CHAPTER I

INTRODUCTION

A. Background of Study

Reading is process that done and used by readers to get information and given

by writer though written words or language. There are many types of text, they are

procedure text, recount text, descriptive text, expositive text, report text and narrative

text. One of text will be choosing is narrative text.

Narrative text is a text telling about a conflict. Among the participant as there

is a plot of problems solving in it.

To comprehend the text, it’s influenced by many factors, such as mastering

vocabulary, sentence pattern, topic sentence, strategy , media etc.

Strategy is one of important factors to make a good plan to reach out for the

purpose in teaching learning process, because strategy can influence the result of

learning. That’s why the teacher should use effective strategy in teaching material

especially reading text.

Here, the strategy that will be researched are Tea Party and Send.A.Problem

strategy. By using a difficult strategy in learning, it’s helped can help the students to

improve their ability in reading text, but in fact, there are still many students who

aren’t able to comprehend the text. It can be seen, when they are doing reading, they

get nothing from what they read. They still can’t answer the question correctly, and

they can’t find the topic sentence of the text.

1

That’s why the writer want to conduct a study with the title “ The Effect of

Tea Party and Send.A.Problem strategy on the students ability in reading text at

MAL IAIN-SU.”

B. Identification of Study

Based on the background of the study above, the problems can be identified as

follows :

1. The students of MAL IAIN-SU have studied

vocabulary but they still have difficulties in translating the text.

2. The students of MAL IAIN-SU have studied

vocabulary but they still find the real topic sentence of the topic.

3. The students of MAL IAIN-SU have many exercises in

reading but they skill have mistakes in answering the questions.

4. The teachers have used different strategies in teaching

but the students’ interest is still low.

5. The teachers have used different media in teaching but

the students’ interest is still low.

6. The teacher has used different strategies in teaching but

the students still ave difficulties in reading text.

7. The teacher has made many exercises in reading but the

students still have mistakes in reading text.

2

C. Limitation of Study

Based on the identification of the study above, the writer limits the study on

two factors, they are teacher’s strategy (Tea Party and Send.A.Problem strategy) and

the teacher’s ability in reading text.

The writer choose the topic as a strategy is one of the factors that influenced

the students ability especially ability to comprehend a reading text.

D. Formulation of Study

Based on the limitation of study, the writer formulate the study by making

some relevant question as follow :

1. How is the students’ ability in reading text that taught

by Tea Party strategy.

2. How is the students’ ability in reading text that taught

by Send.A.Problem strategy.

3. Is there any significant difference of the students’

ability in reading text that taught by Tea Party and Send.A.problem

strategy.

E. Aim of Study

The aims of this study are :

1. To know the students’ ability in reading text that taught

by Tea Party strategy

2. To know the students’ ability in reading text that taught

by Send.A.problem strategy.

3

3. To know the difference of the students’ ability in

reading ability that taught by Tea Party and Send.A.Problem strategy.

F. Significant of Study

The result of this study is hoped to be useful for :

1. The principal of MAL IAIN-SU as a consideration in

making a concept of teaching.

2. The teacher of MAL IAIN-SU as a consideration in

preparing a lesson plan before doing a teaching learning process.

3. The other researchers who want to do a same case

deeply.

4

CHAPTER II

THEORETICAL REVIEW

A. Theoretical conception

A.1. Definition of Strategy

Strategy ate the specific activities manifested to solve the problem. As what

Brown defines “strategy are those specific “attack” that we make on a given

problem.”1

According to Henry Guntur in his book said that strategy means as accurate

plan about activity to get a particular purpose. Strategy is method devised for making

or doing something.2

Teaching strategy are the means by which the teacher attempts to bring out the

desired learning. Basically, teaching strategy is instructional concerns with the

teacher’s way in organizing and using techniques of teaching objectives. It’s

consisting of formulation the goals to achieved and carrying out the procedures,

evaluating the success of the learning activities and following up their success and

failure. Because teaching strategy includes selecting content and constructional

materials as well as teaching procedures, it determines to a large extent what pupil

actually learn.1 H.Doughlas Brown, Principles of Language Learning and teaching Fourth Edition, (Longman : San Fransisco State University, 2000), p.1132 Henry Guntur Tarigan, Strategi Pengajaran dan Pembelajaran Bahasa, ( Bandung : Angkasa, 1993),p.2

5

Whatever strategies are emphasized, learned, and used, it is generally agreed

that they should be taught explicit instruction, careful modeling, and scaffolding.

However, Paris, Lipson, and Wixson suggest that teaching a variety of strategies is

not enough. Rather, learners need not only declarative knowledge (What is a

strategy) but they also need procedural knowledge ( How do I use it ?), and

conditional knowledge ( When and Why do I use it ?). When teachers model strategy

use and then provide appropriate scaffolding while children are practicing strategies,

they are likely to become more effective strategy users.3

A.2. Description of Tea Party Strategy

The Tea Party strategy offers the students an opportunity to actively

participate in discussion and consider parts of a story or contents-area text before they

ever actually read it. While students mimic a Tea party by conversing with one

another, they are also encouraged to “predict what they think will happen in the text

as they make inferences, see causal relationship, compare and contrast, practice

sequencing, and draw on their own prior experiences.” Reluctant readers are enticed

to read more of the text as they gain insight on the material. Actively involving

students in constructing meaning before reading a text is a good way to help engage

student with the text and ensure they consider what they are reading during each stage

of reading.4

3 Paris, Lipson and Wixson in Jana Echevaria, Mary ellen Vogt and Deborah J.Short, Making Content Comprehensible for English language Learnres, (California : A Person Education Company, 2000), p.794 http://teachers.santee.k12.ca.us/carl/Document/Literacy%20Lane/Tea%20Party.doc.13 May2010

6

A.2.1. The definition of Tea Party Strategy

Tea Party is an interactive pre-reading strategy that frontloads students’

knowledge of text information and also allows them to become familiar with phrasing

and content words. It was adapted from Kylene Beer’s book :When Kids Can’t

Read.”5 The strategy can be used with bith narrative and expository texts.

A.2.2. The Steps of Tea Party Strategy

1. From the text about to be read, choose and copy meaningful words,

phrases, and or sentences onto large index cards or heavyweight paper.

(The amount of into chosen should represent half of your class number

since you will provide duplicates so each student can have is/her own).

2. Show the stack cards/papers and explain that each student will have

his/her own there are different words, phrases, and sentences on each set

of cards.

3. Review the directions for the activity with the students :

After the cards are distributed, you will share your cards by reading it

orally with one student at a time.

When you have finished reading your card, listen carefully as your

partner shares his/hers the same way.

5 Beers, K., When Kids Can’t Read What Teachers can do : A Guide for Teacher. ( Heinemann : Portsmouth, 2003) p.6-12

7

Quickly discuss how these cards are related.

Move to a new partner and go through the same steps-share your card

by reading it aloud and then listen carefully to the contents of your

new partner’s card.

With each new partner talk about any how all the cards are related and

what they collectively all might be about.

Add any new ideas you have based on your prior experiences.

4. Distribute the cards face down and tell them you will

call time when you are sure they have mingled and discussed with enough

students.

5. Give the students one minutes to turn their card over

and read it silently to themselves.

6. Once your signal the start of the activity, all the

students should be out of their seats and moving. ( Use your judgment-use

a clicker, bell, or timer alarm, to signal when students should move to

their new partner-if they seem to have a difficult time doing the

transitioning. Alert the students prior to the activity if you intend to

monitor their time with each partner.)

7. Signal the end of the activity and have the students

move into small discussion groups of no more than five to do the

following :

8

Discuss what you heard and what connections

were made with your card.

Brainstorm possible predictions about the

reading they are about to do.

Explain what specific words/phrases/sentences

helped create the predictions.

Add any person experience or prior knowledge

a student might have shared.

8. The culmination of the discussion can be to

Write a “We Think” group paragraph which includes their prediction about

the reading /topic to be covered and how they arrived at their conclusions.6

A.2.3. The Advantages of Tea Party Strategy

The Tea Party Strategy offers students an opportunity to actively participate in

discussion and consider parts a story or content-area text before they ever actually

read it. While students mimic a tea party by conversing with one another, they are

also encouraged to “Predict what they think will happen in the text as they make

inferences, see causal relationships, compare and contrast, practice sequencing, and

draw on their own prior experiences.7

6 http://spedlit.k12.hi.us?Strategies/TEA%20PARTY.htm.13 May 20107 Beers.K,Op. Cit, p.6-12

9

A.2.4. The Disadvantages of Tea Party Strategy

It takes long time

It is likely to be noisy

Needs much self-discipline

Not all students enjoy it since they would prefer to be focus on the

students’ attention.

A.3. Description of Send.A.Problem Strategy

According to Jeanne, Send.A.Problem is a mastery structure. It provides an

opportunity for students to create their own review questions or to challenge other

teams with original problems. Send.A.problem is effective for high consensus

questions (those having a right answer) that are quick to solve, because it allows the

problems to rotate quickly throughout the classroom.8

The procedure of Send.A.Problem strategy are :

1. The students write review questions or problems in a piece of paper.

2. The teams Send-A-problem to another team.

3. The receiving teams give respond to the problem

4. Problem cards are returned to the original team or are sent to the next

team.

8 Jeanne.M.Stone, Cooperative Reading Acivities, San Clemente : Kagan Publishing, 2000,p.120

10

To increase the validity of the send-a-problem flashcards, the teams create the

flashcards on day 1. The teacher collects the cards and reviews them overnight and

the teams actually send-a-problem on day 2.

At this point, send-a-problem can go in two different directions. The question

cards can be returned to the originating team and there is an opportunity to discuss

any differences in answer. The originating team can revise the questions before they

are passed on to another team. Or the questions cards can be passed on next team for

team their review and discussion.

Teacher’s note : it is important to set up a pattern for rotating the problems

around the room. For examples, clock-wise, counterclockwise, front to back, back to

front, etc.

A.3.1. The Advantages of Send.A.Problem Strategy are :

1. The students have opportunity to create their own review questions or

to challenge other teams with original problems.

2. The students can solve problems quickly.

3. Appropriate think time improves the quality of students’ responses.

4. Safer and easier to enter discussion with a classmate.

5. The students have opportunity to learn from each other learn from

doing.

A.3.2. The Disadvantages of Send.A.Problem Strategy

11

1. The students will make noise and the teacher difficult to control

situation.

2. Use much time.

3. The self interest of the group eventually reduces the problems of

dominance.

A.4 Reading

As a skill, reading is clearly one of the most important ; in fact in many

instances around the world we may argue that reading is the most important foreign

language skill. Particularly in case where students have to read English material for

their own specialist subject but may never have to speak the language ; such cases

are after referred to as “English as a Library language.”9

Reading theorist have regarded reading for some time as an active rather than

a passive process. The reader’s understanding of a text is a conditioned by what

he/she already knows and the availability of that knowledge during the reading

process.10 It also seen that individual readers have different purposes and motivations

for reading, which lead to different ways of processing information in the text, and

variation in what they derived from it. Therefore, different readers likely to interpret

text in varied ways. As Widdowson says :

9 Jo Mcdonoug and Christopher Shaw, Material and Method in ELT, A teacher Guide, (UK : Blackwell Publishing, 2003)p.8910 Carrol and Bransford in Meenakshi Raman, English Language Teaching, (Atlantic Publisher & Distributor, 2003),p.44

12

“texts do not have one meaning potential, which is only realized in the

interaction between reader and writer.”11

Reading comprehension is an essential part of reading instruction and has

been examined in many contexts over the years. Typically, teacher have been taught

to employ strategies before, during, and after reading to teach comprehension.12

The importance of reading, Allah SWT reveals in Surah Al-Alaq verse 1-5 in

Holy Qur’an :

13 Meaning : “ Proclaim (or read) in the name of the Lord and Cherisher, who

created, created man, out of a (mare) a lot of congested blood. Proclaim and The Lord

is most beautiful. He who taught ( the use of pen). And teach the people that they

know yet.

A.5 The Reason of Reading

Much of the current thinking on reading tends to focus primarily on the

purpose of the activity; even if reading is done for pleasure it is skill purposeful.

Williams usefully classifies reading into 14:

a. Getting general information from the text.

11 Carrol and Bransford in Meenakshi Raman, English language Teaching, (Atlantic Publisher & Distributors, 2003),p.4412 Adrienne L.herrell and Michael Jordon, 50 Strategies for Improving Vocabulary, Comprehension, and Fluency An active Learning Approach Second Edition,(Columbus, Ohio, 2002),p.113 Q.S. Al-Alaq, 96:1-514 Jo Mcdonough and Christhoper shaw, Op.cit, p.90

13

b. Getting specific information from a text, and

c. For pleasure or for interest.

Rivers and Temperley list the following examples of some of the reasons that

L2 students may need or want to read 15:

a. To obtain information for some purpose or because we are curious

about some topic.

b. To obtain instructions on how to perform some tasks for our work or

daily life.

c. To keep in touch with friends by correspondence or to understand

business letters.

d. To know when or where something will take place or what is

available.

e. To know what is appening or has happened (as reported in news paper,

magazines, reports).

f. For enjoyment or excitement.

Reading is an activity with a purpose. A person may read in order to gain

information or verify existing knowledge, or in order to critique a writer’s ideas or

writing style. A person may also read for enjoyment, or to enhance knowledge of the

language being read. The purpose for reading guide the reader’s selection of texts.

The purpose for reading also determines the appropriate approach for reading

comprehension. A person who needs to know whether she can afford to eat at a

15 Jo Mcdonough and Christhoper shaw , loc,cit,p.90

14

particular restaurant needs to comprehend the pricing information provided on the

menu, but does not needs to recognize the name of every appetizer listed. A person

reading poetry for enjoyment needs to recognize the words the poet uses and the ways

they are put together, but does not need to identify main idea and supporting details.

However, a person using a scientific article to support an opinion needs to know the

vocabulary that is used, understand the facts and cause-effect sequences that are

presented, and recognize ideas that are presented as hypotheses and givens.

Reading research shows that good readers are :

Read extensively

Integrate information in the text with existing knowledge

Have a flexible reading style, depending on what they are reading

Are motivated

Rely on different skill interacting : perceptual processing,

phonemic processing, recall

Read for a purpose; reading servers a function16

A.6. Types and Methods of Reading

There are several types and method of reading, with differing rates that can be

attained for each, for different kinds of material and purposes :

Subvocalized reading combines sight reading with internal sounding

of the words if spoken. Advocates of speed reading claim it can be a

16 http://www.nclrc.org/essentials/reading/reindex.htm. 3 March 2011

15

bad habit that slows reading and comprehension, but other studies

indicates the reserve, particularly with difficult texts.

Speed reading is a collection of methods for increasing reading speed

without an unacceptable reduction in comprehension or retention. It

closely connected to speed learning.

Photoreading is a collection of speed reading techniques with an

additional technique of photoreading to increase reading speed and

comprehension and retention.

Proofreading is a kind of reading for the purpose of detecting

typographical errors. One can learn to do it rapidly, and professional

proofreaders typically acquire the ability to do so at high rates, faster

for some kinds of material than for others, while they may largely

suspend comprehension while doing so, except when needed to select

among several possible words that a suspected typographical error

allows.

Structure-Proposition-Evaluation (SPE) method, popularized by

Mortimer Adler in How to Read a Book, mainly for non-fiction

treatise, in which one reads a writing an three passes : (1) for the

structure of the work, which might be represented by an outline; (2)

for the logical propositions made, organized into chains of

interference; and (3) for evaluation of the merits of the arguments and

16

conclusions. This method involves suspended judgment of the work or

it’s arguments until they are fully understood.

Survey-Question-Read-Recite-Review (SQ3R) method, often taught in

public schools, which involves reading toward being able to teach

what is read, and would be appropriate for instructors preparing to

teach material without having to refer to notes during the lecture.

Multiple Intelligences-based methods, which draw upon the reader’s

diverse ways of thinking and knowing to enrich his or her appreciation

of the text. Reading is fundamentally a linguistic activity : one can

basically comprehend a text without resorting to other intelligences,

such as the visual (e.g., mentally “seeing” characters or events

described), auditory (e.g., reading aloud or mentally “hearing” sounds

described), or even the logical intelligence (e.g., considering “what if”

scenarios or predicting how the text will unfold based on context

clues). However, most readers already use several intelligences while

reading, and making a habit of doing so in a more disciplined manner

—i.e., constantly, or after every paragraph—can result in more vivid,

memorable experience.

Rapid Serial Visual Presentation (RSVP) reading involves presenting

the words in a sentence one word at a time at the same location on the

display screen, at a specified eccentricity. RSVP eliminates inter-word

saccades, limits intra-word saccades, and prevents reader control or

17

fixation times (Legge, Mansfield, & Chung, 2001). RSVP controls for

differences in readers eye movement, and consequently is often used

to measure reading speed in experiments.17

A.7 Definition of Narrative Text

A narrative is a story that is created in a constructive format ( as a work of

writing, speech, poetry, prose, pictures, song, motion, pictures, video games, theatre

or dance) that describes a sequence of fictional or non-fictional events.

The word derives from the Latin verb narrare, “to recount” is related to the

adjective gnarus, “knowing” or “skilled”. Ultimately it’s origin is found in the Proto-

Indo-European root gno-, “to know”.

The word “story” may be used as a synonym of “narrative”, but can also be

used to refer to the sequence of events described in a narrative. A narrative can also

be told by a character within a larger narrative. An important part of narration is the

narrative mode, the set of methods used to communicate the narrative throygh a

process called narration.18

Narration is any written English text in which the writer wants to amuse,

entertain people, and to deal with actual or vicarious experience in difference ways.19

A.7.1. Narrative Text Structure

17 http://en.wikipedia.org/wiki/Reading(process). 13 March 201118 http://en.wikipedia.org/wiki/narrative. 7 April 201119 Sanggam Siahaan and Kisno Shinoda, Generic Text Structure,(Yogyakarta : Graha Ilmu, 2007),p.73

18

Narration is a text containing five components i.e, orientation, evaluation,

complication, resolution, and re-orientation by which writer amuses, entertains,

people, and to deal with actual or vicarious experience.

The orientation is the beginning of the text. Its function is to set the scene and

introduces the participants. The second is the evaluation. It is a stepping back to

evaluate the plight. The third is the compilation. This is the place in which a crisis

arises. The fourth is the resolution in which the crisis is resolved for better or for

worse. The fifth is the re-orientation. It can be optional.

Text Structure :

1. Orientation : sets the scene and introduces the participants.

2. Evaluation : a stepping back evaluate the plight.

3. Compilation : a Crisis arises.

4. Resolution : the crises is resolved, for better or for worse.

5. Re-orientation : optional.20

A.7.2. Narrative Grammatical Aspects

1. Focus on specific and usually individualized participants.

2. Use the material Processes, (and in this text, behavioral and

verbal processes).

3. Use the Relational Processes and Mental Processes.

4. Use of temporal conjunction and temporal circumstances.

20 Ibid, p.73

19

5. Use of Past Tense.21

B. Related Study

1. A research which has done by Darwin Siregar (1995). His script’s title

is A study on the ability of reading comprehension of the second year students

of Aliyah Pesantren Modern Pemda Sibuhuan, South Tapanuli. His research

aims to know the ability of reading comprehension of the second year students

of Aliyah Pesantren Modern pemda Sibuhuan, South Tapanuli. The

population of this research was the second year students of Aliyah Pesantren

Modern Sibuhuan, South Tapanuli in academic 1994/1995. there were 8

classes of them all together. For efficiently and practically of the research, the

researcher has chosen 40 students randomly to represent the population. The

researcher took about 25 % of the total number of the students. The technique

that is used by the writer to take sample in this research was random sampling.

After analyzing the data, the researcher tried to make comparison between the

result of the observation with the fact in the field of observation. The

hypothesis says that the students of Madrasah Aliyah Pesantren Modern

Pemda Sibuhuan South Tapanuli are good in reading comprehension, but in

fact not. The researcher concluded that the Ha (Hypothesis Alternative) was

rejected. On the other hand, the Ho (Null Hypothesis) was accepted.

21 Ibid, p.74

20

2. Based on Lisda’s thesis (2009) with the title “ The comparison

between numbered heads together and constructivism strategies on the

students’ ability in comprehending reading at SMA Swasta Bani Adam.” Her

research aims to compare these two strategies on the students’ ability in

comprehending reading text. The population of this research is the second

year students of SMA Swasta Bani Adam in academic year 2008/2009. The

population in this research was 78 students. The researcher takes all the

population because the population is less than 100. so the research was called

the population research. She used observation, interview and test as the

techniques of collecting data. Her techniques of analyzing data were normality

test, homogeneity test and t test. Finding of this research said that there is

significance difference by using numbered heads together and constructivism

on the students’ ability in reading comprehension is SMA Swasta Bani Adam.

It means that Ha was accepted and Ho was rejected. She also suggested the

teacher to apply the numbered heads together in teaching English because the

strategy was more effective than constructivism strategy.

C. Thought of Framework

Reading comprehension is one language skill which needs to be mastered by the

students. They tend to be learnt the language after they heard the words. In making

the study of language interesting, especially in reading, teacher must find out a

special strategy that will be used in teaching language. The teacher is expected to be

able to motivate the students in learning especially reading skill. By doing the activity

21

of reading through Tea Party and Send.A.Problem, the students are hoped feel more

enjoyable and more interested in teaching learning process, especially in teaching

reading text.

Tea Party strategy offers students an opportunity to actively participate in

discussions and consider parts of a story or content-area text before they never

actually read it. While a students mimic a tea party by conversing with one another,

they are also encouraged to predict what they think will happen in the text as they

make inferences, see causal relationship, compare and contrast, practice sequencing,

and draw own their own prior experiences. Reluctant readers are enticed to read more

of the text as they gain insight on the material. Actively involving students in

constructing meaning before reading a text is a good way to help engage student with

the text and ensure they consider what they are reading during each stage of reading.

D. Hypothesis

The hypothesis are formulated as the following :

Ha : There is a significant difference of the students’ ability in reading

comprehension who taught by using Tea Party and Send.A.Problem strategy.

Ho : There is no significant difference of students’ ability in reading

comprehension who taught by using Tea Party and Send.A.Problem strategy.

22

CHAPTER III

METHOD OF RESEARCH

A. Location of Study

This research will be conducted at MAL IAIN-SU which is located on Jl. IAIN

No.1 Medan. The design of this research was Quantitative research.

B. Population and Sample

23

B.1 Population

Kenneth says that “The population is the entire collection of people orr other

elements in which the researcher is ultimately interested.”22 Population is the total

number of subject that should be observed in a research.23 In encyclopedia of

Educational Evaluation stated that a population is a set (or collection) of all elements

processing one or more attributes of interest. So the population is the total number of

the subject which is observed. The population in this research was the second year

students of MAL IAIN-SU Medan in academic 2010/2011. The total number of the

second year students year of MAL IAIN-SU is 58 students. They consist of two

classes, namely class XI IPS and XI IPA. The number of class XI IPS are 30 students

and the number of class XI IPA are 28 students. So, the population of this research

was 58 students.

TABLE I

THE NUMBER OF POPULATION

NO CLASS TOTAL

1 XI IPA 28

2 XI IPS 30

TOTAL 58

22 Kenneth, O Dgyle, Evaluating Teaching, (Toronto, Lexington Books, d.c, Heat and Company : 1983, p.6923 Syahrum and Salim, Metodologi Penelitian Kuantitatif,(Bandung : CiptaPustaka Media, 2007),p.113

24

B.2 Sample

According to Suharsimi Arikunto in her book syas : “Sample is half of

population that researched.”24 It has been considered representative enough and

relevant to what Arikunto says that “ We often ask how many the best sample is. The

answer of this question is not so simple. In statistic book, sometimes we find the

formula how to identify the number of sample. For making easier, if the population is

less than 100, it is better if we enter all subjects, so the research is the population

research. Further, if the population is more than 100 (big) we can enter between 10-

15 % or 20-25% or more.”25

Based on the quotation above, the writer concludes that the sample used the

population research which used all of the population because the population is less

than 100. The number sample can be seen in table below :

TABLE II

The Number of Sample

NO SAMPLE TOTAL

1 XI IPA 28 students

2 XI IPS 30 students

24 Suharsimi Arikunto, Prosedur Penelitian Suatu Pedekatan Praktik, ( Jakarta : Rineka Cipta, 2006),p.13125 Suharsimi Arikunto, Ibid,p.134

25

Total 58 students

The reason for choosing this sample are :

1. The students in the first year still have low ability in

vocabularies, so they have difficulties to comprehend the text.

2. The students in third year should prepare themselves to follow

the National Exam (UAN).

3. The second year students have better skill in reading

comprehension than first year students.

C. Operational Definition of Variable

The students’ ability is very important to purpose the aim of education, the

term ability in this writing is the intelligence of the students’ in comprehending text.

The students learn about the materials especially in learning reading narrative text.

There must be some changes in students’ behavior and knowledge from unknowing

become knowing.

The indicators were :

1. The students got information from the text.

2. The students could find out the main idea from each

paragraph.

26

3. The students could conclude the information from the

text.

D. Instrument of Collecting Data

1. Test

In this research the writer used test as the instruments to collect the data. Test

is a method of measuring a person’s ability or knowledge in a given domain.26

In this research, the writer used written tests. The function of the test are as

follows :

1. To measure a person’s ability or knowledge.

2. To measure the ability or competence.

3. To measure a given domain.

Further, there are two types of written test : subjective test. In this study, the

writer used the objective test as well as the subjective test both in the reference words

test and reading comprehension test. The objective test used include multiple choice

test, completion test, completion from the context, where as the subjective test used,

is the essay test and sentences construction test.

The test was arranged according to the indicators that are important to the

writer. The test will be given in multiple choice tests. Before using the test as a

26 H.Douglas Brown, Op.cit,p.384

27

research instrument, the test must be tried by getting the validity, reliability, difficulty

level, and discrimination index.

1. Validity of The Test.

Validity is the ability of the test to measure what is supposed to measure. In

other words, validity indicated what the test precisely measures and how well the test

measure. For a test valid, it is expected that the content and the condition are relevant,

and that there would be irrelevant problems which are more difficult or the problems

being tested.

The type of validity that the writer used is content validity. The result used to

predict the students’ success in the future activity. The validity can be counted by

using the product moment formula as shown in the following formula :

rxy = 27

Where :

rxy = Index Score of Correlation between two variables

= Total Score of X Variable

= Total Score of Y Variable

27 Suharsimi Arikunto, Op.Cit, p.274

28

N = Number of Classes

The rule of validity

If rcount >rtable , the question is valid.

If rcount <rtable , the question is invalid.

This is the computation of validity test for the first question :

N = 30

So, rcount for first question is :

rxy =

=

=

=

= 0.432

29

From the computation above, it was found that rcount is 0.432. Based on the

list of rtable value with N = 30 and real level α = 0,05, it is found that r table is 0,361. So,

the value rcount (0,432) >table rtable (0,361). In conclusion, the first question is valid.

The complete result of validity can be seen in the following table:

TABLE III

TEST VALIDITY

The Number of Question rcount rtable Criteria

1

2

3

4

5

6

7

8

9

10

11

12

13

14

0,432

0,398

0,038

0,183

0,355

0,241

-0,086

0,041

0,285

0,552

0,076

0,526

0,391

0,361

0,361

0,361

0,361

0,361

0,361

0,361

0,361

0,361

0,361

0,361

0,361

0,361

Valid

Valid

Invalid

Invalid

Invalid

Invalid

Invalid

Invalid

Invalid

Valid

Invalid

Valid

Valid

30

15

16

17

18

19

20

0,435

0,397

-0,0115

0,403

0,614

0,498

0,312

0,361

0,361

0,361

0,361

0,361

0,361

0,361

Valid

Valid

Invalid

Valid

Valid

Valid

Invalid

2. Reliability of the Test.

Reliability refers to the consistency of the measurements. The consistency

measurements obtained from an instrument is referring to reliability. For the

reliability test, the writer used the formula. Kuder and Richardson formula (KR-20).

The following formula is as follows :

r11 = 28

Where :

r11 = Reliability of the test

p = the proportion of subject who answered the right item.

q = the proportion of subject who answered the wrong items (1-p).

pq = the result of subtraction of p and q

n = amount of question

28 Suharsimi Arikunto, Ibid, p.189

31

S2 = variants

From the test result of the research, the calculation of relitability tets as

follows :

n = 10

= 2,060

S2 can be counted as follow :

S2 =

=

= 5,782

So :

r11 =

=

= 1,111 x 0,644 = 0,715

From the computation above, it is found that r count = 0.715, whereas the

value of r table with N=30 and real level α = 0,05 is 0,361. So, r count = (0,715) > r table

(0,361). It means that the questions are reliable.

32

3. The Difficulty Index

The data that point to difficult or easy of the test is called difficulty index.

Magnitude of difficulty index between 0,00 until 1,0. This difficulty index

point to difficulty process of question is easy.

The formula for difficulty process is :

P =

Where :

P = difficulty index

B = the correct answer of students’ test

JS = the total of all students participants

The difficulty index usually is classified as follows :

The question with P 0,00 until 0,30 is difficult question.

The question with P 0,31 until 0,70 is fair question.

The question with P 0,71 until 1,00 is easy question.29

The computation of difficulty index for the first question can be counted

as follows :

B = 20 JS = 30 P = (easy question)

29 Suharsimi Arikunto, Evaluasi Pendidikan, (Bumi Aksara : Jakarta, 1993),p.209

33

The difficulty index for the rest of question is counted by using the same

way. The result can be seen in the following table :

TABLE IV

The Difficulty Index of Question

Number of Question B JS P Criteria

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

20

23

16

15

15

22

20

19

21

25

22

21

24

22

19

12

30

30

30

30

30

30

30

30

30

30

30

30

30

30

30

30

0.66

0.76

0,53

0,5

0,5

0,73

0,66

0,63

0,7

0,83

0,73

0,7

0,8

0.73

0,63

0.4

Easy question

Easy question

Fair question

Fair question

Fair question

Easy question

Easy question

Fair question

Fair question

Easy question

Easy question

Fair question

Easy question

Easy question

Fair question

Fair question

34

17

18

19

20

15

18

19

21

30

30

30

30

0,5

0,6

0,63

0,7

Fair question

Fair question

Fair question

Fair question

4. The Discrimination Index

The different potency was searched by using the formula :

D =

Where :

D = Different Index.

J = Number of participant of test.

JA = Amount of participant group up.

JB = Amount of participant group down.

BA= Amount of participant group up whoB responds the question with

true.

BB = Amount of participant group down who responds the question with

true.

PA = : Amount of participant group up who responds the question

with true ( note : P is as a symbol of difficulty index)

35

PB = : The population of participant group down who respond the

question with true.

The criteria of different potency are :

1. 0,00-0,20 = Low

2. 0,21-0,40 = Enough

3. 0,41-0,70 = Good

4. 0,71-1,00 – Very Good

If score P is negative, (-), it means that the question which has negative

score must be omitted.30

The computation of discrimination index for the first question can be

counted as follows :

BA : 12 BB : 8

JA : 13 JB : 13

D =

D =

30 Suharsimi Arikunto, Ibid, p.223

36

For the first question discrimination index is enough. The discrimination

index for the rest of questions is counted by using the same way. The result can be

seen in the following table :

TABLE V

The Discrimination Index of Question

Number of Question BA BB JA-JB Discrimination Index Criteria

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

13

13

8

8

10

12

11

9

11

15

12

14

15

14

13

7

10

8

7

5

10

9

10

10

10

10

7

9

8

6

13

13

13

13

13

13

13

13

13

13

13

13

13

13

13

0.40

0,20

0,00

0,07

0,33

0,13

0,13

-0,07

0,07

0,33

0,13

0,47

0,40

0,40

0,47

Good

Enough

Low

Low

Enough

Low

Low

Low

Low

Enough

Low

Good

Good

Good

Good

37

16

17

18

19

20

6

9

12

12

10

6

6

6

7

11

13

13

13

13

13

0,00

0,20

0,40

0,33

-0,07

Low

Enough

Good

Enough

Low

E. Technique for Collecting Data

In collecting data of this research, the writer used the following

technique :

Test

The test has already given by the writer to the students and they have to

answer directly at that time. The test consists of 10 items. The test constructed in

multiple choice test. It can be used to measure the learning that comes in the

knowledge, understanding, and application. The steps in doing the test are as

follows :

Distribute the test to the students.

Giving instruction to the students to do the test which is written in the

paper.

Specify the time for the students to do the best.

Collect the test from the students when the time is over.

38

Give the score to the students’ answer.

F. Technique of Analyzing Data

Analysis data was done to process the data which was got from the result

of research so that correctness of research can be justified. In data processing, the

writer has to do the requirement test by using normality and homogeneity test before

doing hypothesis test. The steps of data processing are :

1. The writer counts the average of each samples by using this formula :

=

2. The writer determines the standard deviation of each samples by using

the formula :

S =

3. Normally Test

The writer used Liliefors test to test the data normality by using the

steps below :

1. Perception X1, X2………………Xn to be real number Z1, Z2…………….Zn by

using formula : Zi = , where = average value, S =

Standard Deviation.

39

2. For each standard coefficient, use absolute normal standard

distribution, then count the frequency F(Z1) = P (Z ≤ Zi).

3. The proportion is counted Z1, Z2 ………..Zn that less or same with

Zi , with S (Zi) = .

4. Count the difference of F (Zi) – S (Zi), afterwards determine that

absolute values.

5. Take the biggest value among difference absolute values. Describe

this value by using Lo. If Lo < L table that is received from scoring

critic values of Liliefors test with standard evident α = 0,05. So the

data has normal distribution.

4. Homogeneity Test

Homogeneity test is done to test that the data from each sample is

homogenous. It is tested by using test of two variants, namely :

F =

If F count < F table , both the sample are homogeneous.

If F count > F table , both the sample are not homogeneous.

5. Hypothesis Test

The hypothesis was analyzed by using t-test formula.

40

t = 31

Where :

= average value of sample owning highest score.

= average value of sample lowest score.

S = merger standard deviation.

n1 = count of sample owning highest score.

n2 = count of sample owning lowest score.s

31 Suharsimi Arikunto, Op.Cit, p.85.

41