TEACHING READING COMPREHENSION USING THE COMMUNICATIVE APPROACH AT SMK BINA BANGSA I SURADE CLASS XI AUTOMOTIVE
TEACHING READING COMPREHENSION USING THE COMMUNICATIVE APPROACH
AT SMK BINA BANGSA I SURADE CLASS XI AUTOMOTIVE
Reni Irma Yuniarti
Reg No: 10220236
E-mail: reni.irma83@yahoo.com
Student of English Study Program of STKIP Siliwangi Bandung
ABSTRACT
The objectives of this research entitled “Teaching Reading Comprehension Using the Communicative Approach
at SMK Bina Bangsa I Surade Class XI Automotive”, are to find out how well the students’ reading
comprehension is, and to find out how far the communicative approach can develop the students’ reading
comprehension. The research methodology used in this research is a quantitative research and pretest-posttest
design. The instrument used in this research is pretest and posttest. The data of this research was collected by
giving pretest and posttest to the student sample. The data was analyzed by using the T-test formula. The result
of data analysis showed that the mean score of pretest is 63.62 and the mean score of posttest was 72.41. The tvalue was 5.03. The t-critical with degree of freedom (df) 28 and level of significance at 5% (0.05) was 2.05. Based
on the data analysis, it is clear that the t-value was higher than t-critical (5.03 > 2.05). So, the alternative
hypothesis is accepted. It is also means that the teaching reading comprehension using the communicative
approach was effective to increase the students’ reading comprehension mastery.
Key words: Communicative Approach/CLT, Reading Comprehension
Indonesia, English language has been introduced
as a foreign language in Elementary School,
Junior High School, Senior High school, and
University level.
In relation to the English language learning in
teaching in classroom, reading in foreign
language is in early stage of language learning in
order to expand students’ knowledge. It is a way
to motivate students to learn about
language.Reading is one of the important ability
in learning and teaching of language next to
language. It is a bridge to understand some or
more things and through language we got also
the information that we need.
Based on the previous study at SMK Bina
Bangsa I Surade, the writer found that the ability
of students in reading comprehension is still
weak. However, the expected condition is that
the students can understand the reading texts.
Therefore, teaching English as a Foreign
Language must be given more attention to know
how to be able to communicate. In this case,
communicative approach seems to be good for
language learning. Related to the condition
above, the aims of this research are to find out
A. Background of the Study
Language is an important device and a very
beneficial tool for human being to communicate with
other people. By using language, people can talk and
understand each other. They can communicate with
other group of people or nations. A successful
communication needs communicative language
media (communicative competence) that have rules
and norms, which should be carried out in
communication. Brown (2000:5) states that
“Language is a system of arbitrary conventionalized
vocal, written or gestural symbols that enable
members of given community to communicate
intelligibly with one another. Language is systematic
and a set of arbitrary symbols. The symbols are
primarily vocal, but may also be visual. They have
conventionalized meanings to which they refer.”
Richards (2007:2) states that “English is the
language
of
globalization,
international
communication, commerce and trade, the media
and pop culture, different motivation for learning
it comes in to play.” English is no longer viewed
as the property of the English-speaking
countries, but it is an international commodity
sometimes referred to as World English or
English as an International Language. In
1
approach to learning. Teacher now had to assume
the role of facilitator and monitor. Rather than
being a model for correct speech and writing and
one with the primary responsibility of making
students produce plenty of error-free sentences,
the teacher had to develop a different a view of
learners’ errors and of her/his own role in
facilitating learning.
2) Larsen and Freeman (1986:131) state that “The
teacher is the facilitator of his/her students’
learning. He is a manager of classroom activities.
In this role, one of his/her major responsibilities is
to establish situation likely to promote
communication. Students are, above all,
communicators. They are actively engaged in
negotiation meaning – in trying to make they
understood – even when their knowledge of the
target language is incomplete. They learn to
communicate by communicating.”
From the definitions above, it can be concluded
that the teachers and learners in the classroom are;
the teachers are facilitator and monitor, where they
facilitate the language learning. Then, learners are as
participation, when they participate in classroom
activity.
how wellthe students’ reading comprehension is,
and to find out how far the communicative
approach candevelop the students’ reading
comprehension.
B. Theoretical Foundation
1. Definition of Teaching
According to Brown, (2000:7) “Teaching is
showing or helping someone to learn how to do
something, giving instructions, guiding in the
study of something, providing with knowledge,
causing to know or understand.” He further says
that teaching is guiding and facilitating learning,
enabling the learner, setting the conditions for
learning. Our understanding of how the learner
learns will determine our philosophy of
education, teaching style, approach, methods,
and classroom technique.
This research focuses on teaching reading
comprehension. Teaching reading foreign language
or second language contexts is gaining more and
more attention, as evidenced by the numerous
professional resource books on the topic. This
increasing attention is welcome, for reading can be
one of the major focuses of learning a second or
foreign language (Day: 1993).
c. The Techniques in the Classroom Activities
Richards (2006:14-15) explains classroom
activities in Communicative Language teaching as
followed:
1) Accuracy Versus Fluency Activities
2) Mechanical, Meaningful, and Communicative
Practice
3) Information – Gap Activities
4) Jigsaw Activities
5) Task – Completion Activities
6) Information – Gathering Activities
7) Opinion – Sharing Activities
8) Information – Transfer Activities
9) Reasoning – Gap Activities
10) Role Plays activities.
In this case, the writer decided to use the “Role –
Plays Activities” as a technique in teaching reading
comprehension, because “Role – Plays Activities”
give students opportunity to practice communicating
in different social contexts and different social roles
1. Teaching Methodology
In this research study, the writer used the
communicative approach or the communicative
language teaching as a method in her teaching
learning process.
a. Communicative Approach/Communicative
Language Teaching (CLT)
Based on Larsen and Freeman (1986:131), “The
communicative approach is an approach which has a
goal to have one’s students become communicatively
competence.” While this has been the stated goal of
many other methods, in the Communicative
Approach the notionof what it takes to be
communicatively competence is much expanded.
Then, Richards (2006:2) says in Communicative
Language Teaching Today says “CLT sets as its
goals the teaching of communicative competence.”
2. Definition
of
Reading
and
Reading
Comprehension
According to Moyle (1968:25), “Reading is
strategies employed to encourage the reader to the
read with expectancy and anticipate the author’s
though.”
Meanwhile, Biemiller and Boote (2006) state that
“Reading comprehension is the level of
understanding of a text. This understanding comes
b. The Role of Teachers and Learners in the
CLT Classroom
The followings are definitions of the teacher and
learner’s role propose by some experts:
1) Richards implied (2006:5) new roles in the
classroom for teachers and learners. Learners now
had to participate in classroom activities that were
based on a cooperative rather than individualistic
2
from the interaction between the words that are
words that are written and how trigger knowledge
outside the text.”
For collecting the data, the writer used one-group
pretest and posttest designs through following the
steps:
a. Pretestof reading comprehension material
b. Posttest of reading comprehension material
c. At last, the writer made a list of the students’
score of reading comprehension material both in
pre-test and post-test to be analyzed later.
2. Research Methodology
This part discusses the research methodology.
1.
Research Design
In the research design, the writer used preexperimental method with one group pretest and
posttest design as her research designs, because in
her research only took one group and the comparator
group did not exist.
6. Research Data Analysis
According to Crowl (1996:174), “the t test for
non-independent means is the appropriate for
analyzing two sets of data from the same group of
people”. In this case, the writer analyzed one group
to get the data before treatment and after treatment.
So, the appropriate formula is the t test for nonindependent (or correlated) means.
Crowl (1996:179) calculated the t test for nonindependent (or correlated) means as followed:
2
Research Method
This is a quantitative research, which relies on
quantitative data based on computation and
measurement. “Quantitative research methods are
used to examine questions that can be answered by
collecting statistically analyzing data that are in
numerical form” (Crowl, 1996:10). The data
measured are in the form of numbers.
The method of the research is pre-experiment.
Pre-experiment is the simplest form of research
design. In a pre-experiment either a single group or
multiple groups are observed subsequent to some
agent or treatment presumed to cause change. It was
meant to find out the level of significance of the
treatment (communicative approach) on students’
achievement in her research. The test was given to
the students twice, before treatment and after
treatment to measure the influence or benefit of the
treatment in teaching reading comprehension.
=
∑
(
(∑ )
)
Where
= The mean difference between the two
groups
∑
= Summation (Sum Up)
= The difference between the scores of one
person
= The squared difference between the scores of
one person
∑
= Square each difference and sum the squares
(∑ ) 2 = Sum the differences and square the sum
= The number of differences
The formula is used to find out the significant
difference between the two scores.
3. Research Population and sample
Crowl (1996:8) states “populations are groups
consisting of all people to whom researchers wish to
apply their findings”. The population of this research
is all the students of SMK Bina Bangsa 1 Surade.
The total population is 422 students.
Further, Crowl (1996:8) states “samples are
subsets of people used to represent populations”.
The sample of this research is 29 students of class XI
Automotive at SMK Bina Bangsa 1 Surade, The
sample was took by random sampling.
C. Findings and Discussions
1. Findings
a. The Results of pretest and posttest
Here are the results of pretest and posttest.
Income score then can be test use statistic, to know
what income score from pretest to posttest according
to statistic or not. Test hypothesis process of account
statistic can show as follow:
Table 1 Table Accounting sample
4. Research Instrument
The instrument used in this research is a
reading comprehension materials in collecting
the data; the writer used multiple choices items,
the total number of items is 20.
5. Research Data Collection
(1)
N
1
2
3
4
5
6
3
(2)
Pre-test
50
70
50
50
70
60
(3)
Post-test
70
85
60
80
90
60
(4)
D
20
15
10
30
20
0
(5)
D2
400
225
100
900
400
0
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
Nominal
Mean
80
65
60
75
70
55
55
80
65
65
65
75
60
60
75
60
50
70
75
80
60
50
65
1845
63.62
85
60
65
90
70
50
60
70
65
65
70
70
70
75
85
75
70
75
85
80
70
60
80
2100
72.41
5
-5
5
15
0
-5
5
-10
0
0
5
5
10
15
10
15
20
5
10
0
10
10
15
235
8.10
25
25
25
225
0
225
225
100
0
0
25
25
100
225
100
225
40
25
100
0
100
100
225
4015
138.44
.
.
=
=
c. The Degree of Freedom (df)
According to Crowl (1996:180) “To determine if
the t value is statistically significant, it is first
necessary to determine how many df there are.” The
df are determine by taking the number of pairs of
subject minus 1. In this case, there are 29 pairs of
subjects. Consequently the df= 29 – 1 = 28.
The t values for df = 28 are 2.05 for a nondirectional hypothesis.
d. Data Interpretation
After analyzed the data and collect them using
one tailed t test formula on 0.05 level of significant,
the t value of data above is 5.03 and the degree of
freedom is 28, so, the t critical value is 2.05.
Based on the data from the test above, it is clear that t
value is higher than t critical value. It was based on
the criteria:
If t-observed > t-critical value, H (alternative
hypothesis) is accepted
If t-observed < t-critical value, H (alternative
hypothesis) is rejected
In fact, t-observed > t-critical value (5.03 – 2.05),
so the alternative hypothesisis accepted.
(Hatch and Lazaraton, 1991:225)
Based on the criteria, the writer came to
conclusion that there were some significant
differences between the students’ achievement in
teaching reading comprehension by using
communicative approach and without any method or
approach. Beside the communicative approach has
aroused the motivation of the students’ interest, it
surely that the communicative approach affected the
students’ achievement in English.
)
8.10
)
8.10
(
8.10
1.61
From the formulation above, the result of t-test is
5.03.
(∑ )
(
√2.59
= 5.03
=
=
8.10
=
b. Research Data Analysis
1) Calculating the t Test for Non-Independent (or
Correlated) Means
Crowl (1996:174) formulate the t test for nonindependent means as followed:
(
8.10
=
From the table above, we can see that the
summation of pre-test is 1845 and the mean of pretest is 63.62. Meanwhile, the summation of post-test
is 2100 and the mean of post-test is 72.41. The mean
of differences between the two sets of scores is 8.10
and the squared difference between the scores of one
person is 4015.
∑
8.10
=
)
2. Discussion
4
The
differences
of
teaching
reading
comprehension after using the communicative
approach and before the communicative approach are
caused by the difference of assessment process at that
class.
From the result above, the writer summarized that
use of teaching reading comprehension using the
communicative approach could be applied in
teaching reading comprehension because there is a
significant difference students’ post-test score of
before and after communicative approach.
Similar result were seen when t test revealed a
significant for the list, the t value of data above is
5.03 and the degree of freedom is 28, so, the t critical
value is 2.05. It is means that the hypothesis is
accepted.
From the explanation above, the writer concluded
that in this research the use of the use of the
communicative approach can develop the students’
reading comprehension mastery.
2. The teacher should be able to increase the
students’ interest in reading by giving
motivation,
guidance,
achievement,
and
stimulation in their teaching and learning
activity.
3. For the schools, it is expected that they provide
the media needed for teaching English,
particularly for those who concern the
improvement of reading comprehension.
4. For the students, they should always increase
their interest in reading to improve their ability in
reading comprehension.
E. Bibliography
Brown, H. Douglas. 2000. Principle Language
Learning and Teaching. San Fransisco: Longman
Inc
Crowl, K.Thomas. 1996. Fundamental of
Educational Research Second Edition, USA:
Times Mirror Educational Group Inc
Larsen, Diane and Freeman, 1986. Techniques and
Principles in Language Teaching.UK: Oxford
University Press
Richards, Jack C. 2006. Communicative Language
Teaching Today. New York: Cambridge
University Press
D. The Conclusions and Suggestions
1. Conclusions
The Based on the findings and discussions, it can
be concluded as follows:
a. The students’ ability based on the writer’s
observation in reading comprehension at SMK
Bina Bangsa I Surade was still weak. They still
were not very interested in reading. However, the
expected condition is the students can understand
of reading texts. It was proved by the results of
pre-test score of reading comprehension test
shows that mean of pre-test is 63.62
b. After the students got reading comprehension
using the communicative approach, their
achievement of reading comprehension was
increased. The result shows the mean of posttest
is 72.41. The results of the analysis of nonindependent means t-test Teaching Reading
Comprehension Using Communicative Approach
to the students of SMK Bina Bangsa I Surade
Class XI Automotive are the t value or t observed
is 5.03, meanwhile the t critical value is 2.05. It
is means that the t observed was higher than the t
critical value (t observed >t critical). It means
that alternative hypothesis as accepted.
2. The Suggestions
In this chapter the writer presents some
suggestions for English teachers as follows:
1. The teacher of English at Senior High School
should be creative in selecting interesting
methods and media in teaching learning-process.
The appropriate method, approach and technique
will help the teacher in order to provide the target
or the goal of the curriculum.
5
AT SMK BINA BANGSA I SURADE CLASS XI AUTOMOTIVE
Reni Irma Yuniarti
Reg No: 10220236
E-mail: reni.irma83@yahoo.com
Student of English Study Program of STKIP Siliwangi Bandung
ABSTRACT
The objectives of this research entitled “Teaching Reading Comprehension Using the Communicative Approach
at SMK Bina Bangsa I Surade Class XI Automotive”, are to find out how well the students’ reading
comprehension is, and to find out how far the communicative approach can develop the students’ reading
comprehension. The research methodology used in this research is a quantitative research and pretest-posttest
design. The instrument used in this research is pretest and posttest. The data of this research was collected by
giving pretest and posttest to the student sample. The data was analyzed by using the T-test formula. The result
of data analysis showed that the mean score of pretest is 63.62 and the mean score of posttest was 72.41. The tvalue was 5.03. The t-critical with degree of freedom (df) 28 and level of significance at 5% (0.05) was 2.05. Based
on the data analysis, it is clear that the t-value was higher than t-critical (5.03 > 2.05). So, the alternative
hypothesis is accepted. It is also means that the teaching reading comprehension using the communicative
approach was effective to increase the students’ reading comprehension mastery.
Key words: Communicative Approach/CLT, Reading Comprehension
Indonesia, English language has been introduced
as a foreign language in Elementary School,
Junior High School, Senior High school, and
University level.
In relation to the English language learning in
teaching in classroom, reading in foreign
language is in early stage of language learning in
order to expand students’ knowledge. It is a way
to motivate students to learn about
language.Reading is one of the important ability
in learning and teaching of language next to
language. It is a bridge to understand some or
more things and through language we got also
the information that we need.
Based on the previous study at SMK Bina
Bangsa I Surade, the writer found that the ability
of students in reading comprehension is still
weak. However, the expected condition is that
the students can understand the reading texts.
Therefore, teaching English as a Foreign
Language must be given more attention to know
how to be able to communicate. In this case,
communicative approach seems to be good for
language learning. Related to the condition
above, the aims of this research are to find out
A. Background of the Study
Language is an important device and a very
beneficial tool for human being to communicate with
other people. By using language, people can talk and
understand each other. They can communicate with
other group of people or nations. A successful
communication needs communicative language
media (communicative competence) that have rules
and norms, which should be carried out in
communication. Brown (2000:5) states that
“Language is a system of arbitrary conventionalized
vocal, written or gestural symbols that enable
members of given community to communicate
intelligibly with one another. Language is systematic
and a set of arbitrary symbols. The symbols are
primarily vocal, but may also be visual. They have
conventionalized meanings to which they refer.”
Richards (2007:2) states that “English is the
language
of
globalization,
international
communication, commerce and trade, the media
and pop culture, different motivation for learning
it comes in to play.” English is no longer viewed
as the property of the English-speaking
countries, but it is an international commodity
sometimes referred to as World English or
English as an International Language. In
1
approach to learning. Teacher now had to assume
the role of facilitator and monitor. Rather than
being a model for correct speech and writing and
one with the primary responsibility of making
students produce plenty of error-free sentences,
the teacher had to develop a different a view of
learners’ errors and of her/his own role in
facilitating learning.
2) Larsen and Freeman (1986:131) state that “The
teacher is the facilitator of his/her students’
learning. He is a manager of classroom activities.
In this role, one of his/her major responsibilities is
to establish situation likely to promote
communication. Students are, above all,
communicators. They are actively engaged in
negotiation meaning – in trying to make they
understood – even when their knowledge of the
target language is incomplete. They learn to
communicate by communicating.”
From the definitions above, it can be concluded
that the teachers and learners in the classroom are;
the teachers are facilitator and monitor, where they
facilitate the language learning. Then, learners are as
participation, when they participate in classroom
activity.
how wellthe students’ reading comprehension is,
and to find out how far the communicative
approach candevelop the students’ reading
comprehension.
B. Theoretical Foundation
1. Definition of Teaching
According to Brown, (2000:7) “Teaching is
showing or helping someone to learn how to do
something, giving instructions, guiding in the
study of something, providing with knowledge,
causing to know or understand.” He further says
that teaching is guiding and facilitating learning,
enabling the learner, setting the conditions for
learning. Our understanding of how the learner
learns will determine our philosophy of
education, teaching style, approach, methods,
and classroom technique.
This research focuses on teaching reading
comprehension. Teaching reading foreign language
or second language contexts is gaining more and
more attention, as evidenced by the numerous
professional resource books on the topic. This
increasing attention is welcome, for reading can be
one of the major focuses of learning a second or
foreign language (Day: 1993).
c. The Techniques in the Classroom Activities
Richards (2006:14-15) explains classroom
activities in Communicative Language teaching as
followed:
1) Accuracy Versus Fluency Activities
2) Mechanical, Meaningful, and Communicative
Practice
3) Information – Gap Activities
4) Jigsaw Activities
5) Task – Completion Activities
6) Information – Gathering Activities
7) Opinion – Sharing Activities
8) Information – Transfer Activities
9) Reasoning – Gap Activities
10) Role Plays activities.
In this case, the writer decided to use the “Role –
Plays Activities” as a technique in teaching reading
comprehension, because “Role – Plays Activities”
give students opportunity to practice communicating
in different social contexts and different social roles
1. Teaching Methodology
In this research study, the writer used the
communicative approach or the communicative
language teaching as a method in her teaching
learning process.
a. Communicative Approach/Communicative
Language Teaching (CLT)
Based on Larsen and Freeman (1986:131), “The
communicative approach is an approach which has a
goal to have one’s students become communicatively
competence.” While this has been the stated goal of
many other methods, in the Communicative
Approach the notionof what it takes to be
communicatively competence is much expanded.
Then, Richards (2006:2) says in Communicative
Language Teaching Today says “CLT sets as its
goals the teaching of communicative competence.”
2. Definition
of
Reading
and
Reading
Comprehension
According to Moyle (1968:25), “Reading is
strategies employed to encourage the reader to the
read with expectancy and anticipate the author’s
though.”
Meanwhile, Biemiller and Boote (2006) state that
“Reading comprehension is the level of
understanding of a text. This understanding comes
b. The Role of Teachers and Learners in the
CLT Classroom
The followings are definitions of the teacher and
learner’s role propose by some experts:
1) Richards implied (2006:5) new roles in the
classroom for teachers and learners. Learners now
had to participate in classroom activities that were
based on a cooperative rather than individualistic
2
from the interaction between the words that are
words that are written and how trigger knowledge
outside the text.”
For collecting the data, the writer used one-group
pretest and posttest designs through following the
steps:
a. Pretestof reading comprehension material
b. Posttest of reading comprehension material
c. At last, the writer made a list of the students’
score of reading comprehension material both in
pre-test and post-test to be analyzed later.
2. Research Methodology
This part discusses the research methodology.
1.
Research Design
In the research design, the writer used preexperimental method with one group pretest and
posttest design as her research designs, because in
her research only took one group and the comparator
group did not exist.
6. Research Data Analysis
According to Crowl (1996:174), “the t test for
non-independent means is the appropriate for
analyzing two sets of data from the same group of
people”. In this case, the writer analyzed one group
to get the data before treatment and after treatment.
So, the appropriate formula is the t test for nonindependent (or correlated) means.
Crowl (1996:179) calculated the t test for nonindependent (or correlated) means as followed:
2
Research Method
This is a quantitative research, which relies on
quantitative data based on computation and
measurement. “Quantitative research methods are
used to examine questions that can be answered by
collecting statistically analyzing data that are in
numerical form” (Crowl, 1996:10). The data
measured are in the form of numbers.
The method of the research is pre-experiment.
Pre-experiment is the simplest form of research
design. In a pre-experiment either a single group or
multiple groups are observed subsequent to some
agent or treatment presumed to cause change. It was
meant to find out the level of significance of the
treatment (communicative approach) on students’
achievement in her research. The test was given to
the students twice, before treatment and after
treatment to measure the influence or benefit of the
treatment in teaching reading comprehension.
=
∑
(
(∑ )
)
Where
= The mean difference between the two
groups
∑
= Summation (Sum Up)
= The difference between the scores of one
person
= The squared difference between the scores of
one person
∑
= Square each difference and sum the squares
(∑ ) 2 = Sum the differences and square the sum
= The number of differences
The formula is used to find out the significant
difference between the two scores.
3. Research Population and sample
Crowl (1996:8) states “populations are groups
consisting of all people to whom researchers wish to
apply their findings”. The population of this research
is all the students of SMK Bina Bangsa 1 Surade.
The total population is 422 students.
Further, Crowl (1996:8) states “samples are
subsets of people used to represent populations”.
The sample of this research is 29 students of class XI
Automotive at SMK Bina Bangsa 1 Surade, The
sample was took by random sampling.
C. Findings and Discussions
1. Findings
a. The Results of pretest and posttest
Here are the results of pretest and posttest.
Income score then can be test use statistic, to know
what income score from pretest to posttest according
to statistic or not. Test hypothesis process of account
statistic can show as follow:
Table 1 Table Accounting sample
4. Research Instrument
The instrument used in this research is a
reading comprehension materials in collecting
the data; the writer used multiple choices items,
the total number of items is 20.
5. Research Data Collection
(1)
N
1
2
3
4
5
6
3
(2)
Pre-test
50
70
50
50
70
60
(3)
Post-test
70
85
60
80
90
60
(4)
D
20
15
10
30
20
0
(5)
D2
400
225
100
900
400
0
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
Nominal
Mean
80
65
60
75
70
55
55
80
65
65
65
75
60
60
75
60
50
70
75
80
60
50
65
1845
63.62
85
60
65
90
70
50
60
70
65
65
70
70
70
75
85
75
70
75
85
80
70
60
80
2100
72.41
5
-5
5
15
0
-5
5
-10
0
0
5
5
10
15
10
15
20
5
10
0
10
10
15
235
8.10
25
25
25
225
0
225
225
100
0
0
25
25
100
225
100
225
40
25
100
0
100
100
225
4015
138.44
.
.
=
=
c. The Degree of Freedom (df)
According to Crowl (1996:180) “To determine if
the t value is statistically significant, it is first
necessary to determine how many df there are.” The
df are determine by taking the number of pairs of
subject minus 1. In this case, there are 29 pairs of
subjects. Consequently the df= 29 – 1 = 28.
The t values for df = 28 are 2.05 for a nondirectional hypothesis.
d. Data Interpretation
After analyzed the data and collect them using
one tailed t test formula on 0.05 level of significant,
the t value of data above is 5.03 and the degree of
freedom is 28, so, the t critical value is 2.05.
Based on the data from the test above, it is clear that t
value is higher than t critical value. It was based on
the criteria:
If t-observed > t-critical value, H (alternative
hypothesis) is accepted
If t-observed < t-critical value, H (alternative
hypothesis) is rejected
In fact, t-observed > t-critical value (5.03 – 2.05),
so the alternative hypothesisis accepted.
(Hatch and Lazaraton, 1991:225)
Based on the criteria, the writer came to
conclusion that there were some significant
differences between the students’ achievement in
teaching reading comprehension by using
communicative approach and without any method or
approach. Beside the communicative approach has
aroused the motivation of the students’ interest, it
surely that the communicative approach affected the
students’ achievement in English.
)
8.10
)
8.10
(
8.10
1.61
From the formulation above, the result of t-test is
5.03.
(∑ )
(
√2.59
= 5.03
=
=
8.10
=
b. Research Data Analysis
1) Calculating the t Test for Non-Independent (or
Correlated) Means
Crowl (1996:174) formulate the t test for nonindependent means as followed:
(
8.10
=
From the table above, we can see that the
summation of pre-test is 1845 and the mean of pretest is 63.62. Meanwhile, the summation of post-test
is 2100 and the mean of post-test is 72.41. The mean
of differences between the two sets of scores is 8.10
and the squared difference between the scores of one
person is 4015.
∑
8.10
=
)
2. Discussion
4
The
differences
of
teaching
reading
comprehension after using the communicative
approach and before the communicative approach are
caused by the difference of assessment process at that
class.
From the result above, the writer summarized that
use of teaching reading comprehension using the
communicative approach could be applied in
teaching reading comprehension because there is a
significant difference students’ post-test score of
before and after communicative approach.
Similar result were seen when t test revealed a
significant for the list, the t value of data above is
5.03 and the degree of freedom is 28, so, the t critical
value is 2.05. It is means that the hypothesis is
accepted.
From the explanation above, the writer concluded
that in this research the use of the use of the
communicative approach can develop the students’
reading comprehension mastery.
2. The teacher should be able to increase the
students’ interest in reading by giving
motivation,
guidance,
achievement,
and
stimulation in their teaching and learning
activity.
3. For the schools, it is expected that they provide
the media needed for teaching English,
particularly for those who concern the
improvement of reading comprehension.
4. For the students, they should always increase
their interest in reading to improve their ability in
reading comprehension.
E. Bibliography
Brown, H. Douglas. 2000. Principle Language
Learning and Teaching. San Fransisco: Longman
Inc
Crowl, K.Thomas. 1996. Fundamental of
Educational Research Second Edition, USA:
Times Mirror Educational Group Inc
Larsen, Diane and Freeman, 1986. Techniques and
Principles in Language Teaching.UK: Oxford
University Press
Richards, Jack C. 2006. Communicative Language
Teaching Today. New York: Cambridge
University Press
D. The Conclusions and Suggestions
1. Conclusions
The Based on the findings and discussions, it can
be concluded as follows:
a. The students’ ability based on the writer’s
observation in reading comprehension at SMK
Bina Bangsa I Surade was still weak. They still
were not very interested in reading. However, the
expected condition is the students can understand
of reading texts. It was proved by the results of
pre-test score of reading comprehension test
shows that mean of pre-test is 63.62
b. After the students got reading comprehension
using the communicative approach, their
achievement of reading comprehension was
increased. The result shows the mean of posttest
is 72.41. The results of the analysis of nonindependent means t-test Teaching Reading
Comprehension Using Communicative Approach
to the students of SMK Bina Bangsa I Surade
Class XI Automotive are the t value or t observed
is 5.03, meanwhile the t critical value is 2.05. It
is means that the t observed was higher than the t
critical value (t observed >t critical). It means
that alternative hypothesis as accepted.
2. The Suggestions
In this chapter the writer presents some
suggestions for English teachers as follows:
1. The teacher of English at Senior High School
should be creative in selecting interesting
methods and media in teaching learning-process.
The appropriate method, approach and technique
will help the teacher in order to provide the target
or the goal of the curriculum.
5