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)
Ʃpq =
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:
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:
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
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