the effectiveness of previewing as pre-reading activity to

THE EFFECTIVENESS OF PREVIEWING AS PRE-READING ACTIVITY TOIMPROVE STUDENTS’ READING

COMPREHENSION AT SMK PANCA MARGAMAKASSAR

(Experimental Research at the Eleventh Grade Students of SMK Panca Marga Makassar)

A Thesis

Submitted to the Faculty of Teacher Training and EducationMakassar Muhammadiyah University in Part Fulfillment

Of the Requirement for the Degree of Education in English Department

HERNI10535 5311 12

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHERS TRAINING AND EDUCATION

MAKASSAR MUHAMMADIYAH UNIVERSITY

2016

SURAT PERJANJIAN

Saya yang bertanda tangan di bawah ini:

Nama : HERNI

NIM : 10535 5311 12Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : The Effectiveness af Previewing As Pre-Reading Activity To Improve

Students’ Reading Comprehension at SMK Panca Marga Makassar

(Experimental Research at the Eleventh Grade Students of SMK Panca

Marga Makassar)

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai dengan selesaianya skripsi saya, saya akan

menyusun sendiri skripsi saya, tidak dibuatkan oleh siapapun.

2. Dalam penyusunan skripsi, saya akan selalu melakukan konsultasi dengan

pembimbing.

3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi ini.

4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2 dan 3

maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, Oktober 2016

Yang membuat perjanjian

HERNI

SURAT PERNYATAAN

Saya yang bertanda tangan di bawah ini:

Nama : HERNI

NIM : 10535 5311 12Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : The Effectiveness af Previewing As Pre-Reading Activity ToImprove Students’ Reading Comprehension at SMK Panca MargaMakassar (Experimental Research at the Eleventh Grade Studentsof SMK Panca Marga Makassar)

Skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya sendiri bukan

hasil ciplakan dan tidak dibuatkan oleh siapapun.

Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia menerima

sanksi apabila pernyataan saya tidak benar.

Makassar, Oktober 2016

Yang membuat perjanjian

HERNI

ABSTRACT

Herni. 2016. The Effectiveness of Previewing as Pre-reading Activity to Improve Students’Reading Comprehension (An Experimental Research at the Eight Grade of SMK PancaMarga Makassar). Faculty of Teachers Training and Education, Makassar MuhammadiyahUniversity (supervised by H.M. Arif Paturusi and Ratu Yulianti Natsir)

This research aimed to find out the improvement of the students’ readingcomprehension by using previewing as pre-reading that focused on level of readingcomprehension which consisted of literal comprehension in term of main idea andconclusion.

The researcher applied pre-experimental method with one group pretest-posttestdesign, and collected the data by giving pre-test and post-test. The sample of the research wasclass twelve of SMK Panca Marga Makassar which consisted of 30 students. The samplewas taken by using purposive sampling technique. The research findings showed that theTwelve grade students of SMK Panca Marga Makassar had fairly good score in pre-test.After treatment, their reading comprehension had good and significantly improve.

The result of the research were the mean score main idea obtained by the studentsthrough pre-test was 72,8 and post-test was 80,1 and calculating t-test of main idea 5,78>2,04and the mean score sequence pre-test 76,5 and post-test 82,7 and calculating t-test ofsequence 5,04>2,04.

Previewing as pre-reading improve literal comprehension in term of main ide andsequence score in term of conclusion. Main idea improved 10,02% and sequence improved8,07%. It was concluded that the use of previewing as pre-reading in reading English activityincrease the students reading comprehension in narrative text exactly in identifying specificinformation.

Keywords: Previewing as Pre-reading, Narrative text, and Reading Comprehension.

CHAPTER I

INTRODUCTION

A. Background

No one would expect to knew how to repair an automobile without training, involving

both theory and practice. English as an international language and the used as medium of

information flow on science technology and culture. That was why reading is fundamentally

passive activity for many students. learning a foreign language was more difficult than

learning a national language or learning a mother tongue. It was because the foreign language

has completely different aspects and systems, which should be understood by the students or

the learners, such as pronunciation, spelling, and the cultural background of the language. As

foreign language, it made English difficult in learning.

There were many skills in English language, such as listening, speaking, reading and

writing. Reading receives a special focus. There were number of reasons for this. Learning

English language text, it means the study of meaning of word and sentences (Crabtree and

Joyce, 1991:211). Many foreign language students often have reading as one of their most

important goals. They want to be able to read for information and pleasure (Ricards and

Willy). Gallest, 1981:8 stated that Reading is an active skill. Therefore, applying pre-

reading activity will increase students’ attention in reading. Reading skill was essential

whether in the target of source language. If the students read the text in their own language it

was not really difficult for them to read it. But when they read it in a foreign language they

have difficulties in reading. According to (Badawi, 1992:18) there were several factors effect

students’ ability to learn reading were conceptual development based on external and internal

stimuli, experimental background, and language competency. Reading comprehension is a

part of reading subject, which is emphasized in reading comprehension of the contents.

In other words, reading comprehension is meant as the act of grasping the reading

content with the mind. Comprehension included recognizing and understanding main ideas

and related details. Reading comprehension is not only on the pronouncing or loud reading,

but also on the understood reading taken in consideration. According to (Nuttal, 1982:3) It is

unlike that interest in the pronunciation of what the read except in a tiny minority of cases, it

is even likely that interest in grammatical structures use. Student read because want to get

something from the writing: fact, ideas, enjoyment, even feelings or family community (from

a letter): whatever want to get the message that the writer has express. One characteristic of

good readers that has been noted in the literature is that they are able to make predictions

about the text they read while they are reading it (Celce-Murcia, 1991:173).

In addition, based on the interview result with an English teacher in this school, there

are some difficulties face by the students in reading comprehension, they had difficulties to

understand the context and got the information of the story so the students faile to understand

longer reading materials such as stories and most students had an ability to translate the

individual word.

Those cases were quite problematical and should be solved because they can arise

further difficulties to the next reading lesson if their low score of reading comprehension is

not improved soon. As the effect, they will be continuously difficult to understand any other

texts. The students have to work with the materials actively. The conclusion was the teacher

is expected to hold an attractive activity to involved students to be active in the classroom.

Pre-reading activity could be a way to students to comprehend English text easily. According

to (Readence, More, and Rickelman, 2002:1) make teaching reading easier, teacher can

motivate students by using the pre- reading stage. Pre-reading means that teacher performs

activities such as relating passage contents to students’ words, presenting key vocabulary

prior to encountering it in texts, and noting the organization of passage so students can use it

a tool for understanding. Therefore through pre-reading activities by brainstorming their mind

to related topic, they activate their background knowledge that it may take advantage for

them to comprehend the text better.

Based on the problem above it is necessary to apply the method or strategies to solve

students from reading problem in English in order students can read and understanding

meaning of every reading passage. The solution is The Effectiveness of Previewing as Pre-

reading Activity to Improve Students’ Reading Comprehension.

B. Problem Statements

Based on the background of the problem above, the researcher formulates the problem

research as follows:

1. How does the Previewing as Pre-reading activity improve students’ reading

comprehension in term of main idea?

2. How does the Previewing as Pre-reading activity improve students’ reading

comprehension in term of sequence?

C. Objective of The Study

Based on in relation to the research questions above, the objective of the research as

follows:

1. To find out whether or not previewing as Pre-reading activity improve students’

reading comprehension in term main idea.

2. To find out whether or not previewing as Pre-reading activity improve students’

reading comprehension in term of sequence.

D. Significance of the Study

The result of the research expected to be useful information for the teachers and

students on reading process in the classroom. The finding of this study may be helpful for the

English teacher to be employed in his/her teaching practice. On building reading

comprehension, it must be considered many vocabularies and attentions to comprehend and

findings of this research are also expected to be able to give positive result in teaching

learning reading and give alternative technique to increase their students English learning

activities.

E. Scope of the Research

The researcher was focus on the effectiveness of previewing as pre-reading activity to

improve students’ reading comprehension. The scopes of the research were the main idea and

sequence in reading comprehension.

CHAPTER II

REVIEW OF THE RELATED LITERATURE

A. Previous Related Findings

There have been some researches related to the reading comprehension by using

group work. Some of them are quoted below:

1. Sari (2007) Using pre- reading activity has a great and positive influence in teaching

reading. The students who are taught using the pre-reading activities have higher

score than the students taught without pre- reading activity. Pre-reading activity can

improve students’ reading comprehension in SMA Budi Mulia Ciledug. Based on the

experiment known that there is significance difference between the score of the

students who are taught using pre-reading activity and without pre-reading activity.

2. Amin (2002:10) concluded research on identifying classroom interaction pattern

used in teaching English at SMU Negeri 1 Sungguhminasa that reading

comprehension through a pair could develop the students reading activity the

through individual work.

3. Mansur (2000:25) concluded research on developing the reading comprehension

ability of the second year students of SMU Negeri 1 Wonomolyo through pair

work that they were some kinds of Interaction patterns which have never been

applied by the teacher in the classroom but the students attitude towards the kinds

of interaction palters were positive and some of them were interested.

In this research is different from thesis above. This research focuses on

teaching English reading comprehension use Previewing as Pre-Reading with Class

Action Research, Previewing as Pre-Reading is one of strategy which can be

5

implemented in the classroom activity. It is effective to motivate students and increase

reading comprehension in narrative text.

B. Some Pertinent Ideas

1. General Concept of Reading

a. Definition of Reading

Reading is one of the four language components; it is an important element

that cannot be separated from each other in language learning process. As a result,

it becomes important for foreign language learners to learn and to master on it.

Simply put, reading is making meaning from print and from visual information

(Moreillon, 2007:10). But reading is not a simple activity, reading is a complex

activity and need some process, as De Boer and Dallmann, 1964:17 state that

Reading is a much more complex process. Reading involves recall, reasoning,

evaluation, imagining, organizing, applying, and problem solving. This statement

explains that reading requires a lot of skills to achieve the purposes of reading

itself.

In addition, according to Bamman, (1963:1) Reading is a many-sided, very

complex activity. It has been variously described as a process, a mode of

thinking, a kind of real experience, a type of vicarious experiencing, an aspect of

communication, and a tool subject. It must be viewed from every angle to

complete the process of understanding. Therefore, in reading is needed full

attention to comprehend the content, because it involves brain to work. Alderson

(2000:3) stated that there are two aspects in reading: process and product. In the

process of reading there happened many things. The reader thinks about what he

is reading, what the text means or what he expects from the text. This statement

proves that in reading, there is cognitive process in readers mind.

Based on the definitions above, we can conclude if reading is the

important skill in teaching learning. By reading it can be a key to achieve the

goal of teaching learning especially in English language learning.

b.The Types of Reading Skills

There are four easily identifiable skills in reading; skimming, scanning,

intensive reading, and extensive reading (Wright, 1999:159).

a. Skimming; glancing rapidly through a text to determine its general content. e.gs.

quickly glancing through an article to see if it interest or not. Being able to look

over material rapidly for given purposes without reading every phrase is great

asset for a reader to posses. Skimming enables people to select content that they

want to read and to discard, which is inconsequential for their purposes.

Skimming permits people to gain a general idea about material when that is their

purposes rather than to read all material in detail.

b. Scanning; reading to locate specific information, e.g. locating telephone number

in directory. Being able to search through material rapidly with given purpose in

mind, in order to find a specific fact or an answer to particular question plays a

large role in much of a youngster’s reading. Scanning enables people to locate

specific information without reading all materials around it.

c. Intensive reading. In intensive reading, the reader tries to absorb all the

information given by the author. e.g. reading dosage instruction for medicine.

d. Extensive reading; the reader deals with longer text as a whole, which requires

the ability to understand the component parts and their contribution to the overall

meaning. e.g. reading a newspaper article, short story, or novel.

c. The Principles of Teaching Reading

There are 14 principles of teaching reading which are noted from book “Principles

and practices of Teaching Reading” by Arthur W. Heilman (1967, 3-4). They are:

a. Learning to read is a complicated process and is sensitive to variety of pressures.

b. Learning to read is an individual process.

c. Pupil differences must be a primary consideration in reading instruction.

d. Reading instruction should be thought of as an organized, systematic growth-

producing activity.

e. Proper reading instruction depends on the diagnosis of each child’s weakness and

needs.

f. The best diagnosis is useless unless it is used as a blueprint for instruction.

g. No child should be expected or forced to attempt to read material which at the

moment he is incapable of reading.

h. Reading is a process of getting meaning from printed word symbols.

i. Any given technique, practice, or procedure is likely to work better with some

children than with other. Hence, the teacher of reading must have a variety of

approaches.

j. Learning to read is a long term developmental process extending over a period of

years.

k. The concept of readiness should be extended upward to all grades.

l. Early in the learning process, the child must acquire ways of gaining independence

in identifying words whose meanings are known to him but which are unknown to

him as sight words.

m. Children should not be in the classroom when they have emotional problems

sufficiently

n. Emphasis should be on prevention rather than cure. Reading problems should be

detected early and corrected before they deteriorate into failure-frustration- reaction

cases.

d. The Objective of Reading

In daily life, people generally read something because they want to or have a

desire to do so. No matter what materials we read, we read them on objective. When

we read a comic, a novel, or a magazine in our leisure time, it does not mean that our

reading does not have an objective. We read to spend our time or to get rid of boredom

because we have nothing to do. Even though our reading is just for spending time or

getting rid of boredom, it is still an objective. In this case, the objective is reading for

pleasure. It is different when we read a textbook, a recipe, or a timetable. We read them

because we need the information. In this case, our reading objective is to get

information.

There are some objective of reading which is declared by Francoise Grellet, who

stated that there are two main reasons of reading ; reading for pleasure and reading for

information (to find out something or in order to do something whit information you

got).

Christian Nuttal, (2005:3) stated whatever reasons for reading (excluding any

reading for language learning), it is not very likely that you were interested in the

pronunciation of what you read, and even less likely that more interested in the

grammatical structure used. You read because you wanted to get something from the

writing. This statement also emphasize on no matter the reader’s techniques used in

reading, it aims to convey the message of the text. In general, the objective of reading

mentioned above is to understand or to comprehend the reading passage from the

printed text whether there is an action or not after reading a text. It emphasizes on

reading is not a general ability. Related to the objective of reading its self, it embraces a

wide variety of tasks, activities, skills, and mental process.

The objective of reading are closely connected to a reader’s motivation for

reading, it will also affect the way a reading selection is read. For example, when

readers read a reading selection in a test to find certain information that is needed to

answer the test items, they will likely try to pay more attention and put more focus onto

the texts, use their thinking skill or intellectual ability to absorb the information they

need, and activate their background experiences or prior knowledge that they have to

gain better comprehension from the text they read. In other words, read with a specific

objective in mind enables readers to focus on the relevant parts of text and to use

appropriate reading strategy.

Beside the objective that had been noted previously, there is another objective

of reading, which is to practice the pronunciation ability. This objective usually done

by reading aloud. This reading purpose can be very useful when someone wants to

practice his or her articulation and intonation in pronouncing the words.

2. The Understanding Reading Comprehension

Reading and comprehension are two things that cannot be separated. Reading means

understanding the text and it is the same thing as comprehension. Reading loud is only

the way to read but the main focus in reading is comprehension.

a. Definition of Reading Comprehension

Reading comprehension is processing written language to get ideas, relating ideas

to the experience, organizing ideas evaluating ideas, and utilizing ideas (Barbara D.

Stoodt, and Paul C. Burns, 1978:145). Reading comprehension means the

understanding, evaluating, and utilizing of information and ideas gained through an

interaction between reader and author (Snith and Alan Robinson, 1963:205).

Reading comprehension is redundant phrase, because without comprehension,

reading has not truly happened. The learners may produce the appropriate words, but

unless an understanding of the material is present one should not label the act

reading (Allington and Strange). Reading and comprehension cannot be separated

each other. Reading comprehension is an activity to understand written ideas

through recognition of written materials, interpretation of meaning and interaction

with exiting or background knowledge.

There are many aspects of reading comprehension. In this research, the

researcher limits the aspect of reading comprehension as follows: (1) reading to infer

the meaning of words; (2) reading to identify the main idea of the text; reading to

find the implicit information of the text; (4) reading to find the explicit information

of the text, and (5) reading to determine the references.

b. Factors Affecting Reading Comprehension

There are some factors that involved when people read: objective, stance,

text, and tactics (Lucas, 1990:26).

1) Reading Objective

There are two basic types of reading objectives, the initial objective and the

immediate objective. The initial objective people have went he decided to look

for and choose a text, at the immediate objective is the one people have went he is

about to start to read the text he have chosen.

2) Reader’s Stance

Reader’s stance is the reader’s attitude towards the text that he read. The reader’s

stance is influenced not only by the reding objective, but also by the type of text.

Certain types of texts demand a submissive stance, whereas other types allow, or

event invites, the reader to be assertive.

3) Types of the texts

People can classify texts in different ways; according to field, medium, registers,

or writer’s purpose.

Classification according to field is along the line of a library cataloguing

system, where books are grouped on the shelves according to subject: the arts, the

physical science, the social science, etc. Classification according to register is to do

with style-differing degreed of formality and informality. Register is closely like

with medium, which is an important basic for classification. The last way of

classifying text is according to the writer’s purposes.

4) Reading Tactics

Reading tactic here refers to the ways of actually reading the chosen texts.

There are four tactics in reading: skimming, scanning, sequential reading, and

focused reading.

c. The Levels of Reading Comprehension

According to Kennedy (1981: 218) the skills of comprehension are grouped

under three major divisions of reading: literal, inferential, and critical. While, Burns,

Roe and Ross (1984: 177) propose four levels in reading comprehension: literal

reading, interpretive reading, critical reading and creative reading. The explanations

of these levels are as follows:

1) Literal Reading

Reading for literal comprehension, which involves acquiring information that

is directly stated in a selection, is important in and of it and is also a prerequisite for

higher-level understanding. Kennedy (1981: 218) explains that literal reading is

related on what a writer says. Literal reading results in this kind of reading

comprehension. It requires ability to (1) locate specific facts, (2) identify

happenings that are described directly, (3) find answers to questions based on given

facts, (4) classify or categorize information given, and (5) summarize the details

expressed in a selection. According to Burns, et. al.(1984: 177) there are some bases

of literal comprehension; they are recognizing stated main ideas, stated details,

stated causes and effects, and sequences. Here is the explanation:

a. Recognizing stated main ideas

Willawan (2012:46) the main idea is the main point or the central thought

of the reading selection. It is usually a complete sentence that includes the gist

of every idea from the paragraph. Aulls (1978) in willawan (2012:46) states that

the main idea statement is related to the majority of sentences in the paragraph;

it may occur at any point in a paragraph; it may be explicit or implied. The main

idea of a paragraph is the central thought around which a whole paragraph is

organized. It is often, but not always, expressed in a topic sentence.

b. Recognizing stated details

The specific, explicitly stated parts of a paragraph or passage that contain

the basic information are the details upon which main ideas, causes and-

effect relationships, inferences, and so on are built. Recognizing details is also

important in completing exercises under the topics ‘sequence’ and following

“directions”.

c. Recognizing stated cause and effect

Recognizing and understanding the cause-and-effect relationship in a

written passage is an important skill. It is considered a literal skill when the

relationship is explicitly stated.

d. Recognizing sequence

Sequence-the order in which events in a paragraph or passage occur-is

signaled by time-order words such as now, before, while, when, yet, after, and

so on.

e. Following directions

The ability to read and follow directions is a prerequisite for virtually all

successful schoolwork. This skill is considered a part of literal reading

comprehension. It involves understanding details and sequence; therefore, some

of the exercises under those headings are appropriate to use in teaching children

to follow written directions.

2) Interpretive Reading

Interpretive reading involves reading between the lines or making

inferences. Kennedy uses the name inferential comprehension. Kennedy

(1981:224) looks inferential comprehension as about what the writer means. He

argues that writers do not always mean exactly what they say, nor do they say

everything they mean. They expect readers to understand the information they

give and to draw from it many implied meanings. The often-used term reading

between the lines refers to extracting the implied meanings from a selection. He

adds that there are at least four skills are essential for effective use of inferential

reading: (1) finding implied meanings, (2) anticipating outcomes, (3) making

generalizations and (4) drawing conclusions. While for this term, Burns, et.al

(1984: 183) uses interpretive reading. He says that interpretive reading is the

process of deriving ideas that are implied rather than directly stated. They

propose some skills for interpretive reading includes:

a) Inferring main ideas of passages in which the main ideas are not directly

stated

For some selections readers must infer the main idea related details.

The teacher should model the thought process students need to follow in

deciding upon the main idea of a selection before asking them to try this

independently. The teacher should compare each of the possible choices to

the details in the selection, rejecting those that fail to encompass the details.

As students practice and become more proficient at identifying implied main

idea in their own words. Teacher can increase passage length as the children

gain proficiency, beginning with paragraphs that do not have directly stated

topic sentences and moving gradually to entire selection.

b) Inferring cause and effect relationships when they are not directly stated

Sometimes a reader needs to be able to infer a cause and effect that has

been implied in the material. Brainstorming about causes and effects out

loud may help children develop more skill in this area.

c) Inferring referents of pronouns

Writing seldom, if ever, explicitly states the connection between a

pronoun and its referent, so the task of determining the referent is an

inferential one.

d) Inferring referents of adverbs

At time adverbs refer to other words or group of words without an

explicitly stated relationship. Teachers can explain the relationship and

using examples and then let children practice making the connections

independently.

e) Inferring omitted words

Sometimes in writing, words are omitted and said to be

“understood”, a structure known as ellipsis. Ellipsis can cause problems for

some students, so again teachers should provide examples and explain the

structure and then give children practice in interpreting sentence.

f) Detecting the author’s purpose in writing

Writers always have a purpose for writing: to inform, to entertain, to

persuade, or to accomplish something else. Teachers should encourage their

students to ask, “Why was this written?” by presenting them with a series of

stories and explaining the purpose of each one, then giving them other

stories and asking them to identify the purposes.

g) Drawing conclusion

In order to draw conclusions, a reader must put together information

gathered from several different sources or places within the same source.

Cartoons can be used to good advantage in developing this comprehension

skill. Another way to help to draw conclusions is to ask questions about

sentences that imply certain information.

h) Sequence of the events idea

Meaning of reading results from the readers’ ability to follow the flow

of thought of the writer. This is so because any discourse is made up of word

of sentences which not only grammatically linked to one writer enable

summarize, outline and infer correctly.

Asrianti (2006:10) explain that sequence is requiring knowledge of

events in order occurrence. Sequence refer to the identification off the

components of a story, such as the beginning, middle, and the end also the

ability to retell the events within a given text the order in which they

occurred. The ability to sequence events in a text is a key comprehension

strategy.

3) Critical comprehension refers to distinguishing facts from opinions and

evaluating tone, implications, and propaganda tools, e.g. questioning claims

made by the author, analyzing, evaluating, expressing opinions about ideas in

the text, interpreting the meaning based on the context, and making judgment.

3. Pre-Reading

a. Definition of Pre-Reading

In contemporary practice, teaching reading is usually divided into three

phases. They are the pre-Reading, while reading, and post reading activities, each

of which has its own particular aims and procedure (Readence, David W. More,

Rickelman, 2002:1). Pre-reading means that the teachers perform activities such

as relating passage contents to the students’ worlds, presenting key vocabulary

prior to encountering it in texts, and noting the organization of a passage so

students can use it as a tool for understanding. Wilfredo Sequero, from

Venezuela, calls pre-reading which is the same as warming up for reading

(WFR). According to this opinion, WFR is an activity which completely contains

in single work sheet (1998:29). Pre-reading activity introduces learners to some

of vocabulary and the topics in the text and perhaps motivates them to want to

read further. In pre-reading stage teacher is a guide and a facilitator.

According to Chastain (1988), the purpose of pre-reading activities is to

motivate the students to want to read the assignment and to prepare them to be

able to read it. Ringler and Weber (1984) call pre-reading activities enabling

activities, bec ause they provide a reader with necessary background to organize

activity and to comprehend the material. These experiences involve

understanding the purpose (s) for reading and building a knowledge base

necessary for dealing with the content and the stru cture of the material. They say

that pre-reading activities elicit prior knowledge, build background, and focus

attention.

Furthermore, Parviz Ajideh (2003) says that pre-reading activities have

tended to focus exclusively on preparing the reader for likely linguistic

difficulties in a text; more recently attention has shifted to cultural or conceptual

difficulties. However, pre-reading, activities may not just offer compensation for

second language reader’s supposed linguistic or socio-cultural inadequacies; they

may also remind readers of what they do, in fact, already know and think, that is

to activate existing schematic knowledge.

There are many kinds of pre-reading activity that can be used in reading

teaching. The experience-text-relationship (ETR) met hod of Au (1979) consists

of students expressing their own experience of knowledge about the topic prior to

reading. After the student have adequately shared their knowledge, the text

become the focus of the class. During this segment of the lesson, the t e acher

asks the students to read short sections of the text and then questions about the

content. The teacher must be sensitive to those text areas that could elicit

misunderstandings and work through any difficulties that the students may have.

In the fin a l stage, the teacher aids the students to draw relationships between

personal experience and the material discussed in the text stage. This provides an

opportunity for each student to make comparisons and contrasts with what they

already know and to accom modate the new information into their preexisting

schemata. Through this process, student’s schemata become redefined and

extended. The teacher has the responsibility of leading the students to the

appropriate answers without giving them too much information, so the task

becomes one of self-discovery and integration.

b. Goals of Pre-Reading

The goals of pre-reading stage are to activate or build the students’

knowledge of the subject, to provide any language preparation that might be

needed for coping with the passage, and to motivate the learners to want to read

the text (Marianne Celce-Murcia in sara puspita sari 2007:18). There are several

points that describe the main purposes of pre-reading activities:

1) Assess students' background knowledge of the topic and linguistic content of

the text

2) Give students the background knowledge necessary for comprehension of the

text, or activate the existing knowledge that the students possess

3) Clarify any cultural information which may be necessary to comprehend the

passage

4) Make students aware of the type of text they will be reading and the

purpose(s) for reading

5) Provide opportunities for group or collaborative work and for class discussion

activities

The main goal of the pre-reading stage is founded upon the notion that the

students’ previous knowledge and experience affect their comprehension of the

material. Teacher is helped to help students to understand the text using pre-reading

activity.

c. Strategy of Pre-Reading

In addition, Auerbach and Paxton (1997:259) states the following pre-reading

strategies of which three major ones as a good indication of schema-theory-based

pre-reading tasks/strategies more favor us in this study.

1) Accessing prior knowledge

2) Writing your many into reading (writing about your experience related to the

topic)

3) Asking questions based on the title

4) Semantic mapping

5) Making predictions based on previewing

6) Identifying the text structure

7) Skimming for general idea

8) Reading the introduction and conclusion

9) Writing a summary of the article based on previewing

d. Previewing as Pre-reading Activity

One type of pre-reading strategy is previewing. Swaffar et. al. (1991) state that

previewing techniques have benefits that allow students to formulate hypotheses

about text. According Chia (2001) the purpose of previewing is to help readers to

predict or make some guesses about what is in the text and thus activate effective top

down processing for reading comprehension. Several stimuli in a text, such as the

title, illustrations, photographs, or subtitles, are usually closely connected to the

author ’s ideas and content of the text.

The make more specific predictions students apparently need more guidance.

The following guidelines are used in previewing.

1) The teacher asks the students to read the title of the text. Do they know anything

about the subject?

2) Then ask them to see the picture in the text which is related to the content of the

text. Do they know anything about the picture?

3) After that, ask the students read the first few paragraphs, which generally introduce

the topics discussed in the text. Can they determine the general themes of the text.

4) Then ask them to read to first sentence of cash paragraph, usually the topic

sentence, which gives the main idea of the paragraph. Can they determine the

major points of the text.

5) After that ask them to read the last paragraph, which often reveals the conclusion

of the author. Let the students to discuss how the author organizes the information

to present his point of view.

6) The last, the students then read the entire article for more detailed information. As

they already have an overview of the text, they can understand the rest of the

information much more easily.

Pre-reading activity can be used by teacher as a motivation activity. The

appropriate pre-reading activity will help the students in comprehending the text.

Teacher’s guidance is needed in this activity.

C. Conceptual Framework

The researcher wants to show the framework in this research. The conceptual

framework can be seen in the following figure

INPUTReading Material

PROCESS

Teaching and Learning process by previewing aspre-reading:

1. Develop and activate background knowledge2. Discuss the strategy3. Model the strategy4. Memorize the strategy5. Support the strategy6. Independent performance

OUTPUT Reading Comprehension

The conceptual framework above describe that in teaching reading material, the

researcher focus on narrative text by using Previewing as Pre-reading as a teaching activity.

The process of teaching and learning reading using Previewing as Pre-reading which consists

of six phases of Develop and activate background knowledge, Discuss the strategy, Model

the strategy, Memorize the strategy, Support the strategy, Independent performance. Those

are aimed at improving the reading comprehension at the level of literal main idea and

sequence.

D. Research Hypothesis

There are two hypothesis in this research there are H0 (Null Hypothesis) and H1

(Alternative Hypothesis)

1. H0 (Null Hypothesis). There is no significant difference between Students Reading

Comprehension after applying previewing as pre-reading activity.

2. H1 (Alternative Hypothesis). There is significant difference between the Students Reading

Comprehension after applying previewing as pre-reading activity.

Figure 2.1 : Conceptual Framework

CHAPTER III

RESEARCH METHOD

A. Research Design

The method used in this research was Pre-Experimental method focused to the used of

readers’ Previewing as Pre reading to improve students reading comprehension in Narrative

Text. The pretest-treatment-posttest was use. It was presented in the following table:

Figure 3.1 Research Design

Where:

O1: Pre-test

X: Treatment

O2: Post-test

(Gay L.R. E.Mills, 2006:85)

B. Research Variables and Indicator

1. Variable

In this study there were two variable. They were Independent Variable and

Dependent Variable.

a. Independent Variable of this research was Previewing as Pre reading.

b. Dependent Variable of this research was students’ reading comprehension

2. Indicators

The indicators of reading comprehension were main idea and sequence

C. Population and Sample

a. Population

The population of this research were class 70 students at the second grade

O1 X O2

students SMK Panca Marga Makassar.

a. Sample

The researcher applied purposive sampling technique to choosed class XII A

as a sample which consist 30 students.

D. Research instrument

The researcher used one instrument to got data. It was a essay reading test. This test

used in pre-test and post-test. Reading test consist of some question that relate with those

students have read. From this test, the researcher see the student’s achievement in reading

Narrative Text and its used to known previewing as pre-reading compatible for student in

reading comprehension.

E. The Procedure of Data Collection

Procedures of data collection involved the following steps:

1. Pre-test

Before giving treatments, the researcher given pre-test for the experimental class.

The researcher of distributed the reading material based on curriculum and syllabus

SMK Panca Marga Makassar.

2. Treatment

After giving pretest, the researcher of conduct treatment with the following

procedures:

1) The teacher ask the students to read the title of the text. Do they know anything

about the subject?

2) Then ask them to see the picture in the text which is related to the content of the

text. Do they know anything about the picture?

3) After that, ask the students read the first few paragraphs, which generally introduce

the topics discussed in the text. Can they determine the general themes of the text.

4) Then ask them to read to first sentence of cash paragraph, usually the topic

sentence, which gives the main idea of the paragraph. Can they determine the

major points of the text.

5) After that ask them to read the last paragraph, which often reveals the conclusion

of the author. Let the students to discuss how the author organizes the information

to present his point of view.

6) The last, the students then read the entire article for more detailed information. As

they already have an overview of the text, they can understand the rest of the

information much more easily.

c. Posttest

After giving treatment, the researcher gave post-test, the content of the posttest was

the same as the pretest. The aim of the posttest was to find out the result of the

treatment.

F. Technique of Data Analysis

The data require were collect through the giving of pre-test and post-test. The mean of

pre-test scores and post-test scores are compute by the formula present below:

1. To find out the mean score, the researcher use the formula:

=∑

= Mean Score

∑X = the sum of all score

N = the total number of sample (Gay, et.al, 2006:320).

2. Computing the frequency of the rate percentage of the students’ score:P = 100%P : Percentage

f : frequency

n : total number of students (Mason & Bramble in Idham, 2011:29).

3. Scoring the students’ works on pre-test and post-test by using this formula:=(Depdiknas in Zaim, 2013:55).

Table 3.1 Rubric of Main IdeaScore criteria

40 The answer includes a clear generalization that states or implies the main idea30 The answer states or implies the main idea from the story20 Indicator inaccurate or incomplete understanding of main idea10 The answer includes minimal or no understanding of main idea

Pollard (2007:17)Table 3.2 Sequence of the Events

Classification Score CriteriaVery Good 50 May contain few, incorrect or irrelevant detailGood 40 Much of the response is copied directly from the

text. May content major inaccuraciesAverage 30 Response is written mostly the students’ own

words. May content minor inaccuraciesPoor 20 Response is written in the students’ own word.

(Pollard, 2007)

4. The main score of the student is classified into seven levels as followed:

(Depdikb

ud in

Amirullah

2012:32),

5. Calcul

ation the value of the t-test to include the significance between the results of pre-test

and post-test by using this formula:

212

1

XEX

NSDN 1

Where :

No Rate of score categories1 96-100 excellent2 86-95 Very good3 76-85 good4 66-75 Fairly good5 56-65 Fair6 36-55 Poor7 00-35 Very poor

SD = Standard Deviation

21X = Total raw score

N = Number of students

(Gay, L.R., dkk : 2006)

22

Dt

DD

NN (N 1)

Where:

T = Test of significance

D = The difference between the method pairs ( X1 – X2 )

D = The mean of Ds

2D = The sum of the square

2D = The square of DN = Number of students

(Gay, L.R., dkk : 2006)

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter answered of problem statement in the previous chapter and consisted of

findings and discussion. Findings showed description of result from the data that had

collected through reading test in pre-test and post-test. It was described in graphic or chart or

table form. Then, discussion was explanation of findings but it still showed result of the data.

In this discussion, the researcher used their own word to explain it.

A. Findings

The findings of the research that teaching reading comprehension through

Previewing as Pre-reading Activity could increase reading comprehension in literal

comprehension and also could increase reading comprehension in literal comprehension.

In the further interpretation of the data analysis were given below:

1. Students’ Literal Reading Comprehension Using Previewing as Pre-reading

Activity In Term of Main Idea

Students’ literal reading comprehension using Previewing as Pre-reading

Activityhave different in pre-test and post-test. In pre-test students still less

understand about main idea but after applied Previewing as Pre-reading Activitythe

students more understand about main idea and sporting ideas, can be seen clearly in

the following table:

Table 4.1 Students’ Literal Reading Comprehension Previewing as Pre-readingActivity in term of Main Idea

NoLiteral Reading

Comprehension

The Student’s Score Improvement

(%)Pre-Test Post-Test

Main Idea 72,8 80,1 10,02

Based on the table 4.1 above, it shows that the score of main idea 10,02% from of

students in post-test improved after teaching reading comprehension in terms of main

33

idea and sporting ideas by Previewing as Pre-reading Activity. The mean score of the

students in pre-test were 72,8 and post-test which to be 80,01

Graphic 4.1. The Mean Score and improve Students’ Reading Comprehension in Termsof Main Idea

The graphic above shows that there was improvement of the students in reading

comprehension in terms of literal comprehension from pre-test with the mean score

was 72,8 to post-test with the mean score was 80,1 and the improvement of pre-test to

post-test was 10,02%.

Table 4.2. Classification of the students Score Reading Comprehension in term of MainIdea (Pre-Test)

No Classification Score Frequency Percentage1 Excellent 96-100 0 02 Very Good 86-95 0 0%3 Good 76-85 15 50%4 Fairly Good 66-75 11 37%5 Fairly 56-65 3 10%6 Poor 36-55 1 3%7 Very Poor 0.0-35 0 0

Total 30 100%

Based on the table 4.2 above, it shows that the Classification of the students Score

Reading Comprehension in term of Main Idea in pre-test there are 15 (50%) students

0102030405060708090

Pre-test Post-test










Total 30 100%



Post-test

Main Idea

Literal Comprehension










Total 30 100%




good, 11 (37%) students got fairly good, 3 (10%) students got fairly and 1 (3%)

students got poor.

Table 4.3. Classification of the students Score Reading Comprehension in term of MainIdea (Post-Test)

No Classification Score Frequency Percentage1 Excellent 96-100 0 02 Very Good 86-95 1 3%3 Good 76-85 24 80%4 Fairly Good 66-75 3 10%5 Fairly 56-65 2 7%6 Poor 36-55 0 07 Very Poor 0.0-35 0 0

Total 30 100%


Reading Comprehension in term of Main Idea In post-test there are After doing

treatment, the students’ score classification in post-test are changed 1 (3%) student got

very good, 24 (80%) students got good, 3 (10%) students got fairly good, and 2 (7%)

students got fairly.


Activity in Terms of sequence

Students’ literal reading comprehension using Previewing as Pre-reading

Activity have different in pre-test and post-test. In pre-test students still less

understand about main idea but after applied Previewing as Pre-reading Activity the

students more understand about sequence can be seen clearly in the following table:

Table 4.4 Students’ literal Reading Comprehension Using Previewing as Pre-readingActivity in term of sequence

NoLiteral Reading

Comprehension

The Student’s Score Improvement

(%)Pre-Test Post-Test

Sequence 75,9 83,0 8,07

Based on the table 4.4 above, it showes that the score of sequence 8,07% from of

students in post-test improved after teaching reading comprehension in terms of

sequence by using Previewing as Pre-reading Activity. The mean score of the students

in pre-test were 75,9 and post-test which to be 83,0.

Graphic 4.2. The Mean Score and increase of The Students’ Reading Comprehension inTerms sequence

The graphic above shows that there was improvement of the students in literal

comprehension from pre-test with the mean score was 75,9 to post-test with the mean

score was 83,0 and the improvement of pre-test to post-test was 8,07%.

Table 4.5. Classification of the students Score Reading Comprehension in term ofsequence (Pre-Test)


Total 30 100%

0

10

20

30

40

50

60

70

80

90

Pre-test Post-test











Total 30 100%

Post-test

InterpretiveComprehension











Total 30 100%

InterpretiveComprehension


Reading Comprehension in term of sequence in pre-test there are 1 (3%) students got

poor, 3 (10%) students got fair, 6 (20%) students got fairly good, 17 (57%) students got

good and 3 (10%) students got very good.

Table 4.6. Classification of the students Score Reading Comprehension in term ofsequence (Post-Test)

No Classification Score Frequency Percentage1 Excellent 96-100 0 0

2 Very Good 86-95 8 27%

3 Good 76-85 21 70%

4 Fairly Good 66-75 1 3%

5 Fairly 56-65 0 0

6 Poor 36-55 0 0

7 Very Poor 0.0-35 0 0

Total 30 100%


Reading Comprehension in term of sequence in post-test there are changed 8 (27%)

students got very good, 21 (70%) students got good, and 1 (3%) students got fairly good.

3. Hyphothesis Testing

The hypothesis is tested by using inferential analysis. In this case, the

researcher used t-test (test of significance) for independent sample test, that is, a test

to know the significant difference between the result of students’ mean scores in

pretest and posttest the researcher used t-test analysis on the level of significant (α) =

0.05 with the degree of freedom (df) = N – 1, where N = Number of subject (30

students) then the value of t-table is 2,04 the t-test statistical, analysis for

independent sample is applied.

The result of the data analysis t-test of the students’ reading comprehension

through Previewing as Pre-reading Activity table below;

Table 4.7 The Comparison of T-test and T-table Score of the Students’ ReadingComprehension

Variables t-test t-table Description

Main Idea 5,78 2,04 Significance

Sequence 5,042,04 Significance

The table above shows that the value of the t- test is higher than the value of t-

table. The t-test value of main idea is higher than t-table (5,78>2,04) and t-test value of

conclusion are greater than t-table (5,04 > 2,04).

The value of the t-test is greater than t-table. The score in variable of Reading

Comprehension is (6,42> 2,045).It is said that the null hypothesis (Ho) is rejected and

the alternative hypothesis (H1) is accepted. It means that there is a significance

difference between, the result of the students’ literal reading comprehension in reading

through Previewing as Pre-reading Activity after treatment.

If the t-test value is higher than t-table at the level of significance 0,05 and degree

freedom (df) 30 (N-1=30-1), thus the alternative hypothesis (H1) is accepted and null

hypothesis (HO) is rejected. In contrary, if the value is lower than t-table at the level of

significance 0,05 and the degree freedom 29, thus the alternative hypothesis is rejected

and null hypothesis is accepted.

B. Discussion

The description the analysis of the data from reading test as explaines in the

previous section shows that the students’ comprehension in literal reading

comprehension. It examines the result of treatment teaching and learning process toward

the effectiveness of Previewing as Pre-reading Activityto increase of reading skill

dealing with literal reading comprehension at the eleventh grade student of SMK Panca

Marga Makassar which is conducted with pre-test, treatment and post-tesst during 6

meetings.

The students’ mean score after presenting in teaching Reading Comprehension

using Previewing as Pre-reading Activityis better than before the treatment is gave to the

students. Before giving treatment, the students’ comprehension in literal fair. After

giving the treatment, their comprehension is significantly improve and categorized as

good.


Activity in Term of Main Idea

Students’ literal reading comprehension is supported by the mean score of

students on pre-test and post-test in main idea is 71,1 and 76,8 Before applied

Previewing as Pre-reading Activitythe students could not decide clearly identified

main idea by providing strong evidence, details relating to the main idea. But after

applied Previewing as Pre-reading Activitythe students easily for decide main idea.

After calculating the students’ score of the indicator of Literal Reading

Comprehension in pre-test and post-test also explain the classification of students’

improvement of literal reading comprehension. In pre-test there are there are 15

(50%) students good, 11 (37%) students got fairly good, 3 (10%) students got fairly

and 1 (3%) students got poor.. After doing treatment, the students’ score classification

in post-test are changed 1 (3%) student got very good, 24 (80%) students got good, 3

(10%) students got fairly good, and 2 (7%) students got fairly.

Based on the finding above in applying Previewing as Pre-reading Activityin

the class, the data is collected through the test as explains in the previous finding

section shows that the students’ comprehension in the literal is significantly improved.

The data on Table 4.1 shows that the score of literal is improved 10,02% from the

mean score in pre-test is 72,8 to be 80,1 in post-test. The score of the students’ post-

test is higher than the mean score of the students’ pre-test. Therefore, it can be

concluded that Previewing as Pre-reading Activity could improve the students’

comprehension in literal reading comprehension.


Activity in term of sequence

Students’ Literal reading comprehension it is supported by the mean score of

students on pre-test and post-test sequence were 75,9 and 83,0 which are classified as

very good classification. Before applied Previewing as Pre-reading Activitythat is the

students difficult to get information reading in development idea but after applied the

strategy they are easily for decide detail information text. It means that the using of

Previewing as Pre-reading Activityeffective on the students’ reading comprehension.

After calculating the students’ score of the indicator of literal Reading

Comprehension in pre-test and post-test also explain the classification of students’

development of literal reading comprehension. In pre-test there are 1 (3%) students

got poor, 3 (10%) students got fair, 6 (20%) students got fairly good, 17 (57%)

students got good and 3 (10%) students got very good. After doing treatment, the

students’ score classification in post-test are changed 8 (27%) students got very good,

21 (70%) students got good, and 1 (3%) students got fairly good.

Based on the finding above in applying Previewing as Pre-reading

Activityeffective in the class, the data is collected through the test as explains in the

previous finding section shows that the students’ comprehension in the literal is

significantly improved.

The data on table 4.4 shows that the score of sequence improve 8,07% from

the mean score 75,9 on pre –test to be 83,0 on post-test. The main score of the

students’ post-test is higher than the mean score of the students’ pre-test. Therefore, it

can be concluded that Previewing as Pre-reading Activityeffective could improve the

students’ comprehension in literal comprehension.

3. The Significant Difference of T-test and T-table

Through the result of pre-test and post-test, the result of t-test value of the

level of the significant = 0.05, degree of the freedom (df) = 29 indicated that t-table

value is 2,04. Therefore, it can be concluded that statistically hypothesis of HI is

accepted and the statistically hypothesis of HO is rejected. It means that the using of

Previewing as Pre-reading Activityeffective in teaching reading comprehension could

improve the students’ comprehension of reading.

By seeing the effectiveness of the students’ literal comprehension in reading

skill. It is concluded that Previewing as Pre-reading Activity effective improve the

students’ comprehension in literal in reading. It could be showed from the students’

reading test in pretest and posttest. In pre-test, some students were difficult to answer

the questions and find out main idea and sequence. But, the students’ reading

comprehension in post-test, which the content of reading comprehension could be

understand. And then, the students were easy to answer the questions and find out

main idea and sequence.

From the discussion above, it could be concluded that the eleventh grade

Students of SMK Panca Marga Makassar have good skills in reading after being

taught through Previewing as Pre-reading Activityeffective especially in

comprehending a text.

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

After conducting The Experimental Research about The Use of Previewing as Pre-

reading in Teaching Reading Comprehension and based on the researcher findings in the

previous chapter, the researcher concluded that:

1. Previewing as Pre-reading Activityeffective is effective to improve the students’ literal

reading comprehension in main idea, it was improved by the mean score of literal

comprehension 72,8 and after giving treatment is becomes 80,01 and Main idea improved

10,02% with the t-test value main idea is higher than t-table (5,78>2,04).

2. Previewing as Pre-reading Activityis effective to increase the students’ literal reading

comprehension in sequence, it was improved by the mean score literal comprehension

75,9 and after giving treatment is becomes 83,0 and sequence improved 8,07% with the t-

test value sequence is greater than t-table (5,04> 2,04). The result of calculating t-test of

the indicators in the students’ t-test reading comprehension is greater than t-table 6,42 >

2,04. It means that there is significance difference between before and after giving the

treatment.

B. Suggestion

Based on the conclusion above , the researcher presents some suggestions as follows:

1. It is suggested that the teacher especially for the English Teacher at the eleventh

grade students of SMK Panca Marga Makassar, they use Previewing as Pre-

reading Activityeffective as one alternative among other teaching that can be used

in teaching reading comprehension.

2. It is suggested that the English Teacher at English Teacher at the eleventh grade

students of SMK Panca Marga Makassar, should use Previewing as Pre-reading

Activityeffective in presenting the reading comprehension materials because it is

effective to improve the students’ reading comprehension.

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The Students’ Row of Pre-test

Respondents

Pre-test


Main Idea Sequence

S-1 76 79

S-2 75 80

APPENDIX

S-3 60 70S-4 70 70S-5 70 65S-6 82 80S-7 60 70S-8 80 50S-9 76 79S-10 70 60S-11 50 89S-12 80 84S-13 60 80S-14 80 72S-15 70 85S-16 65 80S-17 78 78S-18 75 80S-19 80 70S-20 79 65S-21 76 75S-22 60 80S-23 76 80S-24 75 87S-25 76 79S-26 75 80S-27 75 76S-28 78 86S-29 77 70S-30 80 80Total 2184 X= 2279

Mean Score (X) X= 72,8 X= 75,9

The Students’ Row of Post-test

Respondents

Post-test


Main Idea Sequence

S-1 80 85

S-2 82 86

S-3 85 80

S-4 80 85

S-5 80 88

S-6 86 89

S-7 75 89

S-8 80 80

S-9 85 80

S-10 80 79

S-11 80 89

S-12 85 85

S-13 70 85

S-14 82 80

S-15 75 85

S-16 70 82

S-17 78 79

S-18 80 81

S-19 81 70

S-20 80 80

S-21 82 79

S-22 80 85

S-23 80 85

S-24 80 88

S-25 80 85

S-26 80 81

S-27 85 86

S-28 80 86

S-29 80 79

S-30 83 80

Total 2404 X= 2491

Mean Score (X) X= 80,1 X= 83,0

The students’ Scores of Pretest 1X and Post-test 2X , Gain/Difference between the

Matched Pairs (D), and Square of the Gain 2D

1. Literal Comprehension in term of Main Idea

RespondentsMain Idea

Pre-test Post-test D (X2-X1) D2

S-1 76 80 4 16

S-2 75 82 7 49

S-3 60 85 25 625

S-4 70 80 10 100

S-5 70 80 10 100

S-6 82 86 4 16

S-7 60 75 15 225

S-8 80 80 0 0

S-9 76 85 9 81

S-10 70 80 10 100

S-11 50 80 30 900

S-12 80 85 5 25

S-13 60 70 10 100

S-14 80 82 2 4

S-15 70 75 5 25

S-16 65 70 7 49

S-17 78 78 0 0

S-18 75 80 5 25

S-19 80 81 1 1

S-20 79 80 1 1

S-21 76 82 6 36

S-22 60 80 20 400

S-23 76 80 4 16

S-24 75 80 5 25

S-25 76 80 4 16

S-26 75 80 5 25

S-27 75 85 10 100

S-28 78 80 2 4

S-29 77 80 3 9

S-30 80 83 3 9

Total 2184 2404 D= 222 D²= 3082

2. Literal Comprehension in term of sequence

Respondents Sequence

Pre-test Post-test D (X2-X1) D2

S-1 79 85 6 36

S-2 80 86 6 36

S-3 70 80 10 100

S-4 70 85 15 225

S-5 65 88 23 529

S-6 80 89 9 81

S-7 70 89 19 361

S-8 50 80 30 900

S-9 79 80 1 1

S-10 60 79 19 361

S-11 89 89 0 0

S-12 84 85 1 1

S-13 80 85 5 25

S-14 72 80 8 64

S-15 85 85 0 0

S-16 80 82 2 4

S-17 78 79 1 1

S-18 80 81 1 1

S-19 70 70 0 0

S-20 65 80 15 225

S-21 75 79 4 16

S-22 80 85 5 25

S-23 80 85 5 25

S-24 87 88 1 1

S-25 79 85 6 36

S-26 80 81 1 1

S-27 76 86 10 100

S-28 86 86 0 0

S-29 70 79 9 81

S-30 80 80 0 0

X= 2279 X=2491 D= 212 D² = 3228

Total

Scoring Classification of the students pretest and posttest

1. Scoring Classification of the students pretest and posttest Main Idea

RespondentsMain Idea

Pre-test Classification Post-test Classification

S-1 76 Good 80 Good

S-2 75 Fairly Good 82 GoodS-3 60 Fair 85 Good

S-4 70 Fairly Good 80 Fairly Good

S-5 70 Fairly Good 80 Good

S-6 82 Good 86 Very Good

S-7 60 Fairly Good 75 Fair

S-8 80 Good 80 Good

S-9 76 Good 85 Good


S-11 50 Poor 80 Good

S-12 80 Good 85 Good

S-13 60 Fair 70 Fair









S-22 60 Fair 80 Good









2. Scoring Classification of the students pretest and posttest sequence

RespondentsSequence

Pre-test Classification Post-test Classification

S-1 79 Good 85 Good

S-2 80 Good 86 Very GoodS-3 70 Fairly Good 80 Good

S-4 70 Good 85 Good

S-5 65 Fair 88 Very Good


S-7 70 Fairly Good 89 Very Good

S-8 50 Poor 80 Good

S-9 79 Good 80 Good


S-11 89 Very Good 89 Very Good




















Mean score of the Pre-test and Post-test and Gain (D)

a. The students’ mean score of pre-test and post-test in reading for literal comprehension

in term of main idea

Pre-test: = Σ

== 72,8 Fairly Good

Post-test: = Σ

== 80,1 (Good)

b. The students’ mean score of pre-test and post-test in reading for literal comprehension

in term of sequence

Pre-test: = Σ

== 75,9 (Fairly Good)

Post-test: = Σ

== 83,0 (Good)

c. The students’ Mean score of gain (D) main idea

D =N

D

D =30

222

D = 7,4

d. The students’ Mean score of gain (D) sequence

D =N

D

D =30

212

D = 7,06

The percentage of the students’ development in reading comprehension

1. Main idea

= × 100%= , ,, × 100%= , , × 100%= 10,02%

2. Sequence

= − × 100%= , ,, × 100%= , , × 100%= 8,07

Test of significance

a. Test of significance of main idea

T =

1

2

2

NNN

DD

D

b. Test of significance of sequence

T =

1

2

2

NNN

DD

D

TABLE DISTRIBUTION OF T-VALUE

Degree of freedom (DF) = N – 1=30 – 1= 29

T- table= 2.04523

1303030212

3228

06,72

1303030

449443228

06,7

87013,14983228

06,7

87087,1729

06,7

98,1

06,7

4,1

06,7

1303030222

3082

4,72

1303030

492843082

4,7

8708,16423082

4,7

8702,1439

4,7

28,1

4,7

78,5

Pr 0.25 0.10 0.05 0.025 0.01 0.005 0.001

df 0.50 0.20 0.10 0.050 0.02 0.010 0.002

1 1.00000

3.07768 6.31375 12.70620

31.82052 63.65674 318.308842 0.8165

01.88562 2.91999 4.30265 6.96456 9.92484 22.327

123 0.76489

1.63774 2.35336 3.18245 4.54070 5.84091 10.214534 0.7407

01.53321 2.13185 2.77645 3.74695 4.60409 7.1731

85 0.72669

1.47588 2.01505 2.57058 3.36493 4.03214 5.893436 0.7175

61.43976 1.94318 2.44691 3.14267 3.70743 5.2076

37 0.71114

1.41492 1.89458 2.36462 2.99795 3.49948 4.785298 0.7063

91.39682 1.85955 2.30600 2.89646 3.35539 4.5007

99 0.70272

1.38303 1.83311 2.26216 2.82144 3.24984 4.2968110 0.6998

11.37218 1.81246 2.22814 2.76377 3.16927 4.1437

011 0.69745

1.36343 1.79588 2.20099 2.71808 3.10581 4.0247012 0.6954

81.35622 1.78229 2.17881 2.68100 3.05454 3.9296

313 0.69383

1.35017 1.77093 2.16037 2.65031 3.01228 3.8519814 0.6924

21.34503 1.76131 2.14479 2.62449 2.97684 3.7873

915 0.69120

1.34061 1.75305 2.13145 2.60248 2.94671 3.7328316 0.6901

31.33676 1.74588 2.11991 2.58349 2.92078 3.6861

517 0.68920

1.33338 1.73961 2.10982 2.56693 2.89823 3.6457718 0.6883

61.33039 1.73406 2.10092 2.55238 2.87844 3.6104

819 0.68762

1.32773 1.72913 2.09302 2.53948 2.86093 3.5794020 0.6869

51.32534 1.72472 2.08596 2.52798 2.84534 3.5518

121 0.68635

1.32319 1.72074 2.07961 2.51765 2.83136 3.5271522 0.6858

11.32124 1.71714 2.07387 2.50832 2.81876 3.5049

923 0.68531

1.31946 1.71387 2.06866 2.49987 2.80734 3.4849624 0.6848

51.31784 1.71088 2.06390 2.49216 2.79694 3.4667

825 0.68443

1.31635 1.70814 2.05954 2.48511 2.78744 3.4501926 0.6840

41.31497 1.70562 2.05553 2.47863 2.77871 3.4350

027 0.68368

1.31370 1.70329 2.05183 2.47266 2.77068 3.4210328 0.6833

51.31253 1.70113 2.04841 2.46714 2.76326 3.4081

629 0.68304

1.31143 1.69913 2.04523 2.46202 2.75639 3.3962430 0.6827

61.31042 1.69726 2.04227 2.45726 2.75000 3.3851

831 0.68249

1.30946 1.69552 2.03951 2.45282 2.74404 3.3749032 0.6822

31.30857 1.69389 2.03693 2.44868 2.73848 3.3653

133 0.68200

1.30774 1.69236 2.03452 2.44479 2.73328 3.3563434 0.6817

71.30695 1.69092 2.03224 2.44115 2.72839 3.3479

335 0.68156

1.30621 1.68957 2.03011 2.43772 2.72381 3.3400536 0.6813

71.30551 1.68830 2.02809 2.43449 2.71948 3.3326

237 0.68118

1.30485 1.68709 2.02619 2.43145 2.71541 3.3256338 0.6810

01.30423 1.68595 2.02439 2.42857 2.71156 3.3190

339 0.68083

1.30364 1.68488 2.02269 2.42584 2.70791 3.3127940 0.6806

71.30308 1.68385 2.02108 2.42326 2.70446 3.3068

8

APPENDIX B

B.1 Pre-test and Post-test

B.2. Lesson plan

B3. Teaching Materials

B.4. Documentation

Pre-Test

How the Chipmunk Got Its Stripes

Long ago, the Earth was covered in darkness. None of the creatures living there knew

what daylight looked like.

Many years ago, all of the animals of the forest gathered together in a clearing. They

wondered if it would be better to remain in darkness, or if it would be better to also have

light. Deer, Chipmunk, Raccoon, Wolf, Bear, and many other creatures climbed to the top of

the highest mountain. The mountain stood so tall that there were no trees on its top, and it

was covered only with rocks. Millions of stars blinked in the dark sky overhead. The biggest

and most powerful animal in the forest was the bear, and he was the first to reach the

mountaintop. Bear stood on the highest peak, looked out over the forest below, and argued

for remaining in darkness. He said that the creatures of the forest would be able to sleep

better in darkness because there would be no light to keep them awake. Most of the other

animals were afraid, and they agreed with Bear. Raccoon said that he did not mind the

darkness because he was so smart that he could find plenty of food, even in the dark. Wolf

was easy to please, too. She didn't mind the darkness because she could howl in darkness or

in light.

But one animal did stand up to Bear. Chipmunk, the smallest of the animals, argued

that it would be better to have both light and dark. Chipmunk was very clever. As Bear

continued to argue for darkness, she made many good arguments for light.

Slowly, the night passed. Bear grew tired of talking, but Chipmunk chattered on and

on, as if she had all of the energy in the world. As the other animals dropped off to sleep, one

by one, Chipmunk kept arguing. Finally, the first sunrise ever seen by the animals appeared

over the top of the mountain. They woke up and were amazed by what they saw.

Chipmunk began to dance from rock to rock. Bear became angry because he didn't get

his way. He roared loudly and ran after Chipmunk. He chased Chipmunk all the way down

the mountain. Bear was fast, and he reached out his giant paw to grab Chipmunk. Chipmunk

got away, but not before Bear managed to scratch her back with his long claws. And that is

why, to this day, you can see stripes on Chipmunk's back!

1. Write the main idea of the paragraph in your own words?

2. Write two supporting ideas for the main idea.

3. Write the conflict on the story.

4. Make the conclusion based on the facts based on the story.

5. What lesson can you learn on the story?

Post-Test

The Lion and the Mouse

A lion was sleeping peacefully when he was woken by something running up and

down Jims back and over his face. Pretending to be still asleep, the lion slowly opened one

eye and saw that it was a little mouse. With lightening speed the lion reached out and caught

the little mouse in one of his large paws. He dangled it by it is and roared, “I’m the King of

Beast! You’ll pay with your life for showing me such disrespect.”

The lion held the little mouse over his huge open jaws and prepared to swallow it.

“Please, please don’t eat me, Mr. King of Beasts, Sir,” squeaked the mouse. “If you forgive

me this time and let me go I’ll never, never forget it.” “I’m being able to do you a good turn

in the future to repay your kindness,” it squeaked. “You do me a favor!” roared the lion with

laughter. “That is the funniest thing I’ve ever heard.” Still laughing, the lion put the mouse

down on the ground and said; “You’ve made me laugh so much I can’t eat you now. Go on,

off you go before I change my mind.” The little mouse scurried away as fast as its little legs

could go.

Not long after this the lion was caught in a trap by some hunters. They tied him to a

tree with rope while they went to get their wagon. The title mouse was nearby and came

when he heard the mighty Lion’s roar for hell. The mouse gnawed the rope with his sharp

teeth and set the Lion free. “I know you didn’t believe me, but I told you I could help you one

day,” squeaked the title mouse. “Even a little mouse like me can help someone as big and

strong as you.” Thank you my little friend. I won’t forget that lesson.” Said the lion as the run

away before the hunters returned.






RENCANA PELAKSANAAN PEMBELAJARAN

A. Identitas

1. Nama Sekolah : SMK Panca Marga Makassar

2. Mata Pelajaran : Bahasa Inggris

3. Kelas/Semester : XI

4. Keterampilan bahasa : Reading

5. Genre : Narrative

6. Alokasi Waktu : 2 x 45 menit

B. Standar Kompetensi

Memahami makna teks tulis monolog yang berbentuk narrative secara akurat dan

berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.

C. Kompetensi Dasar

Merespon makna dalam langkah retorika yang menggunakan ragam bahasa tulis secara

akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses

ilmu pengetahuan dalam text berbentuk narrative.

D. Indikator

Pada akhir pembelajaran ini, peserta didik diharapkan dapat:

1. Siswa dapat membaca teks bacaan dengan pronounciation yang baik dan benar.

2. Siswa dapat menentukan main idea setelah membaca text narrative

3. Siswa dapat menjawab dan mengerjakan soal-soal yang diberikan.

E. Materi Pembelajaran

Terlampir

F. Metode Pembelajaran

Previewing

G. Prosedur Pembelajaran

1. Kegiatan Awal (10’) : Introduction

a. Memberi salam dan Berdoa

b. Mengecek kehadiran siswa

c. Mereview pelajaran sebelumnya

d. Menjelaskan tujuan pelajaran

e. Menjelaskan manfaat pelajaran

2. Kegiatan Inti (30’)

a. Guru meminta siswa untuk membaca judul teks. Apakah mereka tahu tentang apa

subyek tersebut?

b. Kemudian minta mereka untuk melihat gambar dalam teks yang berkaitan dengan isi

teks. Apakah mereka tahu tentang apa gambar tersebut?

c. Setelah itu, mintalah siswa membaca beberapa paragraf pertama, yang umumnya

memperkenalkan topik yang dibahas dalam teks. Dapatkah mereka menentukan tema

umum dari teks.

d. Kemudian minta mereka untuk membaca kalimat pertama, biasanya kalimat topik,

yang memberikan gagasan utama paragraf dan mereka menentukan poin utama dari

teks.

e. Setelah itu meminta mereka untuk membaca paragraf terakhir, yang secara umum

menggambarkan kesimpulan dari penulis. Biarkan siswa untuk membahas bagaimana

penulis mengatur informasi untuk menyajikan sudut pandangnya.

f. Terakhir, para siswa kemudian membaca seluruh artikel untuk informasi lebih lanjut.

Karena mereka sudah memiliki gambaran tentang teks, mereka dapat memahami

seluruh informasi lebih mudah.

3. Kegiatan Akhir (5’)

a. Meringkas pelajaran.

b. Melakukan refleksi.

c. Menyiapkan pelajaran yang akan datang.

d. Memberi salam penutup.

H. Alat Bantu/Media Pembelajaran

Alat bantu pembelajaan yang digunakan dalam pembelajaran ini adalah work sheet, power

point, LCD projector, dan laptop.

I. Sumber Pembelajaran

Buku pelajaran relevan dan kamus

J. Penilaian

1. Jenis Penilaian : Formatif

2. Teknik Penilaian : Tertulis

3. Rubric Penilaian

Rubric of Main Idea

No criteria score1 The answer includes a clear generalization that states or implies

the main idea40

2 The answer states or implies the main idea from the story 30

3 Indicator inaccurate or incomplete understanding of main idea 20

4 The answer includes minimal or no understanding of main idea 10

Pollard (2007:17)

Table 3.3 Rubric of Supporting DetailsNo criteria score1 Student response includes at least 2 keys detail from the

passage that support the main idea passage40

2 Student response includes at least 2 details with at least one keydetail from the passage that supports the main idea of thepassage

30

3 Student response includes 2 details which does not support thecorrect main idea

20

4 Student response includes one details that does not support thatmain idea.

10

Pollard (2007:17)Table 3.4 Rubric for Taking Notes/Conclusion

No Criteria score1 Conclusion reflect resource reading in development of idea. It is

excellent40

2 Conclusion reflect resource reading in development of idea. It isgood

30

3 Conclusion reflect resource reading in development of idea. It ispoor

20

4 Conclusion reflect resource reading in development of idea. 10Pollard (2007:17)

Mengetahui:

Mahasiswa Penelitian,

Herni

Ali Baba

Once upon a time there were 40 cruel thieves who put their stolen money and treasures in a

cave. They went in the cave by saying “Open Sesame” to the cave entrance. A poor person,

named Ali Baba saw them while they were doing that, so he heard the opening word. After

they left, he went toward the cave and opened it. Suddenly he found a very large quantity of

money and golden treasures. He took some of it and went back home. After that he became a

rich man and his brother wanted to know how he become rich.

Ali Baba turned into the richest man in his village. His evil brother was really jealous of him,

and wanted to know how he could get such a lot of money. Therefore, when Ali Baba went to

the cave again to take some more money, his brother followed him. He saw everything, and

decided to go back the next day to take some money for himself.

The next morning he found a lot of money in the cave, and he wanted to take all of them.

Unfortunately, when he was busy carrying the money to his house, the thieves came. The

boss of the thieves asked him how he knew about the cave. He told everything, but unluckyly

they killed him and went to Ali Baba’s house. After finding Ali Baba’s house, they made a

plan to kill him the following night. Some of the thieves hide in big jars, and the boss

pretended that he was a merchant who wanted to sell the jars to Ali Baba. Ali Baba who was

a kind man invited the boss of the thief to have lunch together.

After lunch they took a rest. Luckyly, the house maid went out of the house, and found that

there were thieves inside the jars. She finnaly boiled hot oil and poured it in to the jars to kill

all of them. The boss of the thieves was cought, and put into prison. Ali Baba was saved from

the danger, and







A. Identitas










C. Kompetensi Dasar




D. Indikator






Terlampir


Previewing










subyek tersebut?





umum dari teks.



teks.













Alat bantu pembelajaan yang digunakan dalam pembelajaran ini adalah work sheet, power

point, LCD projector, dan laptop.



J. Penilaian



3. Rubric Penilaian

Rubric of Main Idea

No criteria score1 The answer includes a clear generalization that states or implies

the main idea40


3 Indicator inaccurate or incomplete understanding of main idea 20

4 The answer includes minimal or no understanding of main idea 10

Pollard (2007:17)




30


20


10

Pollard (2007:17)

Table 3.4 Rubric for Taking Notes/Conclusion


excellent40

2 Conclusion reflect resource reading in development of idea. It is 30

good3 Conclusion reflect resource reading in development of idea. It is

poor20


Mengetahui:

Mahasiswa Penelitian,

Herni

CRYING STONE

One upon a time, lived a poor old widow in a small village namely Halimah. Shelived with her daughter, Siti Zahrah. Her daughter was very beautiful but also very lazy and

arrogant. She never helped her mother and didn’t want to know what problem her motherhad. Everyday, she put make up and wears her best clothes. She always wanted to look richand beautiful.

One day, the mother and her daughter went to the market to buy some food. At first,the daughter refused to accompany her mother, but finally she agreed. “I’ll go with you, butyou must walk behind me,” said the daughter. She didn't want to walk side by side with hermother. Although her mother was very sad, she agreed to walk behind her daughter.

On the way to the market, everybody admired the girl's beauty. But they were alsocurious. Behind the beautiful girl, there was an old woman with a simple dress. The girl andher mother looked very different. “Hello, beautiful girl. Who is the old woman behind you? Isshe your mother?" they asked. “No, she is not my mother. She is my servant,” the girlanswered. Her mother was very sad to hear that, but she didn't say anything. She couldunderstand that her daughter was ashamed.

The girl and the mother met other people. Again they asked who the woman behindthe beautiful girl. And again the girl answered that her mother is her servant. She always saidthat her mother is her servant every time people asked.

At last, the mother cannot hold the pain anymore. She prayed to God to punish herdaughter. Suddenly, the girl's leg turns into stone. Slowly, the process continues to the upperpart of the girl's body. The girl was in panic. "Mother, please forgive me! Mother!" she criedand asked her mother to forgive her. But it's already too late. Her whole body finally becomesa big stone. Until now, people can still see tears falling down from the stone. People then callit batu menangis (it mean the crying stone).







A. Identitas










C. Kompetensi Dasar




D. Indikator






Terlampir


Previewing










subyek tersebut?





umum dari teks.



teks.













Alat bantu pembelajaan yang digunakan dalam pembelajaran ini adalah work

sheet, power point, LCD projector, dan laptop.



J. Penilaian



3. Rubric Penilaian

Rubric of Main Idea

No criteria score1 The answer includes a clear generalization that states or

implies the main idea40


3 Indicator inaccurate or incomplete understanding of mainidea

20

4 The answer includes minimal or no understanding of mainidea

10

Pollard(2007:17)




30


20


10

Pollard (2007:17)

Table 3.4 Rubric for Taking Notes/Conclusion


excellent40

2 Conclusion reflect resource reading in development of idea. It isgood

30

3 Conclusion reflect resource reading in development of idea. It ispoor

20


Mengetahui:

Mahasiswa

Penelitian,

Herni

BOB HIGH AND DICKY LOW

Once there lived a very tall man. His name was Bob High. Bob was taller

than his father and his older brothers. He was the tallest man in his village.One

day, while he was walking with some of his friends, he saw a very short man

looked old, he was no taller than a boy of 9.He was unusually and exceptionally

short. He was the shortest man Bob and his friends had ever seen.

Though he was short, he was very intelligent. His name was Dicky Low.

Dicky was shorter than any of his friends but more intelligent than all of them. He

was known in his village as the most intelligent and quick-witted man and, of

course, the shortest.

After they greeted each other, Bob, said: “I don’t think you can reach the

tip of my nose with your fingers, you’re so short, Dicky Low. But if you can, I’ll

give you $ 20”.

Dicky thought for a while then said, “certainly, I can. I’m positively and

absolutely sure. It’s no problem at all. I have to admit that I’m short and I’m not

denying that fact, but my hands are longer than yours. If you can touch my toes

with your hands I’ll give you this 10 dollar bill right away.

The tall man burst into laughter and stooped slowly to touch the short

man’s toes. At that moment, Dicky grabbed Bob’s nose and said calmly, “I may

be short but I know how to use my brain better than you. Please, give me the

money your promised.”

After receiving the money, Dicky Low walked off in the direction of the

village market. Amazed and dumb-founded, Bob and his friends watched him go.






CURRICULUM VITAE

Herni was born on October 17, 1994 in Benoposi.

She has 3 brother and 1 sister.. She is the youngest

child from the couple of Muhammad Nasir and Baba.

She started her education First, in elementary school

at SDN 41 BONEPOSI and she graduated in 2006.

Continues at SMPN 2 BELOPA, she graduates 2009.

And she continued at SMAN 1 BAJO and graduates at

2012. In the same time, she entered the English Department field in Makassar

Muhammadiyah University.

At the end of her study, she could finish her thesis with title The Effectiveness af

Previewing As Pre-Reading Activity To Improve Students’ Reading

Comprehension at SMK Panca Marga Makassar (Experimental Research at the

Eleventh Grade Students of SMK Panca Marga Makassar)

the effectiveness of previewing as pre-reading activity to

Documents

Transcript of the effectiveness of previewing as pre-reading activity to