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with high intelligence can fulfill their interest in reading activity and they will encourage themselves to understand the reading text well. Those activities will
be more enjoyable to do by the students with high intelligence. This shows that Three-Phase Technique is appropriate for the students having high
intelligence. The students with low intelligence, on the other hand, usually have no curiosity to study. They will only be silent and sit on their seat
without talking anything in the process of reading. In this condition, the technique used is conventional technique in teaching reading instead of using
three-phase technique because they are usually reluctant to. actively participate in the teaching and learning process. They do not enough intention
in learning. They usually have no curiosity to study more. Finally, it can be said that three-phase technique is more suitable technique for students with
high intelligence and conventional technique is suitable for the students with low intelligence and therefore, it can be assumed that there is interaction
between teaching technique and the students’ intelligence.
E. Hypothesis
After discussing the theoretical review and rationale, the hypotheses of the study are:
1. In general, Three Phase Technique is more effective than conventional technique in teaching reading in the First Year Students of SMPN 5
Nganjuk in Academic Year 20082009.
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2. Students with high intelligence have better achievement in reading than students with low intelligence in the First Year Students of SMPN 5
Nganjuk in Academic Year 20082009. 3. There is an interaction between teaching techniques and the students’
intelligence in teaching reading in the First Year Students of SMPN 5 Nganjuk in Academic Year 20082009. Three-phase technique is more
suitable technique for students with high intelligence and Conventional method is suitable for the students with low intelligence.
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CHAPTER III RESEARCH METHODOLOGY
In this chapter, the writer explains the research method that is used. In this study, the researcher presents: place and time of research, research design,
population, sample and sampling, research instruments, variable, data collection techniques, and data analysis.
A. Place and Time of Research .
1. Place of Research The research was conducted in SMPN 5 Nganjuk which is located on
Yos Sudarso Street No 14 Nganjuk. Because it is the school where the researcher has been teaching English since 1997.
2. Time of Research Preliminary observation: January 2009
Designing research proposal: February 2009 Conducting proposal seminar: April 2009
Developing research instrument: May 2009 Giving treatment and collecting data: May 2009
Discussing the data analysis: June 2009 Writing research report will be accomplished in July 2009
B Research Design
Related to the problem and the purpose of the study in Chapter 1, the researcher applies an experimental study with a quantitative approach. Through
experimentations, a cause and effect relationship can be isolated. Because of its
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ability to identify caution, the experimental approach has come to represent the prototype of the scientific method for solving problems Christensen, 1977: 35.
In this research, there were two groups –experimental group and control group. In the teaching and learning process, the topics of the reading text taught to both
groups are the same. In the experimental group, the students were taught by using three-phase technique, while the control group, the students were taught by using
conventional method. After the treatment, both groups were given a post-test to measure the improvement of the students’ reading skill. The scores of the post-test
were the data to be analyzed.
C. Research Variables
