The Effectiveness of Sustained Silent Reading (SSR) and Scaffolded Silent Reading (SCSR) Strategies to Improve Students’ Reading Comprehension ( A Comparative Experimental Study of the Tenth Grade Students of SMK Bhakti Nusantara Salatiga in the academic

  

THE EFFECTIVENESS OF SUSTAINED SILENT

READING (SSR) AND SCAFFOLDED SILENT

READING (ScSR) STRATEGIES TO IMPROVE

STUDENTS

  ’ READING COMPREHENSION

(A Comparative Experimental Study Of The Tenth

Grade Students Of SMK Bhakti Nusantara Salatiga In

  

The Academic Year Of 2015/2016)

A GRADUATING PAPER

Submitted to the Board of Examiners as a Partial Fulfillment of

the Requirement for the Degree of Sarjana Pendidikan (S.Pd)

in English Education Department of

Teacher Training and Eduation Faculty

  

State Institute for Islamic Studies (IAIN) of Salatiga

EVI NILAMSARI

113 11 050

  

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) OF

SALATIGA

  

2016

  

MOTTO

  Life is like riding bicycle To keep your balance you must keep moving

• Albert einstein

  

اً ْسُْي ِ ْسُْعْلا َعَم َّنِاَف

اً ْسُْي ِ ْسُْعْلا َعَم َّنِا

  For indeed, with hardship [will be] ease.

  Indeed, with hardship [will be] ease.

  Al-Insyirah: 5-6

  

DEDICATION

  I dedicate this graduating paper to: 1.

  My beloved parents, my mother and father, thanks for always pray for me, for scarify everything for me, do everything for me and become my reason to never give up. My lovely husband Muchammad Dzulkifli thanks a lot for the support that always be given to me and always beside me when i desperate and always accompany me in a happiness and sadness.

  3. My beloved parent in law, thanks for taking care of me and support me to finish my graduating paper.

  4. My friends, International Class Program 2011 who become my inspiration with all its uniqueness..

  5. The entire teacher in SMK Bhakti Nusantara, thanks for the support.

  6. All of my beloved people who cannot be mentioned one by one.

  

ACKNOWLEGEMENT

  In the name of Allah, the most Gracious, The Most Merciful. Firstly, the writer would like to thank to Allah SWT because of His blessing, the writer can finish his thesis as a partial fulfillment of the requirements for the Undergraduate Degree of education in English Department. Although there are many difficulties

  Peace and salutation always be given to our beloved prophet Muhammad SAW that we hope his blessing in the Judgment day.

  However, this success would not be achieved without the support, guidance, advice, help and encouragement from individuals and institutions.

  Therefore, the researcher would like to express the deepest gratitude to: 1.

  Dr. Rahmat Hariyadi, M.Pd., as the rector of State Institute for Islamic Studies of Salatiga.

  2. Suwardi, M.Pd, as the Dean of Teacher Training and Eduation Faculty.

  3. Noor Malihah, Ph.D, as the Head of English Education Department.

  4. Setia Rini, M.Pd, as my Academic Counselor thank you for your support and guidance.

  5. Hanung Triyoko, M.Pd, M.Ed thank you very much for guidance, suggestions, and help for this graduating paper from beginning to the end.

  6. All lecturers of International Class Program IAIN Salatiga, thank you for teaching me.

  ABSTRACT Nilamsari, Evi. 2016. The Effectiveness of Sustained Silent Reading (SSR) and

  Scaffolded Silent Reading (SCSR) Strategies to Improve Students ’ Reading Comprehension ( A Comparative Experimental Study of the Tenth Grade Students of SMK Bhakti Nusantara Salatiga in the academic year of 2015/2016). Graduating Paper. English Department of Education Faculty IAIN Salatiga.

  Counselor: Hanung Triyoko, S.S, M.Hum, M.Ed This study was carried out to improve stude nts’ reading comprehension through SSR and SCSR strategies at the tenth grade students of SMK Bhakti Nusantara Salatiga in the academic year of 2015/2016. The subjects of this study were consisted of 44 students. The writer used experimental research with quantitative approach as the method of doing this research. This research was conducted on March to August 2016. In order to get the data, the writer used tests, recording, documentation and note taking to help in collecting the data. A statistical software SPSS (Statistical Package for the Social Sciences) version 17 was used for descriptive analysis of this research. Scaffolded Silent Reading and Sustained Silent Reading strategies effect the improvement of students’ reading comprehension. The data Independent Sample Statistics indicated that there was an improvement on the reading comprehension of the students who were taught through Scaffolded Silent Reading strategy and Sustained Silent Reading strategy, the mean of experimental group is 76.19 and the mean of comparison group is 62.61. It can be seen that the mean of the experimental group posttest was higher than the comparison group posttest. It also means that the achievement of the comparison group was lower than the experimental group and it can be concluded that based on the mean of the posttest and after the implementation of both strategies, Scaffolded Silent Reading strategy is more effective than Su stained Silent Reading strategy to improve students’ reading comprehension.

  

Key Words: Silent Reading, Sustained Silent Reading, Scaffolded Silent Reading,

Reading Comprehension.

  

TABLE OF CONTENT

  TITLE PAGE ·········································································· i DECLARATION ······································································ ii ATTENTIVE COUNSELOR NOTE ··············································· iii STATEMENT OF CERTIFICATION ············································· iv DEDICATION ········································································ vi ACKNOWLEDGEMENT ···························································· vii ABSTRACT ··········································································· ix TABLE OF CONTENT ······························································ x LIST OF TABLE ······································································ xiv LIST OF FIGURE ···································································· xvi

  CHAPTER I INTRODUCTION A. Background of the Research················································· 1 B. Problems of the Research ··················································· 6 C. Research Purposes ··························································· 6 D. Benefit of Study ······························································ 6 E. Definition of the Key Terms ················································ 7 F. Statistical Hypothesis ························································ 8 G. Thesis Organization ·························································· 9 CHAPTER II LITERACY REVIEW A. Review of Previous Research............................................................... 10

  B.

  Reading ········································································· 11 1.

  Definition of Reading ··················································· 11 2. Nature of Reading Skill ················································· 12 3. Process of Reading ······················································ 12 4. Purpose of Reading ······················································ 13 5. Importance of Reading ················································· 14

  Sustained Silent Reading ···················································· 15 1.

  Silent reading ···························································· 15 2. Definition of Sustained Silent Reading ······························· 16 3. Implementation of Sustained Silent Reading ······················· 18 B. Scaffolded Silent Reading ··················································· 20 1.

  Definition of Scaffolded Silent Reading ····························· 20 2. Implementation of ScSR ················································ 22 C. Reading Comprehension ···················································· 26 1.

  Definition of Comprehension ········································· 26 2. Reading Comprehension Strategies ·································· 27 3. Best Practice for Teaching Strategic Reading Comprehension ··· 29

CHAPTER III RESEARCH REPORT A. Research Methodology ······················································ 33 1. Research Approach ······················································ 33 2. Research Method ························································ 34 3. Research Variable ······················································· 35 4. Population and Sample ················································· 35

5. Sampling Technique ···················································· 37 6.

  Research Design ························································· 38 7. Technique of Data Collection ·········································· 42 8. Evaluation Criteria ······················································ 45 9. Technique of Data Analysis ············································ 45 B. Statistical Hypothesis ························································ 46 A.

  Data Presentation ................................................................................ 47 1.

  Comparison Group Using SSR strategy…………………………. 47 2. Experimental Group Using ScSR strategy ···························· 51 B. Data Analysis ································································· 54 1.

  Difference Analysis of Pretest between Experimental Group and Comparison Group ················································· 55

  2. Difference Analysis of Posttest between Experimental Group and Comparison Group ················································· 55 C.

  Finding Discussion ··························································· 56

CHAPTER V CLOSURE A. Conclusions ··································································· 62 B. Suggestions ··································································· 63 C. Recommendation ····························································· 64 REFERENCES APPENDICES

  LIST OF TABLE

Table 3.1 List of X KP 1 Class as SSR COMPARISON GROUP ············· 36Table 3.2 List of X KP 2 Class as ScSR EXPERIMENTAL GROUP ········ 37Table 3.3 Research Design ·························································· 42Table 3.4 Evaluation Criteria ························································ 45

  Table 4.1 Classification of the Students’ Reading Comprehension in Pre-Test

  Table 4.2 Score of Students’ Reading Skill in Pre-Test SSR Group ·········· 48

  Table 4.3 Classification of the Student’s Reading Comprehension in

  Post-Test SSR Group ···················································· 49 Table 4.4

  Score of Students’ Reading Skill in Post-Test SSR Group ········· 50 Table 4.5

  Classification of the Students’ Reading Comprehension in Pre-Test ScSR Group ················································· 51 Table 4.6

  Score of Students’ Reading Skill in Pre-Test ScSR Group ········· 52 Table 4.7

  Classification of the Students’ Reading Skill in Post-Test ScSR Group ······························································· 53

  Table 4.8 Score of Students’ Reading Skill in Post-Test ScSR Group ········ 54

Table 4.9 Independent Sample Statistics ·········································· 55Table 4.10 Independent Samples Test ············································· 55Table 4.11 Independent Sample Statistics ········································· 56Table 4.12 Independent Samples Test ············································· 56

  LIST OF FIGURE

Figure 2.1 Preparing for Reading ··················································· 21Figure 2.2 Wide Reading Using a genre Wheel ·································· 26

CHAPTER I INTRODUCTION A. Background of the Research Language is a tool of communication. One of the skills is reading. Definition of reading are divided into two major types: (1) those that equate

  reading with interpretation of graphic symbols. The definition of reading that has come out of the Claremont College Reading Conference fits this first category. In the Conference’s Eleventh Year book, Spencer (1946) wrote, “In the broadest sense, reading is the process of interpreting sense stimuli…Reading is performed whenever one experiences sensory stimulation.”

  From the definition above the writer knows that this statement explain the characteristic of the student and reading the situation of student.

  Reading as interpretation of experience has implications for both the reading teacher and the student learning to read. Students must be readers of experience before they can become readers of graphic symbols. The student cannot read symbols without having experience

• – without having those experiences that give the symbol meaning.

  Furthermore, the second type of reading definition that equates reading with the interpretation of graphic symbols. Most definitions of reading given in professional textbooks are of this second type. DeBoer and Dallmann (1960: 19) consider that reading, “involves the comprehension and interpretation of ideas symbolized by the written or printed page.” In a later book (Dallman, Rouch, Char, and DeBoer 1978: p.33), the authors note that their emphasis is on “reading as a process involving meaningful reaction to printed symbols.” Bond and Tinker (1967: 22) point out that “reading involves recall of meanings built up through the reader’s past experience.” Harris and Sipay (1975: 5) define reading as “the meaningful interpretation of written or printed verbal symbols.” While Gibson (1966) says that reading “is receiving communication; it is making discriminative responses to graphic symbols; it is decoding graphic symbols to speech; and it is getting meaning from the printed page.” The present writer (Dechant 1970: 19) has defined reading as “the process of giving the significance intended by the writer to the graphic symbols by relating them to one’s own fund of experience.”

  All these definitions of reading have certain elements in common; in particular, they all note that reading is an interpretation of graphic symbols.

  Reading is thus perceived as a twofold process: (1) identification of the symbols; and (2) association of appropriate meanings with them. Reading requires identification and comprehension.

  Another aspect of reading that frequently emphasized in definitions of reading is that it is a language and communication process - the process of putting the reader in contact and communication with ideas.

  However, reading is much more than simple recognition of the graphic symbols. Reading is more than the mere ability to pronounce the words on the printed page, to match the written word with the spoken code, to

  Moreover, English as a foreign language has become a major subject in all educational level in Indonesia. Reading is an important activity for people in a developing country such as Indonesia, because people who have reading habit will enable their country to compete in the globalization era. As such, reading habit should be continuously promoted in Indonesia. Especially for teenager and young learner, we can start it with the elementary student to promote the reading habit to them.

  Literacy development, this issue is very close related to reading habit, begins in the first days of a child at home and this is a process to bring the child to reading. Parents are chil d’s first and most influential teachers. At the early stage, pleasurable experiences with books and stories shared, can build a strong foundation for reading, and a good life: intellectually, socially and emotionally. Ensuring all children begin life with a strong foundation for literacy and learning should be the aim of all the citizens of Indonesia.

  We need to dispel the myth that reading skills and literacy can only be achieved through formal education in schools. In fact, there is still another side that is the role of the libraries, especially public libraries and school libraries. One of the core services of school libraries is developing and sustaining in children the habit and enjoyment of reading and learning, and the use of libraries throughout their lives. On the other hand, the writer wants to read any kinds of books.

  This research focuses more on silent reading to improve students reading fluency and comprehension. Scaffolded Silent Reading and Sustained Silent Reading are the strategies that the writer wants to use it to measure student’s interest on reading, especially reading English books. According to Reutzel (2010: 129) Scaffolding Silent Reading (ScSR) is intended to provide students with necessary support, guidance, structure, appropriate text difficulty, accountability, and monitoring that will assist them in transferring their oral reading skills to successful and effective silent reading practice.

  Scaffolded Silent Reading (ScSR) is silent reading practice that redesigns practice conditions to deal affirmatively with past concerns and criticisms surrounding traditionally implemented Silent Sustained Reading (SSR).

  Based on Gardiner opinions (2005) sustained silent reading is a time during which a class, or in some an entire school, reads quietly together. Students are allowed to choose their own reading materials and read independently during class time.

  The following statements summarize basic knowledge about the reading process. They attempt to relate what knows about reading as a language and cognitive process.

1. Encoding. The writer translates or encodes a thought, idea, or message 2.

  Decoding. The reader decodes or reconstructs the message encoded graphically by the writer.

  3. Reading is a language and communication process. Statement 1 and 2 describe the interaction between the writer and the reader. They define the communicative nature of reading. Communication and hence comprehension occurs when the reconstruction agrees with the writer’s intended message.

  From the explanation above, it is hope that Scaffolding Silent reading and Sustained Silent Reading strategies can increase students reading fluency and comprehension. By implementing those strategies, it can help both teacher and student to more enjoyable and fun while teaching and learning English class. In short, it can help student increase their reading skills. Therefore, the writer is interest to conduct the research entitled

  “THE

EFFECTIVENESS OF SUSTAINED SILENT READING (SSR) AND

SCAFFOLDED SILENT READING (ScSR) STRATEGIES TO IMPROVE

  STUDENTS ’ READING COMPREHENSION (A COMPARATIVE EXPERIMENTAL STUDY OF THE TENTH GRADE STUDENTS OF SMK BHAKTI NUSANTARA SALATIGA IN THE ACADEMIC YEAR OF 2015/2016 )”.

B. Problems of the Research

  From the explanation above, there are several problems to identify: To what extent are Sustained Silent Reading (SSR) and Scaffolded Silent

  Reading (ScSR) strategies effective to improve students reading comprehension of the tenth grade students of SMK Bhakti Nusantara, in the academic year of 2015/2016? 2. Which one is more effective from both of strategies? C.

   Research Purpose

  The purposes of this research are as follows: 1. To find out to what extent are Scaffolded Silent Reading (ScSR) and

  Sustained Silent Reading (SSR) strategies effective to improve students reading comprehension of the tenth grade students of SMK Bhakti Nusantara in the academic year of 2015/2016.

2. To find out the more effective strategy from both strategies.

D. Benefit of Study

  The writer expects the findings of this study are advantageous both theoretically and practically within educational contexts:

  1. Theoretical benefit Theoretically, the result of this study may be useful to the teacher and student who want to increase their reading skills by those strategies and make them easier in English teaching and learning process.

  2. Practical benefit Practically, the result of this study may useful for students by scaffolding then students can benefit from reading much more difficult text.

  3. The result of this study was expected to be beneficial for the other researchers who want to conduct research about Scaffolded Silent Reading (ScSR) and Sustained Silent Reading (SSR) strategies.

E. Definition of the Key Terms 1.

  Scaffolded Silent Reading (ScSR) According to Reutzel (2010: 129) Scaffolding Silent Reading

  (ScSR) is intended to provide students with necessary support, guidance, structure, appropriate text difficulty, accountability, and monitoring that will assist them in transferring their oral reading skills to successful and effective silent reading practice.

  Scaffolded Silent Reading (ScSR) is silent reading practice that redesigns practice conditions to deal affirmatively with past concerns and criticisms surrounding traditionally implemented Silent Sustained Reading (SSR).

  2. Sustained Silent Reading (SSR) According to Gardiner (2005) sustained silent reading is a time during which a class, or in some cases an entire school, reads quietly together. Students are allowed to choose their own reading materials and read independently during class time. Most programs encourage students to continue reading outside of class and permit students to change books habits, choices, comments, and attitudes good readers develop.

  3. Reading Comprehension According to Gaskins (1998) has identified comprehension as requiring the reader to take charge of text, task, and context variables, presumably an implicit acknowledgment that text, task, and context are all important in defining reading comprehension and can be obstacles to comprehension, while at the same time the reader is seen as the most central element. Comprehension means when a student understands what has been red and understands that the goal of reading is to construct meaning.