The Effectiveness of Using (Spot) Setting-Problem-Order of Action- and Tail and Strategy in Improving Students’ Reading Comprehension at the Second Year Students of SMPN 1 Tompobulu Kab. Bantaeng - Repositori UIN Alauddin Makassar
THE EFFECTIVENES OF USING (SPOT) SETTING-PROBLEM-ORDER OF ACTION-TAIL END STRATEGY IN IMPROVING READING COMPREHENSION AT THE SECOD YEAR STUDENTS OF SMPN 1 TOMPOBULU KABUPATEN BANTAENG A THESIS
Submitted to English Education Department of Tarbiyah and Teaching Sciences Faculty of
UIN Alauddin Makassar in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan Islam
By: RAHMAWATI Reg. No. T0400104128 ENGLISH EDUCATION DEPARTEMENT TARBIYAH AND TEACHING SCIENCES FACULTY ALAUDDIN STATE ISLAMIC UNIVERSITYPERNYATAAN KEASLIAN SKRIPSI Dengan penuh kesadaran, penyusun yang bertanda tangan di bawah ini, menyatakan bahwa skripsi ini benar hasil karya penyusun sendiri. Jika kemudian hari terbukti bahwa ia merupakan duplikat, tiruan, atau dibuat oleh orang secara keseluruhan atau sebagian, maka skripsi dan gelar yang diperoleh karenanya batal karna hukum.
Makassar, 22 Desember 2010 Penulis Rahmawati NIM.T.0400104128
ABSTRACT
TITLE :The Effectiveness of Using (Spot) setting-problem-order of
action- and tail end Strategy in improving Students’Reading Comprehension At the Second Year Students of SMPN 1 Tompobulu Kab. Bantaeng. Researcher : Rahmawati Consultant I :Prof .Hamdan Juhannis, MA, Ph.D Consutant II : Dra St. Nurjannah Yunus Tekeng The objective of this research is to find out whether ot not the of spot strategy
increase the students’ reading comprehension of the second year student at SMP
Negeri 1 Tompobulu Kab. Bantaeng.The strategy used in this research was pre experimental. That is one group, pre
test and post test classification. The instruments that the reasearch used were reading
test (pre test and post test). The pre test was given before treatment to find out the
priorknowledge of the students’ reading comprehension and the post test was
intended to find out using reading test to increase reading comprehension after giving
treatment.The variable of the research were using spot strategy to increase reading
comprehension as indefendent variable and the students’ reading comprehension
achievement as devenden variable. The population of the research was students at
SMP Negeri 1 Tompobulu Kab. Bantaeng. The sample of this researc was the second
year students of class VIII.1 at SMP Negeri 1 Tompobulu Kab. Bantaeng. The
research took 25 students as a sample. The sampling technique used in this research
was purposive sampling tehnique.The result of the data analysis indicated that there was a significant difference
between the pre test and post test. the value of t- test (12,63) was greather than t-table
(2,064 ) at the level of significance 0,05 and degree of freedom (df)= (12,63> 2,064)It
can be concluded that the use of spot strategy is effective to increase the students’
raading abilityACKNOWLEDGEMENT Hamdan Wa Syukran LILLAH, the wrirer expresses her highest gratitude to Allah SWT the lord of the word, for giving her the mercy, guidance and the sincere love, so she could complete this thesis. Salawat and salam always be given to the biggest leader of human being Muhammad SAW, who has guided us to better life. During the writing of this thesis, there were many helping and guidance from the other people, without them this thesis would not complete. Therefore, she would like to express her deepest appreciation and thanks to those people, especially the following person;
1. The writer’s beloved parents H. Mappideceng and Hj. Marwiah, my sister and my brother. For their continuous pray, showered her with their love, soul, advice, sacrifices, and spirit. So she can finish this thesis. Thanks for everything.
2. Prof. Dr. H. Azhar Arsyad, MA. The rector of Islamic State University of Alauddin Makassar for his advices during her study at the university.
3. prof. Dr. Nasir Mahmud, MA. The dean and all of the staff of Tarbiyah and
Teaching Sciences Faculty of the State Islamic University of Alauddin Makassar.
4. Dra. Djuairiah Ahmad, M.Pd M. TESOL and Dra. Kamsinah, M.Pd as the head and secretary of English Departement of Tarbiyah and Teaching Sciences
5. The writer thanks for the guidance, advice, and correction, of this writing, deeply thanks are expressed for those people; Drs. Hamdan Juhannis, P.hd as the fist consultant and Dra. St. Nurjannah Yunus Tekeng as the second consultant.
6. Deeply thanks for all of my lovely sisters and brothers, they are who never stop sharing laugh, motivation, and brotherhood during we are together, Nasrun, Sahrul, Rauf, Hera, Diana, Najma, Fya, and Asna. Thanks a lot of.
7. Special thanks to my best and beloved sisters and brother; Ria, Amhel and Indrha.
8. Special Thanks for my motivator who always gives support, advice, and motivation in doing this thesis.
9. All people who helps her and those whom the writer cannot mention one by one.
Finally, the perfection just belongs to Allah SWT; the writer appreciates sincerely the constructive criticism and hopes this thesis will be useful for the readers.
Billahi Taufiq Wal Hidayah Wassalam.
Makassar, 2010 The writer
LIST OF CONTENT
TITLE PAGE ......................................................................................... i PERNYATAAN KEASLIAN SKRIPSI ................................................. ii HALAMAN PERSETUJUAN PEMBIMBING ...................................... iii HALAMAN PENGESAHAN SKRIPSI ................................................. iv ANCKNOWLEDGEMENT ................................................................... v LIST OF CONTENT ............................................................................. vi LIST OF TABEL ................................................................................... vii ABSTRACT .......................................................................................... viii
CHAPTER I INTRODUCTION A. Background............................................................................
1 B. Problem Statement .................................................................
3 C. Objective of the Research .......................................................
3 D. Significance of the Research ..................................................
3 E. The Scope of the Research......................................................
3 CHAPTER II REVIEWS OF RELATED LITERATURE A. Previous Related Research findings........................................
4 B. Some Pertinent Ideas ..............................................................
4 1. Definition of Reading .......................................................
4
5. Skills of Reading Comprehension ....................................
9 6.Factors Effecting Reading Comprehension ........................
10 7.Techniques of Improving Comprehension .........................
11 C. Definition of Spot Srategy ......................................................
13 D.Resume.......................................................................................
15 E. Theoretical Framework..............................................................
16 F. Hypothesis..................................................................................
16 CHAPTER III THE RESEARCH METHOD A. Research design ..................................................................... .
17 B. variable of the Research.............................................................
17 C. Population and Sample ...........................................................
18 D. Instrument of the Research .....................................................
18 E. Procedure of Data Collection ..................................................
18 F. Technique of Data Analysis ....................................................
19 CHAPTER IV FINDINGS AND DISCUSSION A. Findings .................................................................................
22 B. Discussion ..............................................................................
24 CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion .............................................................................
27 B. Suggestion .............................................................................
27
LIST OF TABLE
Table 1 The result of students’ pre test andpost ............................................. 22 Table 2 The meammmmmn score and standard deviation of the pre-test and post-test .................................................................. 23 Table 3 The t-test of students’ reading
Comprehension ............................................................................... 23
CHAPTER 1 INTRODUCTION A. Background Today is information era, the progress of knowledge, science and technology
requires us to absorb information. Information is merely the most important aspect of our life. Book, magazine, newspaper, bulletin, internet i.e. are source of information and those information we can get only through reading. Those are thousand of books to avoid ourselves from out of date.
There are four skills in English, one of them is reading. Reading is an activity that can be done by all people without high cost. According to Williams in Belotani (2007) reading is a process whereby one looks at and understands what has been written. The keyword here “understands” merely read aloud without understanding does not count as reading.
Many students feel that reading is boring. Some people postpone reading until the last of the minute; they realize that they do not have enough time to finish all.
Moreover, in the classroom they get more tasks to read. For many people, reading is hard job to do because reading must be done by spelling word by word (Cullough in Nirmawati : 2005).
In reading text it does not necessarily need to look at everything in a giving found because the students have low interest to practice and understand the text and they have not been motivation because their motivation ability is low.
The role of education especially of the teacher is one way to overcome the problem above. In teaching someone, a teacher has to choose a learning model method because that case can influence the student learning result. Teaching is always looking for ways to substitute role repetition with more effective technique to make reading comprehension easier and more pleasant. t is very important to develop motivation in
I reading.
If reading can be easy probably the students all finish all the best of reading on time, and if their understanding increase they will get a better result and learn much faster. The school can be easy and live can be easier. To make reading as a fun activity, teacher should attempt to find any strategy. At this moment, the writer want to offer a strategy that is spot strategy. To present an effective spot strategy teacher should be familiar with the theories of learning from which the strategy has been drawn. These include sosial cognitive and constructivism theories of learning.
The writer is interested in doing spot strategy on learning as a way to attract the students attention during teaching and learning process. Spot strategy will help students to identify, recall and retell the key parts of particular story. The strategy in teaching reading has a very important role because good strategy will provide the good result.
By this strategy people get information that reading is not a job and must be
Related to the explanation above, the researcher attempts to carry out a research entitled, “ The Effectiveness of Using Spot ( setting - problem-order of action- teil end ) Strategy in Improving Students Reading Comprehension at the Second Year Student of SMPN 1 Tompobulu Kab. Bantaeng “.
B. Problem Statement
Based on the background above, the writer is interested in formulates problems statement as follows : What is the student’s ability in reading comprehension before and after using spot strategy at the second year students of SMPN 1 Tompobulu Kab. Bantaeng?
C. Objective of the Research
This research aims to find out: To find out the second year students’ ability in reading comprehension before and after using spot strategy At the second year students of SMPN 1 Tompobulu Kab. Bantaeng.
D. Scope of the Research
The research focuses on the effectiveness of spot strategy in improving reading comprehension at the second year students of SMPN 1 Tompobulu Kab.
Bantaeng.
E. Significance of the Research
The result of this research is expected to be useful for the readers in general
CHAPTER II REVIEW OF RELATED LITERATURE A. Previous Related Research Finding Some researchers have done that related to this research Bos, C. S and Vaughn, S (1994) states that spot strategy is one way help students to identify recall and retell the
key parts of a particular story. An improvement in reading comprehension may be seen with this strategy since the teachers are giving students a way to recall information in an organized.
Johnson and Johnson (1989) states that spot strategy is practiced together as a class then in small groups is a cooperative learning style. Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other’s learning. In cooperative learning situation there is a positive interdependence among student’s goal attainments. Roy Harris (2000) states that the message is not something given in advance or given at all but something created by interaction between writes and readers as participants in a part of communication situation.
B. Some Pertinent Ideas 1.
Definition of reading thought in reading. The writer encodes thought as language and the reader decodes language to be thought.
Neufeldt in Muhammad rusydi (2005) states that reading is a particular interpretation or perfomence of something written or composed. Meanwhile, Rodolf Flesch in Sudarmi (2004) defines reading as getting meaning from certain combination of letters.
Many attempts have been made to define or describe the nature of reading. It is generally agreed that reading is not primarily a visual process as Smith (1973:5) states that there are two kinds of information are involved in reading, one that come from in front of the aye ball, from the printed page that is called visual information, and another one is devices from behind the eye ball, from the brain that is called non-visual information. Non-visual information is what we already know about reading, language and word in general, the cooperation of both the visual information, in this case brain processes what they eyes have seen from the reading process.
Harris (1980;8) explains that reading is the meaningful interpretation of printed or written verbal symbol, reading is a result of the interaction between the perception of graphic symbols that represents language and the reader’s language skills and knowledge of the word. In this process the reader tries to create in increasing intended by the writer.
It is not long different with Markshessel in Nirmawati (2005;5) that reading is a
It is very clear for the writer to take conclusion from some writer and the reader through written material to gain information or massage that involves two important parts of the human bodies they are eyes and brain. The eyes recognize he written symbol while the brain processes the written symbol to get the massage and have intention to obtain knowledge from the reading.
2. Reading Process
The are five processes in reading according to Carrel (1988:16) as follows: a.
Recognition-initiation The brain must recognize a graphic display in the visual fields as written language and initiate reading. Normally this would occur once in each reading activity, thorough it is possible for reading to be interrupted by other activities. Examining pictures for example and then to be initiated.
b.
Prediction The brain is always anticipating and predicting as it seeks others and significance in sensory inputs.
c.
Confirmation If the brain predicts, it must also seek the variety its prediction. So it monitors to confirm or disconfirm with subsequent input what it expected.
d.
Correction The brain processes when it finds inconsistencies or its predictions are e.
Termination The brain terminates the reading when the reading text is completed but termination may accurate for other reason. The text is not productive in little meaning is being constructed or the meaning is already known or the story is interesting or the reader finds it inappropriate for the particular purpose.
So can be concluded that in reading process the readers must optimize their brain in recognizing, anticipating or predicting, confirm, correcting and gain the massage or information as the final result when terminating of reading text.
3. Reading comprehension
Burton (1985:133) states that comprehension is a deep and full understand arrive by closed accurate and imaginative reading of the passage, in other word the verb to comprehend means to grasp with the mind or to take in. Reading comprehension is a complex set of different skills and types of knowledge that are activated in a nearly simultaneous process (Carnie in Muhammad Rusydi, 2005:10). There are many definitions of reading comprehension, as Smith (1980:128), it depends on many factors as follows:
1. The reader’s ability to attend to the printed ideas.
2. The reader’s background knowledge to which new information must be added.
3. The quality of the writing it self. pronounce word without reference to their meaning (Dictionary of education in asriani 1999:81).
(Harris, 1985:179) states that successful comprehension involves the readers discovering the meaning needed to achieve the particular purpose. It may find a particular piece of information solving program through reading working to understand an idea.
Based on the description above, can be concluded that reading require information from it as affectively as possible. The reader comprehends by actively construction meaning internally from interacting with the material that is read.
4. Kinds of Reading Comprehension
The different types of reading comprehension are distinguished according to readers’ purpose and the type of reading that they use. The following are commonly referred to:
a) Literal comprehension. Reading in order to understand, remember or recall in information explicitly contained in passage. The literal comprehension is the most fundamental in reading comprehension kinds because the readers must first understand what the author expresses before drawing an inference, making an evaluating or gaining an appreciation.
b) Inferential comprehension. Reading in order to find information that is not explicitly stated in the passage. To make a complete inference, the readers must c) Critical or evaluative comprehension. Reading in order to compare information in a passage with the readers’ own knowledge and evaluating whether or not the information expressed by the author.
d) Appreciative comprehension. Reading in order to gain an emotional or other kinds of valued response from a passage (Richards, et al. 1995).
5. Skills of reading comprehension
Anderson (1995:12) describes that there are six skills of reading comprehension, namely: 1) listening, speaking, reading and writing about the subject matter information. 2) Selecting, connecting, and explaining information. 3) Analyzing, synthesizing and inferring from information. 4) Hypothesizing and predicting. 5) Formulating and asking questions. 6)
Understanding and producing technical vocabulary and text features according to content areas.
Anderson also suggests five appropriate strategies that can be shown as follow: a.
Applying basic reading comprehension skills such as skimming, scanning, previewing, and reviewing text.
b.
Using context to construct meaning. d.
Planning how and when to use cognitive strategies and applying them appropriately to learning task.
e.
Evaluating one’s own success in completed learning task.
6. Factors Effecting Reading Comprehension
There are some factors effects the comprehension of a reader according to Wainwright (1972:67) a.
Speed and perception Some readers are quick to grasp the meaning while the others are not those who are slower usually have difficulties and take longer to comprehend.
Comparing with the fact ones. It can happen due to the regression mark by the reader and narrow vocabulary range.
b.
The accurate of perception A reader who perceives the ideas or massage of passage wrongly will effect his comprehension. It leads him to misunderstanding to the whole passages.
c.
Memory and ability to recall information A reader may understand the reading material even though he is not able to remember much of actual content. In order to have a good memory of the material, retention is needed. So that he can locate some points which require checking. e.
Concentration Full concentration is necessary for good comprehension, however it can be affected either from external distraction factors such as anxieties wandering attention, noises or movements.
7. Techniques of Improving Comprehension
There are some techniques that able to help the students improving reading skill as follow: a)
Skimming Speed is often important when we are reading, we may have a lot of to read not but much time, for this kind of reading we usually do not know and remember the information from the book we are reading. So in this case we have one technique of reading namely skimming. It is relevant with definition of Badriani, (2005:12) that skimming reading a text very quickly to get the main ideas.
Skimming is a high technique of reading that needed a speed skill. It is done when a reader wishes to cover only the most important information or the main idea of the reading material in a hurry or short time. The reader does nor need to spend much time to read every word, phrase, clause, sentence, or paragraph, they must quickly across and down a page to find the specific information (Milles, 1985:37).
In the beginning, introduce in skimming should connection methods of
To make skimming more effective according to Lagan (1976:323) a reader must be able to applay several comprehension in learn, there four guides as follows: a.
Find definition and remember that they are often signaled by special italics, look also for one example that makes a definition is clear.
b.
Locate enumeration and remember that it is not helping to numbered series of item if does not know what label that series hits reader.
c.
Locating for the relationship between heading and subheading when it seems appropriated you will also want to change heading into a question and find the answer.
d.
If time permits, look for point made by emphasis word and for main idea in what seem to be key paragraph.
Skims is enable people to select content that they want to read and to discard that inconsequential for their purpose and gain a general idea about material. It also helps the reader decide whether he wants to read a sertain book or it contains the information he is looking for.
b) Scanning
Many students try to read every word when they read so they read every slowly. In scanning a reader is looking for anything in particular. It is one skill in effective reading. used in finding the specific information or detail in selection, such as where, who, when, what and who.
Means to look for read quickly to find out the answer to certain what have been determined. Scanning is very past reading when you scan, you skip over many words. You look for some information quickly as you can (Mickulecky, 1998:21).
There some people very bad in scanning according to Freemant (1982:25-26), because they refuse to try and concentrate. They let their attention wander and they start reading interacting paragraph entirely forgetting their original purpose, so if a reader find that their scanning is poor, turn back to concentrated about an attention and interesting at try to searching something specific.
In edition there are some procedure for scanning as follow: a. Keep in mind only the specific information to be located.
b.
Move our eyes as quickly as possible down the pages to find the clues.
c.
Read the selection containing the clues to get the information without reading all material around it.
C. Definition of Spot ( Setting-Problem- Order of Action-and Tail end) strategy.
Bos, C. S and Vaughn, S (1994) states that spot strategy is one way help students to identify recall and retell the key parts of a particular story. An improvement
Johnson and Johnson (1989) states that spot strategy is practiced together as a class then in small groups is a cooperative learning style. Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other’s learning. In cooperative learning situation there is a positive interdependence among student’s goal attainments.
Roy Harris (2000) states that the message is not something given in advance or given at all but something created by interaction between writes and readers as participants in a part of communication situation.
Major purpose 1.
This strategy help the students to identify, recall, and retell the key part of particular story.
2. In cooperative learning situation there is a positive interdependence among student’ goal attainments.
3. Students worked with partners.
4. Helping students in learning and understanding more for higher class.
Students work in learning cooperative group four aspects which are important in story they are setting, problem, order of action, tail end of the story
Principles
1. The activity be appropriate to age, ability, and needs of the students
5. The class climate is cooperative and relaxed. Procedures 1.
The teacher will give explanation about strategy 2. The teacher will divide the students into some groups.
3. The teacher will explain the components in a story.
4. The teacher will give the story that will discuss it by using spot strategy and ask to the students to practice together as a class than in small group.
5. The teacher will give the time to the students to discuss with their own group.
Advantages 1.
Students are found to benefit cognitively from the experience.
2. Developing thinking skill.
3. Students develop essential skill such as cooperative with other.
4. Provide the students with opportunity to become actively involved and to perceive element of control over their own learning.
D. Resume
Base on the previous studies and pertinent ideas, the researcher resumed that: Reading is the process of putting the reader in contact, and communication with ideas and the first thing to be made about the reading comprehension. Reading the level of understanding of a passage or text. Reading comprehension is really important, because reading is more than just assign foreign language sounds to the written words, it requires the comprehension of what written. The students will understand the massage that the writer is attempting to convey by reading comprehension. To improve the reading comprehension the students can practice with use spot strategy. Spot strategy is one way to make easy the students to identify the particulry of
E. Theoretical Framework
Theoretical framework of this research was illustrated as follows: The there variables in diagram describe as follows: a.
Input refers to the reading material, which consist of reading passage that practiced in reading class.
b.
Process refers to the teaching of reading comprehension through Spot Strategy.
c.
Output refers to the students’ comprehension.
F. Hypothesis Base on some pertinent ideas, the researcher formulated the following
INPUT Reading Materials
PROCESS Teaching of Reading through Spot Strategy
OUTPUT Students’ reading comprehension
CHAPTER III RESEARCH METHOD The section consists of research design variable, population and sample, instrument of the research and technique of data collection and data analysis. A. Research of design The design that will be used is pre-experimental design with one group pre-test
and post test design. The comparison between the pre-test and post test score defends on the success of the treatment.
The design is:
Pre test Treatment Post test
01 X
2
(Tuckman, B.W. 1990: 160) Where: 01 : Pre-test
X : Treatment O : Post-test
2 B. Variable of the Research This research has two variable; they are independent and dependent variables.
Independent variable is the use of spot strategy in teaching reading, while dependent
C. Population and Sample 1.
Population The population of this research will be taken from the second year student of
SMPN 1 Tompobulu in academic year 2010/2011 that consist of 4 classes the total number of the students are from the second year students is 250 students.
2. Sample
This research will take all of the second year students of SMPN 1 Tompobulu in academic year 2010/2011 at the sample of population by using purposive sampling technique. It means that the total number of the sample is 25 students.
D. Instrument of the research
In collecting data, the writer will use reading comprehension test in pre-test and post-test.
E. Procedure of collecting data.
This research will be twelve meetings and chronologically will be performed as follow: 1)
Pre Test In the first meeting, the researcher will give the students pretest that is used to identify, the student’s reading comprehension. In the pretest, the researcher will ask the student’s to answer some question in the reading material.
- The researcher will give explanation about spot strategy.
- The researcher will divide the student into some group.
- The researcher will express the main problem of the story.
- The researcher will give the story and will discuss it by using spot strategy with their group.
- The researcher will give the time to the students to discuss with their own group.
3) Post test
After completing the treatment, the students will be given post test. The researcher employed a post test to find out the value of treatment whether or not the result of the post test is better than the result of pre test.
F. Technique of data analysis Similar to the topic in the pre test.
In analyzing the data collected trough the pro test and post test, the writer are the procedure as follow: 1)
Scoring the students answer by using the following formula : Notation : And than to classified the students score which fall into seven classifications.
9. 6 to 10 is classified as excellent 8. 6 to 9.5 is classified as very good 7.6 to 8.5 is classified as good 6.6 to 7.5 is classified as fairly good 5.6 to 6.5 is classified as fair 3.6 to 5.5 is classified as poor 0.0 to 3 is classified as very poor
2) Finding out of the mean score of the students answer by using the formula:
Notation : = Mean score = Total score
N = The number of students ( Gay. 1981 : 2007 )
3) Finding out of the mean of the difference score by using the formula :
Where: D= Deviation ∑D= Standard Deviation
Where: SD= Standard Deviation ∑x= Total row score Where :
T = Test of significance D = The different between pro test and past test
= The mean of the difference square = The sum of D square
= The square of N = The number of subject
( Gay. 1981 : 331)
BAB IV FINDINGS AND DISCUSSION This chapter deals with the findings and discussion. The finding of the research
covers the description of the data collected through the reading test and the discussion reveals the interpretation of finding.
A. Findings
This part present the result of the students’ reading comprehension 1.
The rate percentage and frequency of the students’ score.
Students’ score of pre test and post test were classified into some criteria and percentage as follows: Table 1. the result of students’ pre test and post test.
Pre test Post test No Classification Score Frequency Percentage Frequency Percentage
- 1
- Exelent 9.6-10
2 Very Good 8.6-9.5 - - 4 16%
3 Good 7.6-8.5 - - 12 48%
4 Fairly Good 6.6-7.5 - - 9 36%
4 16% -
- 5 Fair 5.6-6.5
6 Poor 3.6-5.5 5 - 20% -
7 Vary Poor 0.0-3 16 64% - - Total 25 100% 25 100%
Students there were 4 students (16%)got very good score, 12 students (48%) got good score, 9 students (48%) got fair score, 5 students (20%) got poor score and 16
1. The mean score and the standard deviation of pre test and post test.
To find out the significant difference between the pre test and post test, it is shown in the following table:
Test Mean score Standard deviation
Pre test Post test
3.72
7.81
1.83
0.23 Table 2 shows that the mean score of the students’ pre test was 3.72 and the mean score of the students’ post test was 7.812 . the standard deviation of the students’ pre test was 1.83 and the standard deviation of the students’ post test were 0.2304. .
2. T- test value
In order to know whether or not the differences between pre test and post test is statically significant, the t-test statistical analysis for non independent sample was employed. The result of the t-test was .
Table 3. The t-test of students’ comprehension achievement Variable T- test value T- table X2- X1 12.63 2.064
Table 3 above shows that t- test value at the students’ achievement was greater than t- table ( 12.63>2.064 ). It can be concluded that there is significant difference between the result of the students’ pre test and post test.
3. Hypothesis testing
To find out degree of freedom (df), the researcher uses the following formula: df=n-1 df=25-1 df=24 For the level of significant (f)=0,05 and degree of freedom (df)=24, the value of table=2.064 and t- test=12.63. thus the value of t- test is greater than t- table
(12.63>2.064) it means that there is significant difference between the pre test and post test of the students in reading material, and also it means that the alternative hypothesis (H1) is accepted.
From the analysis above the researcher concludes that there is significant difference between pre test and post test in improving the reading comprehension through Spot Strategy. In order word, Spot strategy is effective to be used in teaching reading.
B. Discussion
The discussion deals with the interpretation of the findings derived from the statistical analysis.
The description of the data collected through the reading test as explained in the findings section shows that the students’ reading has improved. It was supported by the frequency and rate percentage of the result of the students’ score of pre test and post
In the pre test there were 4 students (16% ) got fair score, 5 students ( 20% ) got poor score, 16 students ( 64% ) got very poor score and none of them got good and very good scores. The mean score of the pre test was that were classified as poor score. The treatment was given in ten times and there were some different reading texts were given. In the fist meeting the students were given one short reading texts. Here, they showed their attention to the reading text. They tried to answer some questions in reading material.
In the second meeting antil the elevent meetings the students were given a reading text. The research saw that the students really enjoy when they read the text. It was based on guides for using spot strategy, which choose the reading material, that is enjoyble and not too difficult.
In the post test there were 4 students ( 16% ) got very good score, 12 students (48%) got good score, 9 students ( 36% ) got fair score, and none of them got very poor score, the mean score of students’ post test was 7.812 that were classified as good score. It shows that the mean score of the students post test was higher than pre test. Thus the alternative hypothesis (H1) is accepted.
From the t-test analysis, it can be seen that t-test value was greater than t-table ( 12.63>2.064 ). For the degree of freedom (0.05). it means that there was a significant difference of the students’ reading comprehension after being thought Spot strategy.
CHAPTER V CONCLUSION AND SUGGESTION This chapter deals with conclusion and suggestion based on the findings and discussion of the data analysis. A. Conclusion Based on the result of the data analysis, research findings and discussion in the
previous chapter, it can be concluded than the teaching of reading through Spot Strategy can improve the students’ reading comprehension in SMPN 1 Tompobulu Kab.
Bantaeng. It can seen from the significant difference between the students’ score in pre test and pos test after given treatment (Spot Strategy). The result of the data analysis shows that the mean score of post test was greater than pre test (7.812>3.72 ). Beside that, the t- test value was greater than t- table ( 12.63>2.064).
B. Suggestion
Based on the result of data analysis and conclusion, the resecer proposes some suggestions as follows:
1. It is suggested to the teacher to use short stories as an alternative in presenting reading material.
2. It is suggested to the teacher to create the conductive atmosphere to entice the
4. To increase the the students’ comprehension in reading short stories, the teacher should know how far the students’ previous knowledge in lerning English especially in reading short stories. So, the materials to be presented are suitable for their level.
5. In order to improve the students’ comprehension in reading short stories, the teacher should give the students guidance, training, motivation especially in reading short stories.
6. The teacher should give more assignment about short stories, in order the students’ have more attention towar short stories, and also the students’ can practice more because the more practices, it can better one will be.
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APPENDIX 1
INSTRUMENT OF THE RESEARCH
Pre-test/Post-test
RING STORY
“You’d better not lose this ring, pam” pam’s sister advised as pam slid the shining ring onto middle finger. It’s my favorite ring and I’m letting you wear it only because of the dance”.
Pam looked at the golden ring glitering in the sun. the tiny red stone shone like a light and sent an oblong red shadow across pam’s hands. Tonight was the dance and now everything was perfect-her dress, her shoes, and the ring.
Putting the finishing touches on her dress, pain heard her father’s voice. “Let’s go, pam”, he called, “It is time to go the dance!” pam ran excitedly down the stairs, glancing at her image reflected in the hall mirror. All was in place … everything expect the ring. Pam stared at her empty finger in disbelief. Where had it gone?
Quickly pam raced back up stairs. In a panic she looked everywhere she had been since she placed the precious ring on her finger. She tore through her dresser drawers, through her closet, back through the hallway. Her eyes scanned every inch of the floor. There was no ring.
“Daddy!” pam yelled downstairs,” want a minute more, I’m coming!” pam ran into the bathroom. She had just washed her hands. Perhaps the ring had slipped of her