The Effectiveness of Using English Teens Magazine towards Students’ Reading Interest

(Quasi-Experimental Study at the First Grade of SMA N 4 Depok)

By:

Sartika Sari

NIM: 109014000131

THE DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYA AND TEACHERS’ TRAINING

“SYARIF HIDAYATULLAH” STATE ISLAMIC UNIVERSITY

JAKARTA 2014

vi

Praise be to Allah, Lord of the worlds Who has blessed the writer in completing this „skripsi’ entitled The Effectiveness of Using English Teens

Magazine to Improve Students’ Reading Interest (A Quasi Experimental Study at the First Grade og SMA N 4 Depok). Peace and blessing be upon the Prophet Muhammad SAW, his family, his companion, and his followers.

This “skripsi” is presented to the English Education Departement, the faculty of Tarbiya and Teacher’s Training Syarif Hidayatullah State Islamic University Jakarta as a partial fulfillment of the requirements for the degree fo S.Pd. in English Language Education. In this occasion, the writer would like to thank to her beloved family, Mr. Salim Sulaeman and Mrs. Eli Alam Sari, S. Pd. I as her parents, and her younger brother Fajar for their prayers, understanding, support, and motivation.

The writer also would like to address her great honor and attitude to her advisors, Dr. Atiq Susilo, M.A and Atik Yuliyani, M.A TESOL who have sacrificed their energy and valuable time for the writer to give consultations with full of help, care guidance, and valuable advices during the writer developing this “skripsi”. Therefore, she would like to give her deepest appreciation for:

1. Nurlena Rifa’i, M.A., Ph.D, the Dean of Faculty Tarbiya and Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta.

2. Drs. Syauki, M.Pd., the Head of English Education Departement.

3. Zahril Anasy, M. Hum., as the secretary of English Education Department.

4. All lecturers of English Education who always give their motivation and valuable knowledge and also unforgettable experience during her study at Faculty of Tarbiya and Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta.

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all the laughter and tears during this study.

The writer realized that this „skripsi’ is far from being perfect. It is a pleasure for her to receive some suggestion and criticizes from the reader for valuable improvement.

Jakarta, Januari 2014

viii

English Education Departement at Faculty of Tarbiya and Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta, 2013.

Keywords : Students' Reading Interest, and English Teens Magazine

The objective of this study is to find out the empirical data concerning whether English teens magazine as reading material is effective towards students’ reading interest. This study was held in December 2013 at SMA N 4 Depok. The method used in this study was quantitative method in the design of quasi experimental study. The sampling technique used in this study was purposive sampling. The writer took two classes as the subject of this study that were experimental class and controlled class. The writer had compared the questionnaire score of before treatment was given and after the treatment was given. The gain score of questionnaire from the treatment class was 24.8 and for the control class was 3.42. The score of questionnaire from the treatment class had been progressed; the affective aspect of reading interest. It can be seen by the category of questionnaire score; it was Quartile III < Score < Maximum (79.66 < 74.55 < 81). For the reading achievement as a cognitive aspect was analyzed using T-test formula. The result of calculation showed that in the significance degree of 5%, the value of t-test (to) > t-table (tt) (28.91 > 1.991). According to the criteria of the test, the result showed that there is a significant difference between

students’ reading interest by using English teens magazine as reading material and without English teens magazine. It means that the English teens magazine is effective and applicable at the first grade of SMA N 4 Depok towards students’ reading interest.

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2013/2014. Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah, 2013.

Kata kunci : Minat Membaca Siswa, dan Majalah Remaja Bahasa Inggris Tujuan penelitian ini adalah untuk menemukan data empiris mengenai apakah majalah remaja Bahasa Inggris efektif terhadap minat atau ketertarikan membaca siswa dalam belajar Bahasa Inggris. Penelitian ini telah dilaksanakan pada bulan Desember 2013 di SMA N 4 Depok. Metode yang digunakan dalam penelitian ini adalah metode kuantitatif dengan desain penelitian kuasi eksperimen. Teknik pengambilan sampel yang digunakan yaitu purposive sampling. Penulis menggunakan dua kelas sebagai subjek penelitian, yaitu kelas eskperimen dan kelas kontrol. Instrumen yang digunakan dalam penelitian ini adalah angket dan reading comprehension test. Penulis telah membandingkan rata-rata nilai angket yang telah diperoleh. Hasilnya menunjukkan gained score sebesar 24.8 untuk kelas eksperimen dan 3.42 untuk kelas control. Rata-rata nilai angket yang diperoleh mengalami perbedaan yang signifikan di kelas eksperimen. Hal ini dapat dilihat dari kategori skor angket Kuatil III < Skor < Maksimum (79.66 < 74.55 < 81). Analisa data untuk aspek kognitif menggunakan rumus T-test. Hasil dari perhitungan menunjukkan bahwa dalam taraf signifikansi 5%, hasil t-test (to) > t-table (tt) (28.91 > 1.991). Berdasarkan kriteria pengujian, hasil tersebut menunjukkan bahwa terdapat perbedaan signifikan antara prestasi siswa dengan diberi materi pembelajaran dengan menggunakan majalah remaja Bahasa Inggris dan tanpa diberi materi pembelajaran menggunakan majalah remaja Bahasa Inggris. Dengan demikian dapat disimpulkan bahwa majalah remaja Bahasa Inggris efektif digunakan dan dapat diterapkan di kelas X SMA N 4 Depok terhadap minat atau ketertarikan membaca siswa di pelajaran Bahasa Inggris.

1

A.

Background of the Study

Language is one of the culture products which cannot be separated from human life. Through the language we can deliver the thoughts, interact with each other, and express the ideas or opinion. Nowadays, English is one of languages that most widely used in the world. As Jack Richard and Theodore S. Rodgers stated that, “Today English is the language which is the most studied widely as a foreign language in the world; five hundred years ago, Latin was the dominant language of education, commerce, religion, and the government in the western world.”1

It can be seen from the usage of English in science, technology, politics, culture, art as well as creating relationship with other nations.

Realizing the importance of English, Indonesia as one of the developing countries put English as a compulsory subject matter in its educational curriculum. Since 1968, English has become the first foreign language that should be taught formally to all Indonesian students, starting from Junior High School up to college or university level. This is based on the Decree of the Minister of Education and Culture No. 096 of 1967 which stated:

1. English is the first foreign language to be taught formally starting from Junior High School up to university level

2. The aim of English teaching is to develop students’ communicative competence

3. English competencies to be developed comprise reading, listening, writing, and speaking.2

As have been stated on the decree previously, there are four language skills that have to be mastered by students in learning English. They are reading, listening, writing, and speaking. Reading and listening are called receptive skills, since they only receive the world without producing the words. Speaking and

1

Jack C. Richard and Theodore S, Rodgers, Approach and Methods in Language Teaching Description and Analysis, (Cambridge University Press, 1986), p.1

2

writing are called productive skills because those skills produce words in different ways. By producing the words they can express their feeling or message in verbal or non-verbal. As one of four language skills, reading has own characteristic. Reading provides some activities to help the reader comprehend the written expressions.

Reading can open up a new world for the students; it enables to gain new knowledge and enjoy many kinds of literature, magazine, newspaper. This is in line with the statement of Mariane Celce Murcia, Reading is very essential for us in order to increase our knowledge. Even in this modern age of multimedia and high-tech environment, it is still the case that most of us rely on our reading ability in order to gain information or expand our knowledge.”3

The ability to read for the students will give a great deal of advantages in their life, but mastering English reading is not easy. Based on the writer’s observation at the first grade of SMA N 4 Depok on 22nd November 2012, there are some problems faced by the students in reading activities. The writer did the observation with the multiple choice test which consist some reading text. The reading text adopted by the students’ textbook. The score of students’ reading test was bad. There were happened because some factors. The first factor was the students’ lack of vocabulary mastery. If the students did not have enough vocabulary, it would be difficult for them to comprehend the reading text. Second, students are less interested in reading. It could be identified from their attitude toward the text they read, such as they have not curiousity to read and they do not have attention to explore more details information from the text. Finally, the last problem was related to reading materials.

Teachers usually asked the students to read the entire page by reading it loudly and the topic is sometime not related with the students’ age, such as about old history, science, bussiness, etc.. Then teachers explained the difficult words if there was any. If not, they asked the students to answer certain questions which were related to the text, this way of teaching was not interesting for the most

3

Mariane Celce Murcia & Elite Olshtain, Discourse and Context in Language Teaching, (Cambridge: Cambridge University Press, 2000), p. 118

students. It can be seen the students did not get the information from the reading text which the teacher has been given before. One of the causes is the the techniques or strategies of teaching reading were not following such kind of interesting reading techniques and the reading material..In the other words, teachers could not attract the students’ interest in reading. As a result, students felt reluctant to read even did not understand the text optimally.

From the third factors which make students got the bad score in reading was uninteresting of students in reading material. The reading materials which teacher used in the classroom was textbook. The teacher did not adopted the other source beside from textbook Interested students will be considered constant and is accompanied with pleasure. The lack of interest may result in the students dislike the reading material that there is so difficult to understand the content of these reading and the last students get low score.

One of the way teachers’ strategies to make students’ interest in reading is preparing the interesting reading material. The materials of reading could be interested to read such as newspaper, comic, English magazines and so on. One of the magazines that could improve the students’ interest in reading is teens magazine, because Teens magazine consists of fashion about teenagers, information about music, and hot news about teenagers’ life.

Based on the explanation and problems above, the writer is interested to find out the third factor from the observation which made the score of the students’ reading test bad. The factor is reading material. The writer intends to conduct quasi-experimental research entitled, “The Effectiveness of Using Teens English Magazine towards Students’ Reading Interest at the First Grade of SMAN 4 Depok.”

B.

Identification of Problem

Based on the background of study above, the writer identify some problems as follow:

1. Students are difficult to comprehend the whole content of the text because they are lack of the vocabulary

2. Teachers’ way in reading are traditional ways.

3. Students are lack of interest in reading because the reading material are boring

C.

Limitation of the Problem

As mentioned on the background of the study above, the English Teens Magazine is one of the alternative solutions that can be used by the teachers in reading in the classroom, the problem is limited on the effectiveness of the several English teens magazines, such as High and Teens, Cool and Smart, and Seventeenth, towards students’ reading interest. In addition, the writer focuses on the students at the first grade of SMAN 4 Depok.

D.

Formulation of the Problem

The formulation of the problem in this research based on the limitation of the problems above is “Is the use of English teen magazine as the alternative learning media for reading will be effective towards the students’ reading interest?”

E.

Objective of the Study

Based on the formulation above, the objective of the study is to find out the usage of English teen magazine as the alternative learning media for reading will be effective towards the students’ reading interest.

F.

Significance of the Study

There are some significances of this research:

1. For the writer; the result of the study is expected to give a description about the use of teens magazine in improving students’ reading interest 2. For the English teacher; this research will help the teacher to present the

easier teaching aids as well as the interesting way

3. For the students; to improve students’ interest in reading by using English teens magazine and the students will be more active in learning reading in the classroom.

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In this chapter, the writer discussed and elaborated some theories which related to the study. The discussion focuses on the reading interest, and English teens magazine.

A.

Interest

1. The Definition of Interest

Interest is the second factor which determines as attitude in working or studying actively. Learning process will run well, if the students have an interest. Arden N. Frendsen said, “Interest is a condition response of pleasure or satisfaction which accompanies intellectual’s consideration of something or ideas or participation in some activity”.1

Hilgrad argued that interest is situation or condition of paying attention and enjoying in some activities and contents.2 This definition tells us that an interest is shown by paying attention and enjoyment in any activity.

Suzanne Hidi defined interest as, “A unique motivational variable, as well as a psychological state that occurs during interactions between persons and their objects of interest, and it is characterized by increased attention, concentration and affect.”3_{It means that interest can influence the students’ mindset become positive} in learning process. The positive mindset gives more attention and concentration for the students in certain subject matter.

1

Arden N. Frendsen, How Child Learning, (New York: Mc. Grow-Hill Book Company Inc. 1957), p.191

2

Slamento, Belajar dan Faktor-Faktor yang Mempengaruhinya, (Jakarta: Rineka Cipta. 1991), p. 57

3

Suzanne, Hidi, Interest: A unique motivational variable, Educational Research Review, 1(2), 2006, p. 70

That statement is parallel with Hidi in the other paper argued that interest is the monitor in establishing all of activities or information what we want or what we select.4 It means when we are interested, we are attentive and focused of object or activity that make us interest. The students will study regularly or effectively and they will success if they have a high interest.

David R. Stone and Elvin C. Nielson said, “On personal is a positive interest that will increase the chance for success.”5

According Hurlock interest is the result of the motivation which can convey the people to do and to choose all activity that they want.6 It means that, in teaching learning process, the teacher should not only transfer knowledge to the students but they should also increase their interest in learning in order that they want to learn harder and have motivation to learn.

Based on the statements above, interest is one of the psychological items which has an important role in a human beings especially in education. Learning process will go well if someone has an interest. The student who has an interest in learning a subject matter, will comprehend the material at a deeper level than the student who has not.

2. The Kinds of Interest

Interest is divided into two parts; there are personal interest and situational interest.

a. Personal Interest

Personal interest comes from people themselves. Thus, a person’s interest can also be triggered by a visual stimulus such as a play object, or viewing a picture, an auditory stimulus such as hearing a conversation, or a combination of visual and auditory stimuli like a TV show.

4

Suzanne, Hidi, Interest, Reading, and Learning: Theoretical and Practical Considerations, Educational Psychology Review, Vol. 13, No. 3, 2001, p. 159

5

David R. Stone and Elwin C. Nielson, Educational Psychology, (New York: Harper and Row Publisher, 1982), p. 165

6

Elizabeth B. Hurlock, Child Development, Sixth Edition, (New York: McGraw Hill Book Company, 1978), p. 420

According Urdan and Turner, “Personal interest is a more stable personal disposition toward a specific topic or domain.”7 That statement is in line with Susan, “Personal interest is a person’s ongoing affinity, attraction, or linking for domain, subject area, topic, or activity”.8 This definition tells about personal Interest usually is assumed to be directed toward some specific activity or topic, such as a particular interest in sports, science, music, dance, or computers. In contrast to curiosity, this is assumed to be characteristic of the person that more diffusely directed, such as someone who is generally curious about many things.

b. Situational Interest

Situational interest is different on personal interest. The situational interest can be influenced by environment; it does not come from people themselves. Situational interest, in contrast of personal interest; it can change quickly and depends on the current situation. Beside that, Schraw and Lehman said, “Situational interest; a person’s current enjoyment, pleasure, or satisfaction generated by the immediate context.”9

It can be concluded that the situational interest should be adopted to describe all environmentally-triggered interest.

The similarity between personal and situational interest are; First, both situational and personal interest results in the psychological state of interest that involves increased attention and cognitive functioning, persistence and has an affective component. Second, personal and situational interests emerge from the interaction of the person and certain aspects of the environment and are content specific. And the differences between personal and situational interest is the personal interest tends to focus on individual differences, whereas the situational interest centers on

7

Dale H. Schunk, Paul R. Pintrich, Judith L. Meece, Moticvation in Education: Theory, Research, and Applications third edition, (New Jersey: Pearson Education, Inc., 2008), p. 210

8

Ibid., p. 309

9

Paul Eggen and Don Kauchak, Educational Psychology; Windows on Classrooms, (New Jersey: Pearson Education, Inc., 2010), p. 309

creating appropriate environmental settings to create interest and motivate learning.

Students’ reading interest is one of the examples of situational interest. According to Krapp:

"Situational Interest is the psychological state of being interested in the task or activity. Thus, reading researchers have studied situational interest by investigating interest on the part of readers. There are many different features of text that can generate interest, such as novelty, surprise, complexity, ambiguity, and inclusion of certain types of themes.”10

Based on the statement above reading interest is one part of situational interest. Reading interest depends on the context, such as reading material and reading material contains of texts. The texts should have the characteristics; they are novelty, ease of comprehension, and more meaningful contexts. The students may have a high interest during they assume the text is interest.

3. Reading Interest

Students’ reading interests were defined by how often students read about things they are passionate about, spend their free time, and what they are interested in. Why and what they read or do not read were also considered when examining their reading interests. There are two aspects that can influence the reading interest; cognitive aspect, and affective aspect.

1. Cognitive Aspect

The cognitive aspect is based on concept that children develop in the areas related to the interest. The cognitive aspect of children’s interest in reading, for example, is based on their reading concepts.11 If the students thought that the reading is a good way to learn something and to know many knowledge or information, it may be increase their knowledge itself. Otherwise, if the students thought that reading is not a good way to learn

10

Krapp, A., Hidi, S., & Renninger, K. A., Interest, Learning and Development, (New Jersey: Erlbaum, 1992), p. 24

11

Elizabeth. B. Hurlock, Child Development, (Singapore: McGraw-Hill Book Company, 1978), p. 422

something and it is a boring activity, their reading concept assume that reading just a tedious activity.

Concept that make up the cognitive aspect of reading interests are based on personal experiences and what is learned in the house, the school, and the community and from different forms of mass media. For those sources people read what will satisfy their needs and what will not. Beside concept, the age and reading achievement have important role in cognitive aspect. The age and reading achievement of readers decide readers’ interest in choosing book or theme that they will read.

a. The age, for example the adolescents need for connection to a topic. They use informational text for personal purpose to locate information about a topic in which they are interested. Adolescents will choose the theme of the reading which related in teenagers’ world, such as fashion, entertainment, gossip, sports, true story, and the others.

b. The reading achievement can be successful if the students have abilities to comprehend the reading text. It can be seen in identifying main idea and major details, drawing inferences, summarizing, and identifying keywords.12

2. Affective Aspect

The affective aspect is the concept that makes up the cognitive aspect of reading interest which is express in attitudes toward the activities interest give rise to. Like the cognitive aspect, the affective aspect is developed from personal experiences, from attitudes of significant people like teachers or peers, and material that influenced the reading interest itself.

a. Teacher

Teacher is not only a person who facilitates the students to get knowledge, but also as a motivator who has to motivate students to do learning activities such as in reading activities and to provide all the

12

Gina Paul and Steve Verhulst, Improving the Reading Comprehension Skills of Minority Adults from Educationally Disadvantaged Backgrounds, Journal of Adolescent & Adult Literacy 54 (2), 2010, p. 134

material for those activities. Teachers can increase reading interest through employing several strategies. They are:

 Develop learning activities in reading that focus on real-world applications

 Personalize content by linking topics to students’ lives  Promote high levels of student involvement

 Provide concrete examples

 Make logical and coherent presentations

 Give students choices when the opportunity arises.13

The teachers should improve students’ reading interests by selecting materials. In selecting materials, topic is an important part to make students interest in reading. The interest topic may bring out students in paying attention and comprehension to the topic. Seymour and Walsh in Eggen listed several ways for the teacher in increasing students’ reading interest in the classroom with these some instruction. They are:

 The topics selected for reading assignments

 The freedom allowed students in selecting materials and the degree of guidance they require

 The effort required to enhance student motivation to read and build confidence in their literacy skills

 The range of reading strategies to be taught, practiced, and assessed.14

Based on the Seymour and Walsh statement that teacher has an important role in choosing and preparing reading materials in the class. Teacher has to select the interest topic which is suitable in curriculum. It can be used to prevent the boring situation in the classroom.

13

Paul Eggen and Don Kauchak, Educational Psychology; Windows on Classrooms, (New Jersey: Pearson Education, Inc., 2010), p. 310

14

John S. Hedgcock, Dana R. Ferris, Teaching Readers of English Students, Texts, and Contexts, (New York: Routledge, 2009), p. 123

b. Reading material

Many reading materials can use in reading activities in the classroom, such as textbook, newspaper, journal, magazine, and the others. Those reading materials offer some topics that can we use to read; there are interesting topics or boring topics. It depends the reader to decide the interesting or not of the topics. Grabe and Stoller stated that, “Everyone agrees that students are likely to read more if they are interested in the topics of their assigned readings”.15

The influences of interest in reading can be seen in the topic interest. Hidi stated that, “Well-developed individual interest in an area may help individuals to cope with relevant but boring texts or presentations, and situational interest elicited by texts or presentations may maintain motivation and performance even when individuals have no initial interest in the topic.”16

The topics or the texts for the reading should be appropriate for the students’ ages. Most adolescents get the material they read in their leisure time from their homes, classes, and school and public libraries. According Hedgcock and Ferris, “Adolescent students’ have a need to connect their prior knowledge and experiences to what they are learning; they have extremely high needs for relevance.” 17 The relevant text means that the text which has relation between the students’ knowledge and their previous experience. The students want to know how a text or a subject matter relates to their real word and their prior learning. In making choices about what they read, students enjoy reading periodicals and stories about people like them or students’ world. It is important to foster this enjoyment because periodicals such as magazines are legitimate or real reading materials.

15

Grabe, W., & Stoller, F. L., Teaching and researching reading, (Harlow: Longman/Pearson Education, 2002), p. 239

16

Suzanne, Hidi, Interest, Reading, and Learning: Theoretical and Practical Considerations, Educational Psychology Review, Vol. 13, No. 3, 2001, p. 160

17

John T. Guthrie, Engaging Adolescents in Reading, (Thousands Oaks: Corwin Press, 2008), p. 11

The cognitive and affective aspects of reading interest have connection each other. Reading interest appears in text of reading. It happens when the students use learning strategies and quality of their learning experiences. According to Schiefele in Sonja students who have a higher interest in a text, they will process it at a deeper level, elaborate it better, become more critical about the content, and devote more time to its processing.18 The writer can conclude that interest influences students' reading goals. If the text is interesting for them, they accept reading as a means of goal achievement, as a way of seeking information, and as enjoyment.

Based on the concepts stated above, the writer can infer that students will not decide to read, although they feel competent enough, if their reading task does not satisfy at least one of the following requirements. The requirements are interest (the task has to be interesting for them), value for achievement (the accomplishing of the task has to have some personal value for them) and usefulness (the acquired knowledge has to have transfer value for their life).

B.

Textbook

Nowadays there are so many reading texts of written English materials that we can find. Yet, what becomes the main medium of materials in class and most teachers use is Textbook. As stated by Don Snow about the textbook role

“Of course textbooks are not the only kinds of materials used in English course; there are also a variety of audio or visual materials and even computer software programs that serve as the material for English course. However, even when such materials are available, they are often accompanied by textbook, and great many English courses around world are still based first and foremost on textbook”.19

From this statement, we can see that though nowadays there are so many teaching sources that the teachers can use as their teaching and learning activity and materials, yet teachers still usually use textbook. Textbook is used by the

18

Pecjak, Sonja, Dimension of Reading Motivation and Reading Achievement, Studia Psychologica 48.1, 2006, pp. 11-30

19

Don Snow, From Language Learner to Language Teacher: An introduction to teaching English as a foreign language (Crofton: Teachers of English to Speaker of Other Languages,Inc., 2007), p. 44

teacher as their tool to get and support their learning purposes. The chosen of the textbook has to be wisely so that the learners will get the comprehension easily. In addition, materials of the textbook have to be the main consideration of the textbook selection. The contents (or the reading text especially), has to be written to the students level. Teachers hardly used the others reading materials beside textbook. Whereas according Hedgcock and Ferris, textbooks have some drawback for the students, they are:

a. A textbook’s content and apparatus might not match a course or student proficiency levels.

b. The approach, content, and apparatus of a textbook may not suit the interests, needs, or expectations of a particular learner cohort.

c. Published textbooks may focus too much or too little on narrow dimensions of reading and literacy.

d. Reading selections, exercises, activities, and visual enhancements may be inauthentic, unappealing, or too tightly controlled (graded) for length and lexical complexity, leading to boredom and low motivation on the part of students.

e. Some textbooks rigidly follow a mechanical, linear order, making it difficult to deviate from the prescribed sequence.20

From the explanation above that textbooks are too difficult. It may discourage students and pose problems for the teacher. The textbook included of task types which is poorly suited to student knowledge, such as too many or too few vocabulary-focused activities and critical reading tasks are too narrow.

C.

English Teens Magazine

1. The Definition of English Teens Magazine

Magazine is a discrete publication containing a variety of articles and images, that is not a newspaper, book, or catalogue, and has a regular publishing schedule.21 English magazine is one of the kinds of magazines. McRobbie said

20

John S. Hedgcock, Dana R. Ferris, Teaching Readers of English Students, Texts, and Contexts, (New York: Routledge, 2009), p. 137

21

that, “English Teens magazine are forms of social control that create limited and constrained options for young women.”22

There are some superiority of magazine:23 Table 2.1

Superiority of Magazine

Criteria Magazine

Appearance magazines: glitzy cover; glossy paper; lots of color photos & graphics

Audience general public

(often sold in stores & on newsstands) Content usually short unsigned articles without

bibliographies

written by magazine/newspaper staff or by freelance writers

Accountability general editors of magazine/newspaper review articles

Purpose primarily to produce profit for publisher; also may be to sell ad products, entertain, promote point of view, provide information

Other each issue starts with page one

The writer can conclude that English teens magazine as the verbal media for all age of readers especially teenagers’ reader which has the purpose to entertain and give information. The reader also can find the English teens magazine easily in bookstore and newsstand. English teens magazine has a glitzy cover, glossy paper, lots of graphics and colors which make the readers interest to read just see from the cover. There are many information or news which is used by English teens magazine; sport, entertainment, tips, short story/true experience, and music. For some English teens magazine provide the grammatical rule, and

22

Bonny Norton, When is teen magazine not a teen magazine?, Journal of Adolescent and Adult Literary, 2002, p. 296

23

How to Do Research: In the Library and Beyond : A Guide for Students by Marian Weston http://fitnyc.libguides.com/content.php?pid=105927&sid=1624612 (It is accessed on 13th January 2013)

expression of something (agreement, certainty, accepting and rejecting ideas) for the reader, especially for the students.

2. The Characteristics of English Teens Magazine

The magazine often took place in relaxed places. Although the reader was often alone, in a private place, this was not always the case. The magazine itself could be sufficient to create a private ‘mood’ that protected the reader from intrusion. In matching their mood to their choice of what to read, people can of course select not only a specific magazine but also the kinds of item within a given magazine. Depending on mood, need and context, we take from a magazine what we want, when we want it – whether it is ideas, information, advice, inspiration, escapism or relaxation.

Beside that, magazines can also be used as the reading material in the classroom especially teens magazine because they have many pictures which related the adolescent students’ world. According to Hughes-Hassell & Lutz in Smith, “The pictures in the magazine can help to increase the fluency and comprehension levels of adolescents, and periodicals such as magazines are more socially acceptable among their peer group than traditional books.”24 There are some criteria of English teens magazine:

a. Intellectual access (previous knowledge of content or of literary conventions needed by the reader to make sense of the text).

b. Physical access (time and work required before the reader can lay hands on the book itself).

c. Length of time required or degree of cognitive and emotional commitment required by the book itself (easy quick read vs. long demanding read).25

English teens magazine has a bright, colorful, and attention grabbing features in there. Those criteria make students, especially adolescents, interest to

24

Nichole Lynnette Smith, A Study of Middle Grades Students’ Reading Interests, Habits, and Achievement, (University of North Carolina: Chapel Hill, 2009), p. 26

25

Ross, C. S., Reader’s advisory: the complete system: a model for the process of choosing a book for pleasure Handout for Public Library Association Spring Symposium, Chicago, II. Retrieved July 15, 2003, p. 9 from http://www.sjrlc.org/RAhandouts/choosing.htm

read because English teens magazine provides many features that related in adolescents’ world.

3. The Advantages of Using English Teens Magazine

According to Schumman in Harwood, “Principle of materials development is make sure the texts and tasks are as interesting, relevant, and enjoyable as possible so as to exert a positive influence on the learners’ attitudes to the language and to the process of learning it.”26

The English teens magazine can become reading material because it provides a chance for the students to introduce the language that is used in real life. English teens magazine also has many pictures which contain some features that make the students interest. The features are:

a. There are including those offering fashion and beauty advice.

b. Some pages are devoted to interviews with the popular, well-known stars of cinema, music and sport.

c. This exciting new magazine informs readers about what is happening in the world through its in-depth articles on current affairs, politics and science; it has articles on the history and culture of people from around the world.

d. It also offers a variety of reviews on recent books, films and music CDs. e. There is some music for a teenager that lists who is playing, where and

when and how to get tickets. Interviews with well-known singers and groups as well as detailed biographies are included.

f. There are completely on articles sent in by its teenage readers. It gives young people the opportunity to publish their creative work, such as poems or short works of fiction or to voice their opinions on important issues.27

Textbook has topics that unrelated with the students’ life or scientific words so it makes the students uninterested to read. Beside that, English teens magazine offers variety features that has been mentioned above which are related

26

Nigel Harwood, English Language Teaching Materials Theory and Practice, (New York: Cambridge University Press, 2010), p. 90

27

in students’ world especially students in adolescent age. The adolescents who read to gain knowledge were interested in satisfying their curiosity about special topics, improving their grades in school, or learning how to cope with obstacles in life.

D.

Previous Studies

The writer has found two relevants study which related to this research. First, a journal was from Yuewu Wang in China on January, 2004 with the title English Magazines = Motivation + Improved EFL Writing Skill. The objective of this study was to encourage students to write more freely, naturally, and fluently while creating and editing an English language magazine. This study was carried out four ties in four different semesters. Four separate classes comprised of 95 English-major sophomores participated. They met for two hours each week for 19 weeks. Students searched through all kinds of materials for what they thought best fitted their magazines. The topics eventually included in the magazine covered almost everything that interested them such as, arts, culture, and sports. They spent considerable time adapting rewriting, editing, and organizing their selected materials. The instruments of this study were writing test and questionnaire. Test result showed that the learner’s success in writing test; it was creative and communicative. The questionnaire result was 97% of the students had been motivated greatly to be self-sufficient and creative, and their interest in EFL writing.

The second, it was Yenny Sukhriani on November, 2011 with the title The Use of English Newspaper and Magazine to Improve Reading Comprehension Skill of Year 12 Science Students of SMAN 60 Jakarta. The objective of this research was to describe the increase the students’ reading competency through authentic text in form of English newspaper and magazines. The researcher used classroom based action research with qualitative method. The participants in this research were 34 students of XII IPA 2 which consists of 14 males and 20 females. This research has done with two cycles. Each cycle had four phases that were planning, implementing, observing, and reflecting. At the

first cycle the researcher has done the research in three meetings. In the first and second meeting, the researcher used English newspapers to read various kinds of functional text and a review, then in the third meeting used English magazine to read a review. Second cycle, researcher used questionnaire for recording the students’ improvement of reading and interest. Findings showed that the given treatment has resulted in significant improvement in students’ reading skills and the used of English newspaper and magazines in the classroom has been proved positive in improving students’ motivation. It is not only in increasing students’ reading ability but also changing students’ reading habit.

Those previous studies above used as references for the writer in conducting this research and also as the comparison between those relevant studies with the study conducted by the writer this time. This study was the effectiveness of using English teens magazine towards students’ reading interest. The differences between this study and previous study were the objective of this study and the method of this study. The objective of this study is to find out the usage of English teen magazine as the alternative learning media for reading will be effective towards students’ reading interest. The method of this study was quantitative method and the design was quasi experimental design. This study used two group design; pre-test and post-test. Pre-test and post-test were given to know the effectiveness of using English teens magazine towards students’ reading interest. The instruments of this study were questionnaire and reading test. Pre-questionnaire and pre-test were given before using English teens magazine. The post-questionnaire and post-test were given after using English teens magazine. The effectiveness of using English teens magazine can be seen from the increasing of students’ post-test scores in questionnaire and reading test.

E.

Conceptual of Framework

Interest refers to the motivating force that convey to a person, a thing, or an activity; or it can be the affective experience that has been stimulated by the activity. In other words, interest can be the cause of an activity and the result of participation in the activity. Interest is divided into two kinds; they are personal

and situational interest. Personal interest develops slowly, tends to be long lasting, and is associated with increased knowledge and value. In contrast, situational interest is evoked by something in the immediate environment, and consequently may or may not have a long-term effect on individuals’ knowledge and value. Reading interest is one of the examples of situational interest. Reading interest can be influenced by two factors; there are cognitive aspect, and affective aspect.

The cognitive aspect consists of concept of reading, age, and reading achievement. Reading interest has connection in reading achievement. If the students have a high interest, the reading achievement will be good. The affective aspect consists of two elements, such as teachers, and reading materials. Teachers and reading materials are connected. Teachers develop topic knowledge, and provide a variety of topic in learning materials based on the difficulty level of students. Students who know more about a given topic are more likely to become interested in it. Alternatively, if a student is asked to read from a text that assumes too much prior knowledge, and thus requires a lot of inference, interest and comprehension are difficult to achieve. English teens magazine is colorful mass media which has many pictures and consists of variety features like fashion, beauty, sports, and news about the happening in the world. English teens magazine can use in reading material for students. The students are interested to read English teens magazine because the students feel like they read about their world, especially the teenager students.

The writer thought that those definitions have close connection to one another. It can be supported from some theories stated in this chapter by linguists. One of the writer’s purposes conducting this research is to help students solving their problem in reading interest. Many linguists agreed that English teens magazine is effective to be used as the reading material in teaching reading. Some teachers use textbook in teaching reading but the students can feel bored to read in using textbook. A textbook is too difficult may discourage students and pose problems for the teacher; a textbook that does not challenge students will fail to develop their students’ literacy skills.

Beside that, English teens magazine contains pictures, graphics, or subheadings. The content of English teens magazine usually are news, sport, fashion, tips, true experiences of someone, and may include posters, stickers, small samples of cosmetics or other products. The English teens magazine is suitable as a reading material in adolescent students’. The adolescent students’ prefer reading to other sources of information or entertainment because they feel reading provides great depth understanding, more details, more insights on character, and an understanding of interpersonal relationship.

Based on the explanation above, the writer thought that using English Teens Magazine as an alternative reading media will be effective towards students’ reading interest.

F.

Research Hypothesis

The hypotheses of the study can be formulated as follows:

Ha : There is a significant difference between students’ interest in reading by using English teens magazine and without English teens magazine.

22

The research was held at SMA N 4 Depok. It located at Jeruk Raya Street Number 1 Sukatani Permai Village, Tapos, Depok. The writer conducted the research about one month. The research was held in October to November 2013 at the first semester of the year of study 2013/2014. The timeline of this study was:

Table 3.1

The Timeline of Research

No Date Time Activity

1. November 22nd 2012 10.00 – 12.00 The observation at the first grade of SMA N 4 Depok

2. October 28th 2013 09.00 – 11.00 Asking permission to the headmaster of SMA N 4 Depok 3. November 7th 2013 10.00 – 11.30 Conducting some questionnaire and

pre-test at X IPA 1

4. November 8th 2013 10.00 – 11.30 Conducting some questionnaire and pre-test at X IPA 2

5. November 11th, 2103 07.00 – 08.30 1st meeting at X IPA 2 6. November 13th, 2013 08.30 – 10.00 1st meeting at X IPA 1 7. November 14th, 2013 08.30 – 10.00 2nd meeting at X IPA 2 8. November 15th, 2013 07.00 – 08.30 2nd meeting at X IPA 1 9. November 18th, 2013 07.00 – 08.30 3rd meeting at X IPA 2 10. November 20th, 2013 08.30 – 10.00 3rd meeting at X IPA 1 11. November 21st, 2013 08.30 – 10.00 4th meeting X IPA 2 12. November 22nd, 2013 07.00 – 08.30 4th meeting X IPA 1

13. November 28th, 2013 08.30 – 10.00 Conducting some questionnaire and post-test at X IPA 2

14. November 29th, 2013 07.00 – 08.30 Conducting some questionnaire and post-test at X IPA 1

B.

Method and Design of Study

The method of this research was quantitative method. The design of this study was quasi – experimental design. The writer used the quasi – experimental design of this study to see the effectiveness of English teens magazine towards students’ reading interest. According to McMillan about the purpose of quasi experimental design that, “The purpose of the method is to determine cause and effect between independent and dependent variable.”1 In this research, English teens magazine is the independent variable which may cause or influence students’ reading interest as the dependent variable.

The researcher used two group designs. It was pre-test and post-test and used two classes, control and treatment class, to see the effectiveness of using English teens magazine by looking questionnaire and reading test measurement and comparing the gained scores between both classes. The effectiveness can be seen from the students’ score of experiment classs in post-test (questionnaire and reading test) after they had been given some treatments and from the comparation of both classes. The experiment class was given the English teens magazine as the reading media or material in the classroom and the controlled class without using English teens magazine as the reading media or material.

C.

Population and Sample of Study

According to Jack R. Fraenkel, Norman E. Wallen, “Sample in a research study refers to any group on which information is obtained and the larger group to which one hopes to apply the results is called the population.”2

The population of this study is first grade of SMAN 4 Depok. It consists of eleven classes and each class consists of 40 students. The researcher used the purposeful sampling to take the sample. McMillan stated that, “Purposeful sampling refers the selecting

1

James H. McMillan, Sally Schumacher, Research in Education Evidence-Based Inquiry 6th Edition, (Boston: Allyn and Bacon, 2006), p. 24

2

Jack R. Fraenkel, Norman E. Wallen, How to Design and Evaluate Research in Education 5th Edition, (New York: McGraw-Hill, 2003), p. 96

particular elements from the population that will be representative or informative about the topic of interest.”3

The researcher took the average level in their reading skill to all population as the sample. The researcher has done the pre-test in all classes of first grade. The sample was taken from the score of pre-test which had average level in score of their pre-test. The classes which the researcher took were X IPA 1 and X IPA 2. Each classes consists of 40 students. Thus, the sample consisted of 80 students. The X IPA 1 as a treatment class and the X IPA 2 as a controlled class.

D.

The Technique of Data Collecting

1. Questionnaire

The writer used the questionnaire to measure the students’ reading interest. The questionnaire consisted of twenty-five numbers. The indicators of questionnaire are two factors that influenced reading interest; they are cognitive and affective aspect. The cognitive aspect included of reading concept and the affective aspect included of teacher and reading material.

The writer used a likert scale to determine the questionnaire scale. According Wiersma, “A Likert scale contains a number of points on a scale; the points have designations such as ’strongly agree’ to ’strongly disagree’.”4

The writer distinguished questionnaire into two parts, the positive and negative question. The answer of questionnaires was divided into four points; strongly agree, agree, disagree, and strongly disagree. Each point had different score. For positive question, strongly agree got score 4, agree got 3, disagree got 2, and strongly disagree got score 1. Otherwise, for the negative question, strongly agree got score 1, agree got 2, disagree got 3, and strongly disagree got score 4.

The questionnaires were given twice. First, in the pre-test time and second in the post-test time.. Pre-test was administered before the treatments or before the teacher used the English teens magazine as one of alternative reading materials

3

James H. McMillan, Sally Schumacher, Research in Education Evidence-Based Inquiry 6th Edition, (Boston: Allyn and Bacon, 2006), p. 126

4

William Wiersma, Stephen G. Jurs, Research Methods inEducation, (Boston: Pearson International Edition, 2009), p. 363

and post-test was administered after the treatments or after the teacher used the English teens magazine as one of alternative reading materials. The content of questionnaire before treatment was same from the questionnaire after treatment but the questionnaire number was randomized. The questionnaire was divided into two indicators. The indicators are factors that influenced reading interest. There are:

a. Cognitive Aspect

Cognitive aspect included concept of reading. Concept of reading refers to that particular cluster of ideas and attitudes which people have about reading.5

b. Affective Aspect

Affective aspect is developed from attitudes of significant people, and from attitudes expressed in different forms of mass media toward the interest activities. The affective aspect included teacher and reading material.6

The description of pre-questionnaire and post-questionnaire indicators can be seen in table 3.2 and table 3.3.

Table 3.2

Indicators of the Questionnaire before Treatment

Variable Indicator Question number

Positive Negative Reading Interest Cognitive Aspect:

 Concept of Reading

1, 5, 15, 16, 20

2, 14

Affective Aspect:  Teacher

8 7, 9, 22

 Reading Material 4, 6, 10, 11, 17, 19, 21

3, 12, 13, 18, 23, 24, 25

5

James Frederick Adams, Understanding Adolescence, (Boston: Allyn and Bacon, 1980), p. 83

6

Table 3.3

Indicators of the Questionnaire after Treatment

Variable Indicator Question number

Positive Negative Reading Interest Cognitive Aspect:

 Concept of Reading

10, 11, 15, 7, 20

8, 12

Affective Aspect:  Teacher

23 2, 22, 24

 Reading Material 1, 4, 6, 14, 16, 21, 25

3, 5, 9, 13, 17, 18, 19

2. Test

The test was used to see the result of students’ improvement in their cognitive aspect of reading interest. The test was applied in experimental and controlled class to find out the score of students’ achievement. The score of the test used as comparison between experiment and controlled class. The writer conducted the test twice for both classes. The first was pre-test and the second was post test.

a. Pre-test

Pre-test was conducted for experiment class and controlled class and it was conducted before the English teens magazine was given as reading material. The purpose of this test is to know whether the students as the sample have the same background knowledge in research variable. The test used for pre-test was reading comprehension. It consists of 25 multiple choice questions. The texts of reading comprehension test include of narrative texts, recount text, and procedure text and the students had to answer the questions based on the text of the questions. The questions adopted from the previous national examination tests for Senior High School.

b. Post-test

Post-test was conducted also for both classes and it was conducted after the treatment. The purpose of this test is to find out the growth of the score to measure the effectiveness of using English teens magazine to improve students’ reading interest as the cognitive aspect. The test used in this post-test was reading comprehension which consisted of 25 multiple choice questions. The texts of reading comprehension test include of narrative, recount, and procedure text. The text which is used in this post-test were different with the text in pre-test, but the questions used toward the text given are in the same difficulty level like the questions used in pre-test. The texts were adopted on English teens magazine.

E.

Validity Internal Control

The instrument used in this research are questionnaire and reading comprehension test. Before the writer applied these instruments to the students as the sample of this research, these instruments were tested to another students in the same grade. This step is needed to see the validity of this instrument before it would be applied to the sample of research.

1. Questionnaire

The writer made 30 questionnaires. The writer tested the questionnaire firstly to the students in the different school, SMA N 8 South Tangerang, but it was still in the same grade. The writer analysed the questionnaire to see the validity and the reliability using Product Moment correlation in Microsoft Excel. The category validity can be seen in Table 3.4.

Table 3.4 Category of Validity

After the writer analyzed the validity of this questionnaire, there were 5 questionnaire not valid and it was just 25 questionnaires which were valid to be used in this research. The next step, the writer analysed the reliability of the questionnaire used Alpha Cronbach. The instrument was reliable if r hitung (r11)

> r table. The calculation result was 0.646 and r table was 0.361. So, r11 > r table (0.646 > 0.361). It means that the questionnaire was reliable. The questionnaire which is given in the pre-test time was same in the post-test time. In the post-test time, the writer randomized the number of questionnaire.

2. Reading comprehension test a. Pre-test

First, the writer made the instrument for pre-test consisted of 30 multiple choice test. The writer tested this instrument for pre-test firstly to the students in the different school, SMA N 8 South Tangerang, but it was still same grade. The writer analyzed this instrument to see the validity using the formula of item analysis in test. The validity could be seen from the result of calculation in index of difficulty (ID) and discriminating power (DP) of each answer of question. The criteria of index of difficulty can be seen in table 3.5 and discriminating power in table 3.6.

Validity Category

0.80 – 1.00 Very High

0.60 – 0.80 High

0.40 – 0.60 Medium

0.20 – 0.40 Low

0.00 – 0.20 Very Low

Table 3.5 Index of Difficulty

ID

VE = Very Easy > 0.80 ME = Moderately Easy 0.71 - 0.80 MeDi = Medium Difficult 0.51 - 0.70 MoDi = Moderately Difficult 0.31 - 0.50 VeDi = Very Difficult 0.00 - 0.30

Table 3.6

Discriminating Power

DP

E = Excellent 1.0 - 0.40

G = Good 0.30 - 0.39

M = Mediocre 0.20 - 0.29

P = Poor 0.00 - 0.19

W= Worst < -0.01

After the writer analyzed the calculation of this test, there were only 21 numbers of questions which were valid to be used as the pre-test of this research. In order to make the writer easier to calculate the data, the writer revised 4 questions from this test. There is 5 questions eliminated from this test. So, the final pre-test used in this research was a test consisted of 25 multiple choice questions.

b. Post-test

For the post-test, the writer made a reading comprehension test consisted of 30 multiple choice questions. The writer tested this instrument for post-test firstly to the students in the different school, SMA N 8 South Tangerang, but it was still same grade. The analysis of validity used in this test same as the analysis used in pre-test. In the post-test validity analisis, the writer also used item analysis formula which the validity could be seen from the result of calculation in index of difficulty (ID) and discriminating power (DP) of each answer of question. After the writer analyzed the calculation, there were only 22 multiple choice questions which were valid to be used as the post-test of this research. The writer revised 3 questions in this test to make the total numbers of questions same with the pre-test. There are 5 questions eliminated

from this test. So, the final post-test used in this research consisted 25 multiple choice questions.

F.

Technique of Data Analysis

1. Questionnaire

The writer used statistical analysis to analysed the data in this research. Firstly, the writer determined the scale of questionnaire used a Likert scale. The questionnaires were divided into two parts; the positive and negative statements. Second, the writer analysed the result of the questionnaire and gave the frequency for each questionnaires. Next, the writer compared the score of questionnaire between pre-questionnaire and post-questionnaire in the treatment and controlled class. The last, the writer decided the maximum, minimum, median, quartile I, and quartile III. After that, the writer interpreted the score of questionnaire with this category (Table 3.5).7

Table 3.7

Interpretation Score of Questionnaire

Categories Interpretation

Quartile III < Score < Maximum Success Median < Score < Quartile III Success enough

Quartile I < Score < Median Less success Minimum < Score < Quartile I Unsuccess

2. Reading Comprehension test

The writer compared the score of pre-test and post-test in the treatment and controlled class. After that, the writer analyzed the gained score between the pre-test and post-test. Before analyzing the hypothesis, the writer had to analyze the normality of the data. This analysis is used to see whether the data got in the

7

http://graphics8.nytimes.com/packages/pdf/national/13apply_questionnaire.pdf (It was accessed on 23rd December 2013)

research normally distributed or not.8 The writer used the Lyllifors formula to test the normality.

Next, the writer used T-test formula to calculate the data. It is because the writer wanted to find out the degree of significant different between the growth score of pre-test and post-test from both classes also between the achievement in experiment class and control class. The purpose of this calculation is to find out whether the English teens magazine is effective towards students’ reading interest as the cognitive aspect. Two classes were compared, the experiment class was X variable and the controlled class was Y variable.

The formula of T-test was expressed as follows:9

M1 = Mean of Variable X M2 = Mean of variable Y SE = Standard Error

In order to get the calculation of T-test, there are several steps to be taken, they are as follows:

1. Determining Mean of variable X, with formula:

∑

2. Determining Mean of variable Y, with formula:

∑

3. Determining Standard of Deviation Score of Variable X, with formula:

√∑

8

Budi Susetyo, Statistika Untuk Analisis Data Penelitian, (Bandung: PT Refika Aditama, 2010), p. 148.

9

Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2006), p. 314.

4. Determining Standard of Deviation Score of Variable Y, with formula:

√∑

5. Determining Standard Error Mean of Variable X, with formula:

√

6. Determining Standard Error Mean of Variable Y, with formula:

√

7. Determining Standard Error of different Mean of Variable X and Mean of Variable Y, with formula:

√

8. Determining to with formula:

9. Determining Degrees of Freedom (df), with formula:

G.

Statistical hypotheses

The statistical hypothesis of this research can be seen as:

Ho : There is no significant progress in using Teens Magazine to improve the students’ reading interest

Ha : There is a significant progress in using Teens Magazine to improve the students’ reading interest.

Ho :

µ

1 =

µ

2 Ha :

µ

1 ≠

µ

2

And then, the criteria used as follows:

1. If t-test (to) > t-table (tt) in significant degree of 0.05, Ho (null hypothesis) is rejected. It means that the rates of mean score of the

experimental group are higher than the controlled group. The using of English teens magazine is effective towards students’ reading interest. 2. If t-test (to) < t-table (tt) in significant degree of 0.05, Ho (the null

hypothesis) is accepted. It means that the rates of the means score of the experimental group are same as or lower than the controlled group. The using of English teens magazine is not effective towards students’ reading interest.

34

The data shown in this part were collected from questionnaire score and pre-test and post-test score of both experiment class and controlled class.

1. Questionnaire

The questionnaire was included of three indicators; there were reading concept (cognitive aspect), teacher, and reading material (affective aspect). The result of the questionnaire score was:

a. Reading concept (Cognitive aspect)

Mostly students, the controlled and experiment class, uninterested in reading in the classroom before the treatment using English teens magazine was given in the treatment class. The control class had higher interested (40%) than the treatment class in the first questionnaire (27.5%), but in the second questionnaire the treatment class has higher interested (70%) than control class just (47.5%). Only 10% students in the treatment class who felt English is the boring subject. The 75% students in the treatment class did not think that the reading is difficult after the writer gave the treatment and they more interest if they often read in English. 70% students in the treatment class did the assignment from the teacher happily without compulsion. The students from the control and treatment class always thought that English was the important subject in their school in the pre and post-questionnaire. It means that, reading concept of students in the treatment class was better than in the controlled class after the treatment was given.

b. Teacher (Affective Aspect)

The result of the questionnaire score in the affective aspect was all students in the control and treatment class asnwered that the teachers only used the textbook as the reading material. Otherwise, in the post-questionnaire 77.5% students in the treatment class answered that the

teacher taught with the interesting way. The respond of the students in the pre-questionnaire about the reading material especially in the topic were uninterested, such as the students in the treatment class less interest in the topic than the control class students. In the treatment class, only 12.5% students who interest in topic of reading before tretment was given but after the treatment was given 80% students interest in the topic.

c. Reading material (Affective Aspect)

The respond of the students about using English teens magazine as an alternative media in the reading were satisfied. 90% students in the treatment class thought that the English teens magazine was interesting media for reading and 85% students interest in the topics or stories which were in the English teens magazine. The 77.5% of students more understood in topic that was learned in the reading using English teens magazine. Before the treatment was given, only a few students in the both class had 7.5% English teens magazine at home. After the treatment was given, 45% students in the treatment class had English teens magazine and 60% students often read English teens magazine in the leisure time. The writer can conclude that English teens magazine was liked to students and the usage made the students understood in a topic which was learned.

After the writer described the questionnaire result, the next step was analysed the questionnaire score. The score of the pre and post-questionnaire in the treatment class was shown in Table 4.1 and Table 4.2 shown the score of the pre and post-questionnaire in the control class.

Table 4.1

Questionnaire Score of Experimental Class (Students)

X

Pre Post Gain Score

1 41 77 36

2 68 78 10

3 50 74 24

4 45 53 8

5 41 70 29

6 56 75 19

(Students) X

Pre Post Gain Score

8 40 76 36

9 47 77 `30

10 50 80 30

11 52 75 23

12 68 76 8

13 44 77 33

14 38 57 19

15 49 72 23

16 40 72 32

17 58 65 7

18 37 66 29

19 39 71 32

20 55 73 18

21 44 81 37

22 39 75 36

23 63 74 11

24 46 73 27

25 42 76 34

26 72 77 5

27 41 76 35

28 43 69 26

29 39 71 32

30 42 55 13

31 40 73 33

32 43 58 15

33 49 70 21

34 45 80 35

35 42 78 36

36 52 67 15

37 39 58 19

38 43 75 32

39 41 75 34

40 47 74 27

∑ 1886 2982 992

̅ (Mean) 47.15 74.55 27.4

MIN 37 53

MAX 72 81

Median 48.9 79.87

Quartile I 43.13 75

Based on the table 4.1, the average of students’ pre-questionnaire score was 47.15 and post-questionnaire score was 74.55. It had progressed 27.4. The students’ interest score had progressed from the first questionnaire into second questionnaire. Based the category of questionnaire score, this treatment was success. It can be seen by Quartile III < Score < Maximum (79.66 < 74.55 < 81).

Table 4.2

Questionnaire Score of Controlled Class (Students)

X

Pre-test Post-test Gain Score

1 65 61 -4

2 55 58 3

3 56 55 -1

4 45 48 3

5 52 51 -1

6 61 58 -3

7 63 60 -3

8 60 56 -4

9 69 64 -5

10 62 58 -4

11 38 44 6

12 44 48 4

13 54 56 2

14 51 55 4

15 42 45 3

16 38 46 8

17 55 56 1

18 54 56 2

19 42 43 1

20 40 43 3

21 48 52 4

22 67 63 -4

23 67 61 -6

24 51 52 1

25 42 51 9

26 61 55 -6

27 44 48 4

(Students) X

Pre Post Gain Score

29 49 50 1

30 58 59 1

31 36 44 8

32 43 47 4

33 61 59 -2

34 52 49 -3

35 43 45 2

36 41 50 9

37 43 50 7

38 44 50 6

39 40 44 4

40 41 51 10

∑ 2021 2158 66

̅ (Mean) 50.53 53.95 3.42

MIN 36 43

MAX 69 64

Median 53.83 56.17

Quartile I 47.77 43.13

Quartile III

60.5 55.17

In the end of the research, the average of students’ interest score in reading was 53.95 and it had the gain score was 3.42. Based the category of questionnaire score, the students had less interest in reading. It can be seen by the questionnaire score that Quartile I < Score < Median (43.13 < 53.95 < 56.17). The writer conclude that the using English teens magazine in reading was success towards students’ reading interest.

2. Reading Compehension Test Result

The score of reading test in the treatment class was shown in Table 4.3 and the score of reading test in the control class was shown in Table 4.4.

Table 4.3

Reading Test Score of Experimental Class (Students)

X

Pre-test Post-test Gain Score

1 64 72 8

2 60 72 12

3 60 80 20

4 56 68 12

5 72 80 8

6 72 88 16

7 68 60 -8

8 64 84 20

9 72 88 16

10 68 80 12

11 52 56 4

12 60 76 16

13 44 60 16

14 60 72 12

15 56 60 6

16 72 80 8

17 44 68 24

18 64 80 16

19 52 72 20

20 64 80 16

21 72 80 8

22 68 80 12

23 56 76 20

24 68 84 16

25 52 68 16

26 56 72 16

27 72 84 12

28 56 72 12

29 52 68 16

30 60 72 12

31 64 76 12

32 60 76 16

33 60 68 8

34 72 80 8

35 _{68 76} 8

(Students) Pre Post Gain Score

37 64 76 12

38 68 80 12

39 64 76 12

40 72 64 -8

∑ 2488 2980 490

̅ (Mean) 62.20 74.50 12.25

From the description of score in experimental class above, it could be seen that from 40 students in the class, the mean of pre-test was 62.20 and the mean of post-test was 74.50. So, the writer got the mean of gain score was 12.25. The smallest score in the pre-test was 44 and the highest score was 72. After the writer giving the treatment using English teens magazine, the writer gave the students post-test. The data showed in post-test that the smallest score was 56 and the highest score was 88.

Table 4.4

Reading Test Score of Controlled Class

Y Pre-test Post-test Gain Score

1 _{68 76 8}

2 _{60 64 4}

3 _{64 60 -4}

4 56 56 0

5 _{52 60 8}

6 _{56 60 4}

7 _{72 76 4}

8 _{76 76 0}

9 _{68 68 0}

10 _{68 72 4}

11 _{72 76 4}

12 _{56 60 4}

13 _{64 60 -4}

14 _{76 76 0}

15 _{72 80 8}

16 _{56 56 0}

17 68 68 0

18 _{72 76 4}

Y Pre-test Post-test Gain Score

20 _{56 64 8}

21 _{76 68 -8}

22 _{72 76 4}

23 64 64 0

24 _{76 72 -4}

25 _{60 64 4}

26 72 76 4

27 _{76 80 4}

28 _{52 60 8}

29 _{76 68 -8}

30 _{68 76 8}

31 _{76 76 0}

32 _{64 72 8}

33 _{72 80 8}

34 _{68 72 4}

35 _{56 64 8}

36 _{64 76 12}

37 _{60 64 4}

38 _{72 72 0}

39 _{60 68 8}

40 _{76 76 0}

∑ 2668 2788 120

̅ (Mean) 66.70 69.70 3

From the description of score in controlled class above, it could be seen that from 40 students in the class, the mean of pre-test was 66.80 and the mean of post-test was 69.85. The writer got the mean of gain score was 3.05. The smallest score in the pre-test was 52 and the highest score was 76. After the writer giving the treatment without using English teens magazine, the writer gave the students post-test. The data showed in post-test that the smallest score was 56 and the highest score was 80. It can be summerized that the lowest and the highest score in post-test were also higher than pre-test.

B. Analysis of Pre-test and Post-test

1. Normality of the Data

Before analyzing the hypothesis, the writer had to analyze the normality of the data. This analysis is used to see whether the data got in the research has been normally distributed or not. The writer used the Lyllifors formula to test the normality. In this formula, the data was transformed into the basic value. The maximum dispute (T) got from the calculation must be in absolute value (+). The result of normality can be seen by comparing the value of Tmax to Ttable.

The criteria of hypothesis is :

H1 : T > Ttable Ho : T < Ttable Hypothesis :

Ho : Data of X is normally distributed. H1 : Data of X is not normally distributed. Criteria of the test :

In the sigificant degree of 0.05, the value in the table of Lillyfors shows: T (0.05)(30) = 0.161 (Because n = 30 is not mentioned in the table of Lillyfors, the writer used the closer value to n = 40 that is n = 30)

H1 : T > 0.161 Ho : T < 0.161

The result of pre-test normality in experiment class showed that Tmax < Ttable (0.0985 < 0.161). Conclusion : In the significant degree of 0.05, Ho is accepted. It means that the data is normally distributed. The result of post-test normality in experiment class showed that Tmax < Ttable (0.1108 < 0.161). Conclusion : In the significant degree of 0.05, Ho is accepted. It means that the data is normally distributed.

The result of pre-test normality in controlled class showed that Tmax < Ttable (0.1177 < 0.161). Conclusion : In the significant degree of 0.05, Ho is accepted. It means that the data is normally distributed. The result of post-test normality in controlled class showed that Tmax < Ttable (0.1352 < 0.161).

Conclusion : In the significant degree of 0.05, Ho is accepted. It means that the data is normally distributed.

2. Homogenity of the Data

Based on the calculation of normality, the writer got the result that all data in pre-test and post-test of both experiment class and controlled class have been distributed normaly. The next step of the calculation was finding the homogenity of the data. The purpose of this calculation was to see whether the data / sample in both classes was homogenous or heterogenous.

Hypothesis:

Ho: The condition of experiment class is not different from controlled class. H1: The sample of experiment class is different from controlled class. The criteria of the test:

α = 0.05

Ho: Fα(n1-1, n2-2) < F < Fα(n1-1, n2-2) H1: F > Fα(n1-1, n2-2)

The formula used can be seen as follows:

or

The calculation can be seen as follows:

n1-1 = 40-1 = 39

n2-1 = 40-1 = 39

F0.05(n1-1, n2-1) = 1.84 (Ftable)

From the calculation, it can be seen that F < F_α(n1-1, n2-2) (1.105 < 1.84 ). Based on the criteria, it can be conclude that Ho is accepted. It means that the sample in experiment class and controlled class were homogenous.

C. Hypothesis Testing

In this part, the writer calculated the data to test the hypothesis that whether there is significant different between students’ reading interest in experiment class which given English teens magazine and students’ reading interest in controlled class without English teens magazine. The writer calculated the data using T-test formula. Two classes were compared, the experiment class was X variable and the controlled class was Y variable.

The formula of T-test was expressed as follows:

The calculation can be seen as follows: 1. Determining Mean of variable X:

∑

2. Determining Mean of variable Y:

∑

3. Determining Standard of Deviation Score of Variable X:

√

∑

√

√

4. Determining Standard of Deviation Score of Variable Y:

√∑ √ √

5. Determining Standard Error Mean of Variable X:

√

√

√ 6. Determining Standard Error Mean of Variable Y:

√

√

7. Determining Standard Error of different Mean of Variable X and Mean of Variable Y, with formula:

√

√ √ √

8. Determining to with formula:

9. Determining Degrees of Freedom (df), with formula:

The value of df 78 at the degrees of significance 5% or ttable is 1.991.

10. The Testing of Hypothesis

The statistical hypothesis of this research can be seen as:

Ho : There is no significant difference between students’ reading interest by using English teens magazine and without English teens magazine

Ha : There is a significant difference between students’ reading interest by using English teens magazine and without English teens magazine.

And then, the criteria used as follows:

1. If t-test (to) > t-table (tt) in significant degree of 0.05, Ho (null hypothesis) is rejected.

2. If t-test (to) < t-table (tt) in significant degree of 0.05, Ho (the null hypothesis) is accepted.

D. Interpretation of the Data

In the description of the data, the writer had described the data which had taken in the both classes. The table 4.1 showed the description of the pre and post-questionnaire score in the experiment class. The result of mean score shown that the treatment class had high progressive, 47.15 in the pre-questionnaire and 74.55 in the post-questionnaire; the gain score of pre-questionnaire was 27.4. The smallest score in the pre-questionnaire was 37 and 53 in the post-questionnaire. The highest score in the pre-questionnaire was 72 and 81 in the questionnaire. The table 4.3 showed the description of the score pre and post-reading test in the experimental class which has the mean of pre-test 62.20. After giving 4 times treatments for experimental class using English teens magazine, the writer got the mean of post-test 74.50. So, the writer got the mean of gain score 12.25. The smallest score in the pre-test was 44 and the highest score was 72. Meanwhile, the data showed in post-test that the smallest score was 56 and the highest score was 88. It can be summerized that the lowest and the highest scores in post-test were higher that pre-test.

Furthermore, in the controlled class the, students’ pre-questionnaire mean score was 50.52 and pre-test score was 66.7. In this class, the writer did not gave the students English teens magazine as a reading material in the classroom, but the material is from students’ textbook. After giving 4 times treatments without using the English teens magazine, the writer got the mean score of post-questionnaire was 53.95 and for the post-test was 69.7. The writer got the mean of gain score of questionnaire was 3.42 and it was 3 of gain score in the reading test. It means that the gain score of experimental class was higher in the value 23.15 for the questionnaire and 9.25 for the reading test than controlled class. The smallest questionnaire score in the pre-test was 36 and 52 for the reading test; the highest questionnaire score was 43 and 76 in reading test score. The data showed in post-test that the smallest questionnaire score was 69 and 56 in reading post-test score; the highest questionnaire score was 64 and 76 in reading test score. It can be summerized that the lowest and the highest score in post-test were also higher than pre-test.