THE USE OF WEBBING STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION ABILITY AT MTs. AL–RAUDLAH MOJOSARI.

THE USE OF WEBBING STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION ABILITY AT MTs. AL–RAUDLAH MOJOSARI

THESIS

Submitted in partial fulfillment of the requirement for the degree of

Sarja a Pe didika  Isla   S. Pd. I  i  Teachi g E glish   

 

By

KHOIRUN NISA’ NIM. D55211104

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHERS TRAINING SUNAN AMPEL STATE ISLAMIC UNIVERSITY

SURABAYA 6 

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PERNYATAAN KEASLIAN TULISAN Yang bertanda tangan di bawah ini:

Nama : KHOIRUN NISA’

NIM : D55211104

Alamat : Jl. M. Hatta 20 Mojosari Mojokerto

Jurusan/Fakultas : Pendidikan Bahasa Inggris / Tarbiyah dan Keguruan

Dengan ini menyatakan dengan sebenar-benarnya bahwa skripsi yang

berjudul “THE USE OF WEBBING STRATEGY TO IMPROVE READING

COMPREHENSION ABILITY AT MTS. AL-RAUDLAH” adalah asli buan

plagiat.

Demikian Pernyataan ini dibuat dengan sebenar-benarnya, apabila pernyataan tersebut di atas tidak sesuai dengan fakta yang ada, maka saya selaku penulis bersedia dimintai pertanggung jawaban sesuai ketentuan perundang-undangan yang berlaku.

Surabaya, February 11, 2016 Pembuat Pernyataan,

Khoirun Nisa’

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vi ABSTRACT

Nisa’, Khoirun. (2016).The Use of Webbing Strategy to Improve Reading

Comprehension Ability At MTs. Al-RaudlahMojosari. A Thesis. English Teacher Education Department,Faculty ofTarbiyah and Teachers TrainingSunan Ampel State Islamic University, Surabaya. Advisor:Dr. Mohamad Salik, M. Ag and As’adi, S. Hum, MAppLing Adv.

Key Words: Webbing Strategy, Reading Comprehension

This final project is a true experiment research. The purpose r the study was to

improve students’ reading comprehension ability at MTs. Al-Raudlah in academic year of 2015/2016. The researcher used Webbing Strategy to

improve students’ reading comprehension ability. The researcher took two

classes as a subject of the research. The first class is VIII-A as the control group and the second class is VIII-B of experimental sampling. Both of classes consist of 48 students. In collecting data,the researcher used a test recount text as an instrument. The data consist of 5 items. The researcher gave treatment with pretest and posttest of experimental group and control group. This research is a quantitative research, so it needs a data analysis. The result of this study showed that teaching reading ability by using webbing strategy could

improve students’ reading comprehension ability. Based on the mean of

posttest was 74,17, the mean of pretest was 54,00 and the mean of posttest computation shows that t-null is higher than t-table that is 5,99 >2,86. So, the hypothesis was accepted.

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i ABSTRAK

Nisa ', Khoirun. (2016). Suatu Penggunaan Webbing Strategi untuk Meningkatkan Pemahaman Membaca Kemampuan Pada MTs. Al-Raudah Mojosari. Sebuah Tesis. Inggris Departemen Pendidikan Guru, Fakultas Tarbiyah dan Guru TrainingSunan Ampel Universitas Islam Negeri, Surabaya. Advisor: Dr. Mohamad Salik, M. Ag dan As'adi, S. Hum, MAppLing Adv. Kata kunci: Webbing Strategi, Reading Comprehension

Tugas akhir ini merupakan penelitian eksperimen yang benar. Tujuannya penelitian ini adalah untuk meningkatkan kemampuan membaca pemahaman siswa di MTs. Al-Raudlah di tahun akademik 2015/2016. peneliti menggunakan Webbing Strategi untuk meningkatkan kemampuan membaca pemahaman siswa. Peneliti mengambil dua kelas sebagai subjek penelitian. Kelas pertama adalah VIII-A sebagai kelompok kontrol dan kelas kedua adalah VIII B-sampling eksperimental. Kedua kelas terdiri dari 48 siswa. Dalam pengumpulan data, peneliti menggunakan teks tes recount sebagai instrumen. Data terdiri dari 5 item. Peneliti memberi pengobatan dengan pretest dan posttest dari kelompok eksperimen dan kelompok kontrol. Penelitian ini merupakan penelitian kuantitatif, sehingga perlu analisis data. Hasil penelitian ini menunjukkan bahwa pengajaran kemampuan membaca dengan menggunakan strategi webbing bisa meningkatkan kemampuan membaca pemahaman siswa. Berdasarkan rata-rata posttest itu 74,17, mean pretest adalah 54,00 dan rata-rata perhitungan posttest menunjukkan bahwa t-nol lebih tinggi dari t-tabel yang 5,99> 2,86. Jadi, hipotesis diterima.

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TABLE OF CONTENT

Page

TITLE SHEET ...i

ADVISOR APPPROVAL SHEET ...ii

APPROVAL SHEET ...iii

MOTTO...iv

DEDICATION SHEET ...v

ABSTRACT ...vi

PERNYATAAN KEASLIAN TULISAN...vii

ACKNOWLEDGEMENT ...viii

LIST OF TABLE OF CONTENT ...ix

LIST OF APPENDICES ...xi

CHAPTER I: INTRODUCTION A. _... Ba ckground of The Study ...1

B. _... Re search Questions ...8

C. _... H ypothesis ...8

D. ... Si gnificant and Objectives of The Study ...9

1. ... O bjectives of The Study ...9

2. ... Si gnificant of The Study ... 9

E... Sc ope and Limitation ...9

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F. ... De

finition of Key Term ...10 G. _... Th esis Organization ...11

CHAPTER II: REVIEW OF RELATED LITERATURE

A._... Def inition of Effective ... 14 B. _... Def

inition of Reading ... 15 1. ... K

inds of Reading ... 16 2. _... T

he Reading Process ... 17 3. ... D

efinition of Reading Comprehension ... 18 4. ... T

heoretical Bases of Reading Comprehension Instructions ... 19 C. ... Pre

vious Studies ... 27

CHAPTER III: RESEARCH METHOD

A._... Re search Design ...32 B. ... Po

pulation and Sample ...33 C. _... Pr

ocedure and Time Line ...34 D... Re

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E. ... Da

ta Collection Technique ...35 F. _... Da ta Analysis Technique ...37 1. _... N

ormality Test ...39 2. _... H

ypothesis Test ...41

CHAPTER IV: RESEARCH FINDING

A. ... Fi

ndings ...43 1. _... Th e Description of Data ...43 2. ... Th

e Result of Quantitative Data...44 a. ... N

ormality test ...44 b._... H

ypothesis test ...49 B. ... Di

scussion ...53

CHAPTER V: CONCLUSSION AND SUGGESTION

A. _... Co nclusions ...59 B. _... Su

ggestions ...60 REFERENCES ...62

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1 CHAPTER I INTRODUCTION

A. Background

Reading as one of the four aspects of language is an important skill should be mastered by someone on regard to their life activities. Reading is the activity of looking at and understanding written words1. In every language learning, Reading has role and important function that become base for someone to get knowledge and new information.

It said that reading is one from many ways to know the state of the world, is a motivation that explains how important reading for the community. In simple language, through activities of reading, could shapes someone becomes aware of information or knowledge. By reading activities,

it’s not only to increase knowledge, but also gain strength imagination and have amazing spiritual experience from what been read. By reading activities make someone from know nothing become know something.

Reading activity can make someone anything, it implies consequences that someone has to understand what lies behind the book have been read. Therefore, it can be concluded that what inside reading activity is not only looking at a collection of letters, words, sentences and paragraph, as

1

Martin H. Manser, Oxford Learner’s Pocket Dictionary, (Oxford: Oxford University Press, 1991), 343

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well as the images that exist in a reading materials, but deeply, he must try to dig, digest, and understand the hidden intention of reading read2.

Djiwandono points out that to understand all types of information an array of the texts requires not only the reading activity but also skill to understand the content3. In addition, he states that without the ability to understand the content of the text, so this cannot be able to absorb or understand a lot of information quickly, accurately, and easily. Therefore that kind of reading is called comprehending on reading, which made the reading activity becomes valuable time wasting for readers.

According to McNamara state that the importance of reading strategies is becoming increasingly recognized4. On those assumptions it also can be rephrased that before starting to read, by reading someone should be had an aim by reading activity he was doing, it means to increase knowledge and to strength imagination or to get experience the amazing spiritual experience more of what they read.

Toward understanding the meaning of some reading that has been read, it need fundamental grammatical aspect as prerequisites that should be had by the person. There are: vocabularies, quality of translate and good interpretation ability to gain the goals aim of reading5.

2

Dr. Farida Rawim, M.Ed, Pengajaran Membaca, (Jakarta, Bumi Aksara, 2011), 2

3

M. Soenardi Djiwandono, Tes Bahasa dalam Pengajaran, (ITB, Bandung, 1996), 63

4

Danielle S. McNamara, The Importance of Teaching Reading Strategies, (Article: The International Dyslexia Association, 2009), 34

5

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Helena shown that Indonesia is one of the countries who has poor reading qualities.6 That poor reading quality is indirectly impact on an effort to comprehend and try to shape the conclusion from reading materials, and continued by taking wrong impression and interpretation. The poor reading quality is more caused by low reading habit on their life. Even in Indonesian education institution, the reading habit is not become part of the important activity yet. On the other side, by reading as a lifestyle, could understand the vocabulary, the translation quality, and the ability to interpret the meaning of the reading materials that increasing.

The reading comprehension problem even more complex when faced to a comprehending effort on foreign language studies, English language studies. The obstacle is increasing not by the word recognizing problem only, but deeper to grammatical aspect problem of the English language studies. So, it points to one basic conclusion shown how important put reading as a life style.

Apart from the low reading habit condition, the researcher tries to describe what is the right way to gain comprehension skill on reading, although it is undeniable hard to reach.

In reading comprehension, the message to be imposed in the written form is the most important element that someone must recognize, because the primary purpose of reading is to know the thoughts expressed in the printed material. Therefore, reading with comprehension is only a way for someone

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to arrive at what they want to know from the reading material. However, the problem is how to make them comprehend.

As ones of the four skills, reading consists of functional text and simple, short essay in the form of recount and narrative by saying, stress and intonation are acceptable with regard to the surrounding environment. The aim of the students learn reading, they have to know basic competence and achievement indicators in reading. Understanding the meaning of simple, short essay in the form of recount and narrative to interact with their surroundings, responding to the meaning of simple short functional written text accurately, fluently and thankful with regard to the surrounding environment. The achievement indicators are students can understand texts has been read, students can identify rhetorical moves of a text in the narrative and descriptive, students can identify main ideas, supporting ideas, and detailed information of the text, and students can identify and use the tense.

Adams and Allington state that webbing is a visual and a graphic representation or organizer of information that shows both small units of information and the relationship between these units.7 Zaid defines that

“students who use webbing manifest considerable improvement in reading comprehension, written expression, and vocabulary development”.8

Marinak, Moore, and Henk acknowledge that webbing strategy can be used to activate

7

Arlene Adams, Ph. D and Richard L Allington Ph. D, Handbook for Literacy Tutors: A Practical Approach to Effective Informal Instruction in Reading and Writing, (Spring Field: Illinois, USA, 1999). 63

8

Mohammed Abdullah Zaid, “Semantic Mapping In Communicative Language Teaching”, Open Educational Web, (http://dosfan.lib.uic.edu/usia/E-USIA/forum/vols/vol33/no3/p6.htm, accessed on September 12, 2015)

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and create background knowledge, to help students see relationships among vocabulary terms, to connect new information to prior knowledge, and to assist students in organizing information.9

By using webbing strategy constitutes one of ways to gain the achievement indicators. Webbing strategy is also known as concept mapping, mind mapping, semantic mapping, and text mapping that mean to a simple process used for exploring topics that are complex – to make one, draw a circle, and add spokes radiating from it.

These are further considerations from the benefits of webbing strategy in the learning of reading comprehension. The webbing strategy helps the students to comprehend the texts in reading activities.10 In the pre-reading, the strategy helps the students to activate their background knowledge and vocabularies about the topic through questions.

In the whilst-reading, the strategy assists the students to understand relationships among vocabulary terms, to connect new information to prior knowledge, and to assist students in organizing information to find explicitly and implicitly stated information in a text through the webbing and then identify the center idea among the detailed information as the main idea of a paragraph. Webbing strategy can be used to activate and create background knowledge, to help students see relationships among vocabulary terms, to

9

Marinak, B. A., Moore, J. C., Henk, W. A., & Keepers, M. (1997), A Word About Vocabulary, Open Web, (http://education.wm.edu/centers/ttac/documents/packets/awordaboutvocabulary.pdf, accessed on September 12, 2015)

10

D.J. Cooper, Literacy Helping Children Construct Meaning, (The Fourth Edition. Boston: Houghton Mifflin Company, 2001), 128

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connect new information to prior knowledge, and to assist students in

organizing information”.

In the post-reading, the strategy helps students increase their vocabulary and make a summary of a text they have read11. The students see relationship among key words and the topics or the important detailed information and the center of idea or main idea of each paragraph that have written in the webbing. Webbing is an approach to summarizing that has been found to be effective. A web is different for a hierarchical summary in that is composed of important key words instead of main idea and important detail sentences.

According to Eli on her research that webbing strategy is right technique to get reading comprehension. More detail, in two classes that are control class and experiment class, the experiment class shown that through this strategy make them easily to gather information and organize the ideas12.

MTs. Al-Raudlah is one of the Islamic junior high school in Mojosari region were introduced English as a foreign language that has to be learned and make it as an ability used in the school since 2003. Based on the English

teacher’s information, many students of this school feel lazy and have less of reading, especially reading English in the class. Moreover, there are several students who regarded as troubles maker in the class. This problem can lead to impaired learning process and can affect the other students for getting lazy

11

Danielle S. McNamara, “The Importance of Teaching Reading Strategies”, The International Dyslexia Association, 2009, 34

12

Eli Wahyuningtyas, Bachelor Thesis, “The Effect of Webbing Strategy Technique on The Eight

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learning because unsupported and uncomfortable atmosphere in the class. This troubled student and also become the reason why parents feel reluctant to send their children to this school. They worried that their children will be affected and less motivated to learn.

Many parents who distrust of the school’s quality are less able to educate their students become one of the causes of the declining number of students. Thus, many parents or children are less interested in school at this place. As a consequent, many parents who prefer other schools for their children. Besides, the existence there are many of another school in the same region is also one of the causes of the declining number of students in MTs. Al-Raudlah. Many parents more interest to move their children to study in other school because the school program is more interesting and creative. Students more interested and motivated to study in school because there are many school programs that can join by their students, especially for the end of the school program. Besides, the teacher of the other school is younger and more of the teacher, more attractive and creative than MTs. Al-Raudlah who almost woman and more little. No wonder many parents or children prefer to choose studying in other school and MTs. Al-Raudlah lost many students from year to year. From the phenomenon above, the writer tries to find out what the factors that can make students demotivated to learn in the class, especially learn reading English comprehension.

For that reason, the researcher tries to find out the factors that make students demotivated in reading comprehension, especially in the eighth

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grade of MTs. Al-Raudlah. The researcher is not try to give the solution for the problem, but the researcher only gives the teacher information about why their students feel lazy and less motivated when reading English in the class. So, the researcher carries out this research to help the teacher of MTs. Al-Raudlah to overcome their school problems, especially to improve students’ reading comprehension.

Based on all reason above, the researcher wants to do research by the

tittle “The Use of Webbing Strategy to Improve Students’ Reading Comprehension Ability at MTs. Al–Raudlah” on eight grade because students in MTs. Al–Raudlah has a problem such above, that is about skill lack of reading comprehension students.

B. Research Question

Based on the background of the study above, the research question of this study as

“Is webbing strategy more effective than conventional method used in MTs. Al–Raudlah?”

C. Hypothesis

Hypothesis is the bases believe of researcher which enables him or her to carry out the research. It is provisional truth determined by researcher that

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should be tested and proved.13

In this research, the hypothesis can be stated as followed:

Ha : The webbing strategy can improve students’ reading comprehension at eight grade of MTs. Al-Raudlah.

Ho : The webbing strategy can’t improve students’ reading comprehension at eight grade of MTs. Al-Raudlah.

D. Objective and Significance of the Study a.Objective of The Study

The objective of the study is based on the statement of the research question above is to know the effective of using webbing strategy to

improve students’ reading comprehension ability than students’ reading

ability by using non webbing strategy of eight grade at MTs. Al–Raudlah. b.Significance of the Study

1) Practically, for teachers, the use of the strategy provides clear

description of how students’ reading comprehension ability can be

improved through webbing strategy.

2) For institution, webbing strategy can be used as a new strategy that

can improve the students’ reading comprehension skill of eight grades

students at MTs. Al–Raudlah.

E. Scope and Limitation

13

Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: PT Rineka Cipta, 2010), 116

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1. Scope

The aim of the study is to measure the effect of webbing strategy in teaching reading comprehension ability to eighth grade of MTs. Al-Raudlah Mojosari.

2. Limit of the Study

This study is focused on the eighth grade of MTs. Al-Raudlah in academic year 2015/2016. This study only focuses on use of webbing strategy in teaching reading.

F. Definition of Key Terms

To help the reader easily understand the key terms used in this thesis, the researcher gives some of difficult words as follows:

a. Webbing Strategy is a strategy of visually representing relationship among ideas, concepts or events. In this research webbing strategies is a strategy that uses a visual and a graphic representation or organizer of information that shows both small units of information and the relationship between these units to improve students’ ability in understanding the meanings contextually, in recognizing important detailed information, main ideas, and topic of recount texts.

b. Effective is a change produced by an action or cause a result or outcomes.14 A result can be caused by something or an action. The

improvement students’ reading comprehension score as a result that

14_{AS Hornby, Oxford Advance Learner’s Dictionary, (New York: Oxford University Press,}

1987), 369

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caused by the implementation webbing strategy to teach reading comprehension ability. The effect of this research was the degree of improvement in students’ reading comprehension ability as a result of using webbing strategy and measured statistically by T-test. Effective is defined as the capability of producing a desired result.15 When something is effective, it means it has an expected outcome or deep produce. In this research, effective was indicated by improvement of reading comprehension ability that measured by comparing the mean score of post-test both of experimental and control group, the technique is effective if score of experimental group is better than result of control group.

c. Reading Comprehension is the process to understand a text in terms of finding the meanings of vocabulary, identifying the main and supporting ideas, identifying the explicit and implicit information from the text, and grasp the organization of the text16.

G. Thesis Organization

In writing a good thesis needs systematically organized. This thesis consists of five chapters. Every chapter has different significant content but it related one another.

Chapter I : Introduction

This introduction is consisting of background of the research, research

15 Ibid.

16

Janette K. Klingner – Sharon Vaughn – Alison Boardman, Teaching Reading Comprehension To Students With Learning Difficulties (New York :The Guilford Press, 2007), 2

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question, objectives of the research, hypothesis, significance of the research, scope of limitation of the research, definition of key terms and thesis organization.

Chapter II : Review of Related Literature

This chapter presents related literature in conducting this research involve overview of teaching English in Islamic Junior High School, definition of reading, kinds of reading, reading process, definition of reading comprehension, theoretical Bases of Reading Comprehension Instructions, teaching reading comprehension, definition of webbing strategy, advantages and disadvantages of webbing strategy.

Chapter III : Research Method

The next chapter discusses the methodology used is conducting on research. It presents research design, population and sample, data collection technique, research instrument, and data analysis technique.

Chapter IV : Finding and Discussions

This chapter focuses to answer the research problems. The subchapters include description of data, result of the quantitative data, normality test, hypothesis testing and discussion.

Chapter V : Conclusions and Suggestions

This last chapter is tied up with the research finding on chapter IV as the answer of research problems while the suggestion is in accordance with research significances.

14 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Definition of Effective

Effective is defined as the capability of producing a desired result17. When something is effective, it means it has an expected outcome or a deep produce.

Effective to improve means the students who were using simulation technique got higher score in speaking ability of procedure text than those who were not.18 Moreover, the effectiveness of simulation technique in improving the speaking of procedure text determined from the speaking score gotten by experimental group.

If the post-test score is of experimental group shows significant score improvement, it means that simulation technique is effective to improve the speaking ability of procedure text. The effectiveness simulation technique was calculated by using T-test paired sample using SPSS 16 for windows of the effect size.

If Tvalue is lower than T table, it means that the students who were teach using simulation technique does not get significant score improvement and it indicates that simulation technique is not effective. But if Tvalue is higher than

17_{AS Hornby, Oxford Advance Learner’s Dictionary, (New York: Oxford U}

niversity Press, 1987), 369

18

15

Ttable, it means that the students who were teach using simulation technique get significance score improvement and it indicate that simulation technique is effective19

B. Definition of Reading

There is reading definition given by some people which have related the similar meaning. Reading is the activity of looking at and understanding written words.20 Such as, the author is regard as the informants (sender) and the reader on another hand is receiver. During the reading process it means that the reading can be done during reading activity is only grasping and decoding information.

David states that reading is identification and recognition of print or written symbol, which serve as stimuli for the recall of meaning built up through past experience.21 From those definitions, it can be concluded that reading is meaning getting process the reader always tries to catch what the writer says and means actually.

According to Carol, reading can be pointed as three step processes.22 The three steps are interrelated to other, they are:

1.Word perception, the ability to recognize a point 2.Comprehension, the ability to infer ideas from words

19

Ibid.

20

Martin H. Manser, Oxford Learner’s Pocket Dictionary, (Oxford: Oxford University Press, 1991), 343

21

David Nunan, Practical English Language Teaching, (New York: McGraw-Hill Companies), 68

22

Carol Wells, “Motivational Techniques for Improving Reading Comprehension Among Innercity High School Students” Open Curiculum Education,

16

3.Reaction, a step in which the reader interacts intellectually and emotionally. Finally, reading as a process of meaning elaboration or thinking in relation to write symbols, through discussion among group members learn the material will be more easily understood and mastered. The recognition and

comprehension of written symbols are influenced by reader’s perception skill,

experience, language background, mind sets and reasoning abilities as they anticipate meaning on the bases of what has read.

1. Kinds of Reading

Three kinds of reading, they are: a. Reading Aloud

In reading aloud, the students will get experience in producing the sound, which should be practiced as many as possible.

b. Silent Reading

Silent reading is reinforcing the readers to find out the meaning of the words. This kind of reading leads the readers to the better comprehension.

c. Reading Fast

Reading fast used to improve speed and comprehension in reading. This skill must sun side with the main purpose of reading that is comprehension it depends on the kinds of reading material.

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2. The Reading Process

Models of reading process often describe the act of reading as a communication event between a sender (the writer) and a receiver of information (the reader). Those models may be placed in the three categories: bottom–up, top–down, and interactive model23. The brief explanation of each type of reading models as follows.

a. Bottom-up Model

Harmer states that in bottom-up processing, the reader or listener focuses on individual words and phrases, and achieves understanding by stringing these detailed elements together to build up a whole.24 Furthermore, Brown defines that in bottom-up processing, readers must first recognize a multiplicity of linguistic signals (letters, morphemes, syllables, words, phrases, grammatical cues, discourse markers) and use their linguistics data-processing mechanisms to impose some sort of order on these signals25.

Brown defines, “Bottom-up model teaches symbols

grapheme-phoneme correspondences, syllables, and lexical recognition”26 . Cahyono and Widiati define “the bottom-up model of reading, basically,

23

David Nunan, Practical English Language Teaching, (New York: McGraw-Hill Companies, 2003), 70

24

Jeremy Harmer, The Practice of English Language Teaching Third Edition, (UK: Cambridge University Press, 2001), 201

25

Douglas H. Brown, Teaching by Principles: and interactive approach to language pedagogy, (New York: Longman, 2001) 298

26

18

fostered practices in reading instruction that built up learners’ decoding

abilities from the bottom up, starting with the smallest units, single

letters, “letters blends”, and building up to the words and phrases”27 .

b. Top-down Model

Brown states that this is where a complementary method of processing written text is imperative: top-down, or conceptually driven, processing in which we draw on our intelligence and experience and experience to understand a text28. Furthermore, Harmer states that in top-down reading model, the reader or listener gets a general view of the reading or listening passage, in some way, absorbing the overall picture29.

c. Interactive Model

Interactive model is a reading model that combines top-down and bottom-up during the reading process.

3. Definition of Reading Comprehension

What does reading comprehension mean? To answer the question, the writer intentionally presents opinions of some authors or writers as follows.

27

Walter Grauberg, The Elements of Foreign Language Teaching, (TP: Multilingual Matters, 1997), 192

28

Douglas H. Brown, Teaching by Principles: and interactive approach to language pedagogy, (New York: Longman, 2001), 299

29

Jeremy Harmer, The Practice of English Language Teaching Third Edition, (UK: Cambridge University Press, 2001), 201

19

Reading comprehension is an active process in extracting knowledge and information from the text30. Reading comprehension is not just reading with a loud voice but also to establish and understand the meaning of words, sentence, and paragraph sense the relationship among the ideas. As it is, if a student just reads loudly, but cannot understand the content of the passages, it means he/she fails in comprehending the passage.

4. Theoretical Bases of Reading Comprehension Instructions

Reading comprehension is an active process in extracting knowledge and information from the text. Reading comprehension is techniques for improving students' success in extracting useful knowledge from text. Reading comprehension is understanding a text that is read, or the process of "constructing meaning" from a text. The presumption is that meaning resides in the intentional problem-solving and thinking processes of the interpreter.

The content of meaning is influenced by that person’s prior knowledge,

experience, and background knowledge. This definition also suggests that reading comprehension requires an action on the part of the reader. That action involves the use of the existing knowledge that the reader has on the topic of the text as well as the text itself in order to create meaning. The problem in reading comprehension is making meaning from the text. The problem is solved by the intentional action of the reader that includes the

30

Judi Moreillon, Collaborative Strategies for Teaching Reading Comprehension, (TA: United State America, 2007), 10

20

purpose for reading as well as the ability to draw upon prior knowledge that is relevant to the text. In relation to the reading comprehension, schema theory is one of the theories can be applied in comprehending a text by

activating the readers’ background knowledge, prior knowledge, and

experience.

a. The Schema Theory

Schema theory is a theory about knowledge, about how knowledge is represented, and about how that representation facilitates the use of knowledge in various ways. All knowledge is packaged into units called schemata, and embedded into these units of knowledge is information on how this knowledge is to be used. Schema theory contends that individuals understand what they read only as it relates to what they already know31.

To get a deeper understanding of schema in reading comprehension, the readers or students also need to recognize the categories of schema or schemata. There are two categories of schemata: content and formal schemata. Content schemata included what we know

31

Cooper, Building Background Knowledge for Academic Achievement: Research on What Works in Schools, (USA: TP, 2004), 94

21

about the people, the world, culture, and universe, while formal schemata consist of our knowledge about discourse structure32.

As a conclusion, schema theory greatly influences reading

comprehension. It can work well when a match occurs between students’

prior knowledge and text materials. Therefore, reading teachers are

required to match the text material not only to the students’ prior

knowledge, age, sex, religion, nationality, but also student’s culture. In other words, if students do not have sufficient prior knowledge, they should be given at least minimal background knowledge from that to interpret meanings of a text.

Reading comprehension as a process of involving actively to construct meaning among the parts of the text and personal experience.33 Neil states that comprehension and retention are increased by strategies for integrating text with personal knowledge or personal background knowledge and experience. In this view, text is a blueprint for creating

meaning. Though reader’s schemata play an important role that leads a

reader to comprehend the text, the text itself is much crucial affecting comprehension. That is why some academicians usually emphasize text

32

Douglas H. Brown, Teaching by Principles: and interactive approach to language pedagogy, (New York: Longman, 2001), 300

33

Neil Anderson, -David Nunan. (Eds.), Practical English Language Teaching (McGraw Hill Companies, New York America, 2003)

22

rather than background knowledge because they want readers to be able to reproduce important facts and ideas from text.34

b. Teaching Reading Comprehension

In MTs. Al-Raudlah, English is taught as one of a compulsory course. In this course, students are expected to be able to comprehend the text related to their academic. The syllabus of KTSP is designed as skill-based syllabuses. It means that the contents of the syllabus are mostly reading passages that related to their academic of their major. The objectives stated in the syllabus are that students are able to find general idea in the text, to find explicitly stated information, to find implicitly stated information, to find the main idea of each paragraph, to find supporting idea/details in a text, to find the pronoun references to seek relationship the idea of the text, to find the meaning of vocabulary in context – related to their major, and to find cohesive devises in the text.

According to Brown, the skill-based syllabuses are designed to organize materials around the language or academic skills where students are learning English as their academic purpose35. He also states an author who uses a skill-based syllabuses developed materials around their academic purpose.

34

Ibid.

35

Douglas H. Brown, Teaching by Principles: and interactive approach to language pedagogy, (New York: Longman, 2001), 138

23

In line with the theoretical bases of reading comprehension instruction, teaching reading comprehension at MTs. Al-Raudlah is

theoretically taught based on the syllabus that is focused on the students’

skill – reading skill. The objectives that are stated in the syllabus are as the application of schema theory that includes previewing and questioning. The application of the schema theory is elaborated as follows: skimming a reading for the general idea, scanning a reading for specific information, guessing vocabulary from the context, using prefixes, suffixes, and roots, finding main ideas. To be able to achieve or apply those skills, the readers must have schema theory in that included background knowledge, prior knowledge, and experience related to a topic what they are reading. The schema theory also functions to activate

the readers’ background knowledge and prior knowledge.

In conclusion, the relation between theoretical bases of teaching reading instruction and teaching English is that theoretical bases of teaching reading instruction as a basis of teaching that is elaborated into the objectives stated in the syllabus. The objectives are then broken down into some indicators that are operationally stated in the lesson plan.

c. Webbing Strategy

In this research study, the researcher chooses a webbing strategy as a kind of reading comprehension strategy to help the students to

24

comprehend a text effectively. These are some further considerations from reading experts on the value of teaching reading comprehension through webbing strategy. Cooper states that webbing strategy can be used when the students are earlier learning to construct meaning in comprehending the text36.

Webbing strategy is also known as concept mapping, mind mapping, semantic mapping, and text mapping that mean a process used for exploring topics that are explicitly or implicitly stated in the text. To make one, draw a circle, and add spokes radiating from it.

Semantic webbing is a strategy that students are able to know about the identification of ideas. Semantic webbing also enables students to understand different ideas and their relevance to important matters. Students and teachers develop diagrams that represent different concepts or topics. With the help of semantic webbing, students ' thinking power is increased. This web is a complex of several strands of ideas that students bring forward about a main topic. All the ideas are related to each other. 1) Webbing as a Strategy of Teaching Reading

Some reading expert states that webbing strategy is one of reading comprehension strategies that can help students comprehend the text by constructing meaning. Cooper states that webbing strategy

36

Cooper, Building Background Knowledge for Academic Achievement: Research on What Works in Schools, (USA: TP, 2004), 128

25

should be used when students are just beginning to learn to construct meaning and can formulate their own purposes or pre questions or when the text is extremely difficult37. Usually the teacher should combine pre questions and purpose statement with other strategies, such as discussion or brain storming, to activate prior knowledge. 2) The General Steps of Webbing Strategy

The reading experts have some kinds of steps in teaching reading comprehension through webbing strategy. According to Gunning, reading teachers should follow six stages in teaching reading comprehension through webbing strategy.38 He states that webbing takes two forms: divergent webbing and convergent webbing.

In conclusion, the procedures of webbing strategy can enhance

students’ reading comprehension in pre-, whilst-, and post-reading stages. Thus, the reading teachers should teach and provide a model of webbing strategy procedures to students. As a result, the students are able to find the gist of text and supporting details in a text.

5. Advantages and Disadvantages of Webbing Strategy

Webbing strategy is one of the strategies that can be applied by the teachers in teaching and learning process, especially in teaching reading

37

Cooper, Building Background Knowledge for Academic Achievement: Research on What Works in Schools, (USA, TP, 2004), 128

38

Gunning, “Webbing as a Strategy of Teaching Reading Descriptive Text”, Open Wordpress, (https://teachingenglish4all.wordpress.com/, accessed on June 02, 2015)

26

comprehension. Variation of semantic webbing is semantic mapping. In line with teaching reading comprehension, webbing strategy has some advantages and disadvantages. Those advantages are: (a) webbing strategy can be used to help the students to visualize the relationship among ideas. It means that students or learners with limited prior knowledge may respond best when the webbing strategy is used in before reading activity; (b) webbing strategy can be used to activate the students’ background

knowledge or students’ prior know ledge; (d) students can use the webbing

strategy to generate ideas or concept and /or words to a given topic and then talk about how those ideas/words are related – webbing shows the relationships of those ideas. So, webbing strategy is not only used for students who begin constructing meanings of vocabulary, but also it can be used to visualize the relationships among ideas, to activate the students prior or background knowledge, and to generate the ideas or words are related to get information from a text.

Besides those advantages stated above, webbing strategy also has some disadvantages when teaching reading comprehension skills. Those disadvantages are listed as follows: (a) webbing strategy is not appropriate for passive learners when learning reading; (b) it is hard for students to use webbing strategy when they have problem with a topic of a text. So, they got difficulty in finding a topic of a text and then it is hard for them to

27

activate their prior or background knowledge; (c) webbing strategy is that somewhat limits the amount of information that student can record simply because the circles or ovals themselves can hold only so much verbiage.

In sum, webbing strategy can have positive and negative benefits when used in teaching reading comprehension skills.

C.Previous Studies

Some numbers of studies of semantic mapping technique in the efforts of improving reading comprehension in both first and foreign language settings have been conducted. All dealt with Indonesian as a first language (L1) or English as a foreign language (EFL). These studies were done in a variety of settings with diverse population, from the basic level (Elementary School) to the middle level (Junior High School). Then, it showed that semantic mapping technique had beneficial results as had been done by some researchers reviewed in the following.

Suhartono conducted an investigation on the use of semantic mapping technique in improving students’ reading comprehension in Indonesian texts as a first language (L1) at first quarter of Grade IV in SDN I Purworejo.39 This investigation, which was designed as classroom action research, was carried out

39

Suhartono, Thesis Magister: “Application of Mapping The Structure of The Content of Reading Strategies as Improving The Reading Ability of Summarizing Exposition in Teaching Reading Comprehension in The Fourth Grade Elementary School I Purworejo”, (Malang, Universitas Malang, 2000)

28

to improve students’ reading comprehension and ability in summarizing expository texts by finding out the main idea and supporting ideas, finding the relationships among paragraphs in a text, and constructing semantic mappings which describe the content of the text. The investigation resulted in (1) improvement in comprehending and summarizing expository texts; (2) the time allotment used to read, comprehend, and summarize were more efficient; and (3) the students were more able to make a summary of an expository text whose content matched with the text.

Based on the result of data analysis and the discussion stated that the improvement of the second year students of SMA Negeri 5 Makassar in reading comprehension through humor stories was good.40 It was prove by the t-test value that is 15.14 greater than the t-table 2.045 which was classified as a good score, the writer also concludes that there is a significant difference between the reading comprehension of the students of SMA Negeri 5 Makassar before and after using humor stories. In other words, humor stories can improve the

students’ reading comprehension.

Widyatie also conducted a study on the use of semantic mapping

technique in improving students’ reading comprehension. It aimed at finding out

how the semantic mapping technique could be used to improve students’ reading

40

Muh Amin Amal, Thesis Proposal: “Improving Students’ Reading Comprehension trough Listen Read Discuss (LDR) Strategy”, (Makasar: Universitas Hasanuddin, 2012)

29

comprehension41. This study employed a collaborative action research design in which the researcher and collaborative teacher worked together in designing the lesson plan, implementing the action, analyzing the data and doing reflections. The subjects of this research were 29 second-year students of the first semester in SLTP Yayasan Pupuk East Kalimantan Timur of the 2003-2004 academic years. Then, the finding showed that the semantic mapping technique was effective to improve the teaching-learning reading comprehension, mainly: (1) gearing the students to the topic by asking questions and by using media; (2) brainstorming; (3) classifying information; (4) finding Indonesian equivalence of unfamiliar words; (5) discussing the text; (6) identifying the main and supporting ideas; and

(7) making a semantic map of the students’ own version.

Meanwhile, Aprilianto conducted a study using semantic mapping technique to improve the reading comprehension of the IX Grade students of

MTs Ma’arif Sukorejo42. The study was focused on the students’ ability to comprehend report texts. The study was designed into collaborative classroom action research. The study was conducted in two cycles and three meetings for each cycle. The material taught was taken from some report texts based on the syllabus of the content standard curriculum for Junior High School /Islamic Junior High School. The findings of the study indicated that the semantic

41

Widyatie, Magister Thesis: “A Study on The Use of Semantic Mapping Technique in Improving

Students’ Reading Comprehension”, (Malang: Universitas Negeri Malang, English Educational Department, 2004)

42

Aprilianto, Magister Dissertation: “A Study Using Semantic Mapping Technique to Improve The Reading Comprehension”, (Surakarta: Universitas Sebelas Maret, 2009). 37

30

mapping technique was successful in improving both students’ ability in comprehending English texts (report texts) and the students’ involvement in reading activities. Those improvements could be seen from preliminary study to

Cycle 2. The students’ mean score had improved greatly from 35.00 to 68.33. Besides, the students’ individual score percentage had achieved to a great extent from 0% to 44.44% equal or greater than 70.

A study investigated the use of semantic webbing strategy to improve reading comprehension43. The model of a web consisted of the core question, the web strands, the support of the strand, and the strand ties. Subjects, 25 third graders and 26 the fourth graders, were assigned to reading ability groups based on past performance, informal testing and teacher evaluation. In the research, the reading groups were randomly assigned to the experimental or control group. Form A of the Stanford Diagnostic Reading Test was used as a pre-test while Form B was as the post-test. Subjects in the control groups worked on reading comprehension using their basal text and workbook, while the experimental groups worked with comprehension through semantic webbing activities. The result indicated that semantic webbing is as an alternative strategy is more effective than reading comprehension through their basal texts and workbook.

According to Eli on her research states that webbing strategy is right technique to get reading comprehension. More detail, in two classes that are

43

Mina Bayne, Magister Disertation: “A Study of The Use of Semantic Webbing Technique to Improve Reading Comprehension of Third and Fourth Grades”, (TP, 1984), 64

31

control class and experiment class, the experiment class showed that trough this strategy made them easily to gather information and organize the ideas44.

In line with the result indicated above, the researcher is interested in applying the webbing strategy in the experiment classroom research. The researcher thinks that it is still effectively used in the other research, especially in the experiment classroom research, aimed at solving the problems faced by teachers in the classroom. Researcher thinks that he needs to use the webbing strategy or another name of semantic webbing, semantic mapping, mind mapping, and text mapping in solving their teaching and learning problems in the

classroom. This study is focused on improving the students’ vocabulary to comprehend the recount texts. By improving the students’ vocabulary using

webbing strategy, the researcher hopefully thinks that the webbing strategy can solve the teaching and learning problem in the classroom. The students can be motivated to read and comprehend the text. Finally, they can be easy to comprehend and find the idea of the texts through webbing strategy.

44

Eli Wahyuningtyas, Bachelor Dissertation “The Effect of Webbing Strategy Technique on The Eight

32 CHAPTER III

RESEARCH METHODOLOGY

A. Research Design.

The research design which is used in this study is an experimental research. An experimental research involved on two groups: experimental group and control group. An experimental group is a research which has the purpose to find the cause-effect relationship among variables in a controlled condition which received a new treatment while control group as usual treatment. In conducting the experiment, the researcher devotes great care to the manipulation and the control of the variables and to the observation and measurement of the result45.

The researcher used here is the true experimental design. According to Nunan, experiment is designed collect data in such as a way that treats to the reliability and validity of research are ministered46. In order word, experiment is the way to find the causal relationship between two factors which are raised by the researcher in purpose by reducing or eliminating any distracting factors.

45

Donald Ary, Lucy Cheser Jacobs, Chris Sorensen, Introduction to Research in Education, 8th Edition (Canada: Nelson Education,2010), 26

46

33

B. Population and Sample

1) Population

Population used in quantitative research when research does by getting sample as a subject research. But if the goal of the study was the entire population, it is more appropriate to use the term the subject of research, especially in the experimental study. Population is a whole set of characteristics of object study.47 Population is a generalization region consisting of the object or subject that have certain qualities and characteristics defined by the researcher to learn and then drawn conclusions48.

The populations on this study are on eight grades MTs. Al–Raudlah in the academic year 2014/2015 is divided into two classes. There are 24 students at A class and 24 students at B class on eight grade of MTs. Al– Raudlah as the subject of the researcher. The total number of population is 49 students.

2) Sample

Studies were conducted when the researcher wants to generalize the conclusions on the results of the sample to the entire population, because the

47

Moh. Mahmud Sani, Metodologi Penelitian, (Mojokerto: Mitra Utama Offset, 2012), 89

48

Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktik (Jakarta: PT Rineka Cipta, 2010), 130

34

samples taken are expected to represent the entire population.49 Sample research done According to Sugiyono, sample is part of amount and characteristics possessed by this population50. What is learned from the sample, the conclusion will be applied to the population. In this research the sample were two classes, there are A class as an experiment class and B class as a control class.

C. Procedure and Time Line

In collecting data, the researcher needs four weeks and done some steps as follows:

1. 1st weeks asks permission and meet to headmaster and the English teacher of the school.

2. 2nd week, the researcher gives pre-test to both control and experiment class (class VIII A and VIII B).

3. 3rd week, the researcher gives treatment to experiment class (class VIII A). 4. 4th week, the researcher gives post-test to both control and experiment class.

49

Moh. Mahmud Sani, Metodologi Penelitian, (Mojokerto: Mitra Utama Offset, 2012), 90

50

35

Table 3.1

Time List of the Research

No Activity

Date

1 Asks permission √

2 Pre test √

3 Treatment √

4 Post test √

D. Research Instrument

Research instrument refers to any equipment used to collect the data.51 As an experimental research, the instrument used in this research was tests. 1. Observation checklist

The observation checklist is used to know the activities during the teaching learning process, such as how the teacher carried out the material, what the teacher did to manage the classroom and the student’s response. 2. Item test

Item tests are used to know the ability of the student in pre-test and post-test.

E.Data Collection Technique 1. Observation

51

Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik(Jakarta: PT Rineka Cipta, 2010), 192.

36

Observation is one of the useful research instruments to collect data by using the power of observation.52 The instrument used is a sheet implementation learning plans. Observation technique is the main technique in

collecting the data about the students' performance, condition of class, students’

response concerning the use of webbing strategy. It deals with the students activities in English learning activity

2. Test

Test is a question which is used to measure competence, knowledge, intelligence, and ability of talent which is possessed by individual or group to collect data. Test used in this study is pre-test and post-test.

a. Pre test

Before taught new material by webbing strategy, the researcher gave test to the students. Pre-test was given to the experimental and control classes in same way. This test was given before the experiment was run. b. Post test

Post-test was given to the experiment class and control class. It was given in order to know the score of students’ achievement after they taught by using webbing strategy (experiment class) and without using by webbing strategy (control class).

52

37

F. Data Analysis Technique

In this research, researcher used a true experimental design, because there are experimental group and the control group. The extraction is done at random. This can be illustrated as follows:53

R : Experimental and control groups were taken randomly.

O1dan O3 : Both groups observed the pre-test to determine the ability of the start, which is expected to begin with the same abilities.

O2 : The ability of the students who had been given method webbing strategy.

O4 : The ability of students without being given method webbing strategy.

X : Treatment. Over the group as the experimental group were given treatments, which are used in learning English webbing strategy method while the bottom group was not given treatment/control group.

In this case there are two analyses. The first analysis to examine differences in the ability of the initial experimental group and the control group

53

Prof. Dr. Sugiyono, metode penelitian kuantitatif kualitatif dan R&D (Bandung: ALFABETA, 2011), 159.

R O1 X O2 R O3– O4

38

(O1: O3). The test used T-test. The results are expected no significant difference initial ability between the experimental and control groups.

The second analysis to get test the hypothesis. The statistical technique used is the t-test for two related samples. It is to determine the difference between O2 and O4. If there is a difference which is O2 greater than O4, so the webbing strategy has a positive effect, and when O2 smaller than O4, it is the negative effect.54

Test "t" or "t" test is one test statistic used to test the truth or falsity of the null hypothesis states that the mean between two samples taken at random from the same population, there are no significant differences.55

Furthermore, the researcher gives rating students vocabulary to interpret the score of the student.

Table 3.2 Rating scale

Score Criteria

100-85 Excellent

84-70 Good

69-55 Average

54-40 Poor

54

Prof. Dr. Sugiyono, Metode Penelitian Kuantitatif Kualitatif dan R&D (Bandung: ALFABETA, 2011), 159.

55

Prof. Drs. Anas Sudijono, Pengantar Stastik Pendidikan (Jakarta: PT Raja Grafindo Persada, 2009), 278.

39

39-0 Very poor

1. Normality test

Many steps to examine differences in the ability of the initial experimental group and the control group are follows:

a. Determine the mean of variable I (X), with formula:

Mx or M1 =

b. Determine the mean of variable II (Y), with formula:

My or M2 =

c. Determine the standard deviation of variable X, with formula:

SDx or SD1 =

d. Determine the standard deviation of variable Y, with formula:

SDy or SD2 =

e. Determine the standard error of variable X, with formula:

or =

f. Determine the standard error of variable Y, with formula: or =

g. Determine the difference of standard error between men variable I and mean variable II, with formula:

40

=

h. Determine by using the formula:

To =

i. Provide interpretation of “ ” with working procedures as follows:

1. Formulate the alternative hypothesis (Ha): there is a significant different mean between variable X and variable Y.

2. Formulate the null hypothesis (Ho): there is not a significant different mean between variable X and variable Y.

j. Make comparisons between and tt with the first set a degrees of freedom with the formula:

df = (N1 + N2) – 2

From the result of df, it can be seen tt at the significance level 5% or 1%. If higher than or equal to tt then the null hypothesis is rejected. Conversely alternative hypothesis is accepted or approved. Means between the two variables that we are investigating the difference, significantly indeed there is a difference. If lower than tt null hypothesis approved or accepted. Conversely alternative hypothesis is rejected. I mean the difference between variable I and variable II was not a significant difference.56

56

Prof. Drs. Anas Sudijono, Pengantar Stastik Pendidikan, (Jakarta: PT Raja Grafindo Persada, 2009), 314.

41

2. Hypothesis test

Many steps to test the hypothesis are follows:

a. Determine D (difference) between the scores of variable I and the score variable II. if the score of variable I we give symbol X being variable II we give the symbol Y, then:

D = X - Y.

b. Summing D, in order to obtain ΣD.

c. Determine the mean of the difference, according to the formula: MD =

d. Squaring D, and then summed to obtain ΣD2.

e. Determine the standard deviation of the difference (SDD), using the formula:

SDD=

f. Determine an error of the mean of difference ( ), using the formula: =

g. Determine by using the formula: =

42

1. Formulate first alternative hypothesis (Ha) and null hypothesis (Ho). 2. significansi test, by comparing the magnitude , with the first set

degrees of freedom (df), which can be obtained by the formula:

df = N -1

3. Looking for prices criticism "t" listed in the table value of "t" by adhering to the df which have been obtained, either from the significance level of 5% or 1% significance level.

4. Make comparisons between with tt with the benchmark as follows: a) If higher than or equal to tt then the null hypothesis is rejected.

Conversely alternative hypothesis is accepted or approved. Means between the two variables that we are investigating the difference, significantly indeed there is a difference.

b) If lower than tt null hypothesis approved or accepted. Conversely alternative hypothesis is rejected. I mean the difference between variable I and variable II was not a significant difference.57

57

Prof. Drs. Anas Sudijono, Pengantar Stastik Pendidikan, (Jakarta: PT Raja Grafindo Persada, 2009), 306.

43 CHAPTER IV RESEARCH FINDING

A. FINDINGS

1. The Description of Data

To find out the improving of webbing strategy between the students who were taught by using webbing strategy and the students who were not taught by using webbing strategy on reading comprehension, especially in MTs. Al-Raudlah Mojosari Mojokerto, the researcher did an analysis of quantitative data. The data was obtained by giving test to the experimental class and control class after giving a different learning both of class. The subject of this research was divided into two classes. They are class VIII A as an experimental class and class VIII B as a control class.

In the processing of giving treatment of this study, the researcher divided the students into four groups. Each group consists of six until seven students. Each group assigns a writer to write on the paper. The writer makes a chart on the paper. The teacher says a letter, for example the letter B. The other students in each group have to mention and dictate the word of the letter and writer will writes word that appropriate of the material on the paper. Then, each group must be writing as possible as words in their paper. Groups get 10 points for each answer. The group with the most points wins. During

44

processing of giving treatment of this study, students looking interesting and enjoying to learning English subject.

When the experimental class gets the treatment, the control class only taught by their teacher own which use conventional method without using webbing strategy. Then, the researcher conducted a post-test of both classes. And the result, the score of the experiment class higher than control class. So the calculate of the data will be showed on form of the table of appendix.

2. The Result of Quantitative Data

In this section the researcher discussed the quantitative data and included the tables of the pre-test and post-test score and the calculation of using paired sample t-test.

a. Normality test

In table 4.1 of appendix 1 which showed the student’s score of pre -test. The pre-test was administered for 24 students of class VIII A as an experiment class and 24 students of class VIII B as a control class. The names of the students are coded into initial E for experiment class and initial C for control class.

Based on the data of table 4.2 (appendix 2), there is no one student of experiment class get excellent and good score, 10 students get average score and 14 students get poor score. In other words, it is known that

45

41,67% students get average score and 58,33% students get poor score. And for control class, there is also no one student 0f control class get excellent and good score, 8 students get average score and 16 students get poor score. In other words, it is known that 33,33% students get average score and 66,67% students get poor score. Thus, it can be concluded that the result of pre-test cannot be classified yet to be the good ones.

From table 4.3 (appendix 3), obtained ∑X=1296, ∑Y=1252, ∑x2_{=1888, ∑y}2

=1560, and N=24.

1) Determine the mean of variable I(X), with formula:

Mx or M1 =

= = 54

2) Determine the mean of variable II(Y), with formula:

My or M2 =

= = 52,17

3) Determine the standard deviation of variable X, with formula:

46

=

= =8,87

4) Determine the standard deviation of variable Y, with formula:

SDy or SD2 =

=

= =8,06

5) Determine the standard error of variable X, with formula:

or =

=

= = = 1,85

6) Determine the standard error of variable Y, with formula:

or =

47

= = = 1,70

7) Determine the difference of standard error between mean variable I and mean variable II, with formula:

=

= = = = 2,51

8) Determine by using the formula:

to =

= = 0,73

Then, Provide interpretation significansi test, by comparing the

magnitude , with the first set degrees of freedom (df), which can be

obtained by the formula:

48

= (24+24)-2 = 46

At df=46, obtained 5% significant ttablse =2,02 and 1% significant ttable =2,69.

By comparing the amount of “t” we obtain the calculation ( = 0,73)

and ttable 5%= 2,02 and ttable1% = 2,69, then we know that is lower than tt, it

is:

2,02>0,73<2,69

Because lower than tt, then the null hypothesis is accepted

proposed.

This means that there are not differences scores in students' reading of eight grade of MTs. Al-Raudlah between experiment and control class.

The conclusion that we can based on the results of these test is not

significant difference score between experiment and control class. It’s mean

that both of classes are normal.

b. Hypothesis test

The table 4.4 (appendix 4) which showed the student’s score after

getting the treatment in the form of post-test. The post test was administered for 24 students of class VIII A as an experiment class and 24

49

students of class VIII B as a control class. The names of the students are coded into initial E for experiment class and initial C for control class.

Based on the data of table 4.5 (appendix 5), for experiment class, there 3 students get excellent, 14 students get good score, 7 students get average score and no one of students get poor and very poor score. In other words, it is known that 12,5% students get excellent, 58,33% students get good, and 29,17% students get average. And for control class, there is also no one student gets excellent, 3 students get good, 14 students get average score and 8 students get poor score. In other words, it is known that 8,33% students get good, 58,33% students get average score and 33,34% students get poor score. Thus, it can be concluded that no one students of experiment class get poor and very poor score of result the post-test.

The main issue we have to solve is whether the null hypothesis which states that there are no significant differences in MTs. Al-Raudlah before and after the implementation of the method webbing strategy was unacceptable because it proved to be true, or whether it should be rejected as unsubstantiated. Accept or approve the null hypothesis would be to reject the alternative hypothesis. To test which is true, we will examine the steps that have been mentioned.

50

From table 4.6 (appendix 63), obtained ∑X=1780, ∑Y=1428,

∑x2_{=1644, ∑y}2

=1674,25, and N=24.

1) Determine the mean of variable I(X), with formula:

Mx or M1 =

= = 74,17

2) Determine the mean of variable II(Y), with formula:

My or M2 =

= = 59,50

3) Determine the standard deviation of variable X, with formula:

SDx or SD1 =

=

= =8,28

4) Determine the standard deviation of variable Y, with formula:

SDy or SD2 =

51

= =8,36

5) Determine the standard error of variable X, with formula:

or =

= = = = 1,72

6) Determine the standard error of variable Y, with formula:

or =

= = = = 1,75

7) Determine the difference of standard error between mean variable I and mean variable II, with formula:

=

52

= = = 2,45

8) Determine by using the formula:

to =

=

= 5,99

Then, Provide interpretation significance test, by comparing the

magnitude of , with the first set degrees of freedom (df), which can be

obtained by the formula:

df = N -1 = 24-1 = 23

At df=23, obtained 5% significant ttablse =2,07 and 1% significant ttable =2,81.

59 CHAPTER V

CONCLUSSION AND SUGGESTION

A. CONCLUSIONS

Having conducted the research of teaching reading using webbing strategy, the researcher draws some conclusions based on the discussion. The conclusion showed that:

The webbing strategy is effective in improving students’ reading comprehension ability. The case in both groups is the same that there is an

improvement in each group’s cognitive achievement. However, the improvement

on control group is not as much as on the experimental group. It means that the using of webbing strategy is more effective enough to improve students’ reading comprehension ability in recount text than the using of non-webbing strategy one. The use of it makes students more comfortable in conducting the lesson. It can be looked from students score in doing the test. The result of observation shows how the use of webbing strategy can be proved as students’ improving of reading comprehension ability. The experimental group’s achievement reached 74,17 as mean of their post-test score whereas at the first time the mean of their pre-test score was 54,00. This result indicates that there is an improvement on their cognitive achievement. The control group’s achievement reached 59,50 as the mean of their post-test score whereas at the first time the mean of their

pre-test was 52,17. This case is the same as in the experimental group, which indicates that there is an improvement on their cognitive achievement.

The main finding of the study were; the experimental and control group were getting significant at the beginning of the experiment teaching and learning of reading comprehension through webbing strategy played positive role in

improving the students’ academic achievement.

B. SUGGESTIONS

This research that was carried out in MTs. Al–Raudlah Mojosari in academic year of 2015/2016 is not free from some lacks. The limitation that can be found in this research is about the time restriction. Actually the activities contained in Webbing Strategy need more time. So, it is better for the English instructor to manage the time allocation when he or she wants to employ this kind of teaching and learning technique in classroom. He or she has to subdivide the time and sequence the activities contained in Webbing Strategy in details so that the English teaching and learning may well-run. In addition, this kind of teaching and learning technique should not always be applied to teach reading only but it may be applied for any other language item or skill as well, such as for, vocabulary and speaking class.

Moreover, the researcher may suggest the next researcher to conduct further study that can enhance this research because this research actually can be

broaden and extended to other subject and also in different setting. Finally, this research may be helpful and give positive contribution to English language learning context. Amin

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