THE EFFECT OF REAP STRATEGY TOWARD STUDENTS’ READING COMPREHENSION IN NARRATIVE TEXT OF THE SECOND YEAR AT SMAN 14 PEKANBA
ISSN 2337-7208
Jurnal Kependidikan DISCOVERY Vol. 2 No. 1 April 2014
12
ISSN 2337-7208
Jurnal Kependidikan DISCOVERY Vol. 2 No. 1 April 2014
DISCOVERY
JURNAL
Terbit tiga kali setahun pada bulan April, Juni, dan September. Berisi tulisan yang diangkat
dari hasil penelitian, pengajaran bahasa, linguistik, analisis konseptual dan literary
PELINDUNG
DEKAN FKIP UIR
Nazirun, M. Ed
PIMPINAN REDAKSI
Johari Afrizal, M.Ed
WAKIL PIMPINAN REDAKSI
Sri Yuliani, M.Pd
Khulaifiyah, M.Pd
SIRKULASI
Yulianto, M.Pd
Diah Ayu Rizqiani, M.Hum
DEWAN REDAKSI
Miranti Eka Putri, M.Ed
Aladin, Drs
Marhamah, M.Ed
Fitra Elia, M.Hum
Afrizal, M.Pd
Estika
Ari Muliani Ahmad
REVIEWER
Seno Himala Putra, Prof
Syofianis, M.Ed
Betty Sailun, M.Ed
Rugaiyah, Dr
Design Cover
Miranti Eka Putri, M.Ed.
Telp. 0761-674717 ext. 172
13
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Jurnal Kependidikan DISCOVERY Vol. 2 No. 1 April 2014
Daftar Isi
THE EFFECT OF SEQUENCING STRATEGY ON STUDENTS’ READING
COMPREHENSION OF THE SECOND YEAR STUDENT AT SMPN 2 PASIR
PENYU ...........................................................................................................................
Sati Juli Ayuri, Khulaifiyah and Diyah Ayu Risqiani
THE EFFECT OF REAP STRATEGY TOWARD STUDENTS’ READING
COMPREHENSION IN NARRATIVE TEXT OF THE SECOND YEAR AT
SMAN 14 PEKANBARU ..............................................................................................
Arik Jatmiko, Kurniawan and Miranti Eka Putri
THE EFFECT OF JOURNALIST QUESTIONS TECHNIQUE TOWARD THE
SECOND YEAR STUDENTS’ WRITING NEWS ITEM TEXT AT SMA N 2
UJUNGBATU ................................................................................................................
Yusnaini Siregar, Sri Yuliani and Khulaifiyah
A STUDY ON STUDENTS’ ABILITY OF GRAMMATICAL ASPECT IN
WRITING SIMPLE SENTENCES OF THE FIRST YEAR STUDENTS AT SMAN
1 KUANTAN MUDIK ..................................................................................................
Hesti Novarila, Syofianis and Johari Afrizal
AN ANALYSIS OF ENGLISH USED BY THE STUDENTS IN DAILY
CONVERSATION AT AL-KAUTSAR ISLAMIC BOARDING SCHOOL
PEKANBARU ...............................................................................................................
Hayat Baidillah Zikri, Seno Himala Putra and Fitra Elia
1 - 11
12 - 19
20 - 27
28 - 39
40 - 52
READABILITY ANALYSIS OF READING MATERIAL OF LINKED TO
WORLD PUBLISHED BY YUDISTIRA .....................................................................
Rahmad Sofyan Muda, Betty Sailun and Yulianto
53 - 60
AN ANALYSIS ON THE DIFFICULTIES OF THE SECOND YEAR STUDENTS
OF SMA NEGERI 5 PEKANBARU IN EXPOSITORY TEXTS COMPETENCY ....
Lisha Yosi, Betty Sailun and Sri Yuliani
61 - 69
THE EFFECT OF USING DISCOVERY READING STRATEGY TOWARD
STUDENTS’ READING COMPREHENSION AT THE SECOND YEAR OF SMP
N 21 SIAK .....................................................................................................................
Tika Ulpina, Syofianis Ismail and Aladin
14
70 - 78
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Jurnal Kependidikan DISCOVERY Vol. 2 No. 1 April 2014
THE EFFECT OF VOCABULARY TREES TECHNIQUE TOWARDS
STUDENTS’ VOCABULARY AT THE FIFTH GRADE STUDENTS OF SD
NEGERI 133 PEKANBARU .........................................................................................
M.Ridwan, Seno Himala P and Ade Indrayani Lubis
79 - 90
A STUDY ON THE VOCABULARY MASTERY OF THE SECOND YEAR
STUDENTS OF MA DINIYAH PUTERI PEKANBARU ............................................
Agustia Marleni, Fadly Azhar and Fitra Elia
91 - 97
THE EFFECT OF WORD WEBS TECHNIQUE TOWARDS STUDENTS’
ENGLISH VOCABULARY ..........................................................................................
Dian Lestari, Kurniawan, and Arimuliani Ahmad
98 - 108
THE EFFECT OF VOCABULARY TREES TECHNIQUE TOWARDS
STUDENTS’ VOCABULARYAT THE FIFTH GRADE STUDENTS OF SD
NEGERI 133 PEKANBARU ........................................................................................ 109 - 116
Musdalifa, Syofianis and Estika Satriani
THE EFFECT OF MULTIMEDIA GLOSSES TO STUDENTS VOCABULARY
MASTERY OF THE FIRST YEAR STUDENTS AT SMP NEGERI 3 KERITANG .. 117 - 127
Zubaidah, Betty Sailun and Marhamah
THE EFFECT OF RAFT STRATEGY TOSTUDENTS’WRITING PARAGRAPH
ABILITYOFTHESECONDYEARSTUDENTS AT SMA YLPI MARPOYAN .......... 128 - 137
Lidia Sari, Seno Himala Putra and Khulaifiyah
THE EFFECT OF GRAPHIC ORGANIZER TOWARD STUDENTS READING
COMPREHENSION IN EXPOSITORY TEXT OF THE SECOND YEAR
STUDENTS AT SMA HANDAYANI PEKANBARU ................................................ 138 - 144
Putri, Betty Sailun and Ade Anggraini
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THE EFFECT OF REAP STRATEGY TOWARDS READING COMPREHENSION IN
NARRATIVE TEXT OFTHE SECOND YEAR AT SMAN 14 PEKANBARU
*Arik Jatmiko, **Kurniawan,**Miranti Eka Putri
** Dosen FKIP Universitas Islam Riau
*Mahasiswa FKIP Universitas Islam Riau
Abstract: The research is conducted to find out the effect of REAP strategy toward in reading
narrative texts at SMAN14 Pekanbaru. This research was experimental research. They are two
variables: Independent variable and dependent variable. The independent variable is a variable
that is identifying as a casual variable was taught to cause the dependent variable. The
population of this research is the second year students of SMP PGRI Pekanbaru in the academic
year 2013/2014. There are 132 students from 5 classes. The data collected them with the number
of students are 30 Students. There is XI. 1 IPA. The researcher chose them as sample based
wants to apply new strategy that makes students easy in reading narrative text. From the data
analysis, it can be seen that the average of students’ score at the pre-test was 47,12 points. While
the average of students’ score at the post-test was 66,21 points. There was significant different of
students’ reading Narrative text between the pre-test and post-test. Therefore, alternative
hypothesis was accepted and null hypothesis was rejected because the observed statistic (t observed)
was greater than critical statistic (t critical) of 5% where 6.24,> 2.04. Therefore, there was
significant effect achieved in Reading Narrative text text after application of REAP strategy
toward reading narrative at SMAN14 Pekanbaru.
Key Words: REAP Strategy, Reading Comprehension
INTRODUCTION
In learning English, one of the main skills that students need to acquire is reading. The
aim of teaching reading is to make students able to read the text effectively and efficiently. They
do not only understand the structure of the text but also comprehend the meaning of the text. In
this case, since English is not our first language ,many students face difficulties in gathering and
comprehending the idea of a reading passage.
The 'four skills' of listening, speaking, reading, and writing readily come to mind. Of
course other skills such as pronunciation, grammar, vocabulary, and spelling all play a role in
effective English communication. The amount of attention you give to each skill area will
depend both the level of your learners as well as their situational needs. Generally beginners,
especially those who are nonliterate, benefit most from listening and speaking instruction with
relatively little work on reading and writing. As fluency increases, the amount of reading and
writing in your lessons may also increase.
With advanced learners, up to half of your lesson time can be spent on written skills,
although your learners may wish to keep their focus weighted toward oral communication if that
is a greater need.Reading comprehension improves as word recognition improves.
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Here is a tutoring Strategy to help improve reading comprehension through use of pre-reading
activities and oral reading practice.in reading text,students often find some difficulty word that
they do not its meaning.
LITERATURE
Reading Comprehension
Reading Comprehension is a highly complex cognitive process involving the intentional
interaction between the reader and the text to create meaning (David J. Chard, A Reading First
Quality Brief, 2008). In other words, comprehension doesn’t just happen; it requires effort.
Readers must intentionally and purposefully work to create meaning from what they read.
Reading comprehension is a direct by-product of reading fluency. Without fluency, readers
spend their time and effort decoding words, rather than understanding them. A widespread study
by the National Assessment of Educational Progress (NAEP) in 1995 confirmed the tight
correlation between reading fluency and reading comprehension among fourth graders. The
study concluded that reading fluency is "a neglected reading skill in many American classrooms,
affecting many students' reading comprehension. (U.S. Department of Education, National
Center for Education Statistics, Listening to Children Read Aloud, 15. Washington, DC: 1995.)
Recent research has modified the model so that there is now a link between language
comprehension and decoding via the part of language comprehension that is vocabulary
knowledge. The argument now is that vocabulary knowledge can make it easier to become good
at decoding (Tunmer& Chapman, 2011).
The purpose of reading is comprehending, or to get meaning from written text. (In this
booklet, the term text is used to mean any type of written material. A text can be, for example, a
page in a novel, an entire short story, an article in a newspaper or magazine, the print on a
computer screen, the words on a sign, or a chapter in a school textbook) Without
comprehension, reading is a frustrating, pointless exercise in word calling. It is no exaggeration
to say that how well students develop the ability to comprehend what they read has a profound
effect on their entire lives. (Anderson, R.C., Hiebert, E.H., Scott, J.A., & Wilkinson, I.A.G.
(1985).Becoming a nation of readers: The report of the Commission on Reading.Washington,
DC: The National Institute of Education.)
According to Burnes (1991:47) reading comprehension is a reading thinking activity and
such relies for its success upon the level of intelligence of the readers, his or her speed of
thinking and ability detect relationship. Comprehension will be usually found in the readers’
mind. It is obvious that reading comprehension is not only a process of knowing the meaning of
words semantically, but also process of catching idea of the text whether it is explicit or
not.Duke (2001) states five components of explicit teaching of comprehension strategies. They
are:
1. An explicit description of the strategy and when and how it should be used. E.g.,
“Predicting is making guesses about what will come next in the text you are reading. You
should make predictions a lot when you read. For now, you should stop every two pages
that you read and make some predictions.”
2. Teacher and/or student modeling of the strategy in action. E.g., “I am going to make
predictions while I read this book. I’ll start with just the cover here. Hmm . . I see a
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picture of an owl. It looks like he--I think it’s a he--is wearing pajamas, and he’s carrying
a candle. I predict that this is going to be a make believe story because owls don’t really
wear pajamas and carry candles. I predict it is going to be about this owl, and it is going
to take place at nighttime. . .”
3. Collaborative use of the strategy in action. E.g., “I’ve made some good predictions so far
in the book. From this part on I want you to make predictions with me. Each of us should
stop and think about what might happen next. . . Okay, now let’s hear what you think and
why. . .”
4. Guided practice using the strategy with gradual release of responsibility. E.g., Early on .
. . “I’ve called the three of you together to work on making predictions while you read
this and other books. After every few pages I will ask each of you to stop and make a
prediction. We will talk about your predictions and then read on to see if they come true.
Independent use of the strategy. E.g., “It’s time for silent reading. As you read today,
remember what we’ve been working on-- making predictions while we read. Be sure to make
predictions every two or three pages. Ask yourself why you made the prediction you did-- what
made you think that. Check as you read to see whether or not your prediction came true. Jamal is
passing out “Predictions!” bookmarks to remind you.”
Teaching Concept of Narrative Text
According to KTSP (Kurikulum Tingkat SatuanPendidikan) in Mursydah(2012), there
are many kinds of the text (genre) which is refertto to the eighth grade students of junior high
school, they are narrative, descriptive, recount, procedure, and anecdote.
In this research, the researcher only discussed about narrative text because many students at
the eighth grade of junior high school like stories.
1
For that reason, the researcher chose that topic which is related to the condition of the
students.
2
Narrative is a kind of text whose function is to tell the events (fiction or nonfiction) in which
consists of complication or the crisis of problem and resolution.
REAP Strategy
The REAP Strategy is an Annotation Strategy for improving reading and writing
skills. Annotating has several benefits (Strode, 1993). Besides making texts more meaningful,
annotating improves student attention while reading and makes reading a more active process.
REAP strategy can be use in reading many kind of texts such as narrative report,
descriptive, exposition, etc. In this paper only explain how to use REAP strategy in teaching
narrative text. Narrative text mostly learned since the students are in elementary school and in
junior high school it is almost learned in every which has function to amuse or entertain the
reader.States “Narrative text is a text that contain a story about series of events,usually in
sequence and often with one event cause. Gerot and Wignell (1994) mention the function of the
narrative text is to amuse, to entertain and to deal with actual or vicarious experience in different
ways; Narratives deal with problematic events which lead to a crisis orturning point of some
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kind, which in turn finds a resolution. Anderson (1999) states that a good narrative uses word to
paint a picturein our mind of:
a. What characters look like (their experience),
b. Where the action is taking place (the setting),
c. How The characteristics of narrative textsamong others:
1. It tells us about a story of event or events,
2. The events are usually arranged in chronological order- that is, in the order in which they
occurred in time,
3. The narrator has a purpose in mind in telling the story. There are some points the narrator
wishes to make, or some impression he or she wishes to convey to the reader. Therefore,
the details of the narrative are carefully selected for purpose.The purpose to explain text
for Junior High School students by using REAP strategy.
Harmer (2007) explains that there are several principles of teaching reading as follows:
a. Allow the students to read,
b. Encourage the students to respond the content of reading text.
c. predict is major in reading,
d. match the task of the topic.
Here by using REAP strategy, the readers do not need to understand all of the meaning of
every word in the text. In REAP strategy the students can use their own language in take the
content of a narrative text. In using REAP strategy the teachers can lead the students to
comprehend the narrative text easily. The narrative text have a generic structure of narrative texts
is same, such as: orientation, evaluation,complication, and resolution. If the teacher can lead the
students to find out these generic structures, the students can understand the plot or the story line
of a narrative text.
The Advantages of REAP Strategy
There are some advantages of REAP Strategy in teaching reading, Clark (2007:149)
explains that this strategy develop in students a greater understanding of the author’s role in
writing and to improve their reading comprehension. This strategy helps students build a bridge
between the text and their own words to enable them to communicate their understanding of the
text.REAP is-to-learn strategy that helps students read and understand a text. This strategy offers
several benefits:
a. It asks students to revisit the text several times as they work through the REAP process.
b. It leads students to internalize the content of the reading as they restate main ideas and
important points in their own words.
c. It encourages students to connect with the text as they see relationships and pose
questions.
d. It promotes engagement.
e. It fosters the development of thinking skills.
f. It creates a helpful document for students to use as they review for testing.
g. It offers the opportunity for quick assessment and for personal, positive feedback.
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Guided Practice of Procedure of REAP Strategy
1. Hand out the graphic organizer (or have students create their own) and explain how it
will be used, calling attention to the instructions and help at the bottom of the organizer.
Advise students NOT to write while they are reading.
2. Hand out a passage of informational text (or direct students to the informational passage
in their textbooks) and provide time for students to read the text.
3. Assist students as they work individually to complete the R, E, and A sections of their
graphic organizer. Emphasize the importance of restating the information in their own
words.
4. Organize the class into discussion partners. Guide students to share the work they have
completed individually and to make additions or adjustments.
5. Lead students to discuss with their partner appropriate responses for the P section of the
graphic organizer and to write their connections and questions in the appropriate space
R Read the text. Jot down the title and author
E Encode the text by putting the main ideas in your own words/language
A Annotate the text by writing a statement that summarizes the important points
P Ponder the text by thinking and talking about what you learned. Ask yourself why the author
wrote the text. What do you think the author hope you’ll learn?
METHODOLOGY
This research was experimental research. They are two variables: Independent variable
and dependent variable. The independent variable is a variable that is identifying as a casual
variable was taught to cause the dependent variable.
The population of this research is the second year students of SMP PGRI Pekanbaru in
the academic year 2013/2014. There are 132 students from 5 classes. The data collected them
with the number of students are 30 Students. There is XI. 1 IPA. The researcher chose them as
sample based wants to apply new strategy that makes students easy in reading narrative text.
The instrument of this research was reading test. Most of the test items were not adopted
from students’ English text book but From Internet and LKS. The reason using this teks because
the students have been studied this book before.
DISCUSSION
After calculating mean score pre-test and post-test in experimental class, now we can see
the progress of students’ result by using Interactive Compensatory Model in reading
comprehension based on mean score, variance, and standar deviation, as table below:
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Table 1: The Increase of Experimental Class Score
The analysis table 1 only experimental class. Therefore, the researcher compared between
pre-test and post-test score. In the table 4.19 above showed that there was an increasing of
students’ test result. The score of pre-test was 1410 and the score of post-test was 2000. The
mean or average of the students pre-test score was 47, while the mean of the students’ post-test
was 66,66. So, there was increase point about 19.66 % from pre-test to post-test. Varience of pretest was 213,10 and varience of pre-test was 54,02 so there was increase about 159,08%.
Meanwhile, standard deviation of pre-test was 12.69, while standard deviation of post-test
was54,02. In here, there was increase about 40% from pre-test to post test.
Based on explanation above, it can be seen that there was a significant increase of the
students’ ability in reading comprehension of narrative text. In the post-test become higher than
pre-test after Read, Encode, Annote, Pondering (REAP) Strategy . In other word, there was
increase of the students’ reading comprehension after treatment by Read, Encode, Annote,
Pondering (REAP) Strategy in class.
After calculating mean score of each reading component in pre-test and post test, now we
can see the students’ progress result , as table below:
Therefore, the English teachers can use REAP Strategy in order to increase their
understanding about reading component, such as: A) Orientation, B)Complication, and C)
Resolution during reading Narrative text. The percentages of students mean score in
comprehending narrative component can be seen in following graphic:
Based on figure 1, showed that the students’ percentages in each reading components
from the lowest to the highest. First, from the graphic we can see the lowes mean score was
Orientation component, in pre-test the students was got 58.16 points and post-test it was increase
become 73 points. Second, in Complication the students was get 26.66 points in pre-test and it
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was increase become 51.36 points in post-test. Third, in Resolution the students was got 53.5
points in pre-test and it was increase become 69.5 points in post-test.
From the table of pre-test, it can be seen that there was difference result of tests classes
before treatment. The mean score for pre-test in experimental class was 47, while the post-test
was 66,21. The tobs = 17,92 was bigger that ttable= 2,000 for the level significant 0,05%.
Therefore, there was significant effect achieved in Reading Narrative text after
application of REAP strategy toward reading narrative at SMAN 14 Pekanbaru.
CONCLUSION
This section discuss about the conclusion of this research. After the researcher analyzed
data in chapter IV, the researcher can make the conclusions which are related to the research.
The conclusion presented the result of research. However, this study also described and
explained about the recommendations not only for students, but also for the teacher which
especially using REAP strategy toward Reading Comprehending the narrative text. Based on
presentation of the research in chapter IV, the researcher describes the following conclusion:
The average of students’ score at the pre-test was 47,12 points. While the average of
students’ score at the post-test was 66,21 points. There was significant different of students’
reading Narrative text between the pre-test and post-test. Therefore, alternative hypothesis was
accepted and null hypothesis was rejected because the observed statistic (t observed) was greater
than critical statistic (tcritical) of 5% where 6.24,> 2.04. Therefore, there was significant effect
achieved in Reading Narrative text text after application of REAP strategy toward reading
narrative at SMAN14 Pekanbaru.
REFERENCE
Allen 2004. REAP is Strategy For Helping Reader read and understand a text.
Al-Issa, Ahmad. 2006. Schema Theory and L2 Reading Comprehension: Implications for
Teaching. United Arab Emirates: American University of Sharjah.
Anderson, R. C. & Pearson, P. D. 1984. A schema-theoretic view of basic processes in reading
comprehension . In P. D.Pearson (Ed.), ERIC Clearinghouse.
Clark 2007. The Effectiveness procedure REAP strategy the use in Class.
BSNP (BadanStandarNasionalPendidikan). 2006. Standarisi 2006 Mata Pelajaran Bahasa Inggris
untuk SMA/ MA. Jakarta.
Burnes, D and Page, G. 1991. Insight and Strategies for Teaching Reading. Australia: Harcourt
Brace Jovanich Group. Pty Limited.
Dawson, Catherine. 2002. Practical Research Methods, New Delhi, UBSPublishers’Distributors.
Handbook ofreading research (pp. 255-293). New York: Longman.
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Hartono.2005. inMursydah (2012) generic structures is the distinctive beginning middle-end
structure of genre.
Harmer. 2007. principle of Teaching reading as follow REAP strategy.
K. Duke, Nell. 2001. Building Comprehension through Explicit Teaching of Comprehension
Strategies. Michigan State University.
Manzo and Manzo. 1990: Content Area Reading:A Heuristic Approach. Ohio: MerrillPublishing
Company.
Rini Susanti. teaching reading by combining reap (read, encode, annotate ponder)strategy and exit slips
strategyat senior high school (UNPUBLISHED THESIS).
Smith, C. C. and Bean, T. W. (1980). The guided writing procedure: Integrating content reading
and writing improvement. Reading Teacher, 29, 220-294.
Seyler, Dorothy U. 2004. The Reading Context/Developing College Reading Skills.NewYork:
Pearson Education.
Williams, J. 2000. Strategic processing of text: improving reading comprehension of students
with learning disabilities. ERIC/OSEP Digest.
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Jurnal Kependidikan DISCOVERY Vol. 2 No. 1 April 2014
DISCOVERY
JURNAL
Terbit tiga kali setahun pada bulan April, Juni, dan September. Berisi tulisan yang diangkat
dari hasil penelitian, pengajaran bahasa, linguistik, analisis konseptual dan literary
PELINDUNG
DEKAN FKIP UIR
Nazirun, M. Ed
PIMPINAN REDAKSI
Johari Afrizal, M.Ed
WAKIL PIMPINAN REDAKSI
Sri Yuliani, M.Pd
Khulaifiyah, M.Pd
SIRKULASI
Yulianto, M.Pd
Diah Ayu Rizqiani, M.Hum
DEWAN REDAKSI
Miranti Eka Putri, M.Ed
Aladin, Drs
Marhamah, M.Ed
Fitra Elia, M.Hum
Afrizal, M.Pd
Estika
Ari Muliani Ahmad
REVIEWER
Seno Himala Putra, Prof
Syofianis, M.Ed
Betty Sailun, M.Ed
Rugaiyah, Dr
Design Cover
Miranti Eka Putri, M.Ed.
Telp. 0761-674717 ext. 172
13
ISSN 2337-7208
Jurnal Kependidikan DISCOVERY Vol. 2 No. 1 April 2014
Daftar Isi
THE EFFECT OF SEQUENCING STRATEGY ON STUDENTS’ READING
COMPREHENSION OF THE SECOND YEAR STUDENT AT SMPN 2 PASIR
PENYU ...........................................................................................................................
Sati Juli Ayuri, Khulaifiyah and Diyah Ayu Risqiani
THE EFFECT OF REAP STRATEGY TOWARD STUDENTS’ READING
COMPREHENSION IN NARRATIVE TEXT OF THE SECOND YEAR AT
SMAN 14 PEKANBARU ..............................................................................................
Arik Jatmiko, Kurniawan and Miranti Eka Putri
THE EFFECT OF JOURNALIST QUESTIONS TECHNIQUE TOWARD THE
SECOND YEAR STUDENTS’ WRITING NEWS ITEM TEXT AT SMA N 2
UJUNGBATU ................................................................................................................
Yusnaini Siregar, Sri Yuliani and Khulaifiyah
A STUDY ON STUDENTS’ ABILITY OF GRAMMATICAL ASPECT IN
WRITING SIMPLE SENTENCES OF THE FIRST YEAR STUDENTS AT SMAN
1 KUANTAN MUDIK ..................................................................................................
Hesti Novarila, Syofianis and Johari Afrizal
AN ANALYSIS OF ENGLISH USED BY THE STUDENTS IN DAILY
CONVERSATION AT AL-KAUTSAR ISLAMIC BOARDING SCHOOL
PEKANBARU ...............................................................................................................
Hayat Baidillah Zikri, Seno Himala Putra and Fitra Elia
1 - 11
12 - 19
20 - 27
28 - 39
40 - 52
READABILITY ANALYSIS OF READING MATERIAL OF LINKED TO
WORLD PUBLISHED BY YUDISTIRA .....................................................................
Rahmad Sofyan Muda, Betty Sailun and Yulianto
53 - 60
AN ANALYSIS ON THE DIFFICULTIES OF THE SECOND YEAR STUDENTS
OF SMA NEGERI 5 PEKANBARU IN EXPOSITORY TEXTS COMPETENCY ....
Lisha Yosi, Betty Sailun and Sri Yuliani
61 - 69
THE EFFECT OF USING DISCOVERY READING STRATEGY TOWARD
STUDENTS’ READING COMPREHENSION AT THE SECOND YEAR OF SMP
N 21 SIAK .....................................................................................................................
Tika Ulpina, Syofianis Ismail and Aladin
14
70 - 78
ISSN 2337-7208
Jurnal Kependidikan DISCOVERY Vol. 2 No. 1 April 2014
THE EFFECT OF VOCABULARY TREES TECHNIQUE TOWARDS
STUDENTS’ VOCABULARY AT THE FIFTH GRADE STUDENTS OF SD
NEGERI 133 PEKANBARU .........................................................................................
M.Ridwan, Seno Himala P and Ade Indrayani Lubis
79 - 90
A STUDY ON THE VOCABULARY MASTERY OF THE SECOND YEAR
STUDENTS OF MA DINIYAH PUTERI PEKANBARU ............................................
Agustia Marleni, Fadly Azhar and Fitra Elia
91 - 97
THE EFFECT OF WORD WEBS TECHNIQUE TOWARDS STUDENTS’
ENGLISH VOCABULARY ..........................................................................................
Dian Lestari, Kurniawan, and Arimuliani Ahmad
98 - 108
THE EFFECT OF VOCABULARY TREES TECHNIQUE TOWARDS
STUDENTS’ VOCABULARYAT THE FIFTH GRADE STUDENTS OF SD
NEGERI 133 PEKANBARU ........................................................................................ 109 - 116
Musdalifa, Syofianis and Estika Satriani
THE EFFECT OF MULTIMEDIA GLOSSES TO STUDENTS VOCABULARY
MASTERY OF THE FIRST YEAR STUDENTS AT SMP NEGERI 3 KERITANG .. 117 - 127
Zubaidah, Betty Sailun and Marhamah
THE EFFECT OF RAFT STRATEGY TOSTUDENTS’WRITING PARAGRAPH
ABILITYOFTHESECONDYEARSTUDENTS AT SMA YLPI MARPOYAN .......... 128 - 137
Lidia Sari, Seno Himala Putra and Khulaifiyah
THE EFFECT OF GRAPHIC ORGANIZER TOWARD STUDENTS READING
COMPREHENSION IN EXPOSITORY TEXT OF THE SECOND YEAR
STUDENTS AT SMA HANDAYANI PEKANBARU ................................................ 138 - 144
Putri, Betty Sailun and Ade Anggraini
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THE EFFECT OF REAP STRATEGY TOWARDS READING COMPREHENSION IN
NARRATIVE TEXT OFTHE SECOND YEAR AT SMAN 14 PEKANBARU
*Arik Jatmiko, **Kurniawan,**Miranti Eka Putri
** Dosen FKIP Universitas Islam Riau
*Mahasiswa FKIP Universitas Islam Riau
Abstract: The research is conducted to find out the effect of REAP strategy toward in reading
narrative texts at SMAN14 Pekanbaru. This research was experimental research. They are two
variables: Independent variable and dependent variable. The independent variable is a variable
that is identifying as a casual variable was taught to cause the dependent variable. The
population of this research is the second year students of SMP PGRI Pekanbaru in the academic
year 2013/2014. There are 132 students from 5 classes. The data collected them with the number
of students are 30 Students. There is XI. 1 IPA. The researcher chose them as sample based
wants to apply new strategy that makes students easy in reading narrative text. From the data
analysis, it can be seen that the average of students’ score at the pre-test was 47,12 points. While
the average of students’ score at the post-test was 66,21 points. There was significant different of
students’ reading Narrative text between the pre-test and post-test. Therefore, alternative
hypothesis was accepted and null hypothesis was rejected because the observed statistic (t observed)
was greater than critical statistic (t critical) of 5% where 6.24,> 2.04. Therefore, there was
significant effect achieved in Reading Narrative text text after application of REAP strategy
toward reading narrative at SMAN14 Pekanbaru.
Key Words: REAP Strategy, Reading Comprehension
INTRODUCTION
In learning English, one of the main skills that students need to acquire is reading. The
aim of teaching reading is to make students able to read the text effectively and efficiently. They
do not only understand the structure of the text but also comprehend the meaning of the text. In
this case, since English is not our first language ,many students face difficulties in gathering and
comprehending the idea of a reading passage.
The 'four skills' of listening, speaking, reading, and writing readily come to mind. Of
course other skills such as pronunciation, grammar, vocabulary, and spelling all play a role in
effective English communication. The amount of attention you give to each skill area will
depend both the level of your learners as well as their situational needs. Generally beginners,
especially those who are nonliterate, benefit most from listening and speaking instruction with
relatively little work on reading and writing. As fluency increases, the amount of reading and
writing in your lessons may also increase.
With advanced learners, up to half of your lesson time can be spent on written skills,
although your learners may wish to keep their focus weighted toward oral communication if that
is a greater need.Reading comprehension improves as word recognition improves.
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Here is a tutoring Strategy to help improve reading comprehension through use of pre-reading
activities and oral reading practice.in reading text,students often find some difficulty word that
they do not its meaning.
LITERATURE
Reading Comprehension
Reading Comprehension is a highly complex cognitive process involving the intentional
interaction between the reader and the text to create meaning (David J. Chard, A Reading First
Quality Brief, 2008). In other words, comprehension doesn’t just happen; it requires effort.
Readers must intentionally and purposefully work to create meaning from what they read.
Reading comprehension is a direct by-product of reading fluency. Without fluency, readers
spend their time and effort decoding words, rather than understanding them. A widespread study
by the National Assessment of Educational Progress (NAEP) in 1995 confirmed the tight
correlation between reading fluency and reading comprehension among fourth graders. The
study concluded that reading fluency is "a neglected reading skill in many American classrooms,
affecting many students' reading comprehension. (U.S. Department of Education, National
Center for Education Statistics, Listening to Children Read Aloud, 15. Washington, DC: 1995.)
Recent research has modified the model so that there is now a link between language
comprehension and decoding via the part of language comprehension that is vocabulary
knowledge. The argument now is that vocabulary knowledge can make it easier to become good
at decoding (Tunmer& Chapman, 2011).
The purpose of reading is comprehending, or to get meaning from written text. (In this
booklet, the term text is used to mean any type of written material. A text can be, for example, a
page in a novel, an entire short story, an article in a newspaper or magazine, the print on a
computer screen, the words on a sign, or a chapter in a school textbook) Without
comprehension, reading is a frustrating, pointless exercise in word calling. It is no exaggeration
to say that how well students develop the ability to comprehend what they read has a profound
effect on their entire lives. (Anderson, R.C., Hiebert, E.H., Scott, J.A., & Wilkinson, I.A.G.
(1985).Becoming a nation of readers: The report of the Commission on Reading.Washington,
DC: The National Institute of Education.)
According to Burnes (1991:47) reading comprehension is a reading thinking activity and
such relies for its success upon the level of intelligence of the readers, his or her speed of
thinking and ability detect relationship. Comprehension will be usually found in the readers’
mind. It is obvious that reading comprehension is not only a process of knowing the meaning of
words semantically, but also process of catching idea of the text whether it is explicit or
not.Duke (2001) states five components of explicit teaching of comprehension strategies. They
are:
1. An explicit description of the strategy and when and how it should be used. E.g.,
“Predicting is making guesses about what will come next in the text you are reading. You
should make predictions a lot when you read. For now, you should stop every two pages
that you read and make some predictions.”
2. Teacher and/or student modeling of the strategy in action. E.g., “I am going to make
predictions while I read this book. I’ll start with just the cover here. Hmm . . I see a
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picture of an owl. It looks like he--I think it’s a he--is wearing pajamas, and he’s carrying
a candle. I predict that this is going to be a make believe story because owls don’t really
wear pajamas and carry candles. I predict it is going to be about this owl, and it is going
to take place at nighttime. . .”
3. Collaborative use of the strategy in action. E.g., “I’ve made some good predictions so far
in the book. From this part on I want you to make predictions with me. Each of us should
stop and think about what might happen next. . . Okay, now let’s hear what you think and
why. . .”
4. Guided practice using the strategy with gradual release of responsibility. E.g., Early on .
. . “I’ve called the three of you together to work on making predictions while you read
this and other books. After every few pages I will ask each of you to stop and make a
prediction. We will talk about your predictions and then read on to see if they come true.
Independent use of the strategy. E.g., “It’s time for silent reading. As you read today,
remember what we’ve been working on-- making predictions while we read. Be sure to make
predictions every two or three pages. Ask yourself why you made the prediction you did-- what
made you think that. Check as you read to see whether or not your prediction came true. Jamal is
passing out “Predictions!” bookmarks to remind you.”
Teaching Concept of Narrative Text
According to KTSP (Kurikulum Tingkat SatuanPendidikan) in Mursydah(2012), there
are many kinds of the text (genre) which is refertto to the eighth grade students of junior high
school, they are narrative, descriptive, recount, procedure, and anecdote.
In this research, the researcher only discussed about narrative text because many students at
the eighth grade of junior high school like stories.
1
For that reason, the researcher chose that topic which is related to the condition of the
students.
2
Narrative is a kind of text whose function is to tell the events (fiction or nonfiction) in which
consists of complication or the crisis of problem and resolution.
REAP Strategy
The REAP Strategy is an Annotation Strategy for improving reading and writing
skills. Annotating has several benefits (Strode, 1993). Besides making texts more meaningful,
annotating improves student attention while reading and makes reading a more active process.
REAP strategy can be use in reading many kind of texts such as narrative report,
descriptive, exposition, etc. In this paper only explain how to use REAP strategy in teaching
narrative text. Narrative text mostly learned since the students are in elementary school and in
junior high school it is almost learned in every which has function to amuse or entertain the
reader.States “Narrative text is a text that contain a story about series of events,usually in
sequence and often with one event cause. Gerot and Wignell (1994) mention the function of the
narrative text is to amuse, to entertain and to deal with actual or vicarious experience in different
ways; Narratives deal with problematic events which lead to a crisis orturning point of some
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kind, which in turn finds a resolution. Anderson (1999) states that a good narrative uses word to
paint a picturein our mind of:
a. What characters look like (their experience),
b. Where the action is taking place (the setting),
c. How The characteristics of narrative textsamong others:
1. It tells us about a story of event or events,
2. The events are usually arranged in chronological order- that is, in the order in which they
occurred in time,
3. The narrator has a purpose in mind in telling the story. There are some points the narrator
wishes to make, or some impression he or she wishes to convey to the reader. Therefore,
the details of the narrative are carefully selected for purpose.The purpose to explain text
for Junior High School students by using REAP strategy.
Harmer (2007) explains that there are several principles of teaching reading as follows:
a. Allow the students to read,
b. Encourage the students to respond the content of reading text.
c. predict is major in reading,
d. match the task of the topic.
Here by using REAP strategy, the readers do not need to understand all of the meaning of
every word in the text. In REAP strategy the students can use their own language in take the
content of a narrative text. In using REAP strategy the teachers can lead the students to
comprehend the narrative text easily. The narrative text have a generic structure of narrative texts
is same, such as: orientation, evaluation,complication, and resolution. If the teacher can lead the
students to find out these generic structures, the students can understand the plot or the story line
of a narrative text.
The Advantages of REAP Strategy
There are some advantages of REAP Strategy in teaching reading, Clark (2007:149)
explains that this strategy develop in students a greater understanding of the author’s role in
writing and to improve their reading comprehension. This strategy helps students build a bridge
between the text and their own words to enable them to communicate their understanding of the
text.REAP is-to-learn strategy that helps students read and understand a text. This strategy offers
several benefits:
a. It asks students to revisit the text several times as they work through the REAP process.
b. It leads students to internalize the content of the reading as they restate main ideas and
important points in their own words.
c. It encourages students to connect with the text as they see relationships and pose
questions.
d. It promotes engagement.
e. It fosters the development of thinking skills.
f. It creates a helpful document for students to use as they review for testing.
g. It offers the opportunity for quick assessment and for personal, positive feedback.
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Guided Practice of Procedure of REAP Strategy
1. Hand out the graphic organizer (or have students create their own) and explain how it
will be used, calling attention to the instructions and help at the bottom of the organizer.
Advise students NOT to write while they are reading.
2. Hand out a passage of informational text (or direct students to the informational passage
in their textbooks) and provide time for students to read the text.
3. Assist students as they work individually to complete the R, E, and A sections of their
graphic organizer. Emphasize the importance of restating the information in their own
words.
4. Organize the class into discussion partners. Guide students to share the work they have
completed individually and to make additions or adjustments.
5. Lead students to discuss with their partner appropriate responses for the P section of the
graphic organizer and to write their connections and questions in the appropriate space
R Read the text. Jot down the title and author
E Encode the text by putting the main ideas in your own words/language
A Annotate the text by writing a statement that summarizes the important points
P Ponder the text by thinking and talking about what you learned. Ask yourself why the author
wrote the text. What do you think the author hope you’ll learn?
METHODOLOGY
This research was experimental research. They are two variables: Independent variable
and dependent variable. The independent variable is a variable that is identifying as a casual
variable was taught to cause the dependent variable.
The population of this research is the second year students of SMP PGRI Pekanbaru in
the academic year 2013/2014. There are 132 students from 5 classes. The data collected them
with the number of students are 30 Students. There is XI. 1 IPA. The researcher chose them as
sample based wants to apply new strategy that makes students easy in reading narrative text.
The instrument of this research was reading test. Most of the test items were not adopted
from students’ English text book but From Internet and LKS. The reason using this teks because
the students have been studied this book before.
DISCUSSION
After calculating mean score pre-test and post-test in experimental class, now we can see
the progress of students’ result by using Interactive Compensatory Model in reading
comprehension based on mean score, variance, and standar deviation, as table below:
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Table 1: The Increase of Experimental Class Score
The analysis table 1 only experimental class. Therefore, the researcher compared between
pre-test and post-test score. In the table 4.19 above showed that there was an increasing of
students’ test result. The score of pre-test was 1410 and the score of post-test was 2000. The
mean or average of the students pre-test score was 47, while the mean of the students’ post-test
was 66,66. So, there was increase point about 19.66 % from pre-test to post-test. Varience of pretest was 213,10 and varience of pre-test was 54,02 so there was increase about 159,08%.
Meanwhile, standard deviation of pre-test was 12.69, while standard deviation of post-test
was54,02. In here, there was increase about 40% from pre-test to post test.
Based on explanation above, it can be seen that there was a significant increase of the
students’ ability in reading comprehension of narrative text. In the post-test become higher than
pre-test after Read, Encode, Annote, Pondering (REAP) Strategy . In other word, there was
increase of the students’ reading comprehension after treatment by Read, Encode, Annote,
Pondering (REAP) Strategy in class.
After calculating mean score of each reading component in pre-test and post test, now we
can see the students’ progress result , as table below:
Therefore, the English teachers can use REAP Strategy in order to increase their
understanding about reading component, such as: A) Orientation, B)Complication, and C)
Resolution during reading Narrative text. The percentages of students mean score in
comprehending narrative component can be seen in following graphic:
Based on figure 1, showed that the students’ percentages in each reading components
from the lowest to the highest. First, from the graphic we can see the lowes mean score was
Orientation component, in pre-test the students was got 58.16 points and post-test it was increase
become 73 points. Second, in Complication the students was get 26.66 points in pre-test and it
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was increase become 51.36 points in post-test. Third, in Resolution the students was got 53.5
points in pre-test and it was increase become 69.5 points in post-test.
From the table of pre-test, it can be seen that there was difference result of tests classes
before treatment. The mean score for pre-test in experimental class was 47, while the post-test
was 66,21. The tobs = 17,92 was bigger that ttable= 2,000 for the level significant 0,05%.
Therefore, there was significant effect achieved in Reading Narrative text after
application of REAP strategy toward reading narrative at SMAN 14 Pekanbaru.
CONCLUSION
This section discuss about the conclusion of this research. After the researcher analyzed
data in chapter IV, the researcher can make the conclusions which are related to the research.
The conclusion presented the result of research. However, this study also described and
explained about the recommendations not only for students, but also for the teacher which
especially using REAP strategy toward Reading Comprehending the narrative text. Based on
presentation of the research in chapter IV, the researcher describes the following conclusion:
The average of students’ score at the pre-test was 47,12 points. While the average of
students’ score at the post-test was 66,21 points. There was significant different of students’
reading Narrative text between the pre-test and post-test. Therefore, alternative hypothesis was
accepted and null hypothesis was rejected because the observed statistic (t observed) was greater
than critical statistic (tcritical) of 5% where 6.24,> 2.04. Therefore, there was significant effect
achieved in Reading Narrative text text after application of REAP strategy toward reading
narrative at SMAN14 Pekanbaru.
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