Selasa, 11 Agustus 2020

Waden

 

CHAPTER I

INTRODUCTION

A.    Background of the Problem

In many second and foreign language teaching and learning situations, reading receives a special attention because of several reasons. The first one, written texts serve various pedagogical purposes. It can be said that reading ability will be developed with the association with listening, speaking, and writing activities since they are interrelated skills. The second one, reading is one of the important skills that help students to gain information from the written material.

Reading is one of the receptive skills. According to Harmer listening and reading involve receiving message, so they are regarded as receptive skills[1]. It means beside listening, reading is a skill to receive information. That makes receptive skill like reading and listening are really important because in order to have more information and knowledge someone should be able to read and listen.

In reading, the studentsnot only need to be able to read but also to understand the context of the text. They should have an ability to comprehend the text in order to get information from the written texts. In reading comprehension, the students have to be able to determine the content, main idea, detail information and vocabulary. As Anderson said in Nunan’s book, the aim of reading is comprehension.[2] It means the goal of reading is understanding the passage”.

According to the basic competence either in junior or senior high school curriculum, students are expected to understand some texts, for example, letters, short messages, greeting cards, and monologs such as narrative, descriptive, recount, procedure, and report texts. The students learn those from first grade junior high school to the third-grade senior high school. Beside the benefit of learning them, those materials are also served as the exam material”.

One of the monolog is descriptive text.It is a kind of textto describe something. It is usually used to describe a thing, person, place or event to give explanation for someone. According to Dirgeyesa, description or descriptive etymologically is derived from the word describe. Describe means to draw, to illustrate or to picture object, place, person in order to have visual appearance of the object described.[3] It means by reading descriptive text, the reader is expected to have visual appearance of the object that is described. Descriptive text is a text which says what a person or thing is like”.

One of the important things in reading descriptive text is an ability to predict the information. It allows students to use information from the text, such as titles, headings, pictures and diagrams to anticipate what will happen in the story. According to Trio, when making predictions, students envision what will come next in the text. Predicting encourages students to actively think ahead and ask questions. It also allows students to understand the story better, make connections to what they are reading, and interact with the text.[4]One of the components in the text that help students to predict is picture”.

Pictures perfectly fit on beginner students, because they do not like abstract thing, and pictures is the opposite of abstracts thing. In pictures strategy, students provide some pictures related to the reading text that they text, provide them in predicting the story, they guess what will happen in the future. In line with Hawkswell, “When readers predict, they use information in the text and their background knowledge to make smart guesses about what they may encounter in the text. Readers use this strategy to prepare to read and monitor their comprehension during a reading experience.”[5] In short pictures help students to be better in reading comprehension. This is because pictures can activate students’ background knowledge, so if they do not know the vocabulary in the text, they could look to the picture and guess which will be the right meaning of the certain vocabulary that they do not know. Furthermore, the reading comprehension of the students will improve”.

“There are two important obstacles in reading.  First, the more students read, the more they encounter unfamiliar terms. Quite often the context in which these new words are found gives children all of the clues they need to guess at meaning. As students expand their vocabulary, they recognize more words by sight. Second is slow processing. Reading is a cognitively demanding task and holding so much information in the mind while continuing to process text can exhaust children with slow processing. These are difficulties in reading that should be handled right away. Because of this, many teachers and researchers are struggling to find the right strategy in teaching reading in order to overcome those problems”.

“Based on preliminary research on 7th December 2017 and 14th August 2019 in SMPN 2 Kapur IX by collecting the students reading test and by interviewing the teacher. It was found several problems. First, the students lack of vocabulary makes the students difficult to comprehend the written form. This problem also produces another problem. Students do not even know the meaning of the title from a certain text, how come they understand the rest of it if title already gives them trouble. In order to overcome these problems, the teacher improved the way she teaches by using the varieties media, like using videos and power point. However, the problems are still there. There are no bad strategies, using videos and power point are good, maybe those strategies are not fit with the students or the teacher not too good in using them”.

“The next problem is they do not have a good strategy in reading and they were not motivated in learning English. The teacher said “they do not know the meaning of some words which makes them feel difficult in reading” she also said “the students tend to be sleepy and bored in the classroom”. The students’ reading test is not too good, most of them need to take remedial to pass the test”.

.”The researcher assumes that using picture might have different outcome, because if videos are too much for them maybe the teacher should use a little lighter strategy like using picture. That is the reason the researcher want to conduct a research with the title” THE EFFECT OF USING PICTURE TO PREDICT INFORMATION TOWARDS STUDENTS READING COMPETENCE IN READING DESCRIPTIVE TEXT”.         

B.     Identification of the problems

Based on background of the problem above, the identification of the problems is as follow:

1.      The students’ lack of vocabulary in reading text.

2.      Reading topics are often unfamiliar for students.

3.      Students were difficult to predict information through pictures in reading descriptive text

C.    Limitation of the problems

“Based on the problem above, the researcher limits the research on students’ strategy towards reading, one of them is using predicting information through pictures in reading”.

D.    Formulation of The Problem

“Based on the limitation above, this research is formulated through the following question:

1.      Is there a significant effect of using picture to predict information towards students’ reading competence?

2.      Is there a significant difference between students’ reading competence that are using picture to predict information and the reading competence of the students who are not using it?

E.     Purpose of The Research

Based on the formulation of the problem above, the purpose of the research are:

1.      To find out whether there is a significant effect of using picture to predict information towards students’ reading competence.

2.      To find out whether there is a significant difference of students’ reading competence that are using picture to predict information and reading competence of students who are not using it

F.     Significant of The Research

This research is expected th have some benefit, as follow:

1.      For the teachers, it is very useful to help them to understand more about predicting information by picture strategy

2.      For the students it is significant to help them in reading.

3.      It is also important for researcher to know the process of teaching using picture

G.    Definition of Key Terms

Some Key Terms used in this research is defined as follow:

1.      Picture strategy

A strategy to help the students in reading by using picture

2.      Predicting Informatiom

A benefit from picture strategy where the students might use the picture to predict about the information in the text.

3.      Reading Competence

Is level of understanding a subject has achieved in regards to written text.

4.      Descriptive Text

Is a text which describes something or someone.

CHAPTER II

REVIEW OF RELATED LITERATURE

A.    Review of Related Theory

1.      Reading

a.      Definition of Reading

Reading Comprehension is a basic essential skill which students need to get in touch and engage with the text, so that students can not only catch the main information, but also understand the reading text. Thus, Nunan said that reading is a set of skills that involves making senses and deriving meaning from printed word[6]. It clearly means that by mastery reading and comprehended the text, students can get the main information of the text. Thus, according to Snow, Reading Comprehension is the process of simultaneously of extracting and constructing meaning through interaction and involvement with written language[7]. Both of expert statement tells where there is a reading text, students will activate their ability to read the text and comprehend it all at once to get what information should they take to understand. In additional, Roe, Stoodt-hill, and Burns said that Reading Comprehension is an interactive process of meaning construction. The reader’s background knowledge structures (schemata), the information in the text, and the context in which the reading takes place all interact to produce a comprehension. Schemata related to the reading material must be activated if the students are to comprehend material as fully as possible[8].

There are many reasons why getting students to read English texts is an important part of the teacher’s job. In the first place, many students want to be able to read texts in English either for their careers, for study purposes or simply for pleasure[9]. To get their benefit, students need to involve themselves into the text, pretending they are in the plot of the text. By read the text intensively and extensively students might be able to get in touch the text so that they can take the key of the main information.

b.      Purpose of Reading

Reading provides students to face their purpose in reading some texts. Dallman said that purpose in reading comprehension as follows[10]:

1.      Reading to find the main idea.

One of the most conventional reasons for reading is to get the general idea of a selection. This purpose is usually done in reading fiction and science. The students need to develop this ability not only through incidental but also through practice exercises.

2.      Reading to select significant details

The ability in selecting the significant details is closely related with finding the main idea. The students have to know the differences between the main points and supporting details. The students also must be able to decide which points are more important.

3.      Reading to answer questions

Reading to answer the questions is a means of improving the ability to note significant details. It is the conventional goal in teaching reading even in elementary school, high school, and college. The answer will be easy to find if the questions are partly caught in the exact words of the writer.

4.      Reading to summarize and organize

Both of the ability to select the main idea and to choose the significant details are basic to another conventionally sought goal of reading-that of summarizing and organizing.

5.      Reading to arrive at generalizations

Formulating generalization is in a sense a specialized form of summarizing. To build a generalization the reader needs to note specific instances than deciding whether the data presented are sufficient to warrant significant conclusion.

6.      Reading to follow directions

The ability to follow directions usually is a combination of many reading skill. The ability to take a note details, to organize, and to note the sequence of events.

7.      Reading to predict outcome

Another important comprehension skill is that of predicting outcomes. This skill may manifest itself in a variety of ways.

8.      Reading to evaluate critically

One of the most significant comprehension skills is that of making critical evaluation of what is read.

Based on statement above the main purpose of reading are Reading to find the main idea, reading to select significant details, Reading to answer questions, Reading to arrive at generalizations, Reading to follow directions, Reading to predict outcome, Reading to evaluate critically, and Reading to evaluate critically. By knowing the purpose of reading, students can comprehend the text and catch the important information easier.

c.       Reading Difficulty

To comprehend a text, Westwood argues that readers must useinformation they already possess to filter, interpret, organize and reflect upon the incoming information they get from the text.[11] He think that efficient interpretation of the text involves a combination of word recognition skill, linking of new information to prior knowledge, and application of appropriate strategies such as locating the main idea, making connections, questioning, inferring and predicting. Therefore, comprehending the English reading text is not an easy thing, so that is why there are many students find difficulties in comprehending the English text.

Reading difficulty refers to problem associated with reading and it was causing to fall behind in terms of reading requirements within the classroom.[12] It means that reading difficulty is the problems that are faced by the students in comprehending the text. This problem can have negative effect on their study especially in their reading ability.

Moreover, Kuswidyastutik said that someone’s understanding of a thing can be measured by whether or not he was in answering questions related to it and the difficulty can be seen from the mistakes he did while working on the questions. The basic questions on the reading test is about the main idea, finding reference, understanding the difficult word and making inference based on the passage.[13] The researcher considers that those questions are also the basic difficulties that are face by the students in comprehending the text. But in this research, the researcher analyzed the students’ difficulties based on the five aspect of reading comprehension by Nuttal above. Below, the researcher shows some of the causes of students’ difficulties in comprehending the text according to Reis.[14]

1)      Teachers' Willingness to Lecture over Reading Material

The content area reading is the reading that a person usually a student needs to complete and understand in a particular subject area. Once students believe that a text is too hard for them, they assume that it is the teacher's job to explain the text to them. Since teachers regularly do so,it will deprive students of the very practice and challenge they need to grow as readers.

2)       Failure to Adjust Reading Strategies for Different Purposes

Inexperienced readers are also unaware of how a skilled reader's reading process will vary extensively depending on the reader's purpose. Some reading tasks require only skimming for gist, while others require the closest scrutiny f detail. Good readers varied their reading speed appropriately while poor readers do not discriminate in their reading time as a function of reading purpose.

3)      Difficulty in Perceiving the Structure of an Argument as They Read

Inexperienced readers are less apt to chunk complex material into discrete parts with describable functions. They do not say to themselves, for example "This part is giving evidence for a new reason," "This part maps out an upcoming section," or "This part summarizes an opposing view." These students are taking an ant's-eye view of the text-crawling through it word byword-rather than a bird's-eye view, seeing the overall structure by attending tomapping statements, section headings, paragraph topic sentences, and so forth.

4)      Difficulty in Reconstructing the Text's Original Rhetorical Context

Inexperienced readers often do not see what conversation a text belongs to what exigency sparked the piece of writing, what question the writer was pondering, what points of view the writer was pushing against, what audience he writer was imagining, what change the writer hoped to bring about in the audience's beliefs or actions. They have difficulty perceiving a real author writing for a real reason out of a real historical moment.

5)      Difficulty Seeing Themselves in Conversation with the Author

This problem happens possibly because they regard texts as sources of inert information rather than as arguments intended to change their view of something. Inexperienced readers often do not interact with the texts they read. They don't ask how they, as readers, are similar to or different from the author's intended audience. They don't realize that texts have designs up on them and that they need to decide, through their own critical thinking, whether to succumb to or resist the text's power.

6)      Difficulties with Vocabulary and Syntax

Inadequate vocabulary hampers the reading comprehension of many students. Using a dictionary helps considerably, but often students do not appreciate how context affects word meanings. Moreover, the texts they read often contain technical terms, terms used in unusual ways, terms requiring extensive econ textual knowledge, or terms that have undergone meaning changes overtime. Additionally, students have difficulty tracking complex sentence structures. Although students may be skilled enough reading syntactically simple texts, they often have trouble with the sentence structure of primary sources or scholarly articles.

 

 

d.      Principle of Teaching Reading

In teaching reading teacher as a provider of knowledge has to know about principle of teaching reading before teach the students. Nunan says that there are principles for teaching reading. They are[15]:

1)      Exploit the reader’s background knowledge.

Background knowledge includes all of the experiences that a reader brings to a text such as life experiences, educational experiences, knowledge of how texts can be organized rhetorically; knowledge of how one’s first language works, knowledge of how the second works, and cultural background and knowledge.

2)      Build a strong vocabulary base

Recent research emphasized the importance of vocabulary to successful reading.

3)      Teach for comprehension

In reading instruction programs, more emphasis and time may be placed on testing reading comprehension than on teaching readers how to comprehend. Monitoring comprehension is essential to successful reading.

4)      Work on increasing reading rate

One great difficulty in the second language reading classroom is that even when language learners can read, much of their reading is not fluent.

5)      Teach reading strategies

Students need to learn how to use a range of reading strategies that match their purposes for reading. Teaching them how to do this should be a prime consideration in the reading classroom.

6)      Encourage readers to transform strategies into skills

Strategies can be defined as conscious actions that learners take to achieve desired goals or objectives, while a skill is a strategy that has become automatic.

7)      Build assessment and evaluation into your teaching

Assessing growth and development in reading skills from both a formal and an informal perspective requires time and training. Both quantitative and qualitative assessment activities should be including in the reading comprehension.

8)      Strive for continuous improvement as a reading teacher

The quality of the individual teacher is integral to success of second/foreign language readers.

It can be concluded that by these principles, teacher can decide which principle can be used in the classroom to the students towards the material which discussed at that time. By these principles, teacher not only can enrich students reading skill to comprehend the text and get the important information of the text, but also increase students’ ability in mastery reading.

e.       Assessing Reading

“Sainsbury et al make six conclusion of how to asses reading, as follows”:[16]

1)      Contextualize the reading test

“It is not difficult to create simple contexts for reading tasks. Usually they will involve reading in order to do some other task – reading in order to write, or reading in order to discuss, for example. Context is an essential part of real world reading and is the easiest way to convey to students the precise purpose for which they are being asked to read the text. Remember that a test may cause or increase stress for students and it is unwise to risk overloading them with instructions”.

2)      Give the reading task a purpose

“The most fundamental problem is that the construction of meaning from a text is a personal, idiosyncratic process and there is often no single meaning which is better than any other. However, we can reduce this problem to a manageable level by constraining cognitive psychology and comprehension through purpose. If it is clear that the reading is meant to achieve a certain purpose and that the student is expected to show that they can achieve it, then theywill at least know the rules of the game. Of course, we cannot guarantee that all of them will be motivated enough to play the game to the best of their ability”.

3)      Remove the text

“Some kinds of reading properly require detailed and repeated reading of the text. For other kinds of reading, however, if we leave the text in place and then ask questions that refer to particular parts of it, it is a near certainty that the students will answer by referring to the text and not by referring to their mental representations. In the worst cases the result will involve nothing but a simple matching of words in the question to words in the text that tells us little of real value about the student’s understanding”.

4)      Ask the students to summarize the text

“Ensure that the task they are asked to carry out as a result of the reading is to summarize the text in a way that is appropriate to the given purpose. Once you have expressed a purpose to the students it would be dishonest to ask them questions that are not related to that purpose. Thus, for instance, it will usually be inappropriate to use a reading task as an opportunity to test the students’ knowledge of vocabulary or of details of syntax. If the text expresses a point of view and the purpose is to evaluate the argument, the questions should amount to a critical summary of the logic and its assumptions and the test should not dwell on aspects of style”.

5)      Minimize the questions

“Remember that questions will change the student’s mental representation of meaning. Asking for a summary is one, albeit cognitively demanding, way of avoiding this problem entirely and it may be that you can devise, in a contextualized test, a form of response that is so natural that it has little or no backwards influence on the process of comprehension. Students might be asked to write notes for a discussion, or to chart or tabulate the information they need for their purpose. Any questions that do not relate to the student’s perceived purpose for reading will necessarily interfere with our desire to ‘see’ the mental model they have built”.

6)      Give the students room to tell you what the text means for them

“Remember that many different meaning structures can be defended as interpretations of a single text. If possible, give the students an opportunity to tell you what they remember most, what struck them as most interesting, in the text – even if their answers are not to be scored in the usual way. We are encouraged to include a few questions of this open kind in a survey questionnaire, to show that we respect the respondents’ right to hold personal and unpredictable opinions, so perhaps we should adopt a similar approach in reading tests. After all, the students are human beings too”.

2.      Picture

“According to Andrew Wright picture is the most known the language. Pictures contribute; interest and motivation, a sense of the context of language, and specific references point and stimulus.[17] Pictures are good visual aid to present what the text about and to give the stimulus for the student in teaching learning activities. It is stimulate the imagination of the students to explore their mind out from the class. It is important for the teacher to be creative to help the students understand the text better”.

“Some of English teacher prefer to use picture as one of their teaching technique, it can be found from the book, handout, internet, etc. As the Jim Scriverner states on his book –Pictures and pictures stories can be in a b0ok or handout, drawn on the board or OHP, on flashcards, or on posters. Traditionally they have been used a starting point for writing exercises, but the are also very useful for focusing on specific language points”.[18]

“Based on the explanation above, the writer concludes that pictures are good to be a media in teaching because it can attract students’ attention by seeing the picture that teacher used. Students can be used their imagination and their mind”.

3.      Prediction

a.      Definition of Predicting in Reading

“Predicting is an important reading strategy. It allows students to use information from the text, such as titles, headings, pictures and diagrams to anticipate what will happen in the story. When making predictions, students envision what will come next in the text, based on their prior knowledge. Predicting encourages children to actively think ahead and ask questions. It also allows students to understand the story better, make connections to what they are reading, and interact with the text”.[19]

“Making predictions is also a valuable strategy to improve reading comprehension. Students are able to make predictions about a story, based on what they have already heard, read, or seen. This in turn, will allow students to become actively involved in the reading process. To determine if their predictions are correct, students should be required to reread portions of the text to recall facts about the characters or events within the story”.

 

 

 

b.      Procedure of Using Picture to make Predictions

“According to Buehl (2004), the steps of teaching reading comprehension through prediction strategy are”[20] :

1)      “Procedure of prediction strategy is introduced to the students. The teacher and the students are asked to discuss the role of teacher and learner in prediction strategy”

2)      “The students are asked to guess the title based on the picture and teacher writes the correct title on the whiteboard and students pronounce the title”.

3)      “Students discuss the picture by asking the students some questions, for example “What does the text tells about?” and write the response on the board”.

4)      “The students are asked to guess the content of the story based on the picture by using their background knowledge. Then teacher asked a few more question to help students predict the content of the text by using extra clues, to find main idea and supporting details after teacher shows the text”.

5)      “The students are given the gapped text (incomplete text) and asked to complete the gapped text”.

6)      The students are asked to read the text in front of the class after the teacher has distributed a complete text.

7)      The students are asked to discuss the text with their friends and share with the teacher about their problem

8)      The students are given the exercise and asked to do that

B.     Review Related Studies

“There are many researches discuss about predicting in reading comprehension. First, the research was conducted by APRIANUS in 2010 entitles “THE STUDENTS’ COMPETENCE IN PREDICTING INFORMATION THROUGH SERIES OF PICTURES TO THE ELEVENTH CLASS STUDENTS OF SMKN I MAKALE” in his research try to find the students competence in predicting information from picture.This research applied the description method. The population is the eleventh class students of Mesin B of SMKN I Makale academic year 2009/2010 with 33 students and all the population were taken out as sample. The written test was used to find out the competence have been implemented in prediction information from series of pictures. The result of data analysis shows that no students got very good score. Out of 33 students, 3 students (9,1%) got good score, 4 students (12,1%) got fair score, 10 students (30,3%) got bad score, and 16 students (48,5%) got very bad score. Base on the result in the research, it can be concluded that the competence in predicting information through series of pictures to the eleventh grade students of SMKN I Makale, can be classified as bad category”.

 

“The second research was conducted by Yulia Wiji Astika entitled “AN ANALYSIS OF THE SECOND YEAR STUDENTS’ ABILITY IN PREDICTING INFORMATION OF NARRATIVE TEXT USING PICTURES AT SMAN7 TEBO JAMBI” the research tried to analyze students ability in predicting information in narrative text using pictures, the researcher used descriptive method. The population of this study was the second year students of SMAN 7 Tebo Jambi.it was indicated by the fact that 16 students (57.14%) of Exact Science and 24 students (92.30%) of Social Science had moderate ability. It was also found that the ability of the second year students to predict information about complication of narrative text using picture stories was moderate. It was indicated by the fact that 21 students (75.00%) of Exact Science and 20 students (76.92%) of Social Science had moderate ability. The ability of the second year students to predict information about resolution of narrative text using picture stories was moderate. It was indicated by the fact that 16 students (57.14%) of Exact Science and 18 students (69.23%) of Social Science had moderate ability. Based on the findings, it can be concluded that the ability of the second year students of SMAN 7 Tebo Jambi to predict information of narrative text using picture stories was moderate”.

C.    Conceptual Framework

 

 

 

 

 

 

 

 

 

 

 

 

 


Based on the conceptual framework above, the purpose of this research will be achieved after applying pictures strategy then checking up the prediction that students have based on the pictures served. This research focuses to know whether the students of SMPN 2 Kapur IX able to predict information from the pictures on reading text or not and to know how far the students’ ability in predicting information from the pictures on reading text.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER III

RESEARH METHOD

A.    Design of the Research

The researcher will use the quantitative research. The quantitative research is a kind of research that collects the data in the form of number. According to Sugiono, a research is called as quantitative because of the data of the research is use numeric and using statistical analysis.[21] There are many types of quantitative research; they are survey research, correlational research, causal-comparative research and experimental research.

The design of this research is experimental research because it has the purpose to know the effect of using picture to predict information towards students’ reading competence in understanding descriptive text. Gay states in Emzirs’ book that experimental research is the one of research method that can truly test the hypothesis concerning cause and effect relationship.[22]There are two major classes of experimental designs, single-variable designs, which involve one independent variable, and factorial designs, which involve two or more independent variables. Factorial designs are classified as pre-experimental, true experimental and quasi experimental. In this case, the researcher will choose the Quasi Experimental Design because in this design, the researcher can control some of variables which influence the process of the experimental.  According to Suryabrata, Quasi experimental design divided into two kinds, Posttest-Only non –equivalent Control Design and Pretest- Posttest non- equivalent Control Design. Pretest- Posttest non-equivalent Control Design is type of quasi experimental design where both groups are measured before and after the experimental group is exposed to a treatment.[23]

However in this research, researcher chooses the Pretest Posttest non-equivalent control Design, which in this design there are two groups in this research. Experimental group will be treated by using picture to predict information and the control group will be treated without using picture to predict information between pretest and posttest. Related to experimental and control, Gay states,” The experimental group usually gets new treatment or treatment under investigation, while the control group gets different treatment or treated like usual”.[24]The control group is needed to know whether the new treatment under investigation is more effective than the use the unusual one. These two groups will be given the same length of the time and the same materials in teaching. This research will use the pretest to determine a student's baseline knowledge or preparedness for an educational experience or course of study and posttest to know whether there will be differences of the students’ reading competence in understanding descriptive text.

Table1. The design of the research

Class

Pretest

Treatment

Posttest

Experimental class

T1E

X

T2E

Control class

T2C

-

T2C

                                                                                                                  Where:

T1E           = pretest for experimental class

T1C           = pretest for the control class

X               = treatment that is given to the experimental group by using picture to predict information

T2E           = posttest for the experimental class

T2C           = posttest for control class

Based on the research design above, special treatment will only given to the experimental class. The posttest will be administrated after the implementation of picture to predict information as the special treatment for the students in the experimental class. It will be given in order to observe students’ reading competence in understanding descriptive text.

B.     Population and Sample

1.      Population

Population and sample are two important elements in doing a research. Margono states that the population is the whole data which become our focus in the certain place and time.[25] The population is all students at the eighth grade of SMPN 2 Kapur IX.

Table 2. The population of first grade

No

Class

                   Students totality

1

VIII.A

29

2

VIII.B

30

3

VIII.C

28

4

VIII.D

30

 

Total

117

Source: English teacher of SMPN 2 Kapur IX

From this table, the population from this research is 117 students that are the total of the students in the 8th grade in SMPN 2 Kapur IX.

2.      Sample

The sample of this research will be determined by using purposive sampling. According to Margono, the purposive sampling is the selection of a group based on certain characteristic are deemed have a close relation with the characteristics of the population that has been previously known.[26]The samples of this research are two class of eighth grade of SMPN 2 Kapur IX. Researcher will choose VIII.A and VIII.D because they have the same teacher and the same learning strategies. Thus, one of two classes will be chosen to be a control class and one class to be experimental class, the researcher will follow the steps below:

a.       Test the normality of the data.

The purpose of testing the normality of the data is to know whether the data spreads out normally or not. Normality of the data is tested by using Liliefors test. It can be done in these steps below:

1)      Arrange the data from the lower to the higher

2)      Find the mean score () and the standard deviation (SD)

                =

    SD =

3)      Find the score of Zi by using this formula :  Zi = 

4)      Find the score of P (Zi) by consult the score of Zi with Ztable

5)      Find S (Zi)

6)      Find the absolute score of P (Zi) – S(Zi)

7)      Determine the higher score of obsulute mark F(Zi) – S (Zi). It is named with Lo (Liliefors)

8)      Test the Lo score with Liliefors table with the certain degree of freedom (α): 0,05.

9)      Take the conclusion, if Lo<Ltab or if Ltab>Lo it can be concluded that the data is distributed normally with the degree of freedom in (α) 5%.[27]

However there is another way in analyzing the data which is using an application called SPPS. SPSS is statistic program that can run in any windows. According to Dan Flynn SPSS is a powerful program which provides many ways to rapidly examine data and test scientific hunches. SPSS can produce basic descriptive statistics, such as averages and frequencies, as well as advanced tests such as time-series analysis and multivariate analysis. The program also is capable of producing high- quality graphs and tables”.[28].

Below is the output of Normality test by using SPSS 22

 

Tests of Normality

 

Kolmogorov-Smirnova

Shapiro-Wilk

Statistic

Df

Sig.

Statistic

df

Sig.

A

.113

28

.200*

.970

28

.591

B

.143

28

.146

.951

28

.215

C

.113

28

.200*

.966

28

.487

D

.145

28

.139

.960

28

.349

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

 

 

 

Since the three sig values are bigger than 0,05 it means that the data were distributed normally.

b.      Test the homogeneity of the data

The purpose of homogeneity test is to know whether the population is homogeneous or not. This test is done by using F test. The homogeneity test by using F test was done by following step:

1)      Find the mean score ()

 =

2)      Find the Standard Deviation (SD)

               SD =

3)      Find the Variant (S2)

   S2 =

              

4)      Find the F- obtained =

5)      Find  the score F–table with the certain of level significance (α) 0,05

6)      Take the conclusion, if the F- obtained <F –table, the data is homogeny.[29]

 

Levene's Test for Equality of Variances

F

Sig.

Nilai

Equal variances assumed

,006

,938

Equal variances not assumed

 

 

Since the class A and D is the only homogeny Data. The A and D class are chosen to be the sample of the research. The A class is chosen as the experimental class and D class is chosen as the control class

C.    Instrumentation

The instrument use in this research is test that will be given as pretest and posttest. The test consists of 30 items, which are formulated in multiple choice item with four alternatives. In order to make that test become valid and reliable; the researcher will do the validity and reliability of the test. According to Sugiono, a valid research result is if there are similarities between the data collected with the data actually happened on the object under study.[30] Furthermore, research is reliable, if there is equality of data in a different time. As explained below:

1.      Validity

Test is true if it measures accurately what is intended to be measured. As Gay stated validity is the most important quality of any test. Validity is concerned with what a test measures and for whom it is appropriate.[31] He also stated, for any test it is important to seek appropriate type of validity. It means the teacher should consider the purpose of test and choose the appropriate validity that will be used in order the test can be evaluated based on lesson objective.

a.      Content Validity

Brown stated that if a test actually samples the subject matter about which conclusions are to be drawn, if it requires the test taker to perform the behavior that is being measured, it can claim content validity.[32] A test must measure what is supposed to be measured.

 

b.      Expert Validity

To know whether the test is good or not, the researcher consulted it with the lectures and the English teacher. By consulting it to the expert, the researcher would get more information about how to make good test.

2.      Reliability

Test is reliable if it gives the constant result if the test is given to the some individual in another time. According to gay, reliability is the degree to which a test consistently measure whatever it measures. In other hand, if a test can give the current result as same as the previous test that had been conducted, that means that the test has a high reliability. This research was reliable because the test was scored by the researcher directly

The reliability of items using K-R 20 Suggested by Arikunto as follows:

rii= []

Where:

rii               = Reliability s2

n                = Number of items

p                =Proportions of the number of students answer correctly

q                =Proportions of the number of students answer incorrectly (q=1-p)

Æ©pq                  = Total number of p items to q

S                = Standard – deviation

General description of coefficient correlation as follows:

0.80 <rii1.00     : Very high

0.60 <rii0.80     : High

0.40 <rii0.60     : Moderate

0.20 <rii0.40     : Low

0.0    rii0.20     : Very low

D.    Technique of the Data Collection

This research will use the pretest to determine a student's baseline knowledge or preparedness for an educational experience or course of study. Then, the data will be collected after the posttest of students. The researcher will give posttest to both experimental and control groups. The posttest will be given in order to know the significant effect of students’ reading competence after giving the treatment to the experimental group.

The researcher will take the scores students’ reading competence based on scoring and measuring students’ reading posttest. Then the researcher will compare the result of the test gained by the experimental and control groups in order to know whether the using of picture to predict information can give significant effect or not in improving the students’ reading competence in understanding descriptive text.

E.     Technique of the Data Analysis

This research will be done by using the t-test in analyzing the data. There are four formulas that used to analyze the data in this research. The first is used to find the average score of each group. The second is sum of square or variance. The third calculate standard deviation. The last calculate t-test formulate. Gay says that it uses to see significance of the different mean square between the two groups.[33]Furthermore, Margono says to test the large sample is used average and variation.

The average score is calculated by using the formula as follows:

                       

Where :

= average score

      = sum of data

 N        = Number of data      

            After that

The t-test is used as suggested by Margono:

The formulas are as follows:                                                          

   Description: C:\Users\Coconut\Downloads\download.png

   Where:

   For Hypothesis 1

   T       = the score of t- calculated (obtained)

   A    = mean score of the posttest of the experimental class

   B    = mean score of the pretest of the experimental class

   S2A     = variance posttest of the experimental class

   S2A     = variance pretest of the experimental class

   nA     = Number of experimental class in posttest

   nB     = Number of experimental class in pretest.[34]


1. Subtract 1 from the sample size to get the degrees of freedom.

2. Find the p-value in the t-table, using the degrees of freedom in Step 1, use 0.05 (5%).

3. Compare t-table value from Step 2 to calculated t-value. The calculated t-value is greater than the table value at an alpha level of .05. The p-value is less than the alpha level: p <.05. We can reject the null hypothesis that there is no difference between means.

To find whether there is significant difference whether picture to predict information is better than conventional strategy using formula as follows:

 

            Description: C:\Users\Coconut\Downloads\download.png

Where:

For hypothesis 2

   T       = the score of t- calculated (obtained)

   A    = mean score of the posttest of the experimental class

   B    = mean score of the posttest of the control class

   S2A     = variance posttest of the experimental class

   S2A     = variance posttest of the control class

   nA     = Number of students in experimental class posttest

   nB       = Number of students in control class posttest

1. Subtract 1 from the sample size to get the degrees of freedom.

2. Find the p-value in the t-table, using the degrees of freedom in Step 1, use 0.05 (5%).

3. Compare t-table value from Step 2to calculated t-value. The calculated t-value is greater than the table value at an alpha level of .05. The p-value is less than the alpha level: p <.05. We can reject the null hypothesis that there is no difference between means.

 

While for hypothesis 3 to find out whether students’ reading competence in understanding descriptive text taught by picture to predict information is better than students who are not taught by it, using formula as follow:

A >B               

A = mean score of the posttest of the experimental class

B = mean score of the posttest of the Control class

It means that Ha is accepted and H0 is rejected

While

A >B

A = mean score of the posttest of the experimental class

B = mean score of the posttest of the Control class

It means that H0 is accepted and Ha is rejected

 

 

 

 

CHAPTER IV

FINDINGS AND DISCUSSIONS

A.    Findings

1.      Description of the Data

In this section, researcher would like to describe the finding from pre-test and post-test.

a.      Data from the Pre-test of Experimental and Control Group

Pre-test was data analysis that had been given by the researcher at the first meeting before conducting the treatment for experimental class by using picture to predict information and treatment for control class without using picture to predict information.

The analysis of raw pre-test scores attained by the experimental group was as follows:

Table 4.1

Pre-test Score of the Control and Experiment Class

Score Range

Control (f)

Experiment(f)

40-45

2

3

46-51

7

5

52-57

4

4

58-63

6

10

64-69

6

3

70-75

5

5

Total

30

30

Based on table 4.1, in control class there were 2 students in score range 40-45, 7 students in score range 46-51, 4 students in score range 52-57, 6 students in score range 58-63, 6 students in score range 64-69, 5 students in score range 70-75. Meanwhile in experimental class, there 3 students in score range 40-45, 5 students in score range 46-51, 4 students in score range 52-57, 10 students in score range 58-63, 3 students in score range 64-69, and 5 students in score range 70-75. The graphic of pre-test scores attained by the control and experiment class was as follows:

                                                          Picture 4.1       

Pre-test Score of the Control and Experiment Class

Based on the calculation from the data that researcher got from pre-test, the lowest score of pre-test gained by the control class was 40 and the highest score was 73.The mean of the class was 59.03 the median was 60, standard deviation was 9.793, and the variance was 95.895. For the experiment class, the lowest score of pre-test gained by the control class was 43 and the highest score was 73. The mean of the class was 59.00, the median was 60, standard deviation was 9.229 and the variance was 85.172. The detail of the statistic can be viewed at the APPENDIX I.

b.      Data from the Post-test of the Experimental and Control Group

The post-test was conducted at the end of the treatment in order to find out the effect of picture to predict information toward students’ test result in reading descriptive text. The post-test was given to the experiment and control group after treatment. Both group were given the same test material and time allocation. The data from the post-test score of the control and experimental class were as follows:

Table 4.3

Post-test Score of the Control and Experiment Class

Range

Control

Experiment

37-45

1

0

46-54

4

2

55-63

12

5

64-72

7

7

73-81

5

9

82-90

1

9

Total

30

30

Based on table 4.4, in control class there were 1 student in score range 37-45, 4 students in score range 46-54, 12 students in score range 55-63, 7 students in score range 73-81, 5 students in score range 73-81, there were a student in score range 82-90. While in experiment class, there were no student in score range 37-45, 2 students in score range 46-54, 5 students in score range 55-63, 7 students in score range 73-81, and 9 students in score range 82-90. The graphic of post-test scores attained by the control and experiment class was as follows:

Picture 4.2

Post-test Score of the Control and Experiment Class

Based on the calculation from the data that researcher got from post-test, the lowest score of post-test gained by the control class was 43 and the highest score was 90. The mean of the class was 64.87, the median was 63, standard deviation was 10.753, and the variance was 115.637. For the experiment class, the lowest score of post-test gained by the control class was 50 and the highest score was 90. The mean of the class was 72.43, the median was 73, standard deviation was 10.566, and the variance was 111.633. The detail of the statistic can be viewed at the APPENDIX II.

2.      Analysis of the Data

In this section, the researcher would like to analyse the data from pre-test and post-test

a.      Normality Test of Pre-test Score of Control and Experiment Class

By analysing pre-test score of both classes using SPSS 22, the result used to find out whether the instrument was distributed normally or not. The Data was normal if Sig. (p value) > 0.05 and was not normal if Sig. (p value) < 0.05. The output of normality test using SPSS 22 was shown in table below”

Table 4.5

Normality Test Using SPSS 22

 

Tests of Normality

 

Kolmogorov-Smirnova

Shapiro-Wilk

Statistic

df

Sig.

Statistic

df

Sig.

precont

.159

30

.052

.935

30

.068

preexp

.143

30

.119

.941

30

.099

a. Lilliefors Significance Correction

 

Based on the table above the Sig. (p value) of both class was 0.052 and 0.119 which were bigger than 0.05, it means that the data distributed normally. On the table above there were Kolmogorov-Smirnov and Shapiro-Wilk, if the data was more than 50, it was better to use Kolmogorov-Smirnov. Since the data was more than 50, the researcher used Kolmogorov-Smirnov

The normality of pre-test data was used as the condition for the data can be analysed by using t test or not. This data were comparing with the post-test of experimental data for analyzing the hypothesis. So, by comparing both of the test, the hypothesis showed that there was significant different between experiment and control class.

b.      Normality Test of Post-test Score of Control and Experiment Class.

By analyzing the data using SPSS 22, the result was used to find out whether the instrument was distributed normally or not. The Data was normal if Sig. (p value) > 0.05 and was not normal if Sig. (p value) < 0.05. The output of normality test using SPSS 22 was shown in table below”

Table 4.6

Normality Test Using SPSS 22

 

Tests of Normality

 

Kolmogorov-Smirnova

Shapiro-Wilk

Statistic

df

Sig.

Statistic

Df

Sig.

postcont

.136

30

.167

.967

30

.467

postexp

.114

30

.200*

.961

30

.326

*. This was a lower bound of the true significance.

a. Lilliefors Significance Correction

 

Based on the table above the Sig. (p value) of post-test control was 0.167 which was bigger than 0.05, it means that the data distributed normally and the Sig. (p value) of post-test experiment was 0.2 which was bigger than 0.05, it means that the data also distributed normally.

The normality of the post-test data was used to test the hypothesis whether it was accepted or not. This data showed the improving of the students score after comparing with the pre-test. When the result from pre-test to post-test had improved, it proved that there was significant effect in this research.

c.       Homogeneity Test of the Pre-test Score from Control and  Experiment Class.

The data from the pre-test of the experimental and control class were homogeny as presented in the table 4.7:

Table 4.7:

Test Homogenity test of Pre-testUsing SPSS 22

 

Levene's Test for Equality of Variances

t-test for Equality of Means

F

Sig.

t

Df

data

Equal variances assumed

,318

,575

,014

58

Equal variances not assumed

 

 

,014

57.797

 

One of the ways to determine whether the data was homogenous or not, was by comparing the Sig.(p value) with the level of significance which was 0.05. Based on the table above Sig. (p value) was 0.575> 0.05, then the data was homogenous.

This sample was also used to test the hypothesis. Before testing the hypothesis by using t test, the sample had to homogenous. So, the hypothesis can be analyzed because both pre and post-test had been homogenous.

d.      Homogeneity Test of the Post-test Score from the Experiment Class and the Control Class

The data from the post-test of the experimental and control class also homogenous, it can be seen in the table 4.8:

Table 4.8:

Test Homogenity test of Post-test Using SPSS 22

 

Levene's Test for Equality of Variances

t-test for Equality of Means

F

Sig.

T

Df

data

Equal variances assumed

,045

,833

2,749

58

Equal variances not assumed

 

 

2,749

57.892

One of the ways to determine whether data was homogenous or not was by comparing the Sig.(p value) with the level of significance which was 0.05. The Sig. (p value) was 0.833> 0.05. Then it can be concluded that the data was homogenous.

This homogeneity of both post-test and control class had function to see between the two classes were homogenous or not. When they were homogenous, the t test as the formula to test the hypothesis can be analysed.

3.      Testing the Hypothesis

After finding the mean score, the standard deviation, and the value of the t obtained by using t-test of the both classes, the hypothesis was tested. The hypothesis of this research was tested asfollow:

a.      The first hypothesis

The first hypothesis in this research, there was any significant effect of picture to predict information toward students test result in reading descriptive text. To measure whether the researcher accepted or rejected the hypothesis, the researcher used theformula to find whether H0 was accepted or rejected, the value of the t obtained was compared with the value of the t table. If the value of the t obtained was the same or less than the value of the t table or tobtainedlocated between –ttable and + ttable, the null hypothesis (H0) isaccepted.

The calculation of pre-test and post-test scores of the experimental class, the mean score of the post-test (2) was 72. It was greater than the mean score of the pre-test 1),59 It can be viewed in the table 4.9

Table 4.9

T test For Pre-test and Post-test Experimental Class

 

Levene's Test for Equality of Variances

t-test for Equality of Means

 

F

Sig.

t

df

Data

Equal variances assumed

.269

.606

5.245

58

 

Equal variances not assumed

 

 

5.245

56.970

 

Then, the standard deviation of each class was obtained and they were analyzed by using SPSS to find the value of the t obtained. It was found that t obtained was 5.245 and the t table for degrees of freedom was 58 with level of significance 0.05 was 1.667. Through comparing the t obtained (5.245) andttable(1.667), it was found that the  t obtained was bigger than the ttable.

From the data, it means that There was a significant effect of using picture to predict information towards students’ reading descriptive text which was alternate hypothesis (Ha) was accepted or There was no significant effect of using picture to predict information towards students’ reading descriptive text which was null hyphothesis (H0) was rejected because the  t obtained was bigger than the t table. So, it could be concluded that there was a significant effect of using picture to predict information toward students’ test result in reading descriptive text especially in past tense.

b.      The second hypothesis

There was a significant difference of the students’ test result in reading descriptive text between the students who were taught by using picture to predict information and the students who were not taught by using picture to predict information or there was no significant difference of the students test result in reading descriptive text that were taught by using picture to predict information and the students who were not taught by using picture to predict information. To measure whether the hypothesis was accepted or rejected, the value of the t obtained was compared with the value of the t table. If the value of the t obtained was the same or less than the value of the t table, the null hypothesis (H0) was accepted.

From the calculation of post-test scores of the both classes, the mean score of the post-test (2) of the experimental class was 72. It was higher than the mean score of post-test of the control class (1),65. It was shown in the table 4.11”

Table 4.11

T test For Post-test of Control and Experimental Class

 

Levene's Test for Equality of Variances

t-test for Equality of Means

F

Sig.

T

Df

data

Equal variances assumed

.045

.833

2.749

58

Equal variances not assumed

 

 

2.749

57.982

It was found that t obtained was 2.749 and the t table for degrees of freedom 58 with =0.05 was 1.667. Through comparing the t obtained (2.749) and     t table (1.667), it was found that the  t obtained was bigger than the ttable.

From the data above, it shows that the descriptive hypothesis (Ha) was accepted and the null hypothesis (H0) was rejected because the t obtained was greater than the t table. So, it can be said that there was a significant difference of the students’ test result in reading descriptive text between the students who were taught by using picture to predict information and the students who were not taught by using picture to predict information.

c.       The third hypothesis

The third hypothesis, was the students test result of the students who were taught by using picture to predict information was better than the students’ test result of the students who were not taught by using picture to predict information or was the students’ test result of the students who were taught was not better than the students’ test result who were not taught by using picture to predict information.

The mean score of post-test of experimental class was bigger than the post-test mean score of the control class (72>65).  It means that the alternative hypothesis (Ha) was accepted and it can be concluded that the reading descriptive text test result of the students who were taught by using picture to predict information was better than the reading descriptive text test result of the students who were not taught by using picture to predict information.

B.     Discussions

Based on the finding, it has proven that the using picture to predict information toward students’ test result in reading descriptive text gave significant difference on students’ test result. It can be shown from the mean of post-test in experimental class and control class. The mean of post-test of experimental class was 72 and control class was 65. It means that the mean of post-test of experimental class was higher than the mean of post-test of control class.The t-test result was shown that the tobtained was higher than the ttable(2.749 >1.667). The difference of both classes was caused by the treatment given. The fact shows that picture to predict information has significant difference in influencing the students’ test result in reading descriptive text especially in present tense.

This finding was supported by Bailey that said Predicting is an important reading strategy. It allows students to use information from the text, such as titles, headings, pictures and diagrams to anticipate what will happen in the story. When making predictions, students envision what will come next in the text, based on their prior knowledge. Predicting encourages children to actively think ahead and ask questions. It also allows students to understand the story better, make connections to what they are reading, and interact with the text.[35] Making predictions is also a valuable strategy to improve reading comprehension. Students are able to make predictions about a story, based on what they have already heard, read, or seen. This in turn, will allow students to become actively involved in the reading process. To determine if their predictions are correct, students should be required to reread portions of the text to recall facts about the characters or events within the story

.In conclusion, using picture to predict information can increase the students’ ability in reading descriptive text. Picture to predict information was almost appropriate for all level including weak students. This can be proven from the score of post-test in experimental class of this research.

 

CHAPTER V

CONCLUSION AND SUGGESTION

A.    Conclusion

Based on the finding, it has proven that the using picture to predict information toward students’ test result in reading descriptive text gave significant difference on students’ test result. It can be shown from the mean of post-test in experimental class and control class. The mean of post-test of experimental class was 72 and control class was 65. It means that the mean of post-test of experimental class was higher than the mean of post-test of control class.The t-test result was shown that the tobtained was higher than the ttable(2.749 >1.667). The difference of both classes was caused by the treatment given. The fact shows that picture to predict information has significant difference in influencing the students’ test result in reading descriptive text

B.     Suggestion

Based on the result of the research, the researcher comes up with some suggestion to:

1.      English Teacher

It is suggested that the English teacher to use more pictures since it help the students to predict the information in reading.

2.      Reader

It is suggested that the reader improve their reading ability using picture

3.      Next Researcher

It is suggested for the next researcher that would conduct any research related with picture strategy, reading, or predicting information to use more media and different approach in order to get a better result.



[1]Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman, 1989), p. 16.

[2]David Nunanpractical English language teaching, McGraw-Hill Companies. 2005, p.71

[3]Wy. Dirgeyasa (2014), College Academic Writing: A Genre-Based Perspective. Medan :Unimed Press, p.3

[4]https://readingstrategiesmsu.weebly.com/predicting.html

[5]https://sherwoodss.eq.edu.au/Supportandresources/Formsanddocuments/Documents/Comprehension%20strategies/part-6-making-predictions.pdf

[6]Nunan, David, Practical English Language Teaching: Young LeranerSingapore:Mc.Graw Hill, 2003, p.69

[7]Snow, Catherine E, Reading For Understanding: Toward A Research And DevelopmentProgram in reading Comprehension, Santa Monica: 2002, P. 11

[8]Roe, Stoodt-Hill, and Burns, Secondary School Literacy Instruction: The Content Area tenth edition,  USA: 2011,  P.10

[9]Harmer, Jeremy. How to Teach English second edition,  England: Edinburg Gate, 2007, P.99

[10]Dallman Martha, The Teaching of Reading,  America: Hold Renchart and Wiston, 1964, P.134-139 

[11]Westwood, P. 2001. Reading and Learning Difficulties a Process to Teaching and Assessment. Australia: Acer Press 31

[12]Oberholzer, B. 2005.The Relationship between Reading Difficulties and Academic Performance (Submitted in part fu1fiIment of the requirements for thedegree of M Ed (Ed. Psych).

[13]Kuswidyastutik. 2013. Identifikasi Kesulitan BelajarMatematika Siswa Kelas IVSDN Kedungringin 1. Surabaya: UIN SunanAmpel

[14]Reis, R. 2016. Tomorrow’s Professor Mailing List: Helping Difficult StudentsRead Difficult Text.

[15]Nunan David, Practical English Language Teaching..., p. 74-77 

[16]Marian Sainsbury & Collin Harrison. Assesing Reading :From theories  to classrom.

 p. 38-49

[17]Wright, Andrew. Pictures for Language Learning. Cambridge. Cambridge

University Press. 1989 p.2

[18]Jim Scriverner, Teaching English Grammar,(Thailand : Mc Millan Heinemann, 1994). P31

[19]https://readingstrategiesmsu.weebly.com/predicting.html

[20] Buehl, Doug. Classroom Strategies for Scaffolding Learning.(New York. Routledge. 2004), p.62

[21]Sugiono, Metode Penelitian Pendidikan (Pendekatan, Kuantitatif, Kualitatif, dan R&D), (Bandung: Alfabete, 2009). P. 13

[22]Emzir, Metodologi penelitian pendidikan: kuantitatif dan kualitatif, (Jakarta:Rajawali Pers, 2012). P. 63

[23]Suryadi Suryabrata. Psikologi Pendidikan. (Jakarta: PT Rajawali.. 1990), p,32-36

[24] L. R. Gay, Educational Research, (Republic of Singapore: Merrill Publishing Company, 1990), p.261

[25]Margono.MetodologiPenelitianPendidikan.(Jakarta:PT. Rineka Cipta.2007).p.118

[26]Ibid ..p.128

[27]Sudjana, MetodaStatistika, (Bandung PT. Tarsito, 2001),p.239

[28] Dan Flynn. Student Guide to SPSS.  (Barnard : Barnard College ), p. 2

[29] L.R. Gay, Educatinal Research, Competencies  for analysis and Application,…p.102

[30]Sugiono, MetodePenelitianPendidikan (Pendekatan, Kuantitatif, Kualitatif, dan R&D……… p.172

[31] L.R. Gay, Educatinal Research, Competencies for analysis and Application,…p.161

[32]H. Douglas Brown, Language Assessment:Principle and Classroom Practces, New York: Longman, 2004, p. 23

[33] L. R. Gay, Educational Research, (Republic of Singapore: Merrill Publishing Company, 1990), p.399

[34]Margono, Methodologi PenelitianPendidikan, (Jakarta:PT. Rineka Cipta,2003),p. 198

[35]Janella Zamora Palacios, Development of English Reading Skills in Students. (Esmeralda: Universidad Catolica, 2019), p. 17