CHAPTER I
INTRODUCTION
In this chapter, the writer presents: (1) background,
(2) the problem of the study, (3) objectives of this study, and (4) the significance of the
study.
1.1 Background
Reading is important
because reading linked to English skill, like speaking, listening, and writing.
Reading not only concerns about sounds and words, but with understanding of
what is written. Besides,
to support their language skills, the students should learn the language aspect
such as pronunciation, grammar, and vocabulary. In Indonesian, English is
taught as a compulsory subject to high school and college students. The
objective of teaching English to Indonesian students is that the students are
able to communicate in English both orally an in writing to achieve the
objective the students should have the four language skills, namely listening,
speaking, reading, Writing.
According to Snow., (2002:11) reading comprehension as the process of
simultaneously extracting and constructing meaning through interaction and
involvement with written language. According to Richard et
al., (2010:483) the processes by
which the meaning of a written text is understood. When this is done silently
it is known as silent reading.
The understanding that results is called reading comprehension. Reading employs many different cognitive
skills, including letter and word recognition, knowledge of syntax, and
recognition of text types and
text structure.
Reading is one of the
skills in English that should be learned and mastered, but the students still
have a problem about it. In PGRI 1 vocational high school of Palembang, reading
is included in productive subject. The facts that there was still a lot of students
in Vocational High School especially at Accounting class, who have difficulties
in reading comprehension, because the result of the students still lack in
comprehending reading, Even, thoses who had graduate from those levels of
education still have problems in comprehending reading, because they did not
have a good basic in reading skill and comprehending of words or sentences. Based on the writer’s
experience when doing the program of teaching experience (PPL II) in PGRI 1 vocational high school of Palembang, many students did not
understand what they read. They must read a view time to get the point of the
text. This problem wasted the student’ stime because they must read from the
first word until the last words of the text only to find out the main idea or
the answer of one question and they will read again to find out other answers,
and it made them more confuse.
There are many kinds of technique in
teaching English such as PQ4R, SQ3R, PQRST, CTL, STAD and so on. This research
proposal will use SQ3R technique. Therefore, to process toward his goal, to
train the students to have good reading ability, that is applied the SQ3R
technique by the teachers, SQ3R stand for survey, Question, Read, Recite, and
Review. SQ3R technique will help students remember content of all materials. The
comprehending of reading text through SQ3R technique is very important for the
teacher to emphasis. Teaching reading using the SQ3R technique by the teacher
can help the students learn on their own by suggestion better study skills,
especially reading skill that is SQ3R reading technique.
The writer is aware that being able to read English,
gives benefits to students, because they are confused about how of reading. As far as we know almost the entire English teacher
usually get a difficulty in teaching English reading comprehension, in other
hand a teacher that cause students to spend more time on dialy assigment, to
see purposes and however the teacher must have guided in teaching reading, so
the students can comprehend reading text.
From the statement and explanation above, the writer is interested in
doing a research entitled “TEACHING READING COMPREHENSION BY USING (SQ3R)
TECHNIQUE TO THE
TENTH GRADE STUDENTS
OF PGRI 1 VOCATIONAL
HIGH SCHOOL OF
PALEMBANG”.
1.2 The Problem
of Study
The problem in this study are the Tenth grade students of PGRI 1 Vocational High School of Palembang
still have difficulties and frustating process because the students lack in reading
comprehension and less motivation in reading comprehension. Many reasons the
students lack in reading comprehension in this school, the lesson is not
interesting and maked the students bored.
1.2.1 Limitation
of the Problem
In this
study, the writer limited toward teaching reading comprehension about Vacation, Culture, and Jobs, in
narrative text especially macro skill
throuhg SQ3R technique to the tenth
grade students of PGRI 1 Vocational High School of Palembang.
1.2.2 Formulation
of the Problem
The
problem of this study is formulated in the following question, “Is it effective to
teach reading comprehension through SQ3R technique to the tenth grade students
of PGRI 1 Vocational High School of Palembang?”
1.3 Objective
of the Study
Based on the problem above, the
objective of the study is to find out whether or not it is effective to use
SQ3R technique in teaching reading comprehension to the tenth grade students of
PGRI 1 Vocational High School of Palembang.
1.4 Significance
of the Research
The significances of this study are
dedicated:
1)To the Teachers
To the teachers, it is also
expected that the result of this study will be a meaningful contribution to the
teachers of English, especially those who are at PGRI 1 Vocational High School
of Palembang in developing their teaching strategies. Besides, doing the research enable the writer
to deepen his knowledge
especially in this topic.
2)To
the Students
-
It is hoped that the result of this research
can inspire the students in motivating them to study hard, especially in their
reading comprehension.
-
The result of this study can improve, motivate and
encourage the students to learn how to comprehend reading texts.
3)
To the Writer Himself
To enlarge knowledge and
experience in doing a research. The writer could improve in students reading comprehension.
4) To Other Researchers
This study hopefully is one of the references for other
reseachers who want to investigate a research which connected to this study.
CHAPTER II
LITERATURE REVIEW
This chapter presents: (1) Concept of teaching, (2) Concept of reading, (3) Consept of reading comprehension, (4) Level of comprehension, (5) Types/genres of reading, (6)The Concept of SQ3R Reading Technique, (7) The procedure of teaching reading comprehension by
using SQ3R technique, (8) Related previous study, (9) Hypotheses, and
(10) Criteria for testing hypotheses.
2.1 The
Concept of Teaching
According to Slameto, (2010:28) teaching
is an attempt to organize area some create learning
conditions for students. Teaching is basically an attempt to create conditions
or environmental systems that support and allow for the process of learning. When learning is said to belong to the students, the self-taught as an activity. The old
definition, teaching is a cultural submission experiences and skills in our
students (Slameto,2010:29).
Definition of DeQueliy and Gazali, teaching is imparting knowledge to someone with the most concise and
precise manner. The
modern definition of advanced countries; "teaching is the guidance of
learning". Teaching is guidance to the student in the learning process
".
Teaching is a profession
conducted by using a combination of art, science, and skill. It is an art
because it relies on the “teacher’s creative provision of the best possible
learning environment and activities for his/her students. ”It is a science
since it is a system, and ordered set of ideas and methods used by the teacher
in doing his/her main jobs: plan a lesson, implement the plan in the classroom,
and evaluate the outcome of the activities. In short, teaching is a process to transfer
idea and knowledge from the teachers to the students in order to help students
to develop their knowledge, skills, and to increase students’ motivation and
attention in learning English.
2.2 The
Concept of Reading
The term “reading” has a complex definition. One simple definition will
not be enough to explain it. Reading is accomplished by
identifying words, processing print, and comprehending language so that either
an internal text or spoken language is produced which is consistent with both
the text and the purpose for reading it.Reading is complex process achieved through an intregation of many skills,
the foundations of which are developed during the raediness stage. In reading,
as in all language arts, the child’s readiness is partly based desire to read.
According to peter
westwood (2001:28), The general problem are as having impact on these aspects of reading can be
summarised as follows (Chan & Dally 2000):
·
Language
and metalinguistic problems
·
Phonological
processing problems
·
word
recognition problems
·
text-processing
problems.
According to Andrew
P. Jhonson (2008:109) reading is the act of creating meaning with text. That
is two main types of text are expository
text (informational text like this textbook) and narrative text or stories.
According to Andrew P. Jhonson (2008:117)
the explicit instruction must be used to teach them how
to use comprehension
skills.
The five elements
of effective skills instruction should be used here:
a.
Direct
instruction and modeling
Select a comprehension skill to teach. Introduce it by telling students it is a
way to help them understand what they read when reading informational text. Then,
explain how it should be used.
b.
Identification
of
the procedural components
This element is often intertwined
with direct instruction and modeling. Here, you identify
the specific
steps used with the comprehension skill. It is helpful to use at
hinking frame to teach these steps.
c.
Guided
practice
Guided practice, sometimes referred to as scaffolded
instruction, is provided when the teacher takes the whole
class through each step of the skill (Johnson &Graves, 1997). The goal here
is to provide the support necessary to allow students to learn to use the skill
independently.
d.
Regular
practice and review
Like any skill, students need regular practice and review in order to be able to use comprehension
skills effectively. Any time students are asked to read expository text, they
should bereminded to use a comprehension skill.
e.
Application
or use in other areas in order to ensure transfer
Comprehension skills should be used through out the curriculum at all levels whenever students are
asked toread expository text.
2.3 The
Concept of Reading Comprehension
According to Richard et al., (2010:483) Reading employs many different cognitive skills,
including letter and word recognition, knowledge of syntax, and recognition of text types and
text structure. According to Snow (2002:11) Reading comprehension
means perceiving a written text in order to understand its content.
Comprehension
entails three elements:
·
The
reader who is doing the comprehending
·
The
text that is to be comprehended
·
The
activity in which comprehension is a part.
In considering the
reader, we include all the capacities, abilities, knowledge, and experiences
that a person brings to the act of reading. Text is broadly construed to include
any printed text or electronic text. In considering activity, we include the
purposes, processes, and consequences associated with the act ofreading.
According to Snow (2002:11), there are some definition reader for reading
comprehension :
1.
The
reader
To comprehend, a reader must have a wide range of
capacities and abilities. These include cognitive capacities (e.g., attention, memory, critical
analytic ability, inferencing, visualization ability), motivation (a purpose
for reading, an interest in the content being read, self-efficacy as a reader),
and various types of knowledge (vocabulary, domain and topic knowledge,
linguistic and discourse knowledge, knowledge of specific comprehension
strategies).
2.
The
text
Texts can be difficult or easy, depending on factors
inherent in the text, on the relationship between the text and the knowledge and
abilities of the reader, and on the activities in which the reader is engaged. For
example, the content presented in the text has a critical bearing on reading comprehension.
The challenge of teaching reading comprehension is
heightened in the current educational era because all students are expected to
read more text and more complex texts.
3.
The
activity
A reading activity involves one or more purposes, some
operations to process the text at hand, and the consequencesof performing the
activity. (e.g., completing a class assignment) orinternally generated (wanting to
program a VCR).
Acording to brown
(2000:306), there are some principal strayegies for reading comprehension:
1. Identify the purposes in reading text.
2.
Use
graphemic rules and patterns to aid in bottom-up decoding (especially for
begining level learner)
3.
Use
efficient silent reading technique for relatively rapid comprehension (for
intermediate to advance lecel)
4.
Skim
the text for specific information
5.
Scan
the text for specific information
6.
Use
semantic mapping or clustering
7.
Guess
at meaning (of words, idioms, etc)
8.
Analyze
vocabulary
9.
Distinguish
between literal and implied meaning
10. Capitalized on discourse markers to process relationships
2.4 Level of Comprehension
According to
Richards,et al., (2010:483), different types of reading
comprehension are often distinguished according to readers purpose in reading
and type of reading used. The following level of comprehension according to
Richards, et al.,
(2010:483) has four levels: (a) literal
comprehension, (b) inferential comprehension (c) critical or evaluative comprehension (d) appreciative comprehension.
a).
Literal comprehension
Reading
is done to understand, remember or recall the information explicitly contained
in a passage.
b). Inferential
comprehension
Reading
is done to find information that is not explicitly stated in a passage, using
the readers’ experience and intuition by inferring/inferencing (make conclusion)
c). Critical or evaluative comprehension
Reading
is done to compare information in passage with the readers own knowledge and
values.
d).
Appreciative
comprehension
Reading
is done to gain an emotional or other kind of valued response from the passage.
2.5 Types/Genres
of reading
According to Brown (2010:302), in our highly literate society, there are
literally hundreds of different types of written text, a much larger variety
than found in spoken text. Each of the types listed below represents. With extra-ordinatary
numbers of genres present in any literate culture, the readers ability to
process texts must be very sophisticated. Consider the following abridged list
of common genres, which ultimately from part of the specifications for assesment of reading ability.
According to Brown (2000:302) genres of reading there are :
·
Non-fiction
: reports, editorials, essays and articles (dictionaries, encyclopedias)
·
Fiction
: novels, short stories, jokes, drama, poetry
·
Letter
: personal, business
·
Gretting
card, diaries, journal
·
Memos
(e.g., interoffice memos)
·
Announcements,
news paper
·
Academic
writing : short answer test responses, report, essay, paper, theses, books
·
Forms,
application, questionares, direction
·
Bill
(and other finance statement)
·
Maps,
manuals, comic, invitations.
·
Directories
(e.g., telephone, yellow pages) etc
2.5.1 Micro-Skills and
Macro-Skills Reading Comprehension
According to Brown (2000:307)Micro-Skills
and Macro-skills for Reading Comprehension :
v Micro-Skills
1.
Discriminate among the distnction graphemes and
ortho graphic pattern of English.
2.
Retain chunks of language of different lengths in
short-term memory.
3.
Process writing at an efficient rate of speed to
suit the purpose.
4.
Recognize a core of words, and interpret word order
and their significance.
5.
Recognize grammatical word classes (nouns, verbs,
etc), system (e.g tense, agreement, pluralization), pattern, rules, and
elliptical.
6.
Recognize that a particular meaning may be
expressed in different grammatical forms.
7.
Recognize cohesive devices in written discourse and
their role in signaling the relationship between and among clauses.
v Macro-skills
1.
Recognize the rhetorical forms of written discourse
and their significance for interpretation.
2.
Recognize the communicative texts, according to
form and purpose.
3.
Inter context that is not explicitly by using
background knowledge.
4.
From described events, ideas, etc., infer link
connections between events, deduce causes and effects, and detect such
relations as main idea, supporting idea, new information, given information,
generalization, and exemplification.
5.
Distinguish between literal and implied meaning.
6.
Detect culturally specific references and interpret
them in a context of the appropriate cultural schemata.
7.
Develop and use a bettery of reading strategies,
such as scanning and skimming, detecting discourse markers, guessing the
meaning of words from context, and activating schemata for the interpretation
of texts.
2.6 The Consept of SQ3R Reading Technique
Learning strategies SQ3R is a method for reading textbook appear question and asked
questions to encourage readers perform text processing material in depth and
breadth.P.Robinson (1941)
in Francis, is seen to improve memory performance in the understanding of the substance
of the text and reading materials in the field of knowledge.
According to kwantlen University
of Illinois website and Fraser, L. (1996).The acronym SQ3R stands for the steps that the student
followsin using the method: Survey, Question, Read, Recite, Review. A
description of each of these steps is given below. Step in SQ3R method follows
:
1. Survey
Skim the following: the title of the chapter, the
introduction, the table of contents and any illustrations, charts or graphs and
the summary paragraph. Note any unknown vocabulary and find a definition. Most
importantly, skim the section headings and the first sentences of each paragraph
to find the main points that will be developed. This orientation should not take
more than a few minutes (make a conscious effort to look only at the headings,
etc.) but will help you to organize the ideas as you read them later.
2.Question
Turn the first heading, or the first sentence of the
first paragraph, into aquestion. This will arouse your curiosity and so
increase your active involvement and comprehension, and the question will make
important points stand out while explanatory detail is recognized as such. Turning
a heading into a question can be done instantly upon reading the heading, but
it demands a conscious effort on your part to make this a query for which you must
read to find the answer.
3. Read
Read to answer that question, i.e., to the end of the
first headed section. This isnot a passive plodding along each line, but an
active search for the answer. Underline only key words--never whole paragraphs.
Use a dictionary if necessary to look up unfamiliar vocabulary. The reader should
definitely have in mind what he wants to learn as he reads each section and not
just passively read it line by line.
4.Recite
Having read the first section, look away from the book
and try briefly to recite inyour own words the answer to your question (aloud,
if possible). If you can do this you know what is in the section; if you can not,
skim the section again and repeat the exercise of reciting. An excellent way to
do this reciting from memory is to jot down cue phrases in outline form on a
sheet of paper. Make these notes very brief. Now repeat steps 2, 3, and 4 on
each subsequent headed section. That is, turn the next heading into a question,
read to answer that question, recite the answer and check your accuracy. Read
in this way until the entire chapter is completed, taking very brief breaks
between sections as needed.
5.Review
When the chapter or selection has thus been completely
read, look over your notes to get a bird’s-eye view of the points and their
relationship to one another. Check your memory by reciting the major points
under each heading and the subpoints under each major point. You can do this by
covering up the notes and trying to recall the information. Review daily during
the period of time before your exam.These five steps of the SQ3R Method, if
applied and practiced, should result in an increase inreading comprehension, an
improved ability to identify important points and better retention of the
material.
According to Mcknight (2010:122) The SQ3R strategy is a widely recognized
study system that is easily adapted to reading assignments. This method
provides concrete steps for interacting with information that results in high
levels of comprehension.
The SQ3R standsfor:
·
Survey: The reader previews the material to
develop a general outline for organizing information.
·
Question: The reader raises questions with the
expectation of finding answers in the material to be studied.
·
Read: The reader next attempts to answer the
questions formulated in the previous step.
·
Recite: The reader then deliberately attempts to
answer out loud or in writing the questions formulated in the second step.
·
Review: The reader finally reviews the material
by rereading portions of the assignment in order to verify the answers given
during the previous step.
Steps to the SQ3R Method:
- Lead students in a
survey of a reading selection. Pay special attention to headings,
subheadings, topic sentences, and highlighted words.
- Build a question for each heading and subheading
in the text selection. These questions will be answered during the close
reading of the text.
- Ask students to read the selection carefully,
keeping the questions in mind as they read.
- Have students "recite" the answers to
the questions by verbalizing them in a group discussion or writing them
down. This act of "restating" thought in spoken or written form
reinforces learning.
- Repeat this process for all of the questions.
- Finally, have students review all of their spoken
or written answers.
The SQ3R strategy gives the possibility to the
students to study systematically, effectively, and efficiently in the face of a
variety of teaching materials. As we know, reading the textbook usually get
bored, and get difficulty to finish this texsbook, so teaching of reading there is SQ3R method to
can easily if you want to read textbook. Each chapter generally contains a
title, a introduction, a number of headings, a conclusion or summary statement,
and some questions or problem posed by the textbook Author (s) at the end of
the chapter. The acronym SQ3R stands for the five steps involved in this study
process. They are: Survey, Question, Read, Recite, Review.
2.7 Procedure Of
Teaching Reading Comprehension by Using SQ3R Technique.
According to the Mcknight (2010:122), there are five steps of this reading
technique, they are : survey, question, read, recite, review.
1. Survey.
Survey involves the following activities :
·
Reading the title, headings,
and subheadings
·
Reading the
introductory materials
·
Captions under pictures, charts, graphs or maps and
table
·
Review questions or teacher-made study guides
·
Introductory and concluding paragraphs
·
Reading the summary paragraph
or paragraph
2. Question
Question now should be ready for a more detialed study of a chapter. The
question step provides a purpose for reading the material in more detail. Very
simply, the student selects the fist boldface in the chapter, read, it, and
proceeds to restate it in the form of a question.
3. Read
Read the selection
and work on answering the created questions. This step is to read the material
immediately following the first subtopic. The purpose of this reading will be
to find the answer to the question posed in step two. With this very specific
question in mind, students will tend to move fairly rapidly through the
material, in pursuit of the answer. Once they have finished reading the
material under the first heading, students are ready to move to step four of
the procedure.
4. Recite
In reciting, students are asked to pause and reflect on
the answer. Students are encouraged to answer their question in their other own
words. This recitation is also the point at which students may record brief
notes in their notebook for later review and study. Students then would repeat
step 2-4 as they work through the remainder of the chapter.
5. Review
Immediately upon the completion of steps two, three, and four the final
subtopic of the chapter, the student should spend approximately five minutes to
receive the notes and attempt to recall the main points of the chapter. The
students then read each main heading and tried to remember the suppirting or
explanatory information. Later rewiew will also be helpful aids for long-term
remembering.
Teaching Activities
Ø
Pre-activities
·
Greeting
the students
In
this step, the writer will ask the students. Before call the students, the
writer will ask some simple question, such as: how are you to day?
·
Checking
the attandance list
·
Motivate
In
this step, the writer asks the students some questions related the topic of the
text.
·
Warming
Up
The
students will given some question about reading.
Ø
Whilst-activities
1.
The
writer giving the students copy of the text.
2.
Giving
explanation about material.
3.
The students first survey the text carefullystudying the
following elements:
v
Reading Titles, Subtitles, Headings,
v
Reading introductory and concluding paragraphs paragraph materials
v Captions under
pictures, charts, graphs or maps and table
v Review questions or
teacher-made study guides
v
Asking unknown vocabulary, key words, and
v
Questions at the end of the text
v Reading
the summary paragraph
or paragraph
4.
Questions, it is can help students focus on significantpoints
and monitor their reading. Students generatequestions about the topic before
they read by turning headings and subheadings into
questions.
5.
Recite, after reading the text, students answer their
questions to test what they remember and understand.
This process might include:
·
self-talk
·
class discussions
·
outlining, note-taking
·
underlining/high lighting answers in the text
·
writing the
correct answers below the questions they generated for this text
6.
Review, Students go back over the reading to build
retention for a longer period of time.
7.
The
students would have to understand the information for each paragraph.
8.
The
teacher gives the students the time to
asks about the material.
9.
The
students answer some guestion, which include essay items.
Ø
Post-activities
-
The
writer asks the students whether they are understood or not, or if they are
have difficulties to playing this game.
-
The
writer gives a written test to get the students score
2.8 Related Previous Study
There was one thesis that had been studied by the writer as her previous
study. It was the thesis written by Neli Kusniati (2006). The
title of the previous study was “The Implementation of SQ3R Technique in Teaching
Reading Comprehension To The Eight Grade students at SMP Negeri 20 Palembang”.
The result of the test was analyzed
by the independent-test. Based on the result of the data analysis, the mean
score of the students in the pre test of experimental group was 57.52 and
control group was 55.26. the resul of F-test of the pre test in the
experimental group and control group was 0.63 and F-table was 1.72. it was
valid because F-test < F- table. It means that Ho is accepted and
Ha is rejected. The post test of the experimental group was 83.68
and control group was 3.99, t-obtained (3.99)<t-table (1.684) as significant
level of 95% with df=74 (76-2=74), so Ho is rejected andHa is
accepted. It means that was effective teaching reading comprehension by using
SQ3R technique to the eight grade students at SMP Negeri 20 Palembang.
The similar can be seen as the objectives of the research, the
hypotheses and the creteria to test of them, and the technique to collect and
to analyze the data. However, the population and the samples, the method of
research, the reading theme and the theme and the type of reading material for
test are relatively different.
2.9 Hypotheses
According to Fraenkel and Wallen
(1990:40) a hypotheses is simple put; a prediction of some sort, regarding the
possible out comes of study. The writer purposes hypotheses in the form of Null
hypotheses (Ho) and Alternative hypotheses (Ha) as
follow:
·
Null hypotheses (Ho) : It is not effective to teach
reading comprehension through SQ3R technique to the tenth grade students of
PGRI 1 Vocational High School of Palembang.
·
Alternative hypotheses (Ha): It is
effective to teach reading comprehension through SQ3R technique to the tenth
grade students of PGRI 1 Vocational High School of Palembang.
2.10 Criteria for Testing the Hypotheses
In this
study, the hypotheses will be tested by critical value of t in t-distribution
table. The writer compare the
result of pre-test and post-test of the experimental treatment students to get
the value of “t” obtained with the value of “t” table. The
criteria for testing hypothesis depend on number of sample analyzed, they are
with 0.05% significance level and with one-tailed test, with 46 (47-1) students as the number of sample, and the
critical value is 1.684. If the value of t-obtained is lower than the critical
value of t-table.
In order words if the result of matched t-test is less
than 1.684 as its critical value, this indicated that the null hypothesis (Ho) is accepted and the alternative hypothesis (Ha) is rejected. On other hand, if the match t-test was
equal or higher than 1.684 the alternative hypothesis (Ha) would be accepted and the null hypothesis (Ho) would rejected.
.
CHAPTER III
RESEARCH PROCEDURE
This chapter presents, (1) Method of research, (2) Research variables, (3) Operational
definitions, (4) Population
and sample, (5) Technique
for collecting the data,
(6) Technique for analyzing the data.
3.1
Method
of Research
Method can be said as the way in doing something. In this study, the writer
used pre experimental method. The research used pre-experimental method because
this design does not include either a control group or random selection of
samples. In this study, the writer used one-group pre-test design.In this
research are given Pre-Test and Post Test. In the post test is given treatment,
and the Pre Test is not given given treatment. The formula is:
O1 = the pre-test
X
= the treatment
O2 =the post-test
3.2 Research Variables
Variables are defined as contribute of a person or an object which “varies”
from person to person or from object to object (Hatch and Farhady, 1982: 12).
In this study, there are two kinds of research variable. There are independent
variable and dependent variable. The independent variable is the variable which
influences other variable and dependent variable is the variable which is
affected by independent variable. Based on the opinion above independent variable
in this research is teaching reading comprehension by using SQ3R reading
technique and dependent variable is the students’ achievement in reading
comprehension.
3.3 Operational Defination
Thetitle of this thesis is “Teaching Reading Comprehension by Using SQ3R
Technique to the tenth grade students of PGRI 1 Vocational High School of
Palembang”. In order to avoid misunderstanding about the terms used in this
study it is necessary for the writer to
define they are (1) teaching, (2) reading (3) Reading comprehension, and (4) SQ3R
reading technique.
1. Teaching
Teaching
is giving instruction to the students to make them understand, to learn do
something so can get more information and be more knowledge.
2.
Reading
Reading is the interactive process where the readers
decide what is the important about the text, and try to reconstruct the message
from the author.
3.
Reading Comprehension
Reading
means the ability of the students to understand the main point about what they
read.
4.
The SQ3R Reading Technique
The SQ3R reading technique, stand four: survey, question,
read, recite, and review. SQ3R technique is the method help student to be
active and selective in reading and study, looking for answer, and helping
student to recognize what is important and what is not.
3.4 Population
and Sample
3.4.1 Population
According to Fraenkel and Wallen (1990:67), population is
the group of interest to the researcher, the group whom the researcher would
like to generalize the result of the study.
The
population in this study was all of the first grade studentsat PGRI 1 Vocational High School of
Palembang. The total numbers of the students will 191 students, from four class.
As show in table 1 below:
TABLE
1
THE POPULATION
OF THE STUDY
NO.
|
CLASS
|
TOTAL
|
1
|
X Accounting 1
|
48
|
2
|
X Accounting 2
|
47
|
3
|
X Secretary 1
|
48
|
4
|
X Secretary 2
|
48
|
|
TOTAL
|
191
|
(Source: PGRI 1 Vocational
High School of Palembang.
3.4.2
Sample
According to
Fraenkel and Wallen (1993: 148) that the sample is a group in a research study
on which information is obtained. Arikunto (2010: 174), says that sample is a
part of population that is investigated.
In this study, the writer used
convenience non random sampling due to the English teacher was used. One class
of the students of the population was used as sample of the study by using the
convenience non random sampling. In doing the research the sample was taken
from the choice of the teacher of English. One class was as the sample of this
investigation. They are available and convenience
depending on time and day. Sometimes, they are the only choice of researcher
option. There is only one class of tothe tenth grade students of PGRI 1 Vocational High School of Palembang
chosen as the sample that is X Accounting
2 class as his sample. The
total of the students is 47 students. Table 2 shows the sample of the study.
TABLE
2
THESAMPLE
OF THE STUDY
NO.
|
CLASS
|
TOTAL
|
1
|
X Accounting 2
|
47 Students
|
|
TOTAL
|
47 Students
|
Source:
(PGRI 1 Vocational High School of Palembang)
3.5 Technique
for Collecting the Data
In collecting the data, the writer used a written test. A
test is any procedure for measuring ability, knowedge, or performance (Richard
et all., 1985:291). Test given to allow the students assess the effects of experimentation
and to know how far the students can understand what they have learned. They
are given as the pre-test and the post test. The writer will give the test to
the students, the test consists of 20
multiple choice.The test
will be given in two
sessions. First, the writer gives the students test pre-test before the writer
will do the treatment. Second, the post-test will be given after the treatment.
3.1.1
Validity
and Reliability
3.1.1.1
Validity
Validity refers to the appropriateness, meaningfulness,
corretness, and usefulness of the inferences a reseacher makes (Fraenkel and
Wallen, 2012:147). According to Arikunto
(2010:211)
"Validity is a measure that
indicates the levels of validity or validity of an instrument. A valid or invalid instrument has high validity. Conversely, the less valid instrument means it
has a low validity. An instrument said to be valid if it
is able to measure what is desired. The degree of validity
of the instrument indicates the extent to which the data collected does not deviate
from the intended picture of validity.
The test material is
arranged to measure the students’ achievement in reading comprehension
according to the curriculum and the tenth grade students of PGRI 1 Vocational High
School of Palembang. With
the table of the test specifications. Table 3 shows the specification of test
item.
TABLE
3
THE
SPECIFICATION OF TEST ITEMS
Basic Competence
|
Indicator
|
Material
|
Total of test
|
Number
of Test Items
|
Type of Test items
|
To express various meaning in functional text, essay in
narrative and descriptive, and news item using spoken and written in dialy
life to acces science
|
1. The students are able to find out the main idea
2. The students are able to identifying specific
formulated the question
3. The students are able to answer the question grammatical
based on the text
4. The students are able to find out the synonym of the
word in the text
|
Reading
|
6
4
5
5
|
1, 4, 6, 8,
12, 14,
5, 10, 16, 18
2, 3, 9, 17,
20
7, 11, 15,
19, 13
|
Multiple Choice
|
Total
|
20
|
|
3.1.1.2 Reliability
Reliability of the test is necessary
characteristic of any good test: for it to be valid at all, a test must first
be reliable as a measuring instrument.If the data is correct in accordance with reality, then
several times was taken, will remain the same. Reliability of the test materials were evaluated through the
internal consistency. To find out the reliability coefficient
of the test, the writer used a Kuder Richardson (KR 21) formula as follows
(Fraenkel and Wallen, 1990:156).
KR21
=
In which:
KR
21 = Kuder-Richardson Reliability
K = The number of the test items
M = The mean score
SD = The standard deviation of the test
scores
To calculate KR 21 formula, standard
deviation formula is needed:
SD =
In which:
N = The number of the students
X = The individual score
=
The mean score
Dealing
with reliability coefficient Fraenkel and Wallen (1990:156) write that for the research purpose,
a useful rule is that reliability should be at least 0.70 and preferably
higher.
3.2
Technique
for Analyzing the Data
3.2.1 Matched
T-test
In analyzing the data,
the writer uses the Matched T-test to find out the significant differences
between the pre-test and post test. The formula is:
t
=
Where:
t
= t-obtained
=
The students’ average score the post-test
=
The students’ average score the pre-test
=
Standard error of differences between to means
The formula of S
is:
S
=
Where :
SD = Standard
Deviation of the Differences
n =
Number of pairs
Where the formula of S
is:
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