A COMPARATIVE STUDY OF STUDENTS’ READING COMPREHENSION ACHIEVEMENT BETWEEN THOSE TAUGHT THROUGH PREDICTIVE TECHNIQUE AND THOSE TAUGHT THROUGH MAKING INFERENCES TECHNIQUE AT THE SECOND GRADE OF SMAN 1 KOTAGAJAH

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i ABSTRACT

A COMPARATIVE STUDY OF STUDENTS’ READING COMPREHENSION ACHIEVEMENT BETWEEN THOSE TAUGHT THROUGH PREDICTIVE TECHNIQUE AND THOSE TAUGHT THROUGH MAKING INFERENCES

TECHNIQUE AT THE SECOND GRADE OF SMAN 1 KOTAGAJAH By

Dini Kurnia Nursepti

Reading is strongly recommended for all students who learn English subject. By reading, they are expected to be good in reading by using their prior knowledge for connecting background knowledge to their thoughts to get the information and from the text. However, the students still have some problems in comprehending the texts. In addition, the students tend to be passive and do not focus and they could not answer or give responds quickly during the learning process.

The objectives of the research are (1) to investigate whether there was difference of students’ reading comprehension achievement between those taught through predictive technique and those taught through making inferences technique, and (2) to determine which one of the two techniques was more effective for teaching reading comprehension. The researcher applied pre-test and post-test control group design. This experimental method dealt with two groups: the experimental class and control class. The sample of the research was the second grade of SMAN 1 Kotagajah.

The findings of the research revealed that there was difference of students’ reading comprehension achievement between those taught through predictive technique and those taught through making inferences technique. In addition, predictive technique was more effective than making inferences technique to encourage the students’ motivation to be more active during the process of learning reading. It can be seen from the results of post-test in the experimental class was 81.50 which higher than the mean score of students’ post-test in the control class which was 72.18, with mean difference of score was 9.32. The value of two tailed significant was 0.000. It means that H0 was rejected and H1 was accepted since 0.000 < 0.05.

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A COMPARATIVE STUDY OF STUDENTS’ READING

COMPREHENSION ACHIEVEMENT BETWEEN THOSE TAUGHT THROUGH PREDICTIVE TECHNIQUE AND THOSE TAUGHT THROUGH MAKING INFERENCES TECHNIQUE AT THE SECOND

GRADE OF SMAN 1 KOTAGAJAH

DINI KURNIA NURSEPTI

A Script

Submitted in a Partial Fulfilment of

the Requirements for obtaining Bachelor of Education In

The Language and Art Education Department of Teacher Training and Education Faculty

ENGLISH EDUCATION STUDY PROGRAM LANGUAGE AND ART EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY

LAMPUNG UNIVERSITY 2013

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Research title : A COMPARATIVE STUDY OF STUDENTS’ READING COMPREHENSION ACHIEVEMENT BETWEEN THOSE TAUGHT THROUGH

PREDICTIVE TECHNIQUE AND THOSE TAUGHT THROUGH MAKING INFERENCES TEHNIQUE AT THE SECOND GRADE OF SMAN 1 KOTAGAJAH

Student’s name : DINI KURNIA NURSEPTI Students’ Number : 0853042012

Study program : English Education

Department : Language and Art Education Faculty : Teacher Training and Education

APPROVED BY Advisory Committee

1st Supervisor 2nd Supervisor

Drs. Ujang Suparman, M.A., Ph.D. Drs. Sudirman, M.Pd.

NIP 19570608 1986031 001 NIP 19550712 1986031 003

The Chairperson of

Language and Art Education Department

Dr. Muhammad Fuad, M.Hum. NIP 19590722 198603 1 003

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ADMITTED BY

1. Examination Committee

Chairperson : Drs. Ujang Suparman, M.A., Ph.D.

Examiner : Dr. Muhammad Sukirlan, M. A.

Secretary : Drs. Sudirman, M. Pd.

2. The Dean of Teacher Training and Education Faculty

Dr. H. Bujang Rahman, M.Si. NIP 19600315 198503 1 003

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A COMPARATIVE STUDY OF STUDENTS’ READING

COMPREHENSION ACHIEVEMENT BETWEEN THOSE TAUGHT THROUGH PREDICTIVE TECHNIQUE AND THOSE TAUGHT THROUGH MAKING INFERENCES TECHNIQUE AT THE SECOND

GRADE OF SMAN 1 KOTAGAJAH

DINI KURNIA NURSEPTI

A Script

Submitted in a Partial Fulfilment of

the Requirements for obtaining Bachelor of Education In

The Language and Art Education Department of Teacher Training and Education Faculty

ENGLISH EDUCATION STUDY PROGRAM LANGUAGE AND ART EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY

LAMPUNG UNIVERSITY 2013

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READING COMPREHENSION ACHIEVEMENT BETWEEN THOSE TAUGHT THROUGH

PREDICTIVE TECHNIQUE AND THOSE TAUGHT THROUGH MAKING INFERENCES TEHNIQUE AT THE SECOND GRADE OF SMAN 1 KOTAGAJAH

Student’s name : DINI KURNIA NURSEPTI Students’ Number : 0853042012

Study program : English Education

Department : Language and Art Education Faculty : Teacher Training and Education

APPROVED BY Advisory Committee

1st Supervisor 2nd Supervisor

Drs. Ujang Suparman, M.A., Ph.D. Drs. Sudirman, M.Pd.

NIP 19570608 1986031 001 NIP 19550712 1986031 003

The Chairperson of

Language and Art Education Department

Dr. Muhammad Fuad, M.Hum. NIP 19590722 198603 1 003

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ADMITTED BY

1. Examination Committee

Chairperson : Drs. Ujang Suparman, M.A., Ph.D.

Examiner : Dr. Muhammad Sukirlan, M. A.

Secretary : Drs. Sudirman, M. Pd.

2. The Dean of Teacher Training and Education Faculty

Dr. H. Bujang Rahman, M.Si. NIP 19600315 198503 1 003

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CURRICULUM VITAE

The writer’s name is Dini Kurnia Nursepti. She was born in Semulijaya, North Lampung on September 13th, 1990. She is the only daughter of Tri Widjiono, S.Pd. and Nirwati, S.Pd. She has three brothers, Arief Chandra Dharmawan, Rizki Maulana, and Rahmat Julian (The Late).

In 1994, she studied in TK Aisiyah Kampung Baru, Kotagajah and graduated in 1996, and then she continued to SD Negeri 1 Kotagajah and graduated in 2002. Having finished from Elementary School, she continued to SMPN 2 Kotagajah and graduated in 2005. Then, she continued to SMAN 1 Kotagajah and graduated in 2008. In the same year she was registered as a student of Lampung University at English Education Study Program of Teacher Training and Education Faculty. In 2011, she carried on Field Teaching Practice (PPL) in SMPN 1 Tulang Bawang Udik.

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vi MOTTO

Allah does not charge a soul except (with that within) its capacity. It will have (the consequence of) what (good) it has gained, and it will bear (the consequence

of) what (evil) it has earned…

(Q.S. Al Baqarah 286)

We Never Know How Strong We Are until Being Strong is the Only One Choice that We Have

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DEDICATION

In the name of Allah, the most Beneficent and Merciful

This paper is proudly dedicated to:

My beloved parents (Ayah and Bunda) with full of love, kindness, spirits and never ending sincerity

My lovely brothers: Arief , Kiki, and Julian (The Late) My beloved friends for being true friendship

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ACKNOWLEDMENTS

All praises are rendered to Allah SWT, the Almighty God, for His gracious mercy and blessing that enables the writer to finish her script. Greeting is never forgotten, praise upon Prophet Muhammad SAW and his family, followers and all Muslims. This script entitled “A Comparative Study of Students Reading Comprehension Achievement between Those Taught through Predictive Technique and Those Taught through Making Inferences Technique at SMAN 1 Kotagajah” is submitted as a compulsory fulfilment of the requirement for S-1 Degree at the Language and Arts Education Department of Teacher Training and Education Faculty of Lampung University.

Gratitude and honour are addressed to all persons who have helped and supported the writer in completing this research. It is necessary to be known that this research will never have come into its existence without any supports, encouragements and assistances from several outstanding people and institutions. Therefore, the writer would like to acknowledge her respect and best gratitude to: 1. Drs. Ujang Suparman, M.A., Ph.D., as the first advisor, for his criticism,

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encouragement, ideas, suggestions and in supporting the writer.

4. Prof. Dr. Cucu Sutarsyah, M.A., as the Chief of English Education Study Program and the writer’s academic advisor and all lecturers of English Education Study Program who have contributed their guidance during the completion process until accomplishing this research, for advices and supports to finish the writer’s study soon.

5. Drs. Mashudi, M.Pd., as the headmaster of SMAN 1 Kotagajah, for giving the writer permission to conduct the research.

6. Nirwati, S.Pd. and Dra. Rajiyem, as the English teachers of SMAN 1 Kotagajah who helped much and gave supports for this research. All of the students of classes XI A1, XIA4, and XIS1 year of 2012/2013 thanks for their participation as the subject of this research.

7. The writer’s beloved parents (Tri Widjiono, S.Pd. and Nirwati, S.Pd.), brothers (Arief Chandra Dharmawan and Rizki Maulana) thanks for their greatest love, kindness, spirits, pray and never ending sincerity.

8. The writer’s beloved grandfathers and grandmothers: Kakek Hi. M. Ali (The Late), Nenek Hj. Siti Rafiah (The Late), Eyang Kung A. Tohir and Eyang Putri Siti Fatimah S. (The Late) thanks for the love, supports and pray.

9. The writer’s biggest family: Papa Tan and Mama Tan, Mami and Papi, Mama Ana, Buyah and Umi, Ibu Jun (The Late) and Bapak, Uncle Budi and Aunt Santi, Aunt Yati, Uncle Wito, and all of my biggest family that cannot be

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mentioned one by one thank you very much for the love, kindness, supports and pray.

10. The special one (M. Akbar Rendi Prastyo Herlambang) with his tender love, kindness, supports also critics and for saying the words “Udh smp mn skripsi ny? Jgn lp dkrjain skripsi ny!” for many times.

11. All the writer’s friends of English Education Study Program 2008 generation: Mirna, Tince, Annisa, Monica, Yuyun, Inggar, Desti, Berlinda, Novi, Vivi, Maria, Yuni, Fitri, and sisters in Dorothy’s house Yoka, Missi, Serli and all of my friends that cannot be mentioned one by one thank you very much for your love, happiness, sadness, also supports.

Finally, the writer believes that her writing is still far from perfection. There may be weaknesses in the research. Thus, comments, critiques, and suggestions are always opened for better research. Somehow, the writer hopes this research would give a positive contribution to the educational development, the readers and to those who want to accomplish further research.

Bandar Lampung, 2013 The writer,

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Page

ABSTRACT ………. i

APPROVAL ……… ii

ADMISSION ……… iii

CURRICULUM VITAE ………. iv

DEDICATION ………. v

MOTTO ……….…… vi

ACKNOWLEDGEMENTS ……… vii

TABLE OF CONTENTS ……….…... x

LIST OF TABLES ………... xii

LIST OF GRAPHS ……….. xiii

LIST OF APPENDICES ……….… xiv

I. INTRODUCTION 1.1. Background of the Problems ………….……… 1

1.2. Identification of the Problems……… 4

1.3. Limitation of the Problems ……… 4

1.4. Formulation of the problems ……….……… 5

1.5. The Objectives of the Research ……….……… 5

1.6. The Uses of the Research ………..….... 5

1.7. The Scope of the Research ………... 6

1.8. Definition of Terms ……….. 6

II. THE FRAME OF THEORIES 2.1. Review of Previous Researches ………..…. 9

2.2. Review of Related Literature ………..………. 11

2.2.1. Concept of Reading Comprehension ………... 11

2.2.2. Aspects of Reading …...……….. 13

2.2.3. Concept of Narrative Text ………. 14

2.2.4. Concept of Predictive Technique ……….….. 17

2.2.4.1. Procedures of Teaching Reading through Predictive Technique ……….. 18

2.2.4.2. Advantages and Disadvantages of Predictive Technique ……… 20

2.2.5. Concept of Making Inferences Technique ………….…… 21

2.2.5.1. Procedures of Teaching Reading through Making Inferences Technique ………… 23

2.2.5.2. Advantages and Disadvantages of Making Inferences Technique ……….….. 24

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2.3. Theoretical Assumption ....………... 25

2.4. Hypothesis ………... 26

III. RESEARCH METHODS 3.1. Research Design ………..………. 27

3.2. Setting of the Research ………. 28

3.3. Population and Sample ……….… 29

3.4. Variables ………..……….… 29

3.5. Data Collecting Techniques …….……….… 30

3.6. Research Procedures ……….… 38

3.7. Data Analysis …….………..…. 40

3.8.1. Scoring System ……….. 40

3.8.2. Calculating of the Mean Score ………... 41

3.8. Data Treatment ……….. 41

3.9. Hypothesis Testing ………..………..…… 43

IV. RESULTS AND DISCUSSIONS 4.1. Results of the Research ……….. 44

4.1.1. Random Test ………... 45

4.1.2. Normality Test ……….... 45

4.1.3. Results of Pre-test ………... 46

4.1.4. Results of Post-test ………. 47

4.1.5. The Increase of Students’ Reading Comprehension Achievement ………... 49

4.1.6. Hypothesis Testing ……… 50

4.2. Discussions of Findings……….. 52

4.2.1. Students Reading Comprehension Achievement ……… 52

4.2.2. The Effectiveness of Reading Techniques ……… . 62

V. CONCLUSIONS AND SUGGESTIONS 5.1. Conclusions ……… 66

5.2. Suggestions ……… 67

REFERENCES ……… 68

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I. INTRODUCTION

In this introduction chapter, the researcher explains the background of the problems that is the reasons for conducting the research. It is includes, the identification of the problems, limitation of the problems, formulation of the problems, the objectives, uses of the research, and scope of the research.

1.1. Background of the Problem

English is a foreign language which was taught as a compulsory subject at Senior High School. Reading was strongly recommended for all students who learn English subject. By reading, the students can get information and knowledge from the text. According to English Curriculum 2006, the students of Senior High School are required to learn English from various texts. It means that the students have to deal with many texts during their participation in the English subject. In this case, reading dominates the teaching learning activity in the classroom. In reading process, the students have to learn kinds of texts and they do not only learn how to read but also how to get the information from those kinds of text.

Based on the curriculum above, the senior high schools that apply the KTSP curriculum expected the students able to comprehend the information from every reading text. The students are expected to be good at reading. Good at reading

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means the students used their prior knowledge for connecting words to their thoughts. In line with the concept of reading as an active process which was important when reading process, the readers have to involve the interaction between thought and language.

In fact, based on the information from the teacher when the researcher conducted pre research in SMAN 1 Kotagajah, the teacher said that some students were successful in comprehending the text like narrative text but the others still have some problems in comprehending the texts especially in getting the main idea and find the specific information from the text. As the result, the students’ achievements could not reach the standard score in the school. In addition, their problems were also related to some factors such as, identifying the main idea of the passage and the passage which has unfamiliar vocabulary. Moreover, the students also tended to be passive and the teacher was the centred, and they do not focus during the learning process. When the teachers give the students some questions and asked them to give the answer directly, they could not answer or gave the responds quickly. According to the researcher’s observation during the learning process of reading, the students read the whole paragraph words by words, and then finally they got difficulties in transferring the information from the text quickly.

Moreover, there was one important factor that might also influence the students’ problems in reading that was the reading technique. Based on the information from the students, they said that they got bored because the teacher used the same

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technique in every reading activity. Therefore, the researcher assumed that the students’ problems were also caused by the same old teaching technique used by the teacher and the teacher did not try other various techniques to encourage the students’ motivation to be more active in the classroom activities. By knowing the appropriate technique in reading, hopefully they were able to overcome their problems during the learning process of reading.

Predictive technique was one of the techniques which help the students to activate their awareness for the subject and also focus on their reading. Before the students read the whole text, they will be asked by teacher to predict what they will be read concerning the topic and the contents by giving some clues and supporting media like a picture. After making predictions, the students can read through the text and refine, revise, and verify their predictions. Thus, this technique was proposed to help the students when they get the problems in getting main idea and getting specific information from the text quickly.

Meanwhile, making inferences technique was also one of the techniques where the students are using all clues to draw conclusions while reading the text, so that they are able to answer the questions requiring the answer which are not explicitly stated in the text. For example, in reading narrative text, the students are able to imagine why things happen, why characters behave, and how characters are feeling, despite of that information are not explicitly stated in the text.

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Based on the explanation above, the researcher tried to compare the two techniques in teaching reading. Those techniques might overcome the students’ problems in comprehending the reading text quickly because it helped the students in comprehending the reading text quickly by predicting the content before they read the whole text. In this research, the researcher focused on narrative text because narrative text is one of reading texts that the students still get difficulties to comprehend the text, especially for getting main idea, getting specific information from the text quickly.

1.2. Identification of the Problems

Based on the background of the problem, there are five main problems that could be identified:

1. The students got difficulties in comprehending the reading text, especially for getting main idea and getting specific information from the text.

2. The students do not focus during the learning process. So, when the teacher give the students some questions and asked them to give the answer directly, they could not answer or give the responds quickly.

3. The students tend to be passive (Teacher-centred).

4. The students’ problems were also related to some factors such as, identifying the main idea of the passage with very long sentence, the passage containing unfamiliar vocabulary.

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5. The teacher still applied the same old teaching technique and do not try other various techniques to encourage the students’ motivation to be more active in the classroom activities.

1.3. Limitation of the Problems

In line with the identification of the problems above, the researcher focused the research on the students’ problems in comprehending the reading text, especially for getting main idea, finding the answer of question and getting specific information from the text. Motivate the students’ respond become more quickly and also the students’ participation during the learning activities. Moreover, this research was intended to find out the solution for the students’ problem in reading by comparing the two techniques and determine which one was more effective.

1.4. Formulation of the Problem

Based on the limitation of the problems, the researcher formulates the research problems as follows:

1. Is there any difference of students’ reading comprehension achievement between those taught through predictive technique and those taught through making inferences technique?

2. Which of the two techniques is more effective to improve the students’ reading comprehension achievement?

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1.5. Objectives of the Research

In relation to the formulation of the problem above, the researcher determines the objectives of the research are as follows:

1. To investigate whether there is difference of students’ reading comprehension achievement between those taught through predictive technique and those taught through making inferences technique or not.

2. To determine which one of the two techniques is more effective for teaching reading comprehension.

1.6. Uses of the Research

The findings of the research may be beneficial both theoretically and practically: 1. Theoretically, the results of this research are expected to confirm and clarify

the existing theories about the effectiveness of teaching reading through predictive technique and making inferences technique.

2. Practically, the result gives the information to the teachers about the effectiveness of teaching reading through predictive and making inferences techniques to improve the students’ reading comprehension achievement.

1.7. Scope of the Research

This quantitative research was focused on the implementation of predictive technique which was compared with making inferences technique. This research was conducted to the second grade of SMA Negeri 1 Kotagajah. For the experimental class, the researcher used the reading text that was concerning the reading aspects and one supporting media that was a picture related to the topic.

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concerned about some reading aspects without any supporting media. The materials were taken from English handbook and internet that were relevant to senior high school curriculum (KTSP).

1.8. Definition of Terms

There are some terms that the researcher used to make them clearer, as will be defined in the following sections:

Reading Comprehension

Reading comprehension is an active process which involves the interaction between thought and language. The readers use their prior knowledge for connecting words to their thoughts to get the information from reading the text.

Predictive Technique

Predictive technique is a technique in reading in which the reader is asked to apply his/her background knowledge as well by using the illustrative material.

Making Inferences Technique

Making inferences technique is a process where the readers use their own experiences and combine them with information gathered from the text in order to get the information that is implicit from the text.

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Narrative Text

Narrative text is the form of writing used to relate the story of acts or events. The story can be fiction or it can be non-fiction.

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II. FRAME OF THEORIES

This chapter discusses the frame of theories which include several points, i.e. review of previous research, related literature, theoretical assumption, and hypothesis of the research.

2.1. Review of Previous Researches

In relation to this research, there are several previous studies which have been conducted by some researchers (see, e.g. Smith, 1999; Evinda, 2009; and Zweirs 2005) as the contribution for teaching reading activity at school.

Smith (1999) has conducted her study for Students College in Arizona University. Based on the result of her study about predictive technique, the finding shows that this technique helps the students to activate their awareness for the subject and they will focus on their reading. In addition, the students make a prediction and answer the questions given by the teacher quickly before they can read the whole paragraph by using their background knowledge, then they refine, revise, and verify their predictions after they read the whole text.

Another research has been done by Evinda (2009) at SMA Al Huda Jatimulyo, Lampung Selatan. The aim of her study was to find out the difference of students’

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reading comprehension achievement by comparing the predictive technique and the conventional technique. The results show that the students’ mean scores within the experimental class increased significantly. So, she concluded that predictive technique could improve the students’ reading comprehension achievement.

Based on the explanation above, the researcher assumed that predictive technique might improve the students’ reading comprehension achievement. It helped the students activate their awareness for the subject and focus on their reading. It would become a solution for the students’ problem in comprehending text as the researcher’s explanation in the background of the problems.

Meanwhile, Zweirs (2005) conducted his study for the primary students in New Jersey. The results show that in making inferences process, the students use their own experiences and combine them with information gathered from the text. As the result, the students are able to create a new meaning or draw a conclusion that is not explicitly stated in the reading.

Considering the explanation above, the researcher assumed that besides predictive technique, making inferences technique would become one technique that can be used to help the students to activate their awareness in reading and encourage their motivation in reading. In this research, the researcher proposed her research by comparing these techniques that have been proven can increase the students’ reading comprehension achievement. Moreover, this research was intended to

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teaching reading at senior high school.

2.2. Review of Related Literature

For further explanation about the implementing of reading technique for successful reading, the researcher explained some related literature about the reading comprehension and the techniques towards the students’ achievement in reading comprehension.

2.2.1. Concept of Reading Comprehension

There are two kinds of reading activity, namely reading aloud and silent reading. Reading aloud is to change the written sign (form) into oral sign giving the meaning. The most important characteristic of reading aloud (oral reading) are pronunciation, tone, speed and pause. Meanwhile, silent reading uses the eyes and ability to understand the meaning of the written sign, thus comprehending the text will be given more emphasizes in silent reading which will be conducted in this research.

Carver (1990) defines reading as a complex cognitive process of decoding symbols for the intention of deriving meaning (reading comprehension) and or constructing meaning. Reading is also a means of language acquisition, communication, and sharing information.

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According to Doyle (2004), comprehension is a progressive skill in attaching meaning beginning at the same level and proceeding to attaching meaning to entire reading selection. All comprehension revolves around the reader’s ability in finding and determining main idea and topic sentence from the text.

In addition, Howart (2006) says reading is just as a communicative as any other form of language. It means that in reading, there is an interaction between the researcher and the researcher try to encode the messages to the readers. Then the readers try to decode the messages that sent by the researcher. Moreover, Walker (2004) states reading is a result of the interaction between the perceptions of graphic symbols and the written language form. In reading process, the reader tries to recreate the meaning intended by the researcher. From the description above, it can be stated that reading is a process that requires thought, students’ ability in understanding the meaning and the information from the text.

From the statement above, it can be said that in comprehending the texts the students have to know their technique in reading. It was also to make them easy to identify the specific information in the texts. One aspect that becomes essential in students’ reading in the reading technique. It has direct “link” in comprehension and strategy or technique. The researcher assumed that reading comprehension was students’ competence in comprehending the specific information, word and surface meaning in texts is described by students’ score with an appropriate technique.

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There are five aspects of reading, namely main idea, specific information, references, inference, and vocabulary. The explanation was as follows:

1. Main Idea

Finding the main idea of a paragraph is one of the most important specific comprehension skills. Hancock (1987: 54) defines that the main idea is the essence of the paragraph, or rather what the author is trying to get across to the reader. In other words, that is what the author wants a reader to know about. So, the main idea is the important idea that the author develops throughout the paragraph.

2. Specific Information

Supporting sentence or specific information develops the topic sentence by giving definition, examples, facts, comparison, analogy, cause and effect statistics and quotation.

3. References

According to Latulippe (1986:20) reference are words or phrases used either before or after the reference in the reading material. When such words are used, they are signals to the reader to find the meaning elsewhere in the text.

4. Inference

Kathleen (1986:31) states that an inference is an educational guess or prediction about something unknown based on available facts and information. The reader will be able to do this by making use of the

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context in which the word occurred, in order to give him a rough idea of its meaning.

5. Vocabulary

According to Wallace (1987:30) vocabulary is the stock of word used by people or even person. Concerning with those statements indeed vocabulary is fundamental for everyone who wants to speak or to produce utterances for reading.

2.2.3. Concept of Narrative Text

According to School Based Curriculum (KTSP), there are many kinds of text, i.e. descriptive, procedure, recount, narrative, and news item. Kennedy (1981: 8-9) states that one of the foundations in reading is the ability to organize a series of facts, events or ideas into logical order. It was similar with the syllabus in KTSP where the teacher must introduce narrative text as one of genre of paragraph.

Based on English curriculum 2006 that is applied in senior high school in Indonesia, that is KTSP, the students are expected to comprehend the meaning of materials from various texts. One of them is narrative text. Why it is important because the students had to have the ability to look at and get the meaning of written text, that is called reading comprehension. Because of that, reading is very important to be taught to the students.

According to Rushel (2004), narrative text is the form of writing used to relate the story of acts or events. The story can be fiction or it can be non-fiction. The

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experience. Narrative text is written based on life experience and organized focusing at character oriented. It was built using descriptive familiar language and dialogue.

There are some genres of literary text which fit to be classified as the narrative text, namely: (1) Folktale, i.e. very old traditional story from a particular place that was originally passed on to people in a spoken form e.g., Malin Kundang. (2) Fairy tale, i.e. an old story about magic things happened intended for amusing and giving lessons, meanings, and moral values, e.g., Cinderella. (3) Fables, i.e. short stories, especially with animals as characters, which teach a lesson, e.g., The Smartest Animal. (4) Myth, i.e. a story from ancient times, especially one that was told to explain about natural events or to describe the early history of place or people, e.g., Tangkuban Perahu.

Meanwhile, Beverly (2006) states narrative text is organized by the story of grammar. It consist beginning, middle and end of the story. To build this story grammar, narrative text needs plot. This plot would determine the quality of the story. Plot is a series of episodes which hold the reader’ attention while they are reading the story. Conflict is the main important element of the plot. This conflict among the characters will drive the story progress. In this conflict, readers will be shown how the characters face the problem and how they had ability to handle that problem.

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A narrative text generally consists of the following structure:

1. Orientation is usually introducing the participants and informing the time and the place. It is the introduction of who / what, when and where. What text talks in general, who involves in the text, when and where it happens. 2. Evaluation retells a stepping back to evaluate the plight. In this part, it

tells about the first condition of the character before facing the problem. 3. Complication is usually describing the rising crises which the participants

have to do with.

4. Resolution is the phase where the participants solve the problem aroused by the conflict. It doesn’t matter whether the participants succeed or fail. The point is the conflict becomes end.

5. Re- orientation indicates optional point. This means that the story not always uses this, and usually, it states the conclusions of the event based on the writer point of view.

Basically, narrative text often uses language features as follow: 1. Using processes verbs, for example run away, teach, etc.

2. Using temporal conjunction, for example once upon a time, one day,etc. 3. Using simple past tense, for example got angry, said, etc.

In addition, in order to make the students understand about the content of text, aspects of reading should be emphasized in every stage of generic structure of narrative text. For example, in orientation, where introduces the place and character of the story, the students could find main idea, specific information, and

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vocabulary. In the last stage, resolution, the teacher could ask the students to infer the story. Therefore, this is the essential relation in teaching reading of narrative text.

2.2.4. Concept of Predictive Technique

According to Smith (1999) prediction helps the reader to activate their awareness of the subject, and focus on their reading passage. In implementing the predictive reading technique, the teacher asks the students to apply their background knowledge (students’ experience) and help them to predict the text in order to comprehend and to interpret contextual meaning beyond the passage.

In addition, Forsten, Grant, and Hollas (2003) say that the prediction helps the readers connect what you know with what they are reading. Just as a detective looks for clues to solve a mystery, you can find clues in a text about upcoming events before you read the whole passage.

Meanwhile, Markstein, et al (1982: vi) states that predictive technique is a technique by using illustrative material (photograph, map, and graph) and the title. In predictive technique, the students discusses about:

1. What they think the subject is. The students are asking to predict the topic of the text based on the prior knowledge after the teacher shows the picture. This part can prepare the students for what they are going to read by providing clues to meaning.

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2. What the picture tells them about the subject. By using picture, the students are encouraging to draw the content of the text on their mind to assist reading comprehension.

3. How they feel about the subject, taking care to examine in detail their past experience or knowledge of the subject. By using the extra clues, elicit more details, the students can predict the content of the text effectively.

The statement above tells us that predictive reading is a technique in reading in which the reader is asked to apply his/her background knowledge as well by using the illustrative material. Moreover, Cowan (2010) says prediction is an educated guess as to what will happen. The readers are guided such kind of question, like “what is going to happen next in the story”, “why did it happen?” before they can read the whole paragraph, but then they refine, revise, and verify their predictions after they read the whole paragraph.

2.2.4.1. Procedures of Teaching Reading through Predictive Technique According to Beers and Howell (2003), the steps of teaching reading comprehension through predictive technique are:

a. Predictive technique is introduced to the students. The teacher and the students are discussed the role/procedures of the teacher and learners in predictive technique.

b. The students are asked to guess the title based on the picture and the teacher writes the correct title on the white board and the students pronounce the title.

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happen? Who was involved in the story? How did the event happen? And write up responses on the board.

c. The students are asked to guess the content of story based on the picture by using their background knowledge. Then, ask a few more questions to help students predict the content of the text by using the extra clues, to find the main idea and supporting details after the teacher shows the text.

As the illustration:

1st step : The students are asked by the teacher “What do you think about the picture?” then also the students are asked to predict the topic of the text based on the prior knowledge after the teacher shows the picture.

2nd step: The students are asked by the teacher “What does the picture tells the about?” By using the picture, the students are encouraged to draw the content of the text on their mind to assist reading comprehension.

3rd step: The students are asked by the teacher “What do you feel about the picture?” Tried out to invite the students’ encourage to tell about the

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picture based on what they’re thinking about the picture, invite another students to give the opinion and making discussion about it.

d. The students are distributed the gapped text (incomplete text) and asked to complete the gapped text.

e. The students are asked to read the text in front of the class after the teacher has distribute a complete text.

f. The students are asked to discuss the text with their friends and shared with the teacher about their problems.

g. The students are given the exercises and asked to do that exercise.

2.2.4.2. Advantages and Disadvantages of Predictive Technique There are some advantages and disadvantages of predictive technique: 1. Advantages of predictive reading technique:

a. Predictive reading motivates the students to use their schemata or background knowledge in reading the text. By using schemata and background knowledge, they more focus on the main point of their reading text.

b. By using accompanied picture, the students gives more attention to the reading text.

c. The teaching learning process can be more interesting by using picture and the activities which is use the student’s schemata or background knowledge to predict the story.

d. Predictive technique helps the students to build up their ability to interact with each others and the teaching learning process become more effective.

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teaching learning process.

f. It is also encourages the students to be active participants and stimulates the students to express their idea and learn to respectothers opinions.

g. Predictive reading technique helps the readers to activate their awareness of the subject. It means that the reader’s concentration will be more focus.

2. Disadvantage of predictive reading technique:

a. The teacher was rather difficult to select reading materials, which are accompanied with suitable pictures.

b. The class will be noisy if the teacher can not handle the class well because the students tend be active during the learning process.

c. Sometimes, the teaching learning activity was still dominated with clever student and others can not be independent.

2.2.5. Concept of Making Inferences Technique

According to Anne (2008) the ability to make inferences is the ability to use two or more pieces of information from a text in order to arrive at a third piece of information that is implicit. Inference skills are important for reading comprehension, and also more widely in the area of literary criticism and other approaches to studying texts. When the students read, they use all their senses, for example, they see things in their “mind’s eye” and hear the sounds that connect to what they have reading.

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As they read, they imagine the situation about which they are reading, and they infer things the author has not told to readers about the text. Then infer why things happen, why characters behave, how the way they do, and how characters are feeling. The readers will enter the world created by the author, and you create images and inferences based on what the author tells the students and their own knowledge.

Calvo (2004) also stressesthe importance of the capacity of the working memory in making inferences while reading the text. If our working memory is good at holding provisional representations, it saves times integrating information as reading progresses. When the readers read more explicitly, they will understand about what they have read and they will save it for long period.

Hannon and Daneman (1998), represents the categories of making inferences in reading into 4: (1) identifying important passage words (2) activating important facts about those words (3) doing reasoning about those facts, computing relationships between the words (4) resulting a coherent abstract of discourse representation

Considering the explanation above, in making inferences process, the students take their own experiences and combine them with information gathered from the text. As the result, they create a new meaning or draw a conclusion that is not explicitly stated in the reading. Then, they would improve their schemata to

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increase their motivation in reading the text.

2.2.5.1. Procedures of Teaching Reading through Making Inferences Technique

a. The students are introduced with making inferences technique. The teacher and the students are discussed the role/procedures of the teacher and learners in inference reading technique.

b. The students are given a reading text by the teacher and the teacher asks the students to read the text.

c. The students are asked to read the text, discuss the content of text by asking the students some questions, for example: What does happen in the story? Who was involved in the story? How did the event happen? Write up their responses on the board and also asks the students about the unfamiliar words. d. The students are asked to infer the content of story by using their schemata. e. The students are asked for a few more questions to help students elaborate their

opinion after read the text and discuss the unfamiliar words of the text, to find the main idea and supporting details.

e. The students are asked to find out the unfamiliar words and asks try to guess the meaning based on their schemata.

f. The students are asked to discuss the text with their friends and shared with the teacher about their problems.

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2.2.5.2. Advantages and Disadvantages of Making Inferences Technique There are some advantages and disadvantages of teaching reading Comprehension through making inferences technique:

1. Advantages of Inference Reading Technique:

a. Making inferences technique helps the students to define difficult or unfamiliar words and develop their background knowledge in understanding content of the text.

b. The reading comprehension through making inferences technique motivates the students’ awareness in reading process.

c. Making inferences technique helps the students infer the information after they reading the whole text.

d. Making inferences technique gives students a chance to share knowledge and information that they have.

e. Making inferences technique avoids one students dominate each others.

2. Disadvantages of Inference Reading Technique: a. This technique needs a little bit time consuming.

b. The students might get bored and will be noisy if the teacher can not handle the class well.

c. The teacher needs a lot of energy and should be more active in the teaching learning activities in order to make the students more active during the lesson. d. Sometimes, The teaching learning activity was still dominated by the teacher

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Based on the frame of theories, the researcher assumed that there was difference of students’ reading comprehension achievement between the students who are taught through predictive technique and those taught through making inferences technique. Moreover, based on the observation class, Predictive technique was more effective for the students in comprehending text and elaborates the students’ skill in predicting the story based on their own opinion and answering the questions given by the teacher quickly. They were interested to the related picture of the text given by the teacher, so they don’t get boring during the learning process and tend to be more active in the learning process. Meanwhile, the teaching reading through making inferences technique also gives the students motivate to the reading process, but without any supporting media such a picture used in predictive technique, the students get bored during the learning process. The teacher needs a lot of energy and should be more active in the teaching learning activities and sometimes, the teaching learning activity was still dominated by the teacher.

2.4. Hypothesis

Based on the frame of theory above, the researcher formulates the hypothesis as follows:

1. There was a significant difference of students’ reading comprehension achievement between students who are taught through predictive technique and those taught through making inferences technique.

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2. The teaching reading comprehension through predictive technique was more effective than through making inferences technique. It can be seen from the students’ average score who are taught through predictive technique are higher than those taught through making inferences technique.

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III. RESEARCH METHODS

This chapter discusses the design of this research and how to collect the data from the sample. In this chapter, the researcher also encloses the data collecting technique, the procedures of this research, the scoring system and how to analyze the data.

3.1. Research Design

This research is quantitative study which is intended to find out the significant difference of the students’ reading comprehension after the implementation of predictive technique and making inferences technique and to determine which of the two techniques is more effective. The design of the research used intact group pre-test post-test design which the sample was randomly assigned (Hatch and Farhady, 1982:22). The design used two classes as the experimental class and control class. The experimental class was treated through predictive technique. Meanwhile, in control class was treated through making inferences technique. The design of the research was as follow:

G1 = T1 X1 T2

G2 = T1 X2 T2

Notes:

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G2 : Control group T1 : Pre-test T2 : Post-test

X1 : Treatment 1 (using predictive technique)

X2 : Treatment 2 (using making inferences technique)

Firstly, the pre-test was administered to identify the ability of the students before the students got the treatment. Then, the students were given 3 times treatments for the experimental class and control class. In each treatment the teaching reading was concerned about five reading aspects (main idea, specific information, references, inference, and vocabulary) through predictive technique for the experimental class and making inferences technique for the control class. Then, the post-test was administered to evaluate the students’ reading comprehension after the treatments.

3.2. Setting of the Research 1. Time

The research was conducted on July, 12th, 2012 until September 12th, 2012. The first activity was the observation to determine which class was as the tryout class, the experimental class, control class, the researcher used coin by flipping it. Then, continue to administering the try out test, administering the pre-test, after that the treatments as long 3 times meeting. And then the last was administering the post-test to see the result after conducting the treatments both for experimental class and control class.

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This research was conducted for the second grade of SMAN 1 Kotagajah. There were seven classes of second grade at SMAN 1 Kotagajah. There were 224 of students and seven classes of second grade at SMA N 1 Kotagajah which consist of 32 students in every class.

3.3. Population and Sample

The population of this research was the second grade of SMAN 1 Kotagajah. There are 224 of students and seven classes of second grade at SMA N 1 Kotagajah which consist of 32 students in every class. One class was taken as the tryout class and two classes was taken as the samples of this research, one as the experimental class and the other as the control class. In determining the experimental class and control class, the researcher used random sampling technique, so the entire second classes got the same opportunity to be selected as samples. To determine which class was as the experimental class and control class, the researcher used coin by flipping it.

3.4. Variables

In this research there are two variables, they are:

1. The independent variables were predictive and making inferences techniques. The predictive and making inferences technique were the factors that might be influence reading achievement.

2. The dependent variable was reading comprehension achievement. This variable was called dependent variable because reading comprehension

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achievement was one factor that would be measured by the researcher or as the main topic to be discussed.

3.5. Data Collecting Techniques

In collecting the data, the researcher used the reading tests which consist of pre-test and post-pre-test. The results will be discussed in detail in the following sections:

3.5.1. Types of Data Collecting Technique a. Pre-Test

The pre-test was administered on August, 4th 2012 before the treatment, in order to know the competence of students in reading. The researcher used the objective test with four options of each item. One of the options was correct answer and the rests were as distracters. In order to see the complete elaboration of the result of pre-test can be found in chapter 4 (p.46).

b. Post-Test

The post-test was administered on September, 8th, 2012 after finishing the treatments. It was aimed to identify whether there was a difference between the students’ achievement in reading comprehension or not after the implementing of predictive and making inferences techniques. In order to see the complete elaboration of the result of pre-test can be found in chapter 4 (p.47).

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Before the data collecting technique were used, they were tried out to measure the quality of the instrument. A try out of the test was conducted before having the pre-test and the post-test to investigate the quality of the test items. It was carried out to make sure the quality of the instruments before the test was used to gather the data. The test was conducted on July, 31st 2012. The try out test was administered in the class which did not belong to the experimental class and control class that is XI Social 1 class. The test comprised for 50 items with time allocation 2 x 45 minutes.

3.5.2.1. Criteria of a Good Instrument

The instrument was said to have a good quality if it has a good validity, reliability, level of difficulty, and discrimination power. Therefore, the try out of the test was carried to achieve the objectives. The results of which are elaborated in the following sections:

3.5.2.1.1. Validity

The validity test was the test which measures what was intended to measure. The test can be said valid if the test measure the object to be measured and suitable with the criteria (Heaton, 1988:159). According to Heaton (1988:159) there are four types of validity: face validity, content validity, construct validity, and empirical validity. Face validity was aimed to measure whether a test in line with the target variable or not. The content validity was extended to measure the sample of subject content, construct validity was a measure intended to what it's

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supposed to measure, and the empirical validity was statistical evidence that a diagnostic instrument measures what it was supposed to measure. But, in this research the researcher used content validity and construct validity since the other two are considered to be less needed. Therefore, two types of validity used in this research as follows:

a. Content Validity

Content validity was extended to measure the sample of subject content. It means that the test was a good reflection of what has been taught and the knowledge of what the teacher wants his/her students need to know. The content validity of the test was reflected in the following table:

Table 1. Table of specification of try out test

No Objectives Item

Numbers

Total

Items Percentage 1 Identifying the main idea 1,7,12,21,24,29,3

1,39,43,45,46,47 12 24%

2 Specific Information 4,5,6,15,22,23,30,

32,40,44,48,49 12 24%

3 Inference 3,9,10,13,14,20,2

5,28,33,35,50 11 22%

4 Reference 11,17,27,34,37,41 6 12%

5 Vocabulary 1,9,16,18,19,26,3

6,38,42 9 18%

TOTAL 50 100%

There were 50 items test with 4 optional, one as the correct answer and the rests as the distracters. The total score was 100 point, so if the students could answer the whole question correctly, they got 100 point.

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No Objectives Item Numbers

Total

Items Percentage 1 Identifying the main idea 1,7,12,21,22,26,2

8,33,35,36,37,38 12 30% 2 Specific Information 4,5,6,9,15,21,23,2

7,39 10 25%

3 Inference 3,8,13,14,19,25,3

0,40 8 20%

4 Reference 10,17,29,31 4 10%

5 Vocabulary 2,16,18,24,32,34 6 15%

TOTAL 40 100%

Table 3. Table of specification of Post-Test

No Objectives Item

Numbers

Total

Items Percentage 1 Identifying the main idea 1,3,7,11,14,22,24,

29,31,32,33,34 12 30%

2 Specific Information 2,4,9,12,15,16,23,

38,39,40 10 25%

3 Inference 6,8,13,17,21,26,3

6,37 8 20%

4 Reference 10,19,25,27 4 10%

5 Vocabulary 5,18,20,28,30,35 6 15%

TOTAL 40 100%

In the pre-test and post-test, there were 40 items test with 4 optional, one as the correct answer and the rests as the distracters. The total score was 100 point, so if the students could answer the whole question correctly, they got 100 point.

b. Construct Validity

Construct Validity refers to the ability of a measurement tool (e.g. a survey, test, etc) to actually measure the psychological concept being studied. In other words, it is properly to measure what was supposed to be measured. It was

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concern whether the test was actually in line with the language theory or not (Shohamy, 1985:74).

3.5.2.1.2. Reliability

Reliability was aimed to measure how accurate the result of test. In this research, the researcher used the split-half method to estimate the reliability of the test. To measure the coefficient reliability between the first half and the second half items, the researcher used the Pearson product moment formula as follows:

rk =













Where:

rk : coefficient of reliability between the first half and the second half items X : total of items that the students got right in the first half of the test Y : total of items that the students got right in the second half of test



XY: total score of X times Y



x2 : total score of X2



y2 : total score of Y2

(Lado: 1961 in Hughes. 1989:32) After having the reliability of the half of the test, the researcher used “Spearman Brown’s Prophecy formula” (Hatch and Farhady, 1982:246) to determine the coefficient correlation of whole items. The formula is:

rk = 2rl 1 + rl

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rk : the reliability of the test rl : the reliability of half test

The criteria are: 0,90 – 1,00 is high

0,50 – 0,89 is moderate (satisfactory) 0,0 – 0,49 is low

After conducted the try out test, the result of reliability found through this research was 0.75 (see Appendix 5). By referring to the criteria of the reliability proposed by Hatch and Farhady (1982:268), the test had moderate or satisfactory reliability in the range of 0,50 – 0,89. It indicated that this instrument would produce consistent result when administered in the similar condition to the same participants and in different time (Hatch and Farhady, 1982).

3.5.2.1.3. Level of Difficulty

The test was used to measure the difficulties of the item test. The try out test had given before the treatment and the researcher counted the students correct answer. If the amount of students who answer correctly was higher than the amount of students who failed, it was assumed that the test is easy for the students. To determine the level of difficulty, the researcher used the following formula:

N R LD

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Where:

LD : Level of Difficulty

R : The number of students who answer correctly N : The total of students following the test.

The criteria are:

< 0.30 = difficult 0.30 – 0.70 = average > 0.70 = easy

(Shohamy, 1985:79)

Based on the computation result of level difficulty (see Appendix 6), the researcher found that there were 8 items which were more than 0.70 which means that the items were easy and 2 items were below 0.30 which means difficult. Meanwhile there were 40 items which were between the ranges 0.30 – 0.70 or belonged to average.

3.5.2.1.4. Discrimination Power

It was used to discriminate among the different candidates and reflects the different performances of the individuals in a group of students. It was also used to discriminate the number of upper group students who answer correctly and who do not answer correctly. To find out the discrimination of power, the researcher uses this formula:

n L U DP

2 / 1

 

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DP : Discrimination Power

U : The number of upper group students who answer correctly L : The number of lower group students who answer correctly n : Total number of the students

The criteria are:

DP: 0.00-0.19 = Poor.

DP: 0.20-0.39 = Satisfactory. DP: 0.40-0.69 = Good. DP: 0.70-1.00 = Excellent.

DP: - (negative) = Bad items, should be omitted.

a. If the value is positive discrimination- a large number of more knowledgeable students then poor students get the item correct. If the value is zero, it means no discrimination.

b. If the value is negative, means that more low students than high level students get the item correct.

c. In general, the higher the discrimination index is better. But, in the classroom situation most items should be higher than 0.20 indexes.

Based on the computation result of discrimination of power (see Appendix 6) the researcher got 10 items were poor (having less than 2.00 index), 31 items were satisfactory (having more than 2.00 index), and 9 items were good (having more than 4.00 index). In general, it can be stated that all items tested had good

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discrimination power and positive value. In this research, the researcher omitted 10 items that were unsatisfactory to be used. Eventually, after analyzing the data, the researcher got 40 items were good and 10 items were poor and should be dropped. Then finally, the items tests that were administered were 40 items for pre-test and post-test.

3.6. Research Procedures

The research procedures of collecting data are as following: 1. Determining the Research Problems

Determining the Research Problems was aimed to determine the students’ commonly problems in reading activity, i.e. the students can not get the main idea and specific information quickly.

2. Determining the Population and Sample

Determining the population and sample was aimed to determine the students which were appropriate as the participation in this research. The classes were not divided in a matter of their cleverness but, it had chosen by using simple probability sampling by using flipping coin.

3. Preparing the Materials

The materials (reading tests) were chosen from the students’ textbook or the material from other sources, such as from internet.

4. Determining the Research Instruments

For reading test (try out test, pre-test and post-test), most of the materials were taken from students; textbook and the internet. It was aimed to make an equal proportion both pre-test and post-test.

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Tryout test was conducted before the pre-test and the post-test to investigate the quality of the test items, whether the test was appropriate for the students or not. The test consists of 50 items of multiple choices test.

6. Administering the Pre-Test

Pre-test was aimed to identify the ability of the students before the students got the treatment. The researcher used the objective test with four options of each item. One of the options was correct answer and the rests are as distracters.

7. Conducting the Treatments

Implementing the predictive for one experimental class and making inferences technique for the control class. To see the difference of their interest during the activity, the researcher gave the explanation about the techniques and exercises in reading activity.

8. Administering the Post-Test

Post-test was given after the treatment, to identify whether there is a difference between the students’ achievement in reading comprehension or not. It was also used to evaluate the students’ reading comprehension after giving the treatments.

9. Analyzing the Data

Analyzing the data was used to compare the pre-test and post-test result by using the Statistical Package for Social Science (SPSS) version 17.0. The students’ average scores of the reading test both from pre-test and post-test were analyzed, then the researcher made discussions from the result.

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3.7. Data Analysis

Analyzing data was aimed to determine whether the students’ reading comprehension achievements increase or not. In analyzing the data, the researcher used the following steps:

1. Scoring the pre-test and post-test.

2. Tabulating the results of the test and calculating the score of pre-test and post-test

3. Drawing conclusion from tabulated results of pre-test and post-test by using independent group T-Test where the two means of two different groups (experimental and control group) were compared. The data was statistically computed through the statistical package for Social Science (SPSS) version 17.0.

3.7.1. Scoring System

In scoring the result of students’ scores in pre-test and post-test, the researcher used percentage correct system (Lyman, 1971:95). The percentage correct score was used to report the result of classroom achievement tests. The researcher calculated the average of pre-test and post-test by using this formula:

Where:

X_% : Percentage of correct score R : Number of the correct answer T : Total number of the item test

(Lyman, 1971:95)

T

R

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Mean told us about how difficult or easy the test was. According to Heaton (1991, p.175), the mean score of one test is arithmetical average i.e. the sum of separate score which is divided by the total number of students. It was efficient to measure the central tendency, even it was not always appropriate. To calculate the mean, the researcher uses the formula as follow:

Where:

X : Mean



x : total scores

N : Number of students

(Heaton, 1991:175)

3.8. Data Treatment

According to Hatch and Farhady (1982) in Setiyadi (2006: 168-169), using t-test for hypothesis testing has three basic assumptions:

a. The data is interval or ratio

b. The data is taken from random sample in a population c. The data is distributed normally.

Therefore, the researcher used these following procedures in data treatment:

1. Random Test

This test was used to make sure whether the data are random or not. The researcher used SPSS version 17.0. In this case, the researcher used mean as the cit point run test.

N x X 



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The hypothesis if for the random test is formulated as follows: H0 : the data is not random

H1 : the data is random

In this research report, the criteria for the hypothesis are:

H1 is accepted if sig > . In this case, the researcher uses the level of significant 0.05.

2. Normality Test

The researcher used normality test to investigate whether the data from the experimental class and control class are normally distributed or not. The hypothesis for the normality test is as follows:

H0 : the data is not distributed normally H1 : the data is distributed normally The criteria are:

H1 is accepted if sig > . In this case, the researcher uses the level of significant 0.05.

3. Homogeneity Test

This test was used to know the data from the experimental class and control class are homogenous or not. In this research, the researcher used Independent Samples Test in SPSS 17.0 to know the homogeneity of the test. The hypothesis for homogeneity of variance test was:

H0 : there is no significant difference (equal) H1 : there is a significant difference (not equal)

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H0 is accepted if sig > . In this case, the researcher uses the level of significant 0.05.

3.9. Hypothesis Testing

After collecting the data, the researcher recorded and analyzed them in order to find out whether there is a difference of students’ achievement in reading comprehension of narrative text or not after the treatment. The researcher used independent group T-test to know the level of significance of the treatment effect by using this formula:

With:

Where:

: Mean from the difference pre-test and post-test of experimental class : Mean from the difference pre-test and post-test of control class : Standard error of differences between means

n : Subjects on sample

The criteria are:

If the t-ratio is higher than t-table : H1 is accepted If the t-ratio is lower than t-table : H0 is accepted

(Hatch and Farhady, 1982:111) )

(Xe Xc

c e

S

X

t





2 2 2 1 ) (































n

S

n

S

e e

X Xe c

) (Xe Xc

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V. CONCLUSIONS AND SUGGESTIONS

5.1. Conclusions

In line with 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 are taught through predictive technique and those who are taught through making inferences technique at the second grade of SMAN 1 Kotagajah. The mean difference was 9.32 meaning that the experimental class gained 9.32 which was higher than control class based on the posttest result. Besides that, the significant value of the posttest in both classes was 0.000 that was lower than 0.05 (0.000 < 0.05). t-value was higher than t-table (5.841 > 2.000).

b. Predictive technique was more effective than making inferences technique. It can be seen from the average score of students who were taught through predictive technique which was higher than those who were taught through making inferences technique. The mean or average score of posttest in experimental class was higher than control class (81.50 > 72.18). It indicated that the increase in experimental class was higher than in control class. The

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lower than 0.05 (0.000 < 0.05). value was 5.841 which was higher than t-table 2000 at the level of significant 0.05.

5.2. Suggestions

According to the conclusions above, the researcher recommends predictive technique can be made as alternative in teaching reading and gave some suggestions as follows:

1. Since predictive technique makes the teaching learning process more effective, the researcher suggests to the teachers to apply predictive technique because by using accompanied picture, the students give more attention to their lesson.

2. By using predictive technique, the students are promotes feeling of well being and relaxation during the teaching learning process.

3. For the further researchers can apply predictive technique because it is also encourage the students to be active participants and stimulates the students to express their idea and learn to respectothers opinions.

4. Increased the students’ reading comprehension achievement. It has proved from the research finding in SMAN 1 Kotagajah in experimental class. The mean or average score of posttest was higher than the mean score of pretest 81.50 > 72.18.

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3.7. Data Analysis

Analyzing data was aimed to determine whether the students’ reading comprehension achievements increase or not. In analyzing the data, the researcher used the following steps:

1. Scoring the pre-test and post-test.

2. Tabulating the results of the test and calculating the score of pre-test and post-test

3.7.1. Scoring System

Where: c

X_% : Percentage of correct score R : Number of the correct answer T : Total number of the item test

(Lyman, 1971:95)

T

R

X

_%_c



100

(2)

3.7.2. Calculating the Mean Score

Where:

X : Mean



x : total scores

N : Number of students

(Heaton, 1991:175)

3.8. Data Treatment

According to Hatch and Farhady (1982) in Setiyadi (2006: 168-169), using t-test for hypothesis testing has three basic assumptions:

a. The data is interval or ratio

b. The data is taken from random sample in a population c. The data is distributed normally.

Therefore, the researcher used these following procedures in data treatment:

1. Random Test

This test was used to make sure whether the data are random or not. The researcher used SPSS version 17.0. In this case, the researcher used mean as the cit point run test.

N x

(3)

The hypothesis if for the random test is formulated as follows: H0 : the data is not random

H1 : the data is random

In this research report, the criteria for the hypothesis are:

H1 is accepted if sig > . In this case, the researcher uses the level of significant

0.05.

2. Normality Test

The researcher used normality test to investigate whether the data from the experimental class and control class are normally distributed or not. The hypothesis for the normality test is as follows:

H0 : the data is not distributed normally

H1 : the data is distributed normally

The criteria are:

H1 is accepted if sig > . In this case, the researcher uses the level of significant

0.05.

3. Homogeneity Test

H0 : there is no significant difference (equal)

(4)

The criteria are:

H0 is accepted if sig > . In this case, the researcher uses the level of significant

0.05.

3.9. Hypothesis Testing

With:

Where:

: Mean from the difference pre-test and post-test of experimental class

: Mean from the difference pre-test and post-test of control class

: Standard error of differences between means

n : Subjects on sample

The criteria are:

If the t-ratio is higher than t-table : H1 is accepted

If the t-ratio is lower than t-table : H0 is accepted

(Hatch and Farhady, 1982:111)

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V. CONCLUSIONS AND SUGGESTIONS

5.1. Conclusions

In line with the results of the data analysis and discussion, the following conclusions are drawn:

(6)

significant value of posttest in both classes was 0.000 (p= 0.000) that was lower than 0.05 (0.000 < 0.05). value was 5.841 which was higher than t-table 2000 at the level of significant 0.05.

5.2. Suggestions

According to the conclusions above, the researcher recommends predictive technique can be made as alternative in teaching reading and gave some suggestions as follows:

2. By using predictive technique, the students are promotes feeling of well being and relaxation during the teaching learning process.

A COMPARATIVE STUDY OF STUDENTS’ READING COMPREHENSION ACHIEVEMENT BETWEEN THOSE TAUGHT THROUGH PREDICTIVE TECHNIQUE AND THOSE TAUGHT THROUGH MAKING INFERENCES TECHNIQUE AT THE SECOND GRADE OF SMAN 1 KOTAGAJAH

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