter/Topic

If readers absolutely nothing about the topic of a text, they will find it difficult to process. Similarly that readers will find it easier to read text in areas they are familiar with. It because the readers who have familiar with the topic mean that they have existent information handling. In other words, Similarities can be seen with something already knows which can then be used to process the new. So, knowledge of Subject matter/topic is needed in reading process.

4) Knowledge of the World

Knowledge of the world means that the reader must know how the world works. For example ―The policeman held up and the car stopped‖. The normal readers have no difficulty understanding the sentence. The sentence means the car has a driver, that the policeman holding up his hand is a signal to the driver stop the car. None of this stated but it is part of reader knowledge of how the world works.

b.Reader Purpose in Reading

Another possible cause of the variation between readers and readings which must consider is that different readers read text with different purposes. The purposes why people read are definetely different depending on their needs and goals. There are great various of reasons why people want to read. For instance, when people want to know about the last news in order to know what is going on

or what is heppening and what has happened these days about flood, they read newspaper that provide the news; when people want to enchance their knowledge about some topic, they may read textbook, encyclopedia book, journals and so on; when people want to understand the instruction on how to do something such as how to make a cup-cake, they will read cake recipe‘s book; or when people want to enjoy during they read, they may read novel, comic, or short stories. In short, it may be seen that people read because they have their own purpose based on their need and the text that will be chosen by the readers depend on their purposes. The different purposes also influence the way readers read the text.10 Reading a short story for pleasure at bedtime is likely to be different from reading a history for an examination the next morning.

In summary, from the illustration above the writer concludes that the general purposes of reading means to get new information or pleasure. Reading purposes mentioned above are to understand or to comprehend the reading passage from the printed text.

c. Reader Motivation/Interest

The motivation is also can influence reading process. Reading motivation has been shown to relate to the quality of outcome of reading. There are two main motivation that have known. First named extrinsic. For the word, the motivation is influenced by the external factor. The example it can be found in the class. The teacher can conduct an appropriate technique for a genre then he/she also using an

attractive media. So that, students‘ motivation can increase. Second name

intrinsic. This motivation comes from the readers themselves. It usually influence by what the topic of the text. If the topic is interesting for readers, they also have a good motivation to read the text. In short, the motivation can up and down. It depend on readers and the environment.

10

J. Charles Alderson, Assessing Reading, (Cambridge: Cambridge university Press: 2000), p. 50

3. The Kinds of Reading

Students will need to experience variety of reading tasks to the kinds of reading. Mostly, teachers develop students‘ reading ability both short and long text depending on their grade. According to Harmer, there are two kinds of reading: a) Intensive Reading, b) Extensive Reading.11

a. Intensive Reading

Intensive reading refers to detailed focus on the construction of reading text that takes place usually in classroom. In addition, Intensive reading involves approaching the text under the guidance of a teacher or a task which demands the students to focus on the text. The aim is to arrive at an understanding not only of what the text means, but also of how the meaning is produced.

Meanwhile, in intensive reading, as the term indicates, each vocabulary and structural item explained and made as fact of our active language, pronunciation, and intonation are stressed, and each concept allution is clarified. Besides, intensive reading is used to gain a deep understanding of a text which is important for the reader.

b. Extensive Reading

Extensive reading here means that in order to understand the whole of book, the readers must understand the part such as sentences, paragraphs, and chapters of it is made up. However, the reader may in fact , often understand a text adequately without grasping every part of it but the readers have to encourage them to develop this facility. Based on the statement above, the readers should select a good reading material related to extensive reading. In this activity, they do not need to understand each word but rather to understand the content of the text.

Based on explanation above especially considering the variables that affect the reading process, the writer decided descriptive text as the material in this study. Descriptive text is one of many text type that familiar to the students (the sample of the study). Here are the explanation about it.

11

Jeremy Harmer, How to Teach English, new edition (New York: Longman, 2007). pp. 99 – 107.

B. Descriptive Text

1. The Definition of Descriptive Text

There are many kinds of reading text; descriptive, recount, narrative, report, procedure, explanation, argumentative, persuasive, exposition and many others. one of genres that Junior High School students learnt is Descriptive Text. Based on Competency Standard (Standar Kompetensi) and Basic Competency (Kompetensi Dasar), in the first semester the students are expected to be able to understand and respond meaningful written texts in term of functional written text and simple short essay in the form descriptive and recount text interact with people in the nearest enviroment.

Standar Kompetensi Kompetensi Dasar

Membaca

1. Memahami makna teks tulis fungsional dan esei pendek sangat sederhana berbentuk descriptive dan

procedure yang berkaitan dengan

lingkungan terdekat

1.1 Merespon makna yang terdapat dalam teks tulis pendek sangat sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan terdekat.

1.2 Merespon makna dan langkah retorika secara akurat, lancar dan berterima yang berkaitan dengan lingkungan terdekat dalam teks berbentuk descriptive dan procedure 1.3 Membaca nyaring bermakna teks

funsional dan esei pendek dan sangat sederhana berbentuk descriptive dan prosedure dengan ucapan, tekanan dan intonasi yang berterima

From the table above, students at the eighth grade of junior high school may have ability to understand desriptive text. In general, people usully describe a thing in their life about what they see, hear, touch, and taste. In other words, description is a process of describing about something that people feel by using their five sensory sense, it may be what people see like someone physical description, place or thing; what people taste like food and drink; what people hear like music, sound or noise; what people smell both good smell or bad smell like aroma of parfume or scent of rubbish; then what people touch like soft or coarse thing. According to Mark Anderson and Kathy Anderson , a factual description describes the part of a particular person, place or thing.12

According to Siahaan and Shinoda, descriptive text is a written English text which describes an object. The object can be abstract or concrete object. It can be a person, or animal, or tree or a house or camping and the other topics.13Based on description above, descriptive is a text that describe concrete or abstract object based on fact. In addition, Adjectives are used to describe the characteristic of the object in order to give factual image to the reader.

On the other hand, Buscemi and Smith stated that description makes for diversity. The people, place and thing described in the six selection that follow vary as widely as the distinctive style and perpectives of their author. Nonetheless, each essay is a potrait sketch in details that are at once concrete, specific, and vivid.14

Based on that, description is a way of picturing images verbally in speech or writing. Here, the writer may illustrate that the word ―drug‖ to an eldery person suffering the pains of age related disease is positive, but to parents with a son hooked on heroin, the word ―drug‖ is negative. Denotative language, on the other

hand, means word that don‘t carry any emotional overtones or value judgments.

12

Mark Anderson and Kathy Anderson, Text Types in English 3 (Sydney: Macmillan, 2003), p.26

13

SanggamSiahaan and KhisnoShinoda, Generic Text Structure, (Yogyakarta: GrahaIlmu, 2008), p. 89

14

Santi V. Buscemi and Charlotte Smith, 75 Reading Plus 8 ed, (New York: McGraw-Hill, 2007), p.37

Morover, describing may be delivered both in speaking and in oral form. The form of writing developed by details is a descriptive writing. In this writing, the writer has to write the description of something or someone or a place which contains clear information as real as possible. It helps readers easy to imagine what the text tells about. It means that readers are forming the details description of subject matter so as to become real to them.

Based on the explanation above, descriptive text is a description of someone, place, or thing that is described into sentences. it includes details as real as possible which make the reader easy to conceive what the text is being described.

2. The Purposes of Descriptive Text

Each text has different purpose including descriptive text. Generally, the purpose of descriptive text is to present description of a person, a place, or an object for the readers. Dietsch stated that description has three general purposes like to; 1) create imagery, a mood, or an aura of a place; 2) stimulate understanding and convince; and 3) argue the listeners to action.15in other words, it may be said that descriptive texts are to inform the specific featutres of the subject. For instance there is a pictures of actress wearing red long – dress, her hair is curly and black, she gets a beautiful silver necklace and bracelet, she also wears black wedges. In short, the proposes may guide emotional expression of readers by describing details that create dominant impression of readers‘ imagination.

3. The General Structures of Descriptive Text

An effective descriptive has several signifimayt characteristics which may be used as to guide your reading descriptive text. Generally, there are two general structures in descriptive text; introduction and description. In Introduction, the

15

Betty Mattix Dietsch, Reasoning & Writing Well 4ed, (New York: McGraw-Hill, 2006), p. 140

writer introduces the object then describe the feature of the object in the description part.

Furthermore, to give more explanation, the Andersons stated that a typical description has an opening paragraph introducing the subject of the description, followed by a series of paragraphs each describing one feature of the subject. There may also be a final concluding section that signals the end of description‖.16 In other word, descriptive text consists of two general structures: 1) Identification is introduction part that introduce the object briefly, and 2) description is explaining part that describe the features of the object one by one.

4. Grammatical Features of Description Text

Descriptive text also has gramatical features that may be characteristic of other text. As the explanation above, in the desriptive text, the writer may describe not only person but also place and thing to give information and imaginary to readers. According to Buscemi, the grammatical features of descriptive text has two types; (a) describing place and thing, those use concrete and proper noun, effective verb including specific details. (b) describing people it uses not only physical appearence, action, behaviour but also the writer asking someone about

the subject‘s personality, lifestyle, morals, description, and so on.17

On the other hand, Siahaan and Shinoda said that the language features of descriptive are:18

a. Focus on specific participant. The object that is described is specific, in order to give real image to the reader about the object.

b. Use of attributive and identifying processes.

c. Frequent use of adjectives and classifiers in nominal group. The adjective is used in order to give the reader clear image about the object when they read a text, it can be situation, the characteristic, and the personalities.

16

Mark Anderson and Kathy Anderson, Text Types in English 3 (Sydney: Macmillan, 2003), p.26.

17

Santi V. Buscemi, A reader for developing Writer, Fifth Edition (New York:McGraw-Hill,2002), p. 263-264, 267.

18

d. Use of simple present tense. The descriptive text is text that describe factual object. It means that It have to use simple present tense, except the object was died or extinct.

Furthermore, according to the Andersons descriptive text also has linguistic feature. There are verb in the present tense, adjective to describe the features of the subject, then topic sentence to begin paragraphs and organize the various aspects of the description.19 In summary, reading descriptive text, readers must pay attention to the grammatical features that may be distinguised from other kind of text. They are focused on specific participants using simple present tense.

In Addition, Descriptive text is an apporiate text for students. The text may explore many new areas in the world of things, people, and event. Then, they also can activate their prior knowledge about something that they have ever known or heard. Moreover, the students need anticipation with questions or with specific intent.20 They turns to the text with the purpose of what they want to know. It also increase their curiosity to search the answer of questions because they have asked questiosn as they have gone along. So, the students need to have a way in their reading process to get comprehension.

C.Know, Want and Have Learned (K-W-L) Technique 1. The Consept of K-W-L Technique

There are many kinds of reading techniques that may be applied in reading text to help students esier to comprehend the text itself. It depends on students‘ purposes and interest. One of the techniques is Know, Want, and have Learned (K-W-L) chart technique. K-W-L (Ogle, 1986) is a process in which the teacher models and guides active engagement informational texts. It is a group process using the knowledge and information students bring to help each other build a better starting place for learning and share the result of their reading. 21

19

Mark Anderson and Kathy Anderson, Text Types in English 3 (Sydney: Macmillan, 2003), p.26.

20

John J. DeBoer, Martha Dallamann, The Teaching of Reading, (Columbus: Holt, Rinehart,and Winston, Inc: 1964), p.8

21

Camille Blachowicz and Donna Ogle, Reading Comprehension, (New York: The Guilford Press: 2008), p. 113.

K-W-L stands for ‗what I kow‘, ‗what I want to know‘, and ‗what I have

learned‘. The purpose of K-W-L chart technique provides a structure for activiting and building prior knowledge, establishing a purpose for reading and for summarizing what was learned. So, this technique may evaluate their learning experience, as well as serve assessment tool for teacher. K-W-L guides students thought their reading material. it is primary purposes is to develop a framework which students may use as they read.

2. The K-W-L Chart

The K-W-L chart has three columns. First, provides students with the opportunity to brainstorm and list the ideas in K items and details that they already know about the topic. Second, they review the topic again and consider what they still want to know. They list these items in the W section of the chart. Item should be listed as questions. Third, as they read or after they read, students add details that they have kearned while reading. They list these items in the L section of the chart.

K (Know) (Pre-reading)

W (Want to Know) (whilst-reading)

L (Have Learned) (Post-Reading) Students list everything

they think or they know about the topic; concept what they do already know.

Students tell what they want to know about the topic. Make questions as the purpose of reading

After students have finished reading or studying a topic, they list what they have learned about new facts, ideas, or viewpoints that they had not yet considered before.

Table 2.2 K-W-L Chart

3. The Prosedure of K-W-L Chart

K-W-L stands for three questions that readers should ask themselves. Two questions are asked before reading; what do I know? and What do I want to learn.

Then, the last question is asked after the reading; What had I learned from this text?. All of the question correspond to the mental operations to accessing prior information, determining reading purposes, and recalling information.22 Based on Blachowicz and Ogle, here are the procedures to apply K-W-L chart in teaching reading:23

1. The teacher guides students in brainstorming or probe their prior knowledge what they already know about the topic of reading. It helps to have students list and share their ideas

2. Teacher creates a K-W-L chart on the board, overhead projector, or computer and writing down the information about what students think or ideas in K – What do we Know ? column. The teacher is not to correct or evaluate but to encourage and stimulate students to think broadly about what they bring about the study.

3. Teacher asks students to think of questions they have about the topic. generally, it will surface on through brainstorming or discussion process. They may begin by reviewing what they know, and finding where their knowledge is incomplete. Write questions on the chart in the colmn marked W - What do we Want to know?

4. The students now should read the text. They are reminded to look for answers to their questions, and for any new ideas they did not anticipate.

5. The students report the things they have learned both they report answers they found to their questions, and then they report any other interesting or important ideas they discovered. It may be writing on the chart in the column marke L-What have we Learned?

Thus it concludes that in the K-W-L technique teacher‘s role stimulates questions for all to persuade as they learn to learn. Because the teacher is the first one to write on the board, it permits students to see models what the students will

22

Gillet, Temple, Temple, Crawford, Understanding Reading Problem, (Boston: Pearson, 2012), p.173.

23

Camille Blachowicz and Donna Ogle, Reading Comprehension, (New York: The Guilford Press: 2008), p. 114.

write on their own worksheet. The technique also covers pre-reading activity, whilst-reading activity and post-reading activity.The students will begin to activate their prior knowledge about what they know (K) as pre-reading activity, then they decide the purpose of their reading by What do they want to know (W) as whilst-reading activity and then they write down in the column mark What they have learned (L) all of the answer of their questions as the purpose also the new information after they have finished the reading. All the steps are the way to

developing students‘ reading comprehension by activiting their prior knowledge

and the purpose of their reading. D.Previous Study

A lot of research conducted to know the influences of using K-W-L chart in In improving students reading comprehension. Some of the reseraches was conducted such as the research conducted by Zhang Fengjuan with the title is The Integration of the Konow-Want-Learn (KWL) strategy into English Languge Teaching for Non-English Majors. In this reaserch the writer used the K-W-L strategy in the writing class. The objective of the research was to know how integrated KWL instructional scheme into ELT for non-major. He used two

classes as experimental and controlled class. The data nalysis used Leven‘s testfor

equality of varience. The calculated showed that p. Value= 0.34<0.05. it means that there was significant difference in the means of group. In short, the null hypothesis was rejected and alternative hyphothesis was accepted.

Moreover, Hesti Wijaya also condacted the similiar research with the title is Using KWL strategy to Improve the Reading Comprehensiopn Skills on Hortatory Exposition Text. She used 25 undergratuate students from accountin department. The research methodology used qualitaive method with the procedure: planning, action,observation and reflection.then, after she did two cyles then the first mean score 67.07. In addition, the second mean score 74.80 it means that there was inprovemen 11.33 points in other word KWL strategy was

effective in increasing the students‘ reading comprehension.

Furthermore, another research condacted by Mohammad Hussein Hamdan with the title KWL –Plus Effectiveness on Improving Reading Comprehension of

Tenth Graders of Jordanian Male Students. The used two groups, a privete school as the controlled group and the public school as the experimental group. To administered tha data, the writer conducted pretest and postest. The data were analyzed by using mean score. The result was the public school score higher than private school. In other word, KWL was efectif in improving reading comprehension performance.

Furtheromre, the distinguishable point in this reserach is that this research was the material used as the variable. The writer decided to use the descriptive text. The main reason was there was many things that could be describe such as animal, person and thing. In addition, it also could explain about feeling and sense. So, the students esier to recall their prior knowledge because they had more information about the topis.

E.Conceptual Framework

Reading is one of language skills that students need to be acquire because reading may improve and develop their knowledge and their language skill. When students read a text, they have to comprehend and intrepet the ideas from the text, so they may get the information and message from the writer.

Unfortunatelly, most of students have many problems in their reading compeehension. Here are the five main problem that usually found by students. 1) Students have diffuculty with the meaning of some words (vocabulary) that gives impact on their understanding. 2)Students have less motivation in reading. Most of them did not try to ask their teacher when they found a diffcult word, consequently, they need a long time to read or give up finishing their reading. 3)

Students‘ attitude to text is ―text knows best‖. The students think that the all

content of the text is correct. In that makes students tend to passively accept what is found in reading. 4) Boring atmosphare. Students also have lack of interest at the starting points in a reading class especially when they found unfimiliar topic of the text that may lead to the whole boring atmosphere. 5) Students maynot utilize their prior knowledge with the information stated in the text, whereas, it will help them to comprehend the text they read.

By consedering the problems above, Know, Want and Learned (KWL) Chart may be a solution. Here the main reason why K-W-L Chart may solve the

students‘ reading problem. The process of K-W-L do in a group and activiting their prior knowledge. From the group students may discuss about the topic include the difficult word. It is also providing an opportunity for students to expand ideas beyond the text by sharing one another by variety of backgound knowledge. So, they motivate them to write more and more the information that their group have known about the topic. The class atmosphare will become active and interesting because they know what are being discuss. In short, it will help students to comprehend the text as pre-reading, a long reading and past reading activities.

Table 2.3 Teorical Framework

F. Research Hypothesis

Based on theoretical description and theoretical framework, the research hypothesis can be formulated as follow:

1. H0 (Null Hypothesis): there is not a possitive effect of using K-W-L Chart

on students‘ reading comprehension.

2. Ha ( Alternative Hypothesis): there is a possitive effect of using K-W-L

Chart on students‘ reading comprehension. Reading is one of the

essential aspect for students to increase their knowledge

KNOW

Students have problems on reading

comprehension

Activiting prior knowledge

Listing possible question

Reading a text

Using K-W-L Chart

Answering the listed questions

Comprehend the text

WANT LEARNED

Diagram Organizer

23

this research. They are time and place of the study, method and design of the study, population and sample, instrument of the study, preliminary analysis, technique of data analysis and Statistical Hypothesis.

A. Time and Place of The Study

The study was conducted in September to November2016 (in the first semester). It takes palce in MTs. Daarul Hikmaah Pamulang which is located at Surya Kencana, Pamulang Barat, Tangerang Selatan. In collecting the data, the researcher needs five weeks and it will do some steps, as follow:

Table 3.1 The Schedule of the Study

No Time Activity

1 1st week a. Asking permission to head master of the school and meeting with English teacher

b. Validation and realibility test 2 2ndand 3rd

week

the writer come to both of class (experimental and controlled class) as observer.

3 4th - 5th week

the witer gave pre-test and teach to both controlled and experimental classes

4 6th week the writer give post test to both controlled and experimental classes and calculate the data

B. Method and Design of the Study

In this research, the method used quantitative method in the design quasi-experiment. Quantitative method is a type of educational research in which the researcher decides what to study; ask specific, narrow questions, collect quantifiable data from participants; analyze these numbers using statistics and

objective manner.1Muijs stated that quasi-experimental research is especially suited to looking at the effects of an educational intervention, such as a school improvement program, project to improve a specific element.2Meanwhile, Sugiyono also states, quantitative method is defined as a method that aims to investigate a certain population or sample, involves an instument to collect the data and analyzes it quantitatively in order to test the formulated hyphotesis.3Generally, this quasi-experimental design collect numerical data must be analyzed matematically to explain cause and effect.

In experimental research, the researcher manipulates at least one independent variable, controlled other relevant variables, and observes the effect on one or more dependent variables. Independent variable of this research was referred to K-W-L chart, while the dependent variable was referred to reading comprehension. Morever, the procedure of conducting this design was dividing the samples into two groups. In this case, the students were grouped into experimental and controlledlededed class.the experimental class was given the material in the learning process by conducting K-W-L chart as the treatment, while the controlledlededed class was not given the treatment or in other word theytaught as usual by using conventional teaching that is lecture through printed material.

Furthermore, it is necessary to get initial data of students’ reading comprehension, so the writer conduct the pre-test for both classes. Then, treatments were also conducted in order to get significant result when comparing two groups. During the treatments, the experimental classfill the column Know (K) to recall their prior knowledge about the topic, then they list some questions in column Want (W) about information that they want to know. Afer that, they have a descriptive text from the writer and a long the reading process they might search the answer of listing question. Then, they could fill the column Learned (L) with the new information. At the end, they answered some question relared

1

John W. Cresswell, Educational Research, (Unted States: Pearson: 2008) p. 46 2

Daniel Muijs, Doing Quantitative Research Education, (London: SAGE Publications, Ltd, 2004), p.27.

3

the topic. The students were given different topic for five meetings. On the other hand, the controlled group was taught by using regular teaching method. Here, the writer just explained about descriptive text then gave a text. After that, they read the text and try to answer the questions. And the last, the post test was adminitered to examine the result of the effectivness of using K-W-L chart n improving students’ reading comprehension of descriptive text.

C.Population and Sample

Population is the larger group to which the researcher would like the results of a study to be generalizable The Population of this research is eighth grade students of MTs. Daarul Hikmaah Pamulang in academic year 2016/2017. There are nine classes that consist of 225 students. Because the number of population was so big, the writer considered to take sample for collecting data. The writer determined the sample used purposive sampling.

Purposive sampling is a technique to choose the member from the population based on certain purposes. In other words, the sample is taken on the basis of the judgment of their typically or possession of the paricular characteristics being sought.4Therefore, the writer took the class sample based on

teacher’s judgment. According to the teacher, there are two classes basically have

the same characteristic and have the same average achievment. Those classes were VIII.H and VIII. I that Consist of 22 in each class.

D.Instrument of the Study

The instument of the study is multiple choice and matching task. The items would have 15 multiple choice question and 10 matching task question. Before the writer does the research, first she create grid of test item, grid was arranged based on standard competence and basic competence which has been determine. The grid was to make the items of the test appropriate with the criteria of the research. The table of the test instument may be seen in the appendix. Then, the writer collected the data by giving pre-test and post-test.Pre-test was given before

4

the writer teaches on both of class (experimental class and controlled class) and post-test was given at the end of the reserach.In order to get a good instrument, it would be continuouslly tested through validity and reliability test.

A valid test measures and accurately reflect what it was designed to measure. According to Brown, validity is the extent to which inferences made from assessment results are appropiate, meaningful, and useful in terms of the purpose of the assessment.5Validity is related to knowing the exact purpose of an assessment and designing an instrument that meets that purposes.6So, before this instrument is applied to the students as the sample of the this study, the instrument would be tested to students in different class in the same grade. The writer took two classes, VIII E and VIII F.The analysis of this instrument was done to see the validity using the formula of item analysis in test using Statistical Package for the Social Science(SPSS)version 22. To compute data, the steps were as follows:

a. Open the IBM SPSS Statistics 22

b. Go to variable view and fill in the columns as follows.

1) Name Write Q.1 for question number 1 untill Q.35 for question number 35

2) Type column was numeric 3) Width column is filled 8

4) Decimal change this row frow 2 to 0 5) Label column was left blank

6) Value column is none 7) Missing column is none 8) Column is 8

9) Align column is right

10) Measure coulumn is unknown 11) Role coulumn is filled with input

c. Click Data View, in each Q column, compute 1 to correct answer and 0 to incorrect answer.

5

H. Douglas Brown, Language Assessment(new York: Longman, 2004), p. 22 6

JoAnne Schudt Caldwell, Comprehension Assessment, (New York: The Guilford Press, 2008), p.29

d. Click Analyze>>Scale>>Reliability Analysis

e. Transfer the data from the left rectangular to the right rectangular f. Click statistic

g. Ceklist Scale if item deleted in Desciptive for option h. Ceklist none in ANOVA Table

i. Click Continue then O.K

After the steps have done, there was output. TheCorrected Item Total Correlation is represent rhitung for each questions. The validity and reability can be seen from rtable and rhitung. If.rhitung > rtable, it means that the items mighht be used. The criteria of validity.

0.80<rxy≤1.00 very high 0.60<rxy≤0.80 high 0.40<rxy≤0.60 enough 0.20<rxy≤0.40 low 0.00<rxy≤0.20 very low rxy≤0.00 not valid

The writer also pay attention to reliability test. A reliable test is consitent, that is yields similar results over time with similar students in similar situation.7It also stated by Bartlett and Diana Burton that reliability describes the extent to which a research instrument or method is repeatable.8It is clear that, the reliability test is necessary to be tested before the instruments will be given to the sample of the study.

The steps that must be done was same with analyze the validity. In output of the analysis, it would be foung Reliability Statistics. In the left column, there was Conbarch’s Alpha. It is an internal consistency score based on ekuavalen of each item that represent reliability. Both validity and reliability have the same criteria.

7

JoAnne Schudt Caldwell, Comprehension Assessment, (New York: The Guilford Press, 2008), p.30

8

Steve Bartlett and Diana Burton, Introduction to Education Studies, (London: SAGE Published, 2007) p. 44

E.Preliminary Analysis

The writer conducted preliminary analysis that consist of normality and homogenity before analyzing te data with t-test.

1) Normality

The normality test is performed using Kolmogriv Smirnnov and Shapiro-Walk. It used to determine if the distribution of the data from sample is normal. The test was done for both classess. The writer used IBM SPSS Statistics version 22 software. The formula used Kolmogrov – Smirnov and Sapiro – Wilk. Here are the formulas:

1. Kolmogrov – Smirnov

*D= sup {|Fn(z) - Ф z |-∞≤z≤∞}

Where:

Fn = the empirical distribution function

Fn(z) = the sum up of z(k)≤z/n

Ф z = cumulatifdiatribution function 2. Shapiro – Wilk

Where:

xi= the ordered random sample values

ai = contants generated from the covariance, variance and means of the sample (size n) from a normally distributed sample.9

The procedure to get normality analysis as follow: a. Open the IBM SPSS Statistics 22

b. Go to variable view and fill in the columns as follows.

1) Name Write “class” in the first row. This is to indicate and differentiate between experimental and controlledlededed class. write ”score” in the second row.

9

Stanislaus S. Uynto, P. hD, PedomanAnalisis Data dengan SPSS, (Yogyakarta: GrahaIlmu, 2009), p.54

2) Type column was numeric 3) Width column is filled 8

4) Decimal change this row frow 2 to 0 5) Label column was left blank

6) Value column is none 7) Missing column is none 8) Column is 8

9) Align column is right

10) Measure coulumn is unknown 11) Role coulumn is filled with input

c. Click Data View, in score column, compute “1” as representing

experimental class and “2” representing controlledlededed class.

d. In score column, compute score of each class. e. Click Analyze>>Descriptive Statistics>>Explore

f. Fill in the Dependents List with score pret-test and then fill in the Factor List with class.

g. Click Plots>>checklist Normality Polts with test, Histograms, Power Estimation>>Continue>>O.K

If (p) –value < α, the data is not distributed normal If (p) – value ≥α, the data is distributed normal

Note: In SPSS, P – value is same with Significance (Sig.)10 2) Homogenity

Homogenity test is used to wether the data from two classes have same variant in order that the hypothesis can be tastes by t-test. The procedure are same with normality’s steps. Furthermore, after testing both normality and homogenity, the writer began test the hyphothesis.

F.Technique of Data Analysis 1. t-test

10

In addition, the writer also used IBM SPSS statistics version 22 to find the siginificances differences result from the pre-test and postest data to conduct t-test. In SPSS, t-test was conducted through Independent-Sample t-t-test. It is a comparative test that compare the mean score between experimental and controlled class. the steps are as follows:

a. Open the IBM SPSS Statistics 22

b. Go to variable view and fill in the columns as follows.

1) Name Write “class” in the first row. This is to indicate and

differentiate between experimental and controlledlededed class. write ”score” in the second row.

2) Type column was numeric 3) Width column is filled 8

4) Decimal change this row frow 2 to 0 5) Label column was left blank

6) Value column is none 7) Missing column is none 8) Column is 8

9) Align column is right

10) Measure coulumn is unknown 11) Role coulumn is filled with input

c. Click Data View, in score column, compute “1” as reresenting

experimental class and “2” representing controlledlededed class.

d. Click Analyze>>Compare Means>>Independent Sample T-Test

e. Fill in Test Variables with score of pre-test and post-test. Then, fill in the Grouping Variables with class and fill Define Groups with 1 and 2 f. Click Options>>fill Confidennce Interval Percentage with 95% g. Click Continue>>O.K

If sig. 2 tailed (p) –value < α, H0 was rejected and Ha was accepted If sig. 2 tailed (p) –value > α, H0 was accepted and Ha was rejected

2. Effect Size Formulation

This is the way to know how much the effect size of the treatment that given in experimental class. There are three categorize that stated in Cohen formulation; small, medium, and large effect size. The formulation is below.

d =

Pooled (SD) =

The result might be interpreted as the criteria follow: 0.2 = small effect size

0.5 = medium effect size 0.8 = large effect size G. Statistical Hypothesis

Hyphothesisis a statement or assumption about one population or more11. In other words, the hyphothesis is a counjecture or a guess at the solution to a problem or the status of the situation.12

a. Null Hypothesis (H0)

There is no significant difference on students’ reading comprehension of

Descriptive Text by using K-W-L Chart if the result of calculation p > α; sig. 2 tailed was greater than alpha, the null hypothesis(H0) are accepted and alternative hyphotesis (Ha) is rejected. It means that the experiment technique is rejected. (α = 0.05)

b. Alternative Hypothesis (Ha)

There is significant differenceson students’ comprehension in descriptive

Text by using K-W-L Chart if the result of calculation p < α; sig. 2 tailed was lower than alpha, there is significance differences and the alternative hypothesis (Ha) are accepted and null hyphotesis (H0) is rejected. It means that the experiment technique is accepted. (α = 0.05)

11

Ronald E. Walpole, PengantarStatistika, (Jakarta: GramediaPustakaUtama, 1992), p. 288 – 289

12

William Wiersma, Stephen G. Jurs, Research Method in Education: (Unated States of America,Pearson), 37

32 CHAPTER IV

FINDING AND DISCUSSION

In this chapter, the writer would like to present the description of data which consist of preliminary analysis, the score of both pre-test and post-test between two classes, experimental and controlled class. Furthermore, the description would be followed by the analysis data and discussion.

A.Finding

Based on explanation in the chapter three, this study used quantitative method with quasi-experimental study. Quasi – experimental study is similar to experimental research in that one or more experimental variable are involved and conducted by some treatments. In this study, the writer had four meetings to both experimental and controlled classes. In the first meeting, the writer took pre-test score as the preliminary analysis to know the homogeneity and normality of the classes. Then, after finished the treatment, the writer took the posttest score. Both of the data would be presented in the following description.

1. Preliminary Analysis

a)Validity and Reliability test

There are 70 questions that conducted in this study as the instrument. But, after the writer have tested the instrument, then there are 51 questions valid. That consist of multiple choice and matching task. Furthermore, the instrument separated into two part as pre-test and post-test each part have 25 items, 15 multiple choice question and 10 matching task question. The items arranged based on standard competence and basic competence which has been determine. The grid was to make the items of the test appropriate with the criteria of the research. The following table contained the result of the calculation.

Table 4.1 The Result of Validity of pre-test and Post-test

Table 4.2 The Result of Reliability of pre-test

Table 4.3 The Result of Reliability of pre-test

Based on the description table above, the amount of the subjects were 30 student from each test. So, rtable was 0.361 for the significant value of p=0.05. The writer found that from 35 question that were tested, for pre-test, there were 26 valid questions and 9 questions were not valid. The valid number were 1, 2, 3, 6, 8, 11, 12, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 30, 31, 32, 34, 35. Then, there were 25 valid questions and 10 were not valid for the post-test. The valid number were 1, 2, 3, 5, 6, 7, 11, 12, 15, 16, 17, 18, 19, 20, 21, 23, 24, 25, 26, 27, 28, 29, 30, 34, 35. (see appendix).

So, for this try out, the Conbarch’s Alpha was 0. 902 for pre-test and 0.891 for post-test. It means that the instrument not only valid but also reliable.The writer conducted normality and homogenity before analyzing the data with t-test.

Pre-Test Post-Test

Total items tested 35 35

Total subject 30 30

Total significant items 26 25

Reliability Statistics

Cronbach's

Alpha N of Items

,902 35

Reliability Statistics

Cronbach's

Alpha N of Items

b) Normality

The normality test is performed using Kolmogriv Smirnnov and Shapiro-Walk. It used to determine if the distribution of the data from sample is normal. The test was done for both classess. Table below show how the data analyzed and interpreted t test the normality data.

- Normality of Pre-test

Table 4.4

The Result of Normality Test of the Pre-test

Tests of Normality

Class Kolmogorov-Smirnov

a _Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Score

Experimental

Class .192 22 .074 .931 22 .128

Controlled Class .169 22 .105 .934 22 .149

a. Lilliefors Significance Correction

The table 4.3 was showed both Kolmogorov. Smirnov and Shapiro test. From Kolmogorov. Smirnov showed that sig. value of the pre-test of the experimental class is 0.074 then sig. value of the pre-test of controlled class is 0.105. Meanwhile, minimum aplha (α) value is 0,05 for each sig. value of the pre-test. Therefore, sig value of the pre-test of the experimental class is bigger than α (0.074 > 0.05) and sig. value of the pre-test of the controlled class also bigger than

α (0.105 > 0.05), it means that the samples of both classes were from normal

distributed population.

In addition, Based on Shapiro. Wilk test, it also showed that sig.> α. From the experimental class 0.128 > 0.05 and from the controlled class 0.149 > 0.05. In summary, the classes are normal

- Normality of Post-test

Table 4.5

The Result of Normality Test of The Post-test

Tests of Normality

Class Kolmogorov-Smirnov

a

Shapiro-Wilk Statistic df Sig. Statistic df Sig.

Score

Experimental

Class .150 22 .200

* _{.928 22 .109}

Controlled Class .201 22 .102 .944 22 .235

a. Lilliefors Significance Correction

The table 4.4 was showed both Kolmogorov. Smirnov and Shapiro test. From Kolmogorov. Smirnovs howed that sig. value of the post-test of the experimental class is 0.200 then sig. value of the post-test of controlled class is 0.102. Meanwhile, minimum aplha (α) value is 0,05 for each sig. Value of the post-test. Therefore, sig value of te post-test of the experimental class is bigger

than α (0.200 > 0.05) and sig. value of the post-test of the controlled class also

bigger than α (0.102 > 0.05), it means that the samples of both classes were from

normal distributed population.

In addition, Based on Shapiro. Wilk test, it also shows that sig.> α. From the

experimental class 0.109 > 0.05 and from the controlled class 0.235 > 0.05. In summary, the classes are normal.

- Normality of Gained Score

Table 4.6

The Result of Normality Test of Gained Score

Tests of Normality

Class Kolmogorov-Smirnov

a

Shapiro-Wilk Statistic df Sig. Statistic df Sig. Score

Expeimental Class .173 22 .084 .932 22 .137

Controlled Class .160 22 .148 .934 22 .146

a. Lilliefors Significance Correction

The table 4.4 was showed both Kolmogorov. Smirnov and Shapiro test. From Kolmogorov. Smirnov showed that sig. value of the gained score of the experimental class is 0.084 then sig. value of the gained score of controlled class

is 0.148. Meanwhile, minimum aplha (α) value is 0,05 for each sig. value of the gained score. Therefore, sig value of the pre-test of the experimental class is

bigger than α (0.084 > 0.05) and sig. value of the gained score of the controlled

class also bigger than α (0.148 > 0.05), it means that the samples of both classes

were from normal distributed population.

In addition, Based on Shapiro. Wilk test, it also showed that sig.> α. From

the experimental class 0.137 > 0.05 and from the controlled class 0.146 > 0.05. In summary, the classes are normal.

c) Homogeneity

Homogenity test is used to wether the data from two classes have same variant in order that the hypothesis can be tastes by t-test.

- Homoneity of Pre-Test

Table 4.7

Test of Homogeneity of Pre-test

Levene Statistic df1 df2 Sig.

Score

Based on Mean .844 1 42 .363

Based on Median .341 1 42 .562

Based on Median and with

adjusted df .341 1 41.327 .562

Based on trimmed mean .760 1 42 .388

The table gave the information about homogeneity using Levene’s test. It showed that the rows beased on sig. value based on mean is 0.363 which is above

α (0.363>0.05). It means that both classes are homogent.

- Homoneity of Post-Test

Table 4.8

Test of Homogeneity of Post-test

Levene Statistic

df1 df2 Sig.

Score

Based on Mean .023 1 42 .880

Based on Median and with

adjusted df .020 1 41.979 .887

Based on trimmed mean .023 1 42 .880

The table showed the test of homogeneity using Levene’s test. It provided that the rows beased on sig. value based on mean is 0.880 which is above α (0.880>0.05). It means that both classes are homogent.

- Homoneity of Gained Score

Table 4.9

Test of Homogeneity of Gained Score

Levene Statistic df1 df2 Sig.

Score

Based on Mean .004 1 42 .949

Based on Median .000 1 42 1.000

Based on Median and with

adjusted df .000 1 39.854 1.000

Based on trimmed mean .001 1 42 .973

According to the table, it showed the test of homogeneity using Levene’s test. It provided that the rows beased on sig. value based on mean is 0.949 which

is above α (0.949>0.05). It means that both classes are homogent.

2. The Students’ Score of Pre-Test

In this research, the experimental class was students of VIII.I class that consists of 22 students, 4 were male and 18 were female students. While, the controlled class was students of VIII.H that also consist of 22 students, 1 was male and 21 were female. Then, the total sample is 44 students. The pre-test score of the students from both classes is described in table 4.1 below:

Table. 4.10 The Score of Pre-Test Score

Band

Experimental Class Controlled Class

Freq. F (%) Mean Freq. F (%) Mean

≤ 40 6 27.27

46.45

7 31.81

44.18

41 – 50 9 40.90 12 54.54

51 – 60 7 31.81 3 13.63

61 – 70 - 0 - 0

>70 - 0 - 0

Based on descripting table of the pre-test given to the experimental class, there was 6 students (27,27% of them) got score ≤ 40. Then, the most frequent score appeared on the table are the score between 41 – 50 with frequency number 9 or 40.90 % of the students. Moreover, there also 7 students (31.81% of them) who getting score between 50 – 60. On the other hand, in the controlled class, students who got score ≤ 40 was 7 students (31-81%). Then the most frequent score appeared on the table are score between 41 – 50 with frequency number 12 or 54.54% and only 3 students who got score between 51 – 60 (13.63%). Moreover, the lowest score in the experimental class was 36 while in the controlled class was 32. Then, the highest score in the experimental class was 56 while in the controlled class was 52. Furthermore, there was not students who got 60 to 70 or >70of both classes. The table also showed the mean score of pre-test was 46.45 and in the controlled class was 44.18. So, the students’ reading comprehension in reading descriptive text was extremely poor.

3. The Students’ Score of Post-Test

The data presented in this part was the result of the post-test both classes or in other word, this score have got after the writer finished the treatments. In general, their score were increase although almost students had not fulfilled the standard of minimum completeness of English. Furthermore, the score of post-test could be seen as follows:

Table. 4.11 The Score of Post-Test Score

Band

Experimental Class Controlled Class

Freq. F (%) Mean Freq. F (%) Mean

≤ 40 - 0

61.09

1 4.54

51.82

41 – 50 3 13.63 10 45.45

51 – 60 8 36.36 9 40.90

61 – 70 8 36.36 2 9.09

>70 3 13.63 - 0

According to the table, in the experimental class, there did not found the students who got score ≤40 but there was still found 3 students who got score between 41 – 50 (13.63% of them). Then, there was a same amount; 8 students for each band (36.36%); of students who got score between 51 – 60 and 61 – 70. In addition there was 3 students who got score between 61 – 70 (13.63%). Meanwhile, in the controlled class there still found 1 student got ≤ 40. The most score appeared on the table are the score between 41 – 50 with frequency number 10 or 45.45 % of the students. Then 9 students (40.90%) got score between 51 – 60 and just 2 students got score between 61 – 70. Unfortunatelly, there did not found students got score >70. Furthermore, the lowest score in the experimental class was 48 while in the controlled class was 40. Then, the highest score in the experimental class was 72 while in the controlled class was 68.

Moreover, the table also provided information about the mean score both classes. The experimental mean score was higher than controlled class, it was 61.09 : 51.82. It means that there was the difference of both mean score as big as 9.27 point.

4. The Students’ Gained Score

After having the pre-test and post-test score, it could be presented the data of gained score. The gained score was calculated from post-test score minus pre-test score. In addition, the gained score was presented on the table below.

131

- Guru mengucapkan terima kasih dan mengakhiri dengan salam

8. Soal

a. Fill inthe blank

I have a laptop. My father 1)... it for me last month. It is a nice laptop with black color. It has a 14 inch screen. This is the 2)...product from Asus.

The performance of this laptop is also great. I can 3)... games that require high specification using it. I can also play music, watch movies and draw using it. And the most important thing is that I can typing using it. So, if I 4) ...the assignment from my teacher, it will help me. I also can find many 5) ...from internet using my laptop.

b. Latest c. Play d. Have e. references f. bought

132

9. Penilaian

1. True score = 20

2. Total maximal score = 5 X 20 =100

Pamulang, 18 Oktober 2016

Mengetahui,

Guru Bahasa Inggris Peneliti

Yunda, S. Pd Priska Amaliani

Indikator Pencapaian Kompetensi

Teknik Penilaian Bentuk instrument

Instrumen

1. Mengidentifikasi bagian – bagian teks 2. Menemukan

informasi spesifik 3. Menyimpulkan isi

teks

Test tulis Matching task

Choose the best option based on the text.