Selasa, 09 September 2014

TEACHING READING COMPREHENSION THROUGH SAY SOMETHING STRATEGY TO THE TENTH GRADE STUDENTS OF THE STATE SENIOR HIGH SCHOOL 1 OF MUARA PADANG


1. Background
         English has world widely been considered as a very important language in international communication, especially in this globalization era. This reality is unbargainable if someone wants to take a part in the world community. In Indonesia English has been as a foreign language at elementary school up to university to make students qualified human resources who are able to communicative well in English.
The ability to read is recognized generally as one of the most important skills that a person can have, reading is a tool of the acquisitive mind; it is the vehicle for obtaining ideas that cannot be transmitted verbally (Bhardwaj 1997:1).
According to Mikulecky and Linda (1998:2) reading is very important for learning English. They state that reading will help the students to learn how English speakers use in English, read faster English, find example of good writing in English, learn new words and learn about the cultures of English speakers. Based on the explanation above, it is clear that reading is an essential skill in learning English. Therefore, the students must have the ability in reading comprehension.
            Reading is one of the most important things to do when someone learns knowledge. Reading is the influence recognition of words and grasping implied meaning by relating words and sentences to each other, the text and the reader’s background intelligence. Intelligence used when reading is abstract reasoning, the capacity to acquire knowledge and problem solving. For many students with disabilities in reading comprehension, reading is a difficult and frustrating process, because students with reading comprehension disabilities have an extremely frustrating experience in school and life. Educators, parents and public are concerned.
Based on the writer’s experience when doing the program of teaching experience (PPL II) in the school, 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’s time 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 ways to solve students’ difficulties in comprehending a reading text; one of them is through a say something strategy. Say Something Stratetegy is a strategy of reading. Using this strategy teachers teach the comprehension process and monitor students skill in connecting an idea with : other ideas in the text, others texts, prior knowledge retrived from memory. It is a technique which helps students to read and comprehend effectively and efficiently what they read. The purpose of this study is to examine say something strategy reading strategy and how it is implemented to improve reading comprehension.
Every teacher of English has different ways to improve their students’ language skill. To improve the students’ reading skill, the teacher can use various methods to create an interesting class. For the reason, Say something strategy can be employed. This strategy is meant to avoid a conventional strategy in an attempt to find an alternative strategy.  Usually, the teacher gives the students a text; they are asked to read the text silently, and then they answer the questions. However, the say something strategy develops students in the comprehension process and monitor students skill in connecting an idea with: other ideas in the text, others texts, prior knowledge retrived from memory.
Based on the description above, the writer would like to conduct a research entitled “Teaching Reading Comprehension through say something strategy to the tenth Grade Students of the State Senior High School 1 of Muara Padang” to be as investigated.
2. Problem
            The problem in this study is about 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. The problem of this study deals with teaching reading comprehension in narrative text by using herringbone technique to the eighth grade students of the State Junior High School 19 of Palembang.
2.1 Limitation of the Problem
The problem in this study is limited to the teaching reading comprehension in narrative text by using herringbone technique to the eighth grade students of the State Junior High School 19 of Palembang.
Based on the types of reading comprehension, the narrative texts above related with this research that focus on literal comprehension and critical or evaluative comprehension.

2.2   Formulation of the Problem
 In this study there is one main problem, the problem is formulated in the form of the following question: “Is it effective to teach reading comprehension in narrative text by using herringbone technique to the eighth grade students of the State Junior High School 19 of Palembang?”



3. Objective of the Study
The objective of this study is to find out whether or not it is effective teaching reading comprehension in narrative text by using herringbone technique to the eighth grade students of the State Junior High School 19 of Palembang

4. The Significance of the Study
The significance of the study are as follows:       
  • To The Writer
-          The writer can enlarge her knowledge and to get experience in doing this research.
  • 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.
-          It is expected that the students become aware of their learning strategies in order to have better achievement in developing their reading comprehension.
  • To The Teachers
-          The result of this study can hopefully inspire the teacher to apply the herringbone technique in teaching reading comprehension.

5. Theoretical Framework
     This part presents: (1) teaching, (2) reading comprehension, (3) herringbone technique, (4) the procedures of teaching reading by using herringbone technique, (5) related previous study, (6) hypothesis,and  (7) the criteria for testing hypothesis.

5.1 Teaching
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. Furthermore, teaching is a skill for it demands the ability-attained from relevant theories and practice to assist the students expertly in learning (Newton in Saleh 1997:16). Saleh (1997:20) states that teaching makes use of the concept of cooperative learning, a strategy in the classroom used to increase motivation and attention to help students develop a positive image of self and others, to provide a vehicle for critical thinking, problem solving, and to encourage social skills.
            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.


5.2 Reading Comphrehension.
According to Murcia (2001:188) reading is taking general comprehension as the example requires that the reader draw information from a text and combine it with information and expectations that the reader already has. Snow (2002:11) states that reading comprehension is the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. According to Vaugh and Sylvia (2004:99) reading comprehension includes the following:
1.   Applying one’s knowledge and experience to the text
2.   Setting goals for reading and ensuring that they are  aligned with the text
3.   Using strategies and skills to construct meaning during and after reading
4.   Adapting strategies that mathch the reader’s text and goals
5.   Recognizing the author’s purpose
6.   Distinguishing between facts and opinion, and
7.   Drawing logical conclusions.

Richards, et al., (1992:306) write there are four different types of reading comprehension. They are:
  1. Literal comprehension: reading in order to understand, remember, or recall the information explicitly contained in a passage. 
  2.    Inferential comprehension: reading in order to find information which is not explicitly stated in a passage, using the reader’s experience and intuition, and by inferring. 
  3.  Critical or evaluative comprehension: reading in order to compare information in a passage with the reader’s own knowledge and values. 
  4.  Appreciative comprehension: reading in order to gain an emotional or other kind of valued response from a passage.
Based on the types of reading comprehension above related with this research the writer will focus on literal comprehension and critical or evaluative comprehension. The writer tries to guide the students to find the information and explore their reading passage.
5.3  Herringbone
Vallete (1997:217) states that  Herringbone is used to help the students identify the main idea and the related supporting ideas of a lessons, text, or concept. It contains six questions that help students organize the detail of the text. The visual pattern of the herringbone creates a framework for students take notes and sort information. When modeling,  teacher should remain the students to look for and identify the answers to the six questions. After all the six questions have been answered; the information can be used  to create a main idea sentences stress that the main idea always includes specifically, “who, where, when, what, why, and how questions”. Some of the other information may be included, but it is not necessary to create the main idea.
As with this example, Tierney, et al (1980:84) state that textbook authors often do not provide all the information necessary to answer all the questions. In some instances the particular bit of information may not be important; in other instances it may be very significant. The Herringbone form provides students and teachers alike with visible display of information “gaps”.

5.4 The Procedure of Teaching Reading Comprehension by Using Herringbone Technique
According to Saleh (1997:16), 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.
Teaching reading is the process to help students to comprehend the content of the written materials and they can answer the question. It will be better if the students are able to state what they comprehend with their own words.
The Herringbone technique develops comprehension of the main idea through the use of a visual diagram of a fish skeleton. The diagram enables the student to plot WHO, WHAT, WHEN, WHERE, HOW and WHY questions. The students write the main idea on the diagram.
According to Tierney, et al (1980:83) there are five procedures for teaching reading comprehension by using herringbone technique in the classroom. They are:

1.      The student reads to find the answers to the following questions and records them on a larger version of the diagram above:
a.       WHO was involved? (Answer should yield the name of one or more persons or groups).
b.      WHAT did this person or group do?
c.       WHEN was it done (the event discovered in question 2)?
d.      WHERE was it done?
e.       HOW was it accomplished?
f.       WHY did it happen?
2.      After the student has recorded his answers to the questions, he uses the information to write a sentence about the main idea. The tutor should guide the student through this process until the student is able to do it independently. Younger students might dictate their answers to the tutor who could copy them for the student.
3.      The diagram is then used as a tool for discussion of the material.
In this research, the writer will teach the students with the following procedures:
(1)   Pre-Activities
a.       The teacher greets the students by saying good morning.
b.      The teacher checks the students’ attendance by calling them one by one.
c.       The teacher motivates the students to learn the lesson will be taught by asking them some question related to topic.
(2)   Whilst-Activities
a.       The teacher gives copies of herringbone diagram to the students.
b.      The teacher explains to the students why they will be using the herringbone diagram.
c.       The teacher explains to the students what the purpose of each task is.
d.      The teacher explains to the students how to do the task by using diagram of herringbone.
e.       And the students try to comprehend it by asking some questions to the teacher
f.       The teacher gives reading text to the students, and then read by themselves.
g.      After the students read to find the answer of the questions, they record their answers on a larger version of the diagram:
a.       WHO was involved? (Answer should yield the name of one or more persons or groups).
b.      WHAT did this person or group do?
c.       WHEN was it done (the event discovered in question 2)?
d.      WHERE was it done?
e.       HOW was it accomplished?
f.       WHY did it happen?
g.      Next, the teacher asks the students to use the information to write a sentence about the main idea by their own words. The teacher guides the students through this process until the students are able to do it independently.
h.      The teacher asks the students to find out the unfamiliar words or difficult words to increase their vocabulary.

(3)   Post-Activities
a.       The teacher asks the students’ problems about the lesson.
b.      The teacher asks the students to present their main idea based on their own words in front of the class.
5.5 Related Previous Study 
              There are some researchers who work on reading comprehension. One of them is Meka Lyana with the title “Teaching Reading Comprehension By Using Directed Reading Activity to the Seventh Year Students of SMP Negeri 6 OKU” . While, in this present study, the writer takes the title “teaching reading comprehension by using herringbone technique to the eighth grade students of the State Junior High School 19 of Palembang.
              There are similarity and some differences in this study. The similarities are (1) Meka Lyana and this study is also teaching reading comprehension to the students and (2) the method use an pre-experimental method. The differences are (1) the treatment of the study, Meka Lyana used directed reading activity, this study uses herringbone technique, (2) the sample of the study, Meka Lyana used seventh year students of  SMP Negeri 6 OKU in 2008, in this study the sample will come from to the eighth grade students of the State Junior High School 19 of Palembang in 2013”.

5.6 Hypotheses
According to Fraenkel and Wallen (1990:476) hypotheses is a tentative, reasonable, testable assertion regarding the occurrence of certain behaviors, phenomena, or events; a prediction of study outcomes.
Based on the assumption, the writer formulated two hypotheses, they are:
Null Hypotheses (Ho):
It is not effective teaching reading comprehension in narrative text by using  herringbone technique to the eighth grade students of the State Junior High School 19 of Palembang.
Alternative hypotheses (Ha):
It is effective teaching reading comprehension in narrative text by using  herringbone technique to the eighth grade students of the State Junior High School 19 of Palembang.
5.7 The Criteria for Testing Hypotheses
In this study, the hypotheses will be tested by critical value of t in t-distribution table (Hatch and Farhady, 1982:272). The criteria for testing hypothesis depend on number of sample analyzed, they are with 0.05 % significance level and with one-tailed test, with 41 (42-1)  students as the number of sample, and the critical value is 1.697.
If the t-obtained is or less than 1.697, the alternative hypothesis (Ha) will be rejected and the null hypothesis (Ho) will be accepted. If the t-obtained equals or higher than 1.697, the null hypothesis (Ho) will be rejected and the alternative hypothesis (Ha) will be accepted.
6. Research Procedures
This part presents: (1) the method of research, (2) variable of the research, (3) the operational definition, (4) population and sample, (5) technique for collecting the data, and (6) technique for analyzing the data.

6.1 The Method of Research
            This research used pre-experimental method with single-group-pretest-posttest design. McMillan (1992:174) explains that a single group subjects is given a pretest, then treatment, and the posttest. The result are determined by comparing the pretest score and posttest score. The specific design of this study as follows:

  O1     X   O2

Where:
                  O1  =  the pre-test
                   X  =  the treatment
                  O2  =  the post-test


6.2  Variables of Research
According to McMillan (1992:22) variable of the research has two kinds of variables. In this research: independent variables and dependent variables. Independent variable is the variable that has influences on other variable as the herringbone technique and dependent variable is that affected by independent variable as the students’ reading achievement.
6.3 The Operational Definition
The title of the study is “teaching reading comprehension by using  herringbone technique to the eighth grade students of the State Junior High School 19 of Palembang”. There are three terms that need to be explained.
1)        Teaching
It refers to a process where the teacher has many functions such as motivating, facilitating and guiding the students in order to they can be more active and get better achievement in learning.
2)        Reading comprehension.
It refers to the skill of the students to comprehend the text about reading materials. It means that there is active process that involves the information brought to the reader and the information supplied in the text.
3)        Herringbone technique.
            It refers to the technique that develops comprehension of the main idea by plotting the who, what, when, where, how, and why questions on a visual diagram of a fish skeleton.  Using the answers to the wh questions, the student writes the main idea across the backbone of the fish diagram.
6.4  Population and Sample
6.4.1     Population
According to McMillan (1992:69) population is a group of elements or cases, whether individuals, objects or events, that conform to specific criteria and to which we intend to generalize the results of the research. Population is the group of interest to the researcher, the group to whom the researcher would like to generalize the results of the study. (Fraenkel and Wallen, 1990:68). The population in this study is the eighth grade students of the State Junior High School 19 of Palembang which consists of 163 students in the academic year of 2012/2013. Table 1 shows the population of the study.
TABLE 1
THE POPULATION OF THE STUDY
No
Class
Total
1
VIII.A
41
2
VIII.B
42
3
VIII.C
40
4
VIII.D
40

Total
163
Source: The State Junior High School 19 of Palembang in the academic year of 2012/2013
6.4.2        Sample
            According to Frankel and Wallen (1993: 383). Convenience non random sampling is method used by a researcher for certain group of people. 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  to the eighth grade students of the State Junior High School 19 of Palembang chosen as the sample that is VIII.B class as his sample. The total of the students is 42 students. Table 2 shows the sample of the study.
TABLE 2
THE SAMPLE OF THE STUDY
No
Class
Total
1
VIII.C
42

Total
42

6.5 The Technique for Collecting the Data
To collect the data in this study, a written test is used. The test is administered as the instrument because it considered as the most reliable way and it is easy to getting some information. Brown (1994:373) tests are a way of life in the educational world. Test is any series of question or exercise or other means of measuring skills, knowledge, intelligence, and capacities for an individual or group. (Arikunto, 2006:150).
The test given before teaching (pre-test) aims at knowing that the students have gained in the previous class meeting, while the post-test was given after teaching (post-test) aims at knowing what the students have already achieved in intended learning outcome of the planned instruction. The test consisted of 40 multiple choice, the writer measured it in order to get the ability and reliability of the test.

6.5  Validity and Reliability
6.5.1        Validity
According to Hatch and Farhady, (1982:250) validity refers to extent to which the results of the procedure serve the uses for which they are intended. In this research the writer estimated the content validity of the test. Content validity refers to the extent to which a test measures a representative sample of the subject matter content. Hatch and Farhady, (1982:251). In order that, the test has a high degree of content validity, the writer devises the test in accordance with the purpose of the test that is to measure the students’ reading achievement.
The test material is arranged to measure the students’ achievement in reading comprehension according to the Curriculum and Syllabus for the eighth grade students of the State Junior High School 19 of Palembang with the table of the test specifications. Table 3 shows the specification 


Objective
Indicator
Test Material
Number of Test Items
Type of Test
The students are able to find the main ideas, to give meanings of the words, and to find specific information.
1.    Identifying the word meanings in the texts
2.    Identifying the characters in the text
3.    Identifying the events in the text
4.    Identifying the purposes of communication
5.    Identifying the main ides of the texts
Narrative Texts.

1-10


11-15

16-20

21-30


31-40
Multiple Choice
Total
40


6.5.2  Reliability of the Test
            According to McMillan (1992:104) reliability is the extent to which measures are free from error. The writer estimated the internal consistency reliability of the test, it is a measure of the degree to which the items of parts of the test are homogeneous or consistency with each other. To find out the reliability coefficient of the test, the writer used a Kuder Richardson (KR 21) formula as follows. (Fraenkel and Wallen, 1990:135).
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:



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