Review of Related Literature .1 Concept of Reading Comprehension

2.8 The Procedure of Teaching Reading Comprehension Through Translation

In doing her research, the researcher gives treatment to the students by teaching reading comprehension through translation. The researcher applies the teaching procedures as follows:

1. Pre activities

a. The researcher prepares the material. b. The researcher gives some question related to the text

2. While activities

a. The researcher gives a piece of folk tale. b. The researcher asks the students to read individually. c. The researcher asks the students to answer the question related to the text. d. The researcher asks the students some question after reading to allow them to understand the folk tale. e. The researcher guides students to understand the folk tale by translation with looking up dictionary.

3. Post activities

a. The researcher asks the students to express their problem in comprehending the text. b. The researcher gives the students evaluation. c. The researcher checks the students answer sheets and gives score.

2.9 Theoretical Assumption

Based on the frame of theories the researcher assumes that reading through retelling story can i ncrease students’ comprehension. So their comprehension in learning reading through retelling story may be better in comparison with translation. The result of teaching reading through translation makes the students remain passive and lack of motivation because they just translate the words and the students became bored in learning English because it did not motivate them. Most of interaction in the classroom is from the teacher to the students. Teaching reading through retelling story from folk tales woul d increase students’ motivation to learn, help the students to understand the story well and the students also will be brought into interesting situation and enjoyable situation.

2.10 Hypothesis

The hypothesis of this research can be formulated as follows: H = There is no difference of students’ reading comprehension achievement in folktale between students who are taught through retelling story and students who are taught through translation. H 1 = There is difference of students’ reading comprehension achievement in folktale between students who are taught through retelling story and students who are taught through translation. 54 V. CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

Given the results of the data analysis and discussion, the following conclusions are drawn: a. There was a significant difference of students’ reading comprehension achievement between those who were taught through retelling story and those who were taught through translation. The mean score difference is 7.87, meaning that the experimental class one gained 7.87 score, higher than experimental class two in posttest. Besides that, the significant value of the posttest in both classes was 0,000 that was lower than 0.05 0,0000.05. T- value is higher than T-table 4.173 2.000. b. Retelling story is more effective than translation to improve students’ reading comprehension especially in identifying main idea. The mean score difference after implementing retelling story is higher than the one after implementing translation 16.5 8.12. It indicated that the increase in experimental class one is higher than in experimental class two. The mean or average score of posttest in experimental class one is higher than experimental class two 79.75 71.87. The mean difference is 7.87, meaning that the experimental class gained 7.87 score, higher than control class in posttest. The significance value 2-tailed in experimental class was p = 0.000.05 that meant there was a significant difference. In experimental class two who are taught through translation can be increase students’ reading comprehension achievement too 55 especially in finding the meaning of new vocabulary, but the increasing in experimental class two not too significant as in experimental class one.

5.2 Suggestion

In line with the conclusions above, the researcher suggests that : 1. The teacher suggested to apply retelling story because students who are taught through retelling story get significant difference of students’ reading comprehension achievement, especially in indentifying main idea than students who are taught through translation. 2. The teacher suggested to apply translation too because translation can increase students’ reading comprehension achievements, especially in finding the meaning of new vocabulary. The teacher can mix retelling story and translation technique depend on the material and reading aspects that want to be increase. 3. The other researcher who interest to investigate about retelling story and translation suggested to apply the other material such as recount text, descriptive text or the other applicable text to make study about retelling story and translation more strength. REFERENCES Amri, A. 2011. The Implementation of Graphic Organizer Technique in Improving Students’ Reading Comprehension of English Recount Text at the First Grade of SMA N 1 Kalianda. Bandar Lampung: Unpublished manuscript. Brown, H., and Cambourne, B. 1987. Read and Retell: A Strategy for the Whole Language Natural Learning Classroom. Heinemman: Educational Book Ltd. Carver, R.P. 1990. Reading Rate: A Review of Research and Theory. San Diego, CA: Academic Press. 28 Oktober 2009 http:en.wikipedia.orgwikiReading_process Retrieved on 12 January 2012 Dallman, R.L. 1982. Teaching of Reading. Washington: CBS College Publishing. Doyle, B.S. 2004. Main Idea and Topic Sentence. London: Ward Lock Educational. Gambrell, L. and Dromsky, A. 2000. Fostering Reading Comprehension. New York: Teacher College Press. Gambrel, M., Pfeiffer, S., and Wilson, R. 1985. Using Children Literature in Preschool to Develop Comprehension. Chicago: International Reading Association. Garrow, F. 1972. The Learning Game, Strategies for Secondary Teacher. Ohio: Merrill Publishing Company. Hatch, E and Farhady, H. 1982. Research Design and Statistic for Applied Linguistic. London: New Burry, Inc. Howart, P. 2006. Making Reading Communicative.12 th January 2011. http:academic.cuesta.edu.Htm . Retrieved on 12 January 2012 Karen, L.B. 2001. Retelling Build Story Comprehension. Washington: Northwest Regional Educational Laboratory.