DEVELOPING STUDENTS’ READING ABILITY THROUGH INTERACTIVE READ-ALOUD :A Experimental Study at Junior High School in Klaten.

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TABLE OF CONTENTS

DECLARATION ... i

PREFACE ... ii

ACKNOWLEDGEMENTS ... iii

ABSTRACT ... v

TABLE OF CONTENTS ... vi

LIST OF TABLES ... viii

LIST OF APPENDIX ... ix

Chapter I: Introduction 1.1Background of the Study ... 1

1.2Research Problems... 3

1.3Research Variable ... 4

1.4The Objectives of the Research ... 4

1.5Research Significance ... 5

1.6Hypothesis ... 5

1.7Definition of key terms ... 6

Chapter II: Review of Related Literature 2.1 The Nature of Reading ... 8

2.2 Reading Comprehension ... 10

2.3 Problems in Reading Comprehension ... 12

2.4 Strategies for Reading Comprehension ... 14

2.5 Teaching Reading Comprehension ... 15

2.6 Read-Aloud ... 17

2.7 Interactive Read-Aloud ... 19

2.8 Teaching Reading through Read-Aloud ... 20

2.9 Three Phases Technique in Teaching Reading ... 22

2.10 Previous Studies ... 23

Chapter III: Research Methodology 3.1 Research Design ... 26

3.2 Subject of the Study ... 28

3.3 Research Instruments ... 28

3.4 The techniques of Collecting Data ... 29

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3.5.1 Validity of the Test ... 30

3.5.2 Reliability of the Test ... 31

3.5.3 Test Items Difficulty ... 31

3.5.4 Test Items Discriminating Power ... 32

3.6 The Technique of Analyzing Data ... 32

3.7Research Procedures ... 33

3.8 The Schedule of the treatment ... 40

Chapter IV: Research Findings and Discussions 4.1 Description of Data from Test Scores ... 41

4.2 Data Presentation from Statistic Scores 4.2.1 The Calculation of Pretest Scores ... 42

4.2.1.1 The Test of Normality Distribution ... 42

4.2.1.2 The Test of Homogeneity ... 43

4.2.1.3Comparative Analysis of the pretest scores of the Experimental group and Control group ... 44

4.2.2 The Calculation Posttest Scores ... 47

4.2.2.1 The Test of Normality Distribution ... 47

4.2.2.2 The Test of Homogeneity ... 48

4.2.2.3Comparative Analysis of the posttest scores of Experimental group and Control group ... 50

4.2.3 Comparative analysis of pretest and posttest of experimental group ... 52

4.2.4 Comparative analysis of pretest and posttest of control group ... 54

4.2.5 Questionnaire ... 56

4.3 Discussion ... 61

4.3.1 The implementation of interactive read-aloud ... 61

4.3.2 Students responses toward the implementation of interactive read aloud ... 64

Chapter V: Conclusions and Recommendations 5.1 Conclusions ... 65

5.2 Recommendations... 66

BIBLIOGRAPHY ... 67

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iii Lists of tables

3.1 The treatment time table………. 37

4.1 The result of normality pretest score in experimental and control group………... 41 4.2 Homogeneity of pretest score in experimental and control group…. 43 4.3 The mean score of pretest score in experimental and control group.. 44

4.4 Independent t-test of pretest score in experimental and control group……….. 44 4.5 Test of normality posttest score in experimental and control group.. 46

4.6 Homogeneity of posttest score in experimental and control group.. 47

4.7 The mean score of posttest score in experimental and control group……….. 49 4.8 Independent t-test of posttest score in experimental and control group……….. 49 4.9 Paired samples statistic of experimental group……….. 50

4.10 Paired samples correlation of experimental group………. 50

4.11 Paired sample test of experimental group……….. 50

4.12 Paired samples statistic of control group……… 53

4.13 Paired samples correlation of control group……….. 53

4.14 Paired sample test of control group……… 53

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List of appendix

1 Anates of Try-out Score 71

2 Test of Reliability of Try-out Score 74

3 Score of High Group 75

4 Score of Low Group 77

5 Discriminating Power 78

6 Level of Difficulty 79

7 Distracter Quality 80

8 Lesson Plan 81

9 Reading Comprehension Test 89

10 Result of pretest and Posttest of control group 96 11 Result of pretest and Posttest of experimental group 97

12 Result of Questionnaire Score 98

13 Result of normality distribution pretest of experimental and control group

100 14 Result of homogeneity variance of pretest of experimental and

control group

101 15 The analysis pretest of experimental and control group 102 16 Result of normality distribution posttest of experimental and control

group

103 17 Result of homogeneity variance of posttest of experimental and

control group

104 18 The analysis posttest of experimental and control group 105 19 The analysis of pretest and posttest of experimental group 106 20 The analysis of pretest and posttest of control group 107

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1 CHAPTER 1 INTRODUCTION

1.1 Background of the Study

As a foreign language, English is very important in our country. A learner of English can be considered a proficient learner when he or she has an adequacy of language competence. Language competence refers to the mastery of the principles concerning the language behavior. In addition, he or she should be able to perform the competency on actual context. Therefore, learners of English have to attempt to master the four language skills. Alexander (1983;3) states that in learning English we have to learn the four language skills: (1) listening (2) speaking; (3) reading; and (4) writing.

Reading is one of the most important skills in learning language beside listening, speaking, and writing. To Indonesian students this is a bridge to understanding text books in various disciplines. It means that the students may still come across a lot of difficulties in comprehending scientific books such as sociology, biology, chemistry, etc. No wonder, the students of university frequently ask a professional translator for help to translate their English assignment. As they lack knowledge of English they often encounter difficulties when reading their compulsory books written in that language.

Reading in the students’ native language and reading in a foreign language being learned is quite a different matter. Reading in their own language is easier than that of the language learned because they have mastered the vocabulary and

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the structure of their own. Reading in the target language is difficult for them. They are required to have an adequate knowledge of the language, which has a different system in terms of vocabulary and structure.

Reading techniques play an important role in understanding reading materials. They facilitate students who want to read efficiently. Teachers should know some reading techniques that they need for their school work. There are some readings techniques that can be used in teaching reading; one of which is interactive read-aloud. Interactive read-aloud (Barrentine, 1996 cited in Herrell and Jordan, 2004) is the reading of books out aloud with the use of expression, different voices for different characters, gestures, and the active participation of the listener through predicting, discussion, and checking for understanding. It also involves the exploration of the structure of text and think-aloud strategies that demonstrate how the reader gains meaning from text.

Regarding this field, the previous researches have been done by many researchers; Delacruz (2008), examines the concept of utilizing interactive read-aloud in grades K-2 to increase student’s reading comprehension. The purpose of his study is to explore the planning and implementation of interactive read-aloud that research has proven to enhance the comprehension skills of students in grades K-2. He found that the students who learn reading through interactive read-aloud have better achievement than the students who not learn reading through interactive read-aloud. Iannucci (2007) focuses on repeated interactive read-aloud on pre-school and kindergarten. In their research teachers allow scaffolding children's understanding of the book being read, model strategies for making

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inferences and explanations, and teach vocabulary and concepts. He found that these techniques had shown to be effective in increasing children's engagement, understanding, and appreciation of literature in preschool and kindergarten settings. Bohause and Queini (2008) examined the impact of a read-aloud strategy on children’s vocabulary development and comprehension skills by recording their conversations and writings as they responded to the stories. They found that the students were able to use the new vocabulary words and engage in analysis and synthesis as they participated in the discussions of the real read-aloud stories.

Regarding the problems, it seems that it is very essential to seek some factors bringing about the problems. Common factors influencing the success of teaching reading includes such as the teacher, the learners, the material, and the techniques of teaching. McGinnis and Smith (1983:45) have defined that materials must be appropriate to the needs, reading levels, interest and the goal of students.

Based on the reason above, this research was conducted by applying an interactive read-aloud with the expectation that it will be beneficial contribution to overcome the reading problems.

1.2 Statement of the Problem

From the explanation above, the problems that the writer will investigate in this section is how far the learning reading through interactive read-aloud influences the students’ achievement. Based on the background, the problem of this writing is to find out the answer the following questions:

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2.1. Does the use of interactive read aloud give better impact on students’ reading comprehension achievement compared with three phase technique?

2.2. What are the students’ responses towards the implementation of learning reading through the interactive read-aloud?

1.3 Research Variable

In this study, there are three variables, consisting of one independent variable and two dependent variables. The independent variable is an interactive read-aloud and the dependent variables are the students’ activities, and the students’ reading comprehension achievement.

1.4 The Objectives of the Research

In order to answer the research problems, the research objectives are proposed:

4.1. To find out the influence of learning reading through interactive read-aloud towards students’ reading comprehension achievement.

4.2. To find out the students’ attitudes towards the implementation of learning reading through interactive read-aloud.

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5 1.5 Research Significance

This research is expected to be beneficial for the students, and English teacher.

For the students, they will get the positive benefits in learning reading through interactive read-aloud approach. As in his article, Delacruz, S. R. (2008) reports that on the actual use of read-aloud the students will: (1) afford better understanding of the context, (2) match learning style with teacher aptitude, (3) promote human relations, and (4) cultivate personal thinking.

For the English teachers, they can apply this research finding on the actual use in the classroom so that their reading class will be more various and motivating. Besides, the teachers will get much input from the students’ activities. In addition, the research findings are expected to give a contribution to the varieties of teaching reading which commonly tends to be monotonous, using lecturer or a conventional method. Through interactive read-aloud approach, it is expected that it can encourage the students’ motivation to communicate their English knowledge. It is very essential to do as Brown (1994:20) defines that we may not need teachers if the learners have been intrinsically motivated to perform the whole classroom assignments.

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6 1.6 Hypothesis

Ho : There is no difference between students who are taught using the interactive read-aloud and those who are taught with three phase technique.

Ha: There is significance difference between students who are taught using the interactive read-aloud and those who are taught with three phase technique.

1.7 Definition of the Terms Interactive Read-Aloud

Interactive read-aloud (Barrentine, 1996 cited in Herrell and Jordan, 2004) is the reading of books out aloud with the use of expression, different voices for different characters, gestures, and the active participation of the listeners through predicting, discussion, and checking for understanding. It also involves the exploration of the structure of text and think-aloud strategies that demonstrate how the reader gains meaning from the text.

Although read-aloud has traditionally been used extensively with young children, its effectiveness with older students has been documented many times (Krashen, 1993 ; Trelease, 1995 cited in Herrell and Jordan, 2004).

Reading

Reading is an active cognitive process of interacting with print and monitoring comprehension to establish meaning (Reinking & Scheiner 1985). Reading is the instantaneous precognitive activities of various written symbols, simultaneous associations of these symbols with the existing knowledge, and

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comprehension of the information and ideas communicated when a reader interacts with print, his or her prior knowledge combined with the print and the visual (written) information results in his or her comprehending the massage ( Goodman, 1976; Smith, 1982 ).

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26 CHAPTER III

THE RESEARCH METHODOLOGY

In this chapter the writer describes the type of research methodology, research design, and subject of study, techniques of collecting data, and techniques of analyzing data.

3.1. The Research Design

The study is intended for testing hypothesis about the effects of interactive read-aloud towards development of students’ reading achievement. This study used Quasi-experimental design, a type of research design which included experimental and control groups without random sampling. The researcher also used questionnaires to know the students’ response towards the application of the strategy.

Experimental provides a method of hypothesis testing (Hatch and Lazaraton, 1991). After the researchers define a problem, they proposed a tentative answer or hypothesis. The hypotheses are null hypothesis and alternative hypothesis. The researchers test the hypothesis, confirm or disconfirm them in the light of the controlled variable relationship that the experimenters observed. Furthermore, Hadi (1988) states it is important to note that the confirmation or rejection of hypothesis was stated in terms of probability rather than certainty. He argues that experimental method was a method for establishing activities to sack the result. The result was

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defined as something that will emphasize the existence of causal relationship between variables investigated in an issue.

The design used in the quasi experimental method is a pre-test and post-test design, as follows:

E T1 X T2

C T1 T2 (Hatch and Lazaraton 1991).

E = Experiment Group C = Control Group T1 = Pre-test T2 = Post-test X = Treatment

This research design has several characteristics as follow: (1) it has two groups of subject namely the experimental and control group; (2) the two groups are compared with respect to measurement or observation on the dependent variable; (3) both groups are measured twice; the first measurement serves as the pre-test and the second one as the post-test; (4) measurement on the dependent variable for both groups are conducted at the same time with the same test; (5) the experimental group is manipulated with particular treatment. In this study, the experimental group was

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taught using interactive read aloud strategy, while the control group was taught without using the strategy.

3.2 Subject of the Study

This research involvedthe second year students of SMP N 3 Bayat, with seven classes involved in this research as the population and not all of them were considered to be the sample of the research due to limited time and funds. This research involved only two classes from the seven existing classes, namely class C as control class and D as experiment class.

This study employed purposive sampling. It mean that the sample is taken based on certain consideration, as Fraenkle and Wallen (1993:75) state:

On occasion, based on previous knowledge of a population and the specific purpose of the research, investigators used personal judgment to select a sample. Researchers assume they can use their knowledge of the population to judge whether or not a particular sample will be representative.

3.3 Research Instruments

Fraenkel and Wallen, (2007:113) define instrumentation as the whole process of preparing to collect data in research. There were two kinds of instruments which were employed in this research. They were reading comprehension test and questionnaires. The scores of the students’ test were used to know the effectiveness of interactive read aloud in attaining language support to the students to improve their ability in reading comprehension. Questionnaires were also administered in this

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research. Questionnaire was used to find out students’ responses toward the implementation of interactive read-aloud technique in learning reading. The type of the questionnaires was Likert-Scale with five options: Strongly Disagree, Disagree, Uncertain, Agree, and Strongly Agree.

3.4 The Technique of collecting data

In this study used some instruments were used to collect the data. The instruments for the first research question were pre test and post test of reading test to identify students’ reading achievement. The reading test for pre test has similar level of validity, reliability, discriminating power and level of difficulty with the reading test for post test. For the test instrument, the multiple choice form is chosen for some reasons. First, the scoring is easier, faster and more objective than the other form of tests. Second, this is very efficient when the number of students is large while the allocated time is very short. Third, the reliability of this type of test was higher than the essay test (Surapranata, 2004).

To get data for the second research questions were used questionnaire to know students’ responses toward the implementation of interactive read-aloud technique in learning reading. The type of the questionnaires was Likert-Scale with five options: Strongly Disagree, Disagree, Uncertain, Agree, and Strongly Agree. This type of scale was chosen because it was less laborious and a reliability coefficient of .85 is often achieved (Oppenheim, 1992). There were two kinds of statements in this

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instrument; they were positive statements which reflect positive response towards the issue being addressed. On the other hand were the negative statements which negative response towards the issue addressed.

The scoring for positive items was 1 for Strongly Disagree, 2 for Disagree, 3 for Uncertain, 4 for Agree, 5 for Strongly Agree. On the other hand, for negative statements, the scoring was reversed, thus it was 5 for Strongly Disagree, 4 Disagree, 3 for Uncertain, 2 for Agree, 3 for Strongly Disagree. In this study reading test was administered first then followed by questionnaires.

3.5 Conducting Tryout

Before the materials were tested to the respondents, test of content validity and reliability were conducted.

3.5.1 Validity of the Test

According to Heaton (1988), a good test should have at least three characteristics namely validity, reliability, and practicality. In line with validity Scarivi 1975(cited in Arikunto, 2007) claims that a test is valid if it measures what it has to be measured. In line with that this study employs logical validity test in which the test was arranged based on the careful reasoning and in line with the teaching objective.

The content validity can be net if the test items reflect the contents of the curriculum the students have learned. It also should have relationship between the

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course objectives. The test used in this study can be said to have content validity as they are constructed based on the curriculum and the course objectives and it measures what it is intended to measure, i.e. to measure students’ comprehension skills (Harris, 1969)

3.5.2 Reliability of the Test

The reliability of the test items also was calculated by using ANATES, deliberating the total of odd score and even sore of the items. From the calculation, it is shown that the reliability index is 0.46 for the test, while r table with df= 28 and = 0.01 is .4487. It means that of the test is still greater than that of the table. Thus, the test items can be said to be reliable.

3.5.3 Test Items Difficulty

The indexes of items difficulty were calculated using the analyses of test item ANATES Version 4.0.2. The analysis showed that from 40 items for the test, after being tried out, consisting of 4 difficult items, 22 medium items, 7 easy, and 7 very easy items (Appendix 7). The rest 1 was too easy and 1 was too difficult, so that they were eliminated from the test. To make the scoring easier, only 25 items for test were chosen.

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3.5.4 Test Items Di The indexes o analysis of test item A from 40 items for the good, 15 items are me easier, only 25 items f

3.6 The Technique o The quantitati and the qualitative effectiveness of inter following formula wil

= Means of e = means of c S = standard er

32 Discriminating Power

s of items discriminating power were also ca m ANATES Version 4.0.2. From the analysis,

the test, 2 items has very good discriminating medium, 6 items are bad, and 4 are very bad. T

s for test were chosen.

e of Analyzing Data

ative data of the research consisting of pretest ve data were collected by questionnaires. teractive read-aloud toward students’ reading will be used.

f experimental group f control group

error of mean

calculated using the is, it can be seen that ng power, 8 items are To make the scoring

st and posttest results es. To measure the ing achievement, the

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33 3.7 Research Procedures

In collecting the data, there were some steps done as follow. First the pre test and post test materials were piloted or tried out to subjects from the same population but not included in the study samples, to make sure the validity, reliability of the instruments and the clarity of the instructions. Try out test was conducted to the students consisting of 30 students. It was May 5th 2009.

Second, before the treatments were given to the experimental group, both the experimental group and the control group were given the same reading pre test. These tests to find out the students score before the treatment were given to the experimental group. The pre test was conducted on 8th May 2009.

Third, upon the completion the second, a series of treatment was given to the experimental group, where the treatments given for eight meetings. In this study the treatment used interactive read aloud technique in teaching reading. Meanwhile the control group was given without the interactive read aloud in teaching reading.

First treatment was conducted on 12th May 2009. The description of the teaching activities can be seen below:

a. classroom activities for experimental group • Skill focus : Reading

• Level : Junior High School • Class : VII

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34 • Material : Text “Parts of the Tree” • Presentation

* Pre-reading activities

• Teacher activates students’ prior knowledge; provided information related to the reading text by using some questions:

- Do you think this text is fiction or nonfiction? - What do you know about parts of tree?

• Teacher discussed the topic “part of the tree”, and share objects related to the reading text to drown on prior knowledge or to create new experiences. • Questions and answer about the new vocabularies.

* Whilst-reading activities

• Teacher read text aloud, during which students should be actively involved with the text.

• After reading the title of the text, the teacher began by asking students to make prediction about the text using question like this:

- What do you think a text part of the tree might be about? * Post-reading

• Students shared their log entries through discussion relate the text to their experiences or other text that they have read.

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35 b. classroom activities for control group

• Skill focus : Reading

• Level : Junior High School • Class : VII

• Time : 2 x 45

• Material : Text “Parts of the Tree” • Presentation

* Before reading activities

• Teacher gave students some questions about new words in the text. • Teacher asked students to give opinion about the topic will be discussed. * During reading activities

• Teacher read text for the students

• Teacher nominated the students to read the text. • Students discussed the text in small group * After reading

• Students were permitted to ask some clarification of their difficulties about the text.

Second treatment was conducted on 14th May 2009. The description of the teaching activities can be seen below:

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a. classroom activities for experimental group • Skill focus : Reading

• Level : Junior High School • Class : VII

• Time : 2 x 45

• Material : Text “Tropical Forest in the World” • Presentation

* Pre-reading activities

• Teacher activated students’ prior knowledge; provided information related to the reading text by using some questions:

- Do you think this text is fiction or nonfiction?

- What do you know about tropical forest in the world?

• Teacher discussed the topic “tropical forest in the world”, and share objects related to the reading text to drown on prior knowledge or to create new experiences.

• Questions and answer about the new vocabularies. * Whilst-reading activities

• Teacher read text aloud, during which students should be actively involved with the text.

• After reading the title of the text, the teacher began by asking students to make prediction about the text using question like this:

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- What do you think a text tropical forest in the world might be about? * Post-reading

• Students shared their log entries through discussion relate the text to their experiences or other text that they have read.

b. classroom activities for control group • Skill focus : Reading

• Level : Junior High School • Class : VII

• Time : 2 x 45

• Material : Text “Tropical Forest in the World” • Presentation

* Before reading activities

• Teacher gave students some questions about new words in the text. • Teacher asked students to give opinion about the topic will be discussed. * During reading activities

• Teacher read text for the students

• Teacher nominated the students to read the text. • Students discuss the text in small group

* After reading

• Students were permitted to ask some clarification of their difficulties about the text.

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Third treatment was conducted on 16th May 2009. The description of the teaching activities can be seen below:

a. classroom activities for experimental group • Skill focus : Reading

• Level : Junior High School • Class : VII

• Time : 2 x 45

• Material : Text “Coconut” • Presentation

* Pre-reading activities

• Teacher activated students’ prior knowledge; provided information related to the reading text by using some questions:

- Do you think this text is fiction or nonfiction? - What do you know about coconut?

• Teacher discussed the topic “coconut”, and share objects related to the reading text to drown on prior knowledge or to create new experiences. • Questions and answer about the new vocabularies.

* Whilst-reading activities

• Teacher read text aloud, during which students should be actively involved with the text.

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• After reading the title of the text, the teacher began by asking students to make prediction about the text using question like this:

- Why coconuts were important for human live? - What was the function of coconut?

* Post-reading

• Students shared their log entries through discussion relate the text to their experiences or other text that they have read.

b. classroom activities for control group • Skill focus : Reading

• Level : Junior High School • Class : VII

• Time : 2 x 45

• Material : Text “Coconut” • Presentation

* Before reading activities

• Teacher gave students some questions about new words in the text. • Teacher asked students to give opinion about the topic will be discussed. * During reading activities

• Teacher read text for the students

• Teacher nominated the students to read the text. • Students discussed the text in small group

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40 * After reading

• Students were permitted to ask some clarification of their difficulties about the text.

3.8 The Schedule for Treatment

The teaching learning process for experimental class and control class are carried out in the same manner. The total meeting for each class is eight meetings. The time table of the experimental class as well as the control class is shown in the following table:

Table 3.1

The Treatment Time Table

No Month Meeting Topic Time

Experimental Control

1 8th May 1 Pre-test 2 x 45’ 2 x 45’

2 12th May 2 Parts of the tree 2 x 45’ 2 x 45’

3 14th May 3 coconut 2 x 45’ 2 x 45’

4 16th May 4 Tropical Forest in the

world

2 x 45’ 2 x 45’

5 21th May 5 Leopards 2 x 45’ 2 x 45’

6 23th May 6 Going to zoo 2 x 45’ 2 x 45’

7 25th May 7 The English lesson 2 x 45’ 2 x 45’

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65 CHAPTER V

THE CONCLUSIONS AND RECOMMENDATIONS

This chapter presents conclusions which were drawn from the data, and based on the conclusions, recommendation are given to either practitioners or further researchers.

5.1 The Conclusion

Based on the data from reading comprehension posttest scores of control group and experimental group and from the questionnaires given to experimental group some conclusions can be drawn, as follows:

Regarding the first research question: does the use of interactive read aloud give better impact on students’ reading comprehension achievement compared with three phase technique. The data showed that there was a significant difference between the posttest scores of students in experimental group, who were given treatment with the interactive read aloud technique and posttest scores of students in control group who were give a treatment with the tree phases technique. Thus, the interactive read aloud technique was shown to be affective in improving students’ reading ability.

Concerning the second research question: What are the students’ responses towards the implementation of learning reading through interactive read aloud? The data from questionnaire given to the experimental group shows students’ give positive response toward the implementation of interactive read aloud technique.

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Thus, it can be concluded that the implementation of interactive read aloud technique can develop students’ reading ability. However, this does not mean that the interactive read aloud technique is the best technique in teaching reading. Another better technique for other researchers is probable to explore.

5.2 Recommendation

As the research findings show that the implementation of interactive read aloud in reading instruction can increase students’ reading ability, some recommendation are put forward:

First, for the teacher, it is better if the teachers in teaching reading not only use the interactive read aloud but also they can use more various techniques in teaching readings as well.

The researcher also suggests that other researchers to conduct further studies in the field of reading using interactive read aloud technique to search or uncover other advantages and disadvantages of the technique. The researcher hopes that other studies will be conducted covering larger sample, more time to gain better and more valid findings.

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