The Effect of Using Ekonin Boxes Stratrg

ABSTRACT

Ndruru, Saotaeli, 2016, The Effect of Using Elkonin Boxes Strategy toward the Stdents Ability in Reading Skill at the Seventh Grade of SMP Negeri 3 Idanogawo, Thesis, Advisors (1) Adieli Laoli, M.Pd., (2)Dra Nursayani Maruao, M.Pd.

Keywords : Elkonin Boxes Strategy, Reading Skill

Reading is on of the important skills which have to be learned by the students in order to master English well. In Reading activity there are three process that the students must able to achive them , namely: word recognition, comprehension and fluency. By readig, the students are able to read English text and comprehend it. One o the strategy that is applied in teaching reading skills is Elkonin Boxes Strategy.

The purposes of this research are : (1) to know the studentsreading ability at the seventh grade of SMP Negeri 3 Idanogawo taugh by using Elkonin Boxes Strategy (2) to know the effect of using Elkonin Boxes Strategy toward the students ability in reading skill at the seventh grade of SMP Negeri 3 Negeri 3 Idanogawo. So, to achieve these purposes, the researcher collect the data to get the students achievement by giving pre –test and post-test to the sample of the research.

This research is held to the seventh grade students in SMP Negeri 3 Idanogawo by using Quantitative Research especially Pre- Experimental Method with one group pretest-posttest design. The population of this research is the students in Grade VII-B with total number is 30 students. The instrument of the research is test especially written test that is distributed into pre-test and post-test.

After conducting this research , the research analyzes the data and the result shows : (1) The mean of the students achievement in pre- test is 38.5. Mean While, the mean of students achievement in post – test is 83. So, the students achievement in post –test shows the better result that indicates significant increase the students achievement in reading skill from the pre-test to post-test. (2) The results of the testing hypotheses describes that t table is 2.002 and t. count is 6.33 which mean that t table >t. count.

So, h 0 is rejected and Ha is accepted. (3)There is an effect of using Elkonin Boxes Strategy toward the students achievement in reading skill at the seventh grade of SMP Negeri 3 Idanogawo 2015/2016.

Furthermore, the resercher has some suggestions related to this researche : )1) The English teachers are hoped to applay Elkonin Boxes Strategy when teaching reading skil to the students since this strategy can build the cooperative learning situation between the students and teacher and this technique also include the students participation to practice their reading in non-threatening setting. (2) The English teachers are honatped to train the students reading skill in order that they can read the text accurately and fluently in English since English is international language that acts as a unifier of the human languages from different countries in this world. (3) The next researchers are espected to prove the theories which have not been proven in this research by doing relevant research.

ACKNOWLEDGEMENT

The researcher praises and gives thank to Jesus Christ who has given the greatest blessing and the health to the researcher in arranging this thesis that entilied, The Effect of Using Elkonin Boxes Strategy toward the Students Ability in Reading Skill at the Seventh Grade of SMP Negeri 3 Idanogawo. This Thesis is arranged as a requirement for the Degree of Sarjana in Education in S-1 program at the English Education Program in Institute of Teachers Training and Education of Gunungsitoli.

In arranging this thesis, the researchers got many helps, ideas and advinces from many people. Therefore, in this chance the researcher want to convey his sincere gratitude to Mr. Adieli Laoli, M.Pd as the first advisor and to Mrs. Dra. Nursayani Maruao,M.Pd as the second advisor who have contributed ideas and have spent many times and thought to advice and guide the researcher in finishing this thesis. The researcher also gives thank to :

1. Mr. Drs. Henoki Waruwu, M.Pd., as the rector of IKIP Gunungsitoli, Mrs. Dra.Nursayani Maruao, M.Pd., as the leader o research bureau and the second

advisor who guide the researcher in in finishing this thesis and have accomodated this research and also for all the officers of BAAU, BAAK and the librarians who have sincerely served the researcher.

2. Mr. Adieli Laoli, M.Pd., as the Dean of Faculty of Language and Art and also as the first advisor who has helped in accomplishing this thesis.

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3. Miss Yasminar Amaerita Telaumbanua, S.Pd., M.Pd., as the Head of the English Departement and also as the examiner of research method who has extended

hands to help completing this thesis.

4. Mr. Afore Tahir Harefa, S.Pd., M.Hum., as the secretary of the English Deparment and also as the examiner of education who has extende hands to help

complemeting this thesis and for her valuable suggestions in revising this thesis.

5. Mr. Yaredi Waruwu, S.S., M.S. as the examiner of study for her valuable ideas and suggestion in complementing this thesis.

6. Mr. Hazaro Hulu, S.Pd.K., as the headmaster, Mr. Sokhiatulo Waruwu, S.Pd. as the English teacher and all the seventh grade students of SMP Negeri 3

Idanogawo who have allowed and helped the researcher in conducting the research in the school.

7. Miss. Oktriani Telaumbanua,M.Pd as the first validator, Mr. Sokhiatulo Waruwu, S.Pd as the second validator and Mrs. Martunas Gea, S.Pd as the third validator for serving and giving invaluable suggestions in reconstructing and arranging the better test as the research instrument.

8. The most special thanks for the researcher family, his beloved father Faomasi Ndruru, his dearest mother Amisa Zebua and also his brothers amily (A/I. Enjer Ndruru, A/I. Menta Gulo, A. Kris Zebua (the late) I. Kris Zebua , A/I.Asi Waruwu, A/I. Ester Ndruru, A.Justin Ndruru ) for their greatest love and prayer to support the resercaher in arranging this thesis.

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9. The special thanks for all the researchers best Friends (Kasiria Telaumbanua , Nurwenis Gulo,Yustinus Waruwu, Yulia Citra Zebua, Jernih Mentari Gulo,

Titian JK. Gulo ,Mr. Delvin Mei Sranius Lase, S.Pd and his fellow friends of 2009 generation especially class B and all the teachers of SMP Negeri 3 Idanogawo for accopanying and supporting each other.

Gunungsitoli, June 2016 The Researcher,

SAOTAELI NDRURU Reg. Number.092108080

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LIST OF FIGURES

Figures Pages

45

1. The Schema of Conceptual Frame Work …………………………………….

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LIST OF FIGURES

Figures Pages

1 The Conceptual Framework ............................................................................. 29

2 The Procedures of Collecting the Data ............................................................. 36

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CHAPTER I INTRODUCTION

A. The Background of the Problem

Reading is one of the important skills which have to be learned by the students in order to master English well. Reading is also included into receptive skill besides listening. According to Anderson (2001:199) “Reading is as a process of constructing meaning from written text. To achieve the purpose of general or detail information from the text, the students have to comprehend the text in order to understand the information effectively. Furthermore Burhan (2012: 9) says, “Reading is a physic and mental activity to reveal the meaning of the written texts, while in that activity there is a process of knowing letters. It means that, the main goal of reading is a process of comprehending written text. Furthermore, Zipzig (2001:72) states, “Reading is a mulificated process involving word recognition, comprehension fluency, learn how readers integrate these facts to amke meaning from printed text.” It means that in reading there are three process that the students must able to achieve them, namely: word recognition, comprehension fluency.

Logically, the target of reading skill has been stated clearly in curriculum of SMP Negeri 3 Idanogawo at the seventh grade in 2016. Standard Competence are expected the students should be able to understand the meaning of the short functional text and simple essay in the form of descriptive, narrative and recount text which has a relation with the environment around us. Basic Competence are expected Logically, the target of reading skill has been stated clearly in curriculum of SMP Negeri 3 Idanogawo at the seventh grade in 2016. Standard Competence are expected the students should be able to understand the meaning of the short functional text and simple essay in the form of descriptive, narrative and recount text which has a relation with the environment around us. Basic Competence are expected

In fact, the target above cannot be reached well because there were some problems which influence the teaching and learning process in the classroom. Based on the researcher’s observation at the seventh grade of SMP Negeri 3 Idanogawo, the students are not able to read English text, they are not able to comprehend words that they have listening, the vocabulary mastery of the students is less so that they cannot comprehend and answer the question clearly, the teaching method chosen by the English teacher in teaching reading skill is not suit with the st udents’ need, the students have less ability in reading especially in narrative text

The result was the students were failing got the meaning from the text. It can

be known when the researcher asked some of them about how is their grade in English subject, they said that they just got 55 scores. Furthermore, the researcher asked the English teacher in the school about the students’ grade list (DKN). The information which gotten by the researcher from the students is true. The average scores gotten by the students are under 60 scores.

Based on the reality above, the researcher concluded that the students were not able to read a word in good sounds. It caused by some problems such as: the students had less ability in reading especially in narrative text, the students pronounced the words in the sentences incorrectly, they were not able to comprehend words that they have listening, the students were unable to recognize all of the words in the reading text automatically even in the short passage, the vocabulary mastery of the students was less so that they could not comprehend and answer the question clearly, the teaching method chosen by the English teacher in teaching reading skill was not suit with the students’ need.

To overcome the problems, the researcher was interested in applying a teaching strategy that can be used by the teachers in a teaching-learning process by Elkonin Boxes Strategy.

The strategy is very important role in teaching and learning process. Elkonin Boxes Strategy activates the students to be a good thinker and listener. According to Jean (2009: 4) defines that, “Elkonin Boxes Strategy is a simple and quick way to each phonemic awareness. Good readers are able to segment words and hear

individual phonemes in words”. Furthermore, Shedon (2009:8) Elkonin Boxes Strategy is a instructional strategy used to build phonological awareness by segmenting words into individual sounds. It means that the students develop their own meaning by using their background knowledge which they have already known. In this case, the students are going to be a good able to listen and thinking in the individual phonemes in words”. Furthermore, Shedon (2009:8) Elkonin Boxes Strategy is a instructional strategy used to build phonological awareness by segmenting words into individual sounds. It means that the students develop their own meaning by using their background knowledge which they have already known. In this case, the students are going to be a good able to listen and thinking in the

Based on the explanation above, it encourages the researcher to ensure that the strategy can be used to overcome the problem, by doing the research with the title “The Effect of using Elkonin Boxes Strategy towards the students’ ability in reading skill at the seventh grade SMP Negeri 3 Idanogawo in 2015/2016”.

B. The Identification of the Problem.

Based on the background of the problem, the identifications of the problems in this research were:

1. The students were not able to read English text.

2. They were not able to comprehend words that they have listening

3. The vocabulary mastery of the students was less so that they cannot comprehend and answer the question clearly,

4. The teaching method chosen by the English teacher in teaching reading skill was not suit with the students’ need.

5. The students had less ability in reading especially in narrative text.

C. The Limitation of Problem

In this research, the researcher limited the problem in order to make this research more accurate. In doing this research, the researcher decided that this In this research, the researcher limited the problem in order to make this research more accurate. In doing this research, the researcher decided that this

D. The Formulation of the Problem

Based on the limitation of the research above, the researcher tried to formulate the problem as follows, “Is there any effect of using Elkonin Boxes Strategy towards

the students’ ability in reading skill at the seventh grade SMP Negeri 3 Idanogawo in 2015/2016 ?”

E. The Purpose of the Research

The purpose of the research was to know whether there is the effect of using Elkonin Boxes Strategy towards the students’ ability in reading skill at the seventh grade of SMP Negeri 3 Idanogawo in 2015/2016.

F. The Research Hypothesis

The hypothesis is Elkonin Boxes Strategy is effectively toward the students’ ability in using reading skill at the seventh grade SMP Negeri 3 Idanogawo in 2015/2016.

G. The Significances of the Research

The finding of this research can be useful for:

1. Researcher, as the experiment and the practice for him to apply Elkonin Boxes Strategy.

2. The students, as a medium help for them to solve their difficulties and weakness in reading skill.

3. English teacher, as a guideline and information that Elkonin Boxes Strategy has effect to students’ ability in reading skill.

4. Next researcher, as a comparative material to conduct the relevant research both this thesis.

5. The readers, as information that Elkonin Boxes Strategy has effect the students’ ability in reading skill.

H. The Assumption

There are some assumptions in this research, they are:

1. Reading is one of the main skill in the language classroom

2. Elkonin Boxes Strategy can be used by the teacher in teaching English skills.

I. The Limitations of the Research

Since scope of this research is large, the researcher want to limited this research in order to got the specific result. The researcher limited as :

1. The object of this research was the effect of Elkonin Boxes Strategy the students’ ability in reading skill.

2. This research conducted by using quantitative research method.

3. This research conducted in year 2016.

J. The Operational Limitation

To avoid the misunderstanding during this research, the researcher explained some words which have the relationship with this research:

1. Reading is the process in taking the meaning from the context which includes the information, idea, knowledge, et cetera.

2. Elkonin Boxes Strategy is a strategy for the teacher in teaching reading skill which allows the students in recognizing the words in order to facilitate them to

comprehend the reading text.

CHAPTER II REVIEW OF THE RELATED LITERATURE

A. Theoretical Frame

1. Elkonin Boxes Strategy

a. Definition of Elkonin Boxes Strategy

Learning with Elkonin Boxes Strategy gives an opportunity for students to participate in the learning procces by intensif discussion. This experiment research have the goals that are to know improving student's learning activities and anlytical thinking skill by applied of active learning with Elkonin Boxes Strategy. Active learning with rotating trio exchange strategy can be improved student's learning activities and analytical thinking skill on the calor submaterial.

According to Jean (2009:4), Elkonin Boxes Strategy is a simple and quick way to teach phonemic awareness. As Jane (2002: 99) says, “Elkonin Boxes Strategy reinforce the concept that words are a series of sounds. The use of the boxes helps the students hear words from beggining to end. Then, Richmond (2001: 110) affirms, “Elkonin Boxes Strategy is a strategy that guides the students’ segmentation of words into sounds and it helps students visualise the match between sounds and letters. Elkonin Boxes Strategy is simple way in teach phonology and segmental of words in individual can helps the students to segmenting words into individual sounds in order that the students are able to speak clearly and listener can understand well the passage of speaker.

Aditionally, Shedon (2009:8) affirms that Elkonin Boxes Strategy is an instructional strategy used to build phonological awareness by segmenting words into individual sounds. Secondly, Jean (2009: 4) defines that, “Elkonin Boxes Strategy is a simple and quick way to teach phonemic awareness. it means that Elkonin Boxes Strategy is Strategy which is can helps the students to segmenting words into individual sounds in order that their orally passages can understood by the listener. So, Elkonin Boxes Strategy can makes the students at eighth grade of SMP Negeri 4 Namohalo Esiwa will active to practice how to pronounce a word in right way by speaking. Based on the opinions above we concluded that Elkonin Boxes Strategy is as a reading skill strategy that helps students to be able to comprehend a printed text with able to segment words and hear individual phonemes in words.

b. The procedures of Elkonin Boxes Strategy

In teaching reading, the teacher must be able to mediate the strategy to student to make them understand the text easily. The teacher must tell the student how to use the Elkonin Boxes Strategy in learning reading. In this case, the teacher must explain them the procedure in using Elkonin Boxes Strategy in reading skill. According to Shedon (2009:9), “There are some instructions in teaching Elkonin Boxes Strategy Elkonin Boxes Strategy, they are:

1) Pronounce a target word slowly

2) Stretching it out by sound.

3) Ask the child to repeat the word

4) Draw “boxes” or squares on a piece of paper.

5) Chalkboard or dry erase board with one box for each syllable or phoneme.

6) Have the child count the number of phonemes in the word, not necessarily the number of letters.

According to Jane (2002: 99), the procedures of Elkonin Boxes Strategy. They are:

1) Using picture cards of simple words, slowly say the name of the picture. Have the student learn to say the word slowly.

2) Draw three-cell Elkonin Boxes, and gather three pennies, as below:

These boxes are visual model of the number of sounds in simple, three-sounds words. Consider the boxes above. For the word cat, The sounds are, /c,/a/ and ,/t/.

A penny is pushed into each box for each sound in the word. Above, the /c/, and /a/ have been vocalized as each penny is pushed into its box. The /t/ is next to be sounded, with the penny waiting to be pushed into the /t/ box. Push a penny into each box for each sound in the word, modeling the task of slow articulation of the word, yet pushing fast enough that the word make sense.

3) Let the students push one penny into each sound box while saying each sound, guiding the student’s hand if necessary. Accept approximation at thie stage.

The researcher has concluded and modified the procedures above and will apply it later when doing the research. The procedures that had been modified by the researcher are:

1) The researcher read a target word slowly and asks the students to draw “boxes” or squares on a piece of paper.

2) The researcher asked the students to push one penny into each sound box while saying each sound.

3) The researcher asked the students to repeat the word out loud.

4) The researcher asked the students, “How many sounds are in the word?”

c. The Advantages and Disadvantages of Elkonin Boxes Strategy Teaching Reading Skill

In doing this research, this strategy has the advantages and disadvantages in teaching reading skill.

1) The advantages of Elkonin Boxes Strategy

According to Beller (2005: 209) there are some advantages of Elkonin Boxes Strategy in teaching reading skill, they are:

a) It helps students build phonological awareness by segmenting words into sounds or syllables.

b) This method teaches the students how to count the number of phonemes in the word.

c) It helps the students better understand the alphabetic principle in decoding and spelling.

d) This method helps students to improve the new vocabularies.

e) It is easy for them to apply for comprehending a text quickly. And it also increases the students’ pronunciation. It is caused by the activity of repeating in recognizing words through spoken English.

f) It can categorize the student’s ability in following teaching reading skill.

2) The Disadvantages of Elkonin Boxes Strategy

Furthermore, besides the advantages, Schumm (2005: 202) asserts that there are some disadvantages of applying Elkonin Boxes Strategy in teaching reading skill as follows:

a) The students must able in listening skill

b) The teachers have to need much time to apply this strategy.

c) It is easy for them to get boredom.

2. Reading

a. The Definition of Reading

Reading is an interactive of the author’s ideas and readers or students through the reading text or passages where the readers or students have ability to take the meaningful of interpretation of written language. Anthony, Pearson, and Raphael (1993 :284) state,

Reading is the process of constructing meaning through the dynamic interaction among the readers existing knowledge, the information suggested by written language and the context of reading situation.

Furthermore, Zipzig (2001:72) states, “Reading is a mulificated process involving word recognition, comprehension, and fluency, learn how readers integrate these facts to make meaning from printed tex t” .It means that the mindset of the readers is an ability to recognize the words, comprehend the text and read it with fluently in a good sound in achieving their competence to read the text.

Furthermore, Gray in Moyle (1972: 25), “A broaden view of the nature of reading is that involves the word recognition of the important elements of meaning in

their essential relation, including accuracy and thoroughness in comprehension”. In addition, Harris (1980: 315) says, “Efficient reading is the most word can be recognized immediately at sight and that the reader can work out the identification of unfamiliar words.”

Based on the statement above, it can be concluded that reading is the process of ability to recognize the words, comprehend the text and read it with fluently in a

good sound which helps the students in the seventh grade of SMP Negeri 3 Idanogawo to get comprehension.

b. The Purposes of Reading

Rivers and Temperly purpose of reading in Nunan (1999 : 251) that there are seven main purposes for reading, namely:

1. To obtain the information for some purposes because we are curious about some topic.

2. To obtain the interaction on how perform some tasks for our work or daily life (e.g. knowing how an appliance works).

3. Acting in play, play a game, do a puzzle is to grind down the reader’s ability in reading all at once in their skill.

4. To keep in touch with friends by correspondences or to understand business letters.

5. To know when or something will take place or what is available. As a reader, it is needed to focused on the text of reading in order to obtain the main point of the text to what have been read.

6. To know what is happening or has happened (as reported in newspaper, magazine and reports).

7. To get enjoyment. In getting the enjoyment, the readers have to know how to understand the information in order to have the good situation in comprehending the text.

In addition, Sholes (2009 : 2) states that there are some purposes for the reader to read reading text, such as:

1. For pleasure or for personal reason. Reading for pleasure or personal reason is an activity in taking the specific information of context that involves the interested text.

2. To find general information such as what a book is mostly about. Reading for general information is the most basic purpose of reading and it is more

complex. The reader’s purpose is to understand the information in the text and interpret it appropriately.

3. To find a specific topic in a book or article means to be an active reader, the reader select the main topic, set her/his purpose before reading in order that the reader can focus to do the reading activity to achieve his/her reading purpose

4. To learn subject matter that is required for a class. Reading to learn subject matter occurs in academic and professional context which

a person needs to learn a considerable amount of information from a text.

From the purposes above, the researcher can conclude that reading activity is an activity which where the readers do not only obtain the information but know what happening on the series story of text, and also the readers are able to read the text as far as they can. Besides that, reading activities allow the readers to practice more how to get detail information, to understand the meaning, to evaluate something, in order that they can be good readers.

c. The Process of Reading

In teaching reading, the teacher should be able to guide the students with a certain purpose of reading and provide the certain model of reading which is appropriate with their background knowledge. Goodman (1988 : 2) asserts that there are seven processes in reading, as follows:

1. Recognition-Initiation The brain must recognize a graphic display in the visual field as written language, and initiate reading, this would occur one in each reading activity. It can be interpreted by reading activity, examining, pictures, for example and then to be initiated.

2. Selection and Sampling The human brain is not the prisoner of the senses feed into it. In reading the seeks information, directing the eyes where to look what to look for, it sample and selects from the environment and fromthe input the eyes provide, just information which will be most productive and useful.

3. Inference Inference is a general strategy of guessing. It means that the brain guess what information which exist in the text by applying schemata and knowledge structure make it possible on the basis of partial information to make reliable decision by inferring missing information.

4. Prediction Brain is always anticipating as it seeks order and significance in sensory input.

5. Confirmation If the brain predict, it most also seeks to verify its predictions are disconfirmed.

6. Correction The brain reprocesses when it finds inconsistence or its predictions are disconfirmed.

7. Termination The brain terminates the reading when the reading task is completed, but the termination may occur for other reason, the task in non-productive little meaning s being constructed.

From the statement above, the researcher concludes that in reading there are some processes that always happen in our brain when we recognize the most words to read the text and also in constructing the meaning of a certain text when we are reading.

d. Types of Reading

Hueber, (2009:18-19) says that reading has general types as follows:

1. Choral Reading Choral reading is type of reading that relates to the activity in improving the reader’s pronunciation. However, this type of reading is relatively ecotypes are uncommon in modern language.

2. Silent Reading This reading is focusing on activity reading where the teacher takes place in reading aloud while the students are reading silently.

3. Extensive Reading Extensive reading is understood as a reading silently for meaning as well, however it is more useful proceeded out of class.

4. Intensive Reading Intensive reading followed its’ term “intensive” means concentrating effort, work,

etc. It focuses on understanding the reading text intensively in silent way, whereas the conversation or dialogue is done orally.

5. Supplementary Reading This type uses a supplement for the reading material. The use of papers, bulletins, or magazines is benefit in this type as the support for target language in language learning.

Because the types of reading text above are so complex, the researcher chooses the Choral Reading only to interpret the activities. Choral Reading is a type of reading which can improves the reader’s pronunciation.

e. The Importance of Teaching Reading

Hedge in Alyousef (2005:147) asserts that the importance of teaching reading has impact learning goals for:

1. The ability to read a wide range of texts in English. This is the long-range goal most teachers seek to develop through independent readers outside EFL/ESL classroom.

2. Building knowledge of language which will facilitate reading ability. It adds the reader’s achievement level in doing the activity of Reading skill.

3. Building schematic knowledge. Its purpose is to ensure the main points in a text by grasping particular information.

4. Adapting the ability the reading style according to reading purpose (i.e. skimming, scanning).

5. Developing an awareness of the structure of written texts in English. Through reading, the readers get the experiences automatically and it also can improve the

readers’ ability in writing.

6. Taking a critical stance to the contents of the texts. It means that the readers are able to analyze the content of reading. At last, it can be concluded as the main

point of reading.

From the experts’ opinion can be concluded that teaching reading is an essential task which must be done by the English teacher. Because reading is a very important language skill which must be owned by a reader when s/he wants to get information through written text and able to pronounce words.

f. The Assessment of Reading Skill

Because the reading process cannot be directly observed as Powell (1989:2) states , “all scores or data produced by tests of reading are indirect measures of the reading process”. Next, Lipzig (2001:72) affirms that there are 3 process of reading, namely:

1) Identify the words in print – a process called word recognition

2) Construct an understanding from them – a process called comprehension

3) Coordinate identifying words and making meaning so that reading is automatic and accurate – an achievement called fluency.

So, in this research, the researcher will assess the students ability in understanding a text, a process called comprehension because reading process cannot

be directly observed. Furthermore, on syllabus of SMP Negeri 3 Idanogawo states that the competence standard is the students are expected to comprehend the meaning of simple short essay in recount and narrative texts to interact with the surrounding environment. So, in assess the students’ ability in reading skill the researcher will use written test which is refers to comprehension process of the printed text in order that the Syllabus hope can be achieved. Hughes (2003:5) says, “Assessment is formative when teacher uses to check in progressing on the student’ ability.” It means that the evaluation is very important for the teacher to know how the students have mastered comprehensively of what they have been studied.

Based on the expert’s opinion above, the researcher will evaluate the students’ ability in reading skill especially at comprehension process.

According to Purwanto (2006: 109), there are forms of test to build assessment in reading skill (comprehension) as follows:

1. Essay Test Essay test requires the students to do their assignment or answer the question in essay form i.e. composing, in which it depends on the students’ understanding of the given text. Yet, an essay test item can be clarified as either an expanded- response essay items or a short-answer essay items.

2. True-False Test This test is in the form of the questions or affirmative that contains two possible

answers i.e. true or false. This statement requires the students are able to determine their answers from the given sentence.

3. Multiple Choice Test In this test the students need not to write their answers. Generally, students are

confronted to several provided-answers which consist of three, four, or even five in options, so the students just choose the best answers among others based on their consideration relate to the given questions. Multiple choice introduce two things: a) STEM identifies the problems in the form of questions, imperative, statement, or incomplete sentence and b) OPTION that is the response alternative.

4. Matching Test This test provides two groups of statements and the students then match them

according to the suitable pairs from group one to other.

5. Completion Test The completion test requires the students to finish an incomplete by filling in a

blank with correct word or phrase.

Based on the explanations above, the researcher uses one of the ways of evaluating the students’ ability in reading skill by comprehend the text because the reading skill cannot measure directly. In doing this research, the researcher chooses the multiple choice test because it is appropriate assessment in getting the students’ ability in reading skill especially at comprehension process. Furthermore, the multiple choice is one of objective tests at literal level. Again,the researcher also chooses this test to evaluate the students’ ability in reading skill because it can consist of some topics, so it can help the resear cher to know the students’ ability in reading skill especially at comprehension process and beside that, the researcher is escaped from the mistake in scoring the students.As Alderson (2001: 201) points out “Multiple- choice question are a common device for testi ng students, test comprehension”. Furthermore, Haladyna (1999:1) affirms that multiple-choice test is a very flexible assessment format that can be used to measure knowledge, skills, abilities values, comprehension, etcetera. It can be concluded that multiple choice tests is one of flexible ways in testing the students’ ability in reading skill especially at comprehension process.

This test usually consists of a number of items that pose a question which students must select and answer from among a number of choices. Items can also be statement to which students must find the best completion. Multiple-choice questions items, therefore, are fundamentally recognition tasks, where students must identify the correct response. Students learn how to answer multiple-choice questions by

eliminating improbable of the question destructors, or by various forms of logical analysis of the structure of the question.

In this research, the researcher chooses the multiple choice test to evaluate the students’ achievement in reading skill especially at comprehension process. In doing this evaluation, the researcher provides 20 items of questions and there are four options answer for each item that is only one the correct answer expected to be chosen by the students. In giving the students’ score, the researcheradjusts it on their answers, the right answer is scored 1 (one) in each question and the wrong one is scored 0 (zero). Depdiknas (2004: 15) suggests that th e students’ maximal score is 10. It means the students get the maximal score if they are able to answer all the items correctly.

According to Urbana-Champaign (2009 :26),there are some advantages, limitation, and suggestion in multiple choice item, they are:

1. The advantages in using multiple-choice items are:

a) Versatility in measuring levels of cognitive ability.

b) Highly reliable test scores.

c) Scoring efficiency and accuracy.

d) Objective measurement of students’ achievement.

e) A wide sampling of content or objectives

f) A reduced guessing factor when compared to true-false items.

g) Different response alternatives which can provide diagnostic feedback.

2. There are the limitations in using multiple-choice items as follows:

a) Difficult and time consuming to construct.

b) Leading an instructor to favor simple recall of facts.

c) Placing a high degree of dependence on the students’ ability and instructor’s writing ability.

d) Students can easily answers the questions by a lucky guess.

3. The suggestions in using multiple-choice are:

a) Read all the answer choice before selecting one.

b) Cross out answer choices you are certain that are not correct.

c) Look for answer choices that contain language is usually correct.

d) Look for hints about the correct answer choice in the items on the test.

From the statements above, the researcher can conclude the advantage, limitation, and suggestions help the researcher as the guideline in evaluating or measuring the students’ ability in reading skill especially at comprehension process. And also when the students get the difficulties in answering the questions, they are proposed to see the suggestions above.

Furthermore, to have the student’s score, the researcher will use the formula as suggested by Arikunto (1984: 175) In which: S = Score

S=R

R = Right Answer By using this formula, the researcher expects the students to be aware in choosing the right answe r. It means that the researcher will evaluate the students’ evaluation paper by scoring the right answer 1(one) in each question and the wrong answer 0 (zero) too.

As the conclusion, the researcher will adapt these suggestions above in assessing the students’ reading skill especially at comprehension process at literal level by using Elkonin Boxes Strategy to know how comprehensive the students ’ understand the meaning of narrative text.

g. The Reading Skill at the Syllabus of the Seventh Grade Students of SMP Negeri 3 Idanogawo

In the syllabus of SMP Negeri 3 Idanogawo at the seventh grade in 2015/2016, the reading skill states that the competence standard is the students are expected to comprehend the meaning of simple short essay in recount and narrative texts to interact with the surrounding environment. While the basic competence states that the students are expected to read aloudly the simple short functional text with a good pronounciation, stress and intonation accurately, fluently, and receivable to interact with the surrounding environment. It can be concluded that the syllabus hopes the students’ ability in reading skill can be achieved and increased.

From the explanation above, there are two kinds of text related to the syllabus, as follows:

1. Recount Recount text is a kind of texts that tells the readers about events or experience in the past. Its purpose is either to inform or to entertain the readers. Example:

Go to market

Aldo and I went shopping to Caritas market yesterday. Caritas market is in Gunungsitoli town, at Karet street. We took a bus at 8 a.m. and got there at 10 a.m. We went to the fruit section. We bought two kilograms of guavas and three papayas. After that, we went to the fish section to buy two kilograms of fresh fish. Then we went to the fashion shop to buy dresses for my sister.Gunungsitoli was very hot at that time. I felt so thirsty, so I asked my mother to havesomedrinkat a small food stall nearby.We went home at 11 a.m. by a taxi because we had to go to our family in Medan.

From definition and the example above, the researcher concludes that recount text is the story which tells about the event which happened in the last time, in order to inform the listener.

2. Narrative text Narrative text is a text focusing specific participant. Narrative is to amuse,

entertain and to deal with an actual of vicarious experience in different ways. It is may be a folktale, gable, short story, and legend. Narrative text deals with problematic events which lead to crisis or turning point of some kind, which in turn finds a resolution. Example:

The girl in the mirror

One day, I was at a party when somebody dared me to go into the bedroom in the basement, turn off the lights, and close the door. I had stayed there for five minutes. After about a minute, the lights started flicker on and off. I was sure it was one of my friends playing a trick on me. About the third time the lights flickered, I noticed a beautiful girl in the mirror and her hand was reaching toward me. I heard a voice but I had a hard time to understand. I finally realized that the girl was uttering, “Beware, he’s coming.” I felt a tap on my back and all of a sudden, she was gone. I ran out screaming and my friends made fun of me. The next night when my family was asleep, it rained so heavily and my cat, roise, was dead.

From the definition and example above, it can be said that narrative text is a short story talking about story it may be the event which happened in the past time and to make amuse or entertain the readers. The kinds of narrative text such as; a) short story, b) folk able, c) fable, d) myth, e) legend, and et cetera.

However in this research, the researcher is only going to search narrative text especially in short story to achieve the students’ ability in reading skill.

h. The Relationship between Reading Skill and Elkonin Boxes Strategy

Lepzig (2001:72 ), “Reading is a multificated process involving word recognition, comprehension, fluency, and motivation learn how readers integrate

these facts to make meaning from printed text”. In addition, Lepzig (2001:73) says that there are 3 process of reading skill, they are:

4) Identify the words in print – a process called word recognition

5) Construct an understanding from them – a process called comprehension

6) Coordinate identifying words and making meaning so that reading is automatic and accurate – an achievement called fluency.

It means that in reading, the readers should be able to comprehend the text and also read it with fluently. that there are a lot of ways to achieve reading skill as the

researchers’ explanation in teaching reading before (See Chapter II). The teacher has to apply the strategy and one of them is Elkonin Boxes Strategy. As Jean (2009: 4) defines that, “Elkonin Boxes Strategy is a simple and quick way to each phonemic awareness. Good readers are able to segment words and hear individual phonemes in words”.

From the statement above, the researcher concludes that Elkonin Boxes Strategy has close relationship with reading skill.

B. The Latest Related Research

In doing this research, the researcher find the latest related research. It means that the researcher ’s strategy has been used or applied by a latest researcher. Srina (2009) has searched the students’ ability in listening skill by using Elkonin Boxes Strategy at the seventh grade of SMP Negeri 20 Jakarta Timur. In doing her research, she used Elkonin Boxes Strategy in teaching listening skill. Particularly, she pointed that strategy is able to solve the students’ problem in listening skill.

While in this research, the research raises a research as entitled is “ “The Effect of using Elkonin Boxes Strategy to wards the students’ ability in reading skill at the

seventh grade SMP Negeri 3 Idanogawo in 2015/2016”. Moreover in this research, the researcher and the latest researcher’s research have the similarities and differences in conducting the strategy such as below:

1. The similarities of both the latest researcher’s research and researcher’s research, namely:

a) They use the same type of text i.e. narrative text.

b) They use the same level that junior high school as object of their research.

c) The use multiple choice test.

2. The differences of both the latest researcher’s research and researcher’s research, they are:

a) In conducting the research, the latest research use the Classroom Action Research (CAR) as research method . while in this research use quantitative

research.

b) The subject of latests researcher’s research is the SMP Negeri 20 Jakarta Timur at the seventh grade, while the subject of this research is the seventh

grade of Negeri 3 Idanogawo

c) She searched the students’ ability in listening while in this research will search the students’ ability in reading skill. From the late related research above, the degree of the subject in this research

is the same i.e. The skill of reading and also the students of Junior High School at the seventh grade while the locations of the research are different.Then, both of the researchers use the same a strategy in conducting the research. In doing this research, the researcher uses Elkonin Boxes Strategy in order to increase the students’ ability in reading skill of narrative text.

C. Conceptual Framework

To make this research easy to understand, the researcher describes a scheme. In this scheme the researcher prepares himself by selecting a narrative text to increase the students’ ability in reading skill. Then, the researcher involves the students of the seventh grade of SMP Negeri 3 Idanogawo in teaching-learning process, especially in reading activity. When the students are unsuccessful to comprehend the text correctly, the researcher will improve and develop the students’ ability in reading skill by using

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Elkonin Boxes Strategy until the students can comprehension and read a reading text accuratly and fluently from the text.

To make easy to understand, the researcher makes a frame as follows:

The Research

QUANTITATIVE RESEARCH

Experimental Group

Reading skill

Control Group

Elkonin Boxes

Conventional Strategy Strategy

Narrative Text

1) The researcher reads a target

1) The teacher gives new materi word slowly and asks the

to the students and explain it. students to draw “boxes” or

2) The researcher reads the squares on a piece of paper.

conversation to the students.

2) The researcher asks the

3) The researcher asks some students to push one penny

questions to the students into each sound box while

related to the material. saying each sound.

3) The researcher asks the

students to repeat the word out loud.

4) The researcher asks the

students, “How many sounds are in the word?”

The students’ ability in reading skill at the seventh grade of SMP Negeri 3 Idanogawo in 2015/2016

Figure 1 : Conceptual Framework the Effect of Using Elkonin Boxes Strategy Towards the Students’ Ability in Reading Skill at the Seventh Grade of SMP Negeri 3 Idanogawo in 2015/2016.

CHAPTER III RESEARCH METHOD

A. Research Design

This research conducted by quasi experimental design. Tuchman (2001:136) states that “Quasi experimental design is partly but not fully-true experimental

design. Furthermore, he added that quasi-experimental design exists for situation in which complete experimental control is difficult or impossible.

Based on the statement above, the researcher divided the sample in to two groups. The groups were the experimental group and the control group. The researcher treated the Elkonin Boxes Strategy while for the control group the researcher used the conventional strategy. It is applied to know the effect of Elkonin Boxes Strategy on the students’ reading skill. The design of the research narrated

Table 1