USING SCAFFOLDING ME READING COMPREHENS NASIO ...

USING SCAFFOLDING METHOD TO INCREASE THE STUDENTS’READING COMPREHENSION AT THE SECOND YEAR OF SMK

NASIONAL MAKASSAR

(Quasi Experimental Research)

A THESIS

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

of the Requirement for the Degree ofEducation of English Departtment

DIAN RESKI AMALIA10535 5371 12

ENGLISH EDUCATION DEPATMENTFACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MAKASSAR2017


NASIONAL MAKASSAR


A THESIS







NASIONAL MAKASSAR


A THESIS






TJ NIVERSITAS M U HAMMAD I}'AH NIAKASS.{RFAKULTAS KEGTiRT]AN DAIY ILMU PEI{DIDIKAN

PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS

LEMBAR PEI{CESAHAN

Skripsi atas narna Dian Reski Amalia, NIM 10535 531112 diterima dan

disahkan oleh Panitia Ujian Skripsi berdasarkan Surat Keputusan RektorUniversitas i\4uhammadiyah N,lakassar Nomor: I02 Tahun 1,t38 H/2017 M,Sebagai salah satu syarat guna mempercleh Gelar Sarjana Pendidikan pada

Jurusan Pendidikan Bahasa Inggris (Sl) Fakultas Keguruan dan llmu Pendidikan

Universitas Muharnmadiyah Makassar pada hari Kamis tanggal 19 lvlei 2017

09 Sya'ban 1438 HMakassar,

06 Mei 2017 N{

PANITIA UJTAN

Pengawas Umum

Ketua

Sekretari:

Penguji

: Dn H. Abdul Rahman Rahim, SiE., Nl&:I

; Erwin AA{ifu, S.Pd., l}I.Pd., Pt}"I)

I

: Dr. Khnemeeldin, $"Pri." h{,i3d (

1" Dr. R.atna dervi, S.S." Vl.Huro

2. L*ra. Radiah Hamia$. hq- Pd

3. Dra. Hasnawati *,atief" M. PC

4. Saifui, S.Pd., M.Pd

'uh Makassar

a

::)

UNIVERSITAS MUIIAMMADTYAH MAKASSARFAKULTAS KEGURUAi\ DAN ILMU PENDIDIKAN

PROGRAM STUDI PEFIDIDIKAN BAHASA INGGRIS

Title

Name

Reg.Number

Program

Faculty

Makassar, 23May 2Ol7

Approved by:

Consultant II

Dry. Has.pewati t6ti*f",M. Pd

[Iead of English$ddeqtion Department

Consult*nt I

Ilra. R.idiaf, Hamid. M. Pd

Dean of FKIPmadiyah Makassar

*: \4.1 Jr

+f,ffii

-

iv

SURAT PERJANJIAN

Saya yang bertanda tangan di bawah ini:

Nama : DIAN RESKI AMALIA

NIM : 10535 3371 12

Jurusan : Pendidikan Bahasa Inggris

JudulSkripsi : USING SCAFFOLDING METHOD TO INCREASE THE STUDENTS’

READING COMPREHENSION AT THE ELEVENTH GRADE OF

SMK NASIONAL MAKASSAR

Dengan in 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, Februari 2017

Yang membuat perjanjian

DIAN RESKI AMALIA

v

SURAT PERNYATAAN

Saya yang bertanda tangan di bawah ini:

Nama : DIAN RESKI AMALIA

NIM : 10535 3371 12

Jurusan : Pendidikan Bahasa Inggris

JudulSkripsi : USING SCAFFOLDING METHOD TO INCREASE THE

STUDENTS’ READING COMPREHENSION AT THE ELEVENTH

GRADE OF SMK NASIONAL MAKASSAR

Dengan ini menyatakan bahwa skripsi yang saya ajukan di depan TIM PENGUJI adalah

ASLI 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.


Yang membuat pernyataan

DIAN RESKI AMALIA

Motto

“ I dedicated this thesis

to my beloved parents, family,

and all my friends.

Thank you for supporting”

Dream high, Start small, Act

now !

ABSTRACT

Dian Reski Amalia. 2012. The Use of Scaffolding Method to Increase theStudents’ Reading Comprehension (Supervised by Hasnawati Latief and RadiahHamid).

The objective of the study was to find out the students’ increasing inliteral reading and interpretative reading by using Scaffolding Method at EleventhGrade of SMK Nasional Makassar.

This research employed Quasi-experimental Method with focused oncontrol class and experiment class were used sampling radomly. There were twovariables, namely independent variable (Scaffolding Method) and dependentvariable (students’ reading comprehension). The population of this research wasthe Eleventh Grade of SMK Nasional Makassar academic 2017/2018 whichconsisted of 80 students. The sample were taken by using random samplingtechnique. The sample of the research with 20 students as Experimental Class inX1.MO and 20 students as Control Class in XI.TSM.

The instrument of this research was a reading test used in pre-test andpost-test. The result of the data indicated that there was a significant differencebetween the students who are taught by using Scaffolding Method from those whoare taught by using Discovery Method. The mean score of post test (65,76) inexperimental class was greater than the mean score of post test (42,66) incontrolled class. The value of t-test (7.573) was greater than t-table (2.042) at thelevel of significance 0,05 with degree freedom (df) = 30. Therefore, hypothesisH0 was rejected and Ha was accepted. Based on the finding and discussion of theresearch, the researcher drawn a conclusion that the use of scaffolding methodimproves the students’ reading comprehension at the eleventh grade of SMKNasional Makassar.

Key words : Scaffolding Method, Reading Comprehension

vii

ACKNOWLEDGMENT

In the name of Allah, the most gracious and most merciful

Alhamdulillahi Rabbil Alamin, first of all the researcher would like to

express a lot of thanks to Allah SWT who has blessed, given love, mercy,

guidance and most of all to finish this thesis. Secondly Shalawat and Salam are

addressed to our beloved proved Muhammad SAW (peace be upon him).

Further, the researcher also express sincerely deepest gratitude to her

beloved parents (Baharuddin, S.Pd and Budhiaty) for their prayer, financial,

motivation, and sacrificed for her success, and their love sincerely and purely

without time.

Many problems or difficulties, and much suffer had been encountered

in finishing this thesis. Those would not been solved without help, motivation,

support, critic, and advice from many people. It would be an horror to express his

greatest appreciation and deepest thanks to all of them as follows:

1. The Rector of Muhammadiyah University of Makassar, Dr. H. Abd. Rahman

Rahim, S.E,. M.M.

2. The Dean of Faculty of Teacher Training and Education, Dr. A. Sukri

Syamsuri, M.Hum. And all his stuff.

3. The Head of English Education Department, Erwin Akib, S.Pd.,Ph.D. For

their guidance and aid.

4. The first consultant Dra. Hasnawati Latief M.Pd. for her time in guilding,

giving correction, and advices to finish this thesis, and then the second

vii

ACKNOWLEDGMENT









without time.






Rahim, S.E,. M.M.







vii

ACKNOWLEDGMENT









without time.






Rahim, S.E,. M.M.







viii

consultant Dra. Radiah Hamid, M.Pd. for her time in guilding, giving

correction and suggestion to finish this thesis.

5. The staff and all lectures of the FKIP UNISMUH especially to the lectures

of English Department who taught him for many years.

6. The researcher gratefully thanks to the principal of SMK Nasional Makassar

and students at class XI TSM, then also to Mr. Laode Midi, S.Pd as a

English teacher at class XI TSM for allowing her to conduct her research in

his class. She could never have finished this without his great guidance.

7. To my clozed friend Ello and to all my friends at English Department,

especially my classmates in H class, you would never be forgotten and will

always become beautiful memories till the end.

8. Lastly, all the people who have helped the researcher to finish his study that

he cannot mention one by one.

Finally, the researcher realizes that this thesis is still far from being

perfect. Therefore, suggestion and correction for improvement of this thesis are

welcome.

May almighty Allah Subhanahu Wa Ta’aala bless us all

Billahi Fi Sabilil Haq, Fastabiqul Khairat

Wassalam


The Researcher

DIAN RESKI AMALIA

ix

TABLE OF CONTENTS

Page

TITLE PAGE ....................................................................................................... i

LEMBAR PENGESAHAN .................................................................................. ii

APPROVAL SHEET ............................................................................................ iii

SURAT PERNYATAAN...................................................................................... iv

SURAT PERJANJIAN ......................................................................................... v

MOTTO ................................................................................................................ vi

ABSTRACT.......................................................................................................... vii

ACKNOWLEDGMENTS .................................................................................... viii

TABLE OF CONTENTS...................................................................................... ix

LIST OF TABLES ................................................................................................ x

LIST OF CHARTS ............................................................................................... xi

LIST OF APPENDICES....................................................................................... xii

CHAPTER I. INTRODUCTION

A. Background ............................................................................ 1

B. Problem Statement ................................................................. 4

C. Objective of the Research ....................................................... 4

D. Significance of the Research .................................................. 5

E. Scope of the Research ............................................................. 5

CHAPTER II. REVIEW OF RELATED LITERATURE

A. Previous Related Findings .................................................... 6

B. The Concept of Reading ....................................................... 7

x

C. The Concept of Reading Comprehension ............................. 13

D. The Concept of Scaffolding Method .................................... 23

E. Conceptual Framework . ....................................................... 27

F. Research Hypothesis............................................................. 28

CHAPTER III. RESEARCH METHOD

A. Research Design ................................................................. 29

B. Research Variables and Indicator ....................................... 30

C. Population and Sample ....................................................... 30

D. Instrument of Research ...................................................... 30

E. Procedures of Collecting Data ............................................ 32

F. Technique of Data Analysis ................................................ 33

CHAPTER IV. FINDINGS AND DISCUSSION

A. Findings .............................................................................. 36

B. Discussion .......................................................................... 47

CHAPTER IV. CONCLUSION AND SUGGESTION

A. Conclusion .......................................................................... 51

B. Suggestion .......................................................................... 52

BIBLIOGHRAPHY .............................................................................................. 53

APPENDICES

LIST OF TABLES

Page

Table 1 : The Students’ Literal Reading Comprehension .................................. 35

Table 2 : The Students’ Interpretive Reading Comprehension............................ 39

Table 3 : The Result of the Students’ Literal and Interpretatvie ......................... 41

LIST OF CHARTS

Page

Chart 1 : The Students’ Literal Reading Comprehension ................................... 36

Chart 2 : The Students’ Interpretive Reading Comprehension............................ 40

Chart 3 : The Result of the Students’ Literal and Interpretatvie ......................... 42

LIST OF APPENDIXES

Appendix 1: Lesson Plan

Appendix 2: Instrument

Appendix 3: Data Collections

Appendix 4: Data Analysis

1

CHAPTER 1

INTRODUCTION

A. Background

In learning English, there are four skills we must comprehend. They

are listening, speaking, reading and writing. The four skills mentioned are

diveded into receptive and productive skills. Speaking and writing are

produktive skills, while listening and reading are receptive skills. Beside the

four language skills above, reading is of great importance to student show

mother tongue is not English, because they almost do not have opportunity to

hear or to speak that language. Comprehending English is a difficult thing for

students if they are do not have the basic knowledge, especially in

comprehending reading text, (Mundhe, 2015 :1).

Reading is a complex cognitive process of decoding symbols in

order to construct or derive meaning (reading comprehension). It is a means

of language acquisition , of communication, and of sharing information and

ideas. Like all language, it is a complex interaction between the text and the

reader which is shaped by the reader’s prior knowledge, experiences, attitude,

and language community which is culturally and socially situated. The

reading process requires continuous practice, development, and refinement.

Reading comprehension is one of the pillars of the act of reading.

When a person reads a text he engages in a complex array of cognitive

processes. He is simultaneously using his awareness and understanding of

2

phonemes (individual sound “pieces” in language), phonics (connection

between letters and sounds and the relationship between sounds, letters and

words) and ability to comprehend or construct meaning from the text. This

last component of the act of reading is reading comprehension. It cannot

occur independent of the other two elements of the process. At the same time,

it is the most difficult and most important of the three.

Some difficulties found in learning reading are because most of the

students are lack of vocabulary, motivation and interest of studying reading.

Morever, in fact of the school many students lazy to read because the teacher

method was bored and not interesting. Therefore, to solve these problems, the

use of Scaffolding Method in teaching and learning is important to be used as

alternative method. “The process of supportive dialogue which directs the

attention of the learner to key features of the environmentand which prompts

them through successive steps of a problem, has come to be known as

scaffolding”(Wood,1976).

Cazden(1983:6) argues that defines as scaffold as a temporary

framework for construction in progress. For example, parents seem to know

intuitively how to scaffold their childrens attempt at negotiating meaning

through oral language. The construction of a scaffold occurs at a time where

the child may not be able to articulate or explore learning independently. The

scaffolds provided by the tutor did not change the nature or difficult level of

the task, instead the use of scaffolds provided the student to success in

completing the task well.

3

Based on the pre-observation conducted by the researcher that was

done at the Eleventh Grade of SMK Nasional Makassar, the researcher faced

many problems in teaching learning process. The learning objective of

reading, the students are expected to gain information from the texts or they

can comprehend the text well. In the field there are also difficulties in finding

out the main idea, specific information, textual reference, word meaning of

the text and the lack of students’ vocabulary. In addition, the students also

get difficulties in answering the comprehension test about the content of the

text.

The research is done in order to know the effectiveness of

Scaffolding method in teaching reading. The writer is interested in this topic

because of several facts that found in classroom teaching when doing

teaching practice at SMK Nasional Makassar. The students reading ability is

still low and even there are some students who can't understand the text at all.

Ideally, the students of second year of Senior High School should have a

good ability in English. as we know, that English has been decided as the

compulsory subject of the Eleventh Grade Students of SMK Nasional

Makassar.

It was believed that Scaffolding is one of effective methods to

increase reading comprehension, because it can help cognitive and

metacognitive our development. Just by support even encouragement through

reading can improve their ability in oral reading. Based on the problem

above, the researcher is interested in conducting a study under the title

4

“Using Scaffolding Method to Increase the Student’s Reading

comprehension at the Second Year of SMK Nasional Makassar”.

B. Problem Statements

Based on the statement in the background above, the researcher will

formulate the research questions as follows:

1. How does Scaffolding Method increase the students’ reading

comprehension in term of literal reading at the Eleventh Grade of SMK

Nasional Makassar ?

2. How does Scaffolding Method increase the students’ reading

comprehension in term of interpretative reading at the Eleventh Grade of

SMK Nasional Makassar ?

C. The Objective of Research

In relation to the problem statements above, the objective of the

study researcher are to find out:

1. The students’ increasing in reading comprehension by using Scaffolding

Method in term of literal reading at the Eleventh Grade of SMK Nasional

Makassar.

2. The students’ increasing in reading comprehension by using Scaffolding

Method in term of interpretative reading at the Eleventh Grade of SMK

Nasional Makassar.

5

D. Significance of the Research

Theoretically, this research helps the researcher to get alternative

ways in her teaching that is expected the objective of learning will be

achieved. Practically, this research improves the students’ reading

comprehension. For the readers, they get any information in order they can

improve their knowledge by reading this proposal. In addition, it can be

reference for the teachers to teach reading by Scaffolding Method which can

gain the full responses of the students.

E. Scope of the Research

The scope of this research is restricted on the use Scaffolding

Method to improve the students’ at the Eleventh Grade of SMK Nasional

Makassar reading comprehension that will be focused on literal

comprehension related in finding main idea, interpretative comprehension

related to making conclusion. It will use descriptive text as teaching material.

6

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Related Findings

There have been many researches done related to reading some of

them are presented below:

1. Yulis (2014) The Effectiveness of Using Scaffolding Technique Towards

Students’ Skill in Writing Descriptive Text at the Second Year Students of

SMP Al-Zahra, concluded that Scaffolding Technique is valuable to help

the students in learning English especially for writting skill.

2. Tika (2013) The Use Scaffolding Talk Technique to Improve Students’

Speaking Skill at the Eight Grade students of MTs Negeri Andong,

concluded that Scaffolding Talk Technique can improve speaking ability

students.

3. Muhsin (2012) Teachers’ Scaffolding Talks for Teaching English,

concluded that the kinds of Scaffolding Talks used by those teachers are

relatively same. They are reinforcement, explanation, basic and advance

question, and introductory procedure and closure. But there is a difference

in its frequency.

Based on the research findings above, the researcher give similarities

between research finding above and this research itself that this method helps

the students to increasing their ability. It means that Scaffolding Method

7

guided the students especially to find out the main idea and conclusion from

the reading text.

B. The Concept of Reading

1. Definition of Reading

Reading is one of the most important skills in learning language

besides listening, speaking, and writing. The goal any reading is to get

information or knowledge in a book. Nuttal (1988; 21) defines reading as

the meaningful interpretation of printed or written verbal symbol. It means

that reading is result of interaction between the perception of graphic

symbol that represent language and the reader language skill, cognitive skill,

and the knowledge of the world.

In United States of America, there are three basic definition of

reading. First, reading means learning to pronounce words. When we read

something, we will study about the words and how to pronounce it to make

someone understand about the reading. Second, reading is learning to

identify words and get their meaning. Of course we read something we want

to know the meaning of the reading. When we understand the meaning, it

can make us easier to understand what the reading purposes and understand

what we are reading is a key and certainly it is a point of teaching reading.

Third, reading means learning to bring meaning to a text in order to get a

meaning from it. When we have studied about the words and the meaning it,

we must put the meaning of the words in a context to make our

understanding or comprehension be clear (Harris, 2000:787).

8

Hornby (1994:1043) in Anita (2010:10) reading is the action of a

person who reads. Reading is a complex process, every writer gives reason

in his or her to establish meaning. Steinberg (1982:192) states that reading is

a form of communication the goal of which is the reception of information

through written forms. It means a teaching program, consequently, should

direct itself to the realization of that goal.

From some definitions about reading above, the researcher

concludes that reading is one of communication that we use between a

writer as senders massages and a reader as a receiver through written text or

the reader catches the idea. The researcher gives definition that reading is a

process to understand the text content and to get information.

2. The Purpose of Reading

Dalman in Hizbullah (2012:11-12) states that the degree of desired

comprehension will depend in part upon the purpose of the reader. One of

the characteristics of the efficient reader is the extent to which he can adjust

the degree of his objective. There are some purposes of reading as follows

a) Reading to Find the Main Idea

One of the most common reasons for reading is to get the general

idea of a selection. Reading is of eviction usually done for this

purpose.

b) Reading to Answer Questions

Reading to find the answer to one more questions is one of the

common goals for reading in the elementary school. Even in high

9

school, college, and in life outside of school it often forms the

purpose for reading. Answers are relatively easy to find when the

questions are party couched in the exact words of the writer.

c) Reading to Summarize and Organize

To make an adequate summary or to organize what has been read,

it is not enough for the reader to know what the main idea is and

what the significant details are. Reader must also be able to sense

the relationship between the main points and the details as well as

the inter relationship among the details. Furthermore, he often

needs to know either how to make these relationships clear to

others or how to record them for later reading.

d) Reading Evaluate Critically

Critical evaluation is not meant the attitude of suspecting every

statement read of being false. The different skills of the reading are

related to the ways of reading.

3. Kinds of Reading

According to Cook in Ufrah (2009) there are three kinds of reading,

namely: reading aloud, silent reading, and speed reading.

a. Reading aloud

Reading aloud is a kind of reading that is expressed orally every

word in the text. It aims to improve the students’ reading ability in

pronouncing the word, stressing the word, and having a good intonation

about every sentence in the passage. Through reading aloud, there are

10

advantages from things that teachers can evaluate how far their students are

in pronunciation. Word stress and sentence intonation. In a single reading

class, a large group, small group, and individual can do reading aloud. If the

activity reading aloud is done by group means that the teacher in this case,

checkup the students’ ability in pronunciation and the stress of word and the

sentence intonation in group. If it is done by the individually means that

teacher just check and evaluates the students’ ability individually.

The students who involved in reading aloud activity will get

progress because they always measure their own skill of pronunciation and

stressing the words that shown by the teacher in reading activity. In this

following moment, if the students make mistake in pronouncing the words

for example, teacher may correct them and the students will out in mind

their teacher’s correction. It will help to give the students advancement in

dealing with reading aloud. In addition reading aloud also helps to improve

the word recognition.

b. Silent Reading

Silent reading frequently practiced by reader who wants to

comprehend the text in reading comprehension process. Silent reading

means that the read by heart where there is no voice is expressed. This type

of reading is aims to find out the meaning given in the passage not to

practice the pronunciation of the words and how to express the word in

reading aloud. Reading silently need a teacher too much attention to what

the student is reading because to gain the meaning given in the following

11

text, reader should have a full concentration. In silent that started explicitly

that is why during teaching process, teacher usually takes control the classes

while the students a are reading to overcome the students problem in

developing reading skill.

c. Speed Reading

Speed reading is reading faster to get the ideas answering some

specific question. Speed reading need speed eyes (eyes speed) that help to

find the ideas very quickly. If someone’s eye speed is normal will give him

help in doing speed reading. If the eye speed is getting trouble, it means that

a reader will get trouble in speed reading. in apply speed reading, teacher

should evaluate the students about how far they are finding out some certain

ideas regarded to give questions his student’s competence in reading

comprehension (Smith, 1978:339).

The three kinds of reading above can be used by the students in

reading comprehension based on situation. Reading aloud be used in

teaching and learning process in the classroom or it can be applied by the

reader in their daily life as their habit to read aloud. Silent reading

commonly practice by the students who need to comprehend the reading

materials either in the classroom or out the class, while speed reading

commonly practiced by the students to get ideas in the limited time or in

answering some based question on the text.

12

4. Reading Process

According to Istiqamah(2012:19) put forward some stages on

reading process as follow:

a. Perception

The perception here indicators the ability to read word a significant

word.

b. Comprehension

The comprhension refers to the ability to make the authors or

writers word conductive to useful through as read in context.

c. Reaction

The reaction is the action that requires consideration in connection

with what has been by the reader.

d. Integration

The integration refers to the ability comprehend or understand

through concept towards he experienced background of the writer that can

be useful as a part of the readers’ experiences.

5. Reading Techniques

According to Team of Five (2006), there are two types of reading

techiques that used to understanding the content of the literatures. The types

are mentioned above are as follows:

a. Scanning

Scanning is the ability to locate specific information taht we know

what we are looking for. Afterwe read the normal speed in reading we can

13

look the specific information, whether to find the main idea of writing or to

locate specific information in the text. When we read to find information,

we move our eyes very quickly across the text. We don’t read every word or

stop reading when we see a word we don’t understand. We look for the

information we want to find.

b. Skimming

Skimming is the ability to identify main ideas. After we read the

normal speed in reading we can look for the specific information, whether to

find the main idea of a text. The eyes run quickly, over the text to discover

what is about the main idea and the gist. Thus skimming occurs when the

readers’ looks quickly at the content page of a book, or at the chapter

heading, subheading, act. This is called previewing, when the reader glances

quickly trough a news paper to see what the items of the day are, this will

often mean just glancing at headlines. What the reader goes to trough a

particular passage such as a newspaper article merely to get the gist.

C. The Concept of Reading Comprehension

1. Definition of Reading Comprehension

Harris (1980:8) states that reading comprehension as the result

interaction between the perception of graphic symbols that present language

skills and knowledge of the world.

The reader comprehends by actively constructing meaning

internally from interacting with the material that is read (Anderson and

Pearson, 1984) in Nurlaelah (2010:15).

14

Comprehension is the act or process of comprehending. Beside,

Holt (1996:175) states that reading comprehension is the minds act or power

of understanding.

Reading comprehension is not only reading with a loudly voice but

reading established to understand the meaning of word, sentence or

paragraph sense relationship among the ideas, if a students just read and

cannot understand the content of the text means that the fails in

comprehension. Reading with comprehension means to understand what has

been read. It is an active thinking process that depends not only on

comprehension skill but also on the students, prior knowledge.

Comprehension involves understanding vocabulary, seeing the relationship

among words and concept, organizing ideas, recognizing author’s purpose,

making judgment and evaluating (Kustaryo, 1998: 13).

Based on the definitions above the researcher concludes that

reading is activity for achieving the comprehension. Comprehension is the

capacity of knowing or understanding the written language or a certain idea.

Reading comprehension is the ability to read text, process it, and understand

its meaning.

2. Level of Reading Comprehension

Burn (1984:177) suggests that reading comprehension is divided

into four categories in the following below:

15

a. Literal Comprehension

Literal reading comprehension is lowest level of comprehension.

The term literal comprehension refers to the ability to understand and recall

information that has been explicitly stated in a text. The text may be written

or spoken. Literal comprehension differs from inference or inferential

comprehension, which has to do with understanding information only

implied in the text. To comprehend literally we have to remember only

what was clearly and specifically said.

According to Smith (1980), literal comprehension is getting the

meaning of a text only on its surface. They state that there is no depth in

this kind of reading. Usually to check the students’ comprehension,

Teachers give questions constructed from words in the text. Other practices

that are commonly used are: factual questions based on the text, true-false

statements, completion sentences, and multiple choice exercises.

Literal comprehension is also to identify the straightforward

meaning of the text, such as facts, vocabulary, dates, times, and locations.

Reading for literal comprehension, which involves acquiring information

that is directly stated in selection is a prerequisite for higher level

understanding. This level is crucial to all reading skill at any level because

a reader must first understand what the author said before can draw

inference or make an evaluating. Meanwhile, Burn et.al. (1984) state that

literal comprehension involves acquiring information that is directly stated

in selection. Even though it is the primary one, still it has an important role

16

in comprehension. In their opinion, reading for literal comprehension is

important in and of itself and is also prerequisite for higher-level

understanding.

Reading for literal comprehension acquiring information is stated

directly in a selection. In literal reading, the main ideas are directly stated in

the text. The reader needs only to understand exactly what state to receive

the author’s literal message. Literal comprehension is generally accepted as

the most simple or basic comprehension skill and one that requires little

thinking and reasoning. Recognizing stated main ideas, causes, effect and

sequences as the basis and understanding vocabulary, sentences meaning,

and paragraph meaning is important.

1) Main Idea

According to Pearson in Hariming(2010:15-16) the main idea is the

most important piece of information the author wants you to know the

concept of paragraph. Main idea is central thought around which the whole

paragraph is organized. It is usually expressed in a topic sentence, identifies

the subject matter. Facts about topic sentences:

a) They often state the main idea of paragraph

b) Often the first sentence in the paragraph, sometimes at the end

or middle

c) Not all sentences have topic sentences

d) Main idea is supported by details in a well-written paragraph

17

e) When main idea is not directly stated, readers can determine it

by discovering the topic to which all the stated details are related

f) Main idea of a whole selection may be determined by examining

the main ideas of the individual paragraphs and deciding what

the topic they are related.

When the authors write they have an idea in mind that they are

trying to get across. This is especially true as authors compose paragraph.

An author organizes each paragraph’s main idea and supporting details in

support of the topic or central theme, and each paragraph supports the

paragraph preceding it and the main idea is the most important idea of a

paragraph. A main idea is often stated in the first sentence of paragraph. A

main idea is what the paragraph is all about.

Let’s use the paragraph below as an example. First find the topic,

and then look for the main idea:

Diamonds are very expensive for several reasons. First, they are

difficult to find. They are only found in a few places in the world. Second,

they are useful. People use diamonds to cut other stones. Third, diamonds

do not change over time. They stay the same for millions of years. The last

reason is, they are very beautiful.

In this paragraph:

The topic is Diamonds

18

The main idea (what the writer is saying about the topic) is that diamonds

are very expensive for several reasons.

Here is another example:

Harry Houdini was an expert at escaping from anything and

anyplace. No handcuffs, straightjacket, or jail could hold him. Houdini had

studied the art of escape and had carefully planned every escape that he

staged. He died in 1926, and many experts still cannot fully explain how he

was able to accomplish what seemed to be impossible.

In this paragraph:

The topic is Harry Houdini

The main idea is in the first sentence: Harry Houdini was an expert at

escaping.

While the main idea is usually in the first sentence, the next most

common placement is in the last sentence of a paragraph. The author gives

supporting information first and then makes the point in the last sentence.

Here’s paragraph we can use as an example. Try to locate the topic and the

main idea.

Plants absorb water and mineral salts from the soil; they take in

oxygen and carbon dioxide from the atmosphere. They manufacture sugars,

starches, fats, proteins, and scores of other substances; they conduct

materials from one part of the plant to another; they respire, they grow;

19

they react to the environment in which they live; they reproduce. In short,

plants carry on a number of activities; they do work; they have functions.

Plant physiology is the area of botany concerned with the study of these

activities and functions.

In this paragraph:

The topic is Plant physiology

The main idea is plant physiology is the area of botany concerned with

the study of these activities and functions

Finally, an author might put the main idea in the middle of

paragraph. The author will spend a few sentences introducing the topic,

present the main idea, then spend the rest of the paragraph supporting it.

This can make the main idea more difficult to find.

See if you can find the topic and main idea in the paragraph below.

Whenever possible, the good listener prepares in advance for the

speech or lecture he or she plans to attend. He or she studies the topic to be

discussed and finds out about the speaker and his or her beliefs. An

effective listener, as you are beginning to see, takes specific steps to achieve

accurate understanding of the lecture. Furthermore, on arriving at the place

where the speech is to be given, he or she chooses a seat where it is easy to

see, hear, and remain alert. Finally, when the speech is over, the

20

effectiveness listener reviews what was said and reacts to and evaluates the

ideas expressed.

In this paragraph:

The topic is An effective listener

The main idea is in the middle of paragraph, in the third sentence: An

effective listener, as you are beginning to see, takes specific steps to

achieve accurate understanding of the lecture.

b. Interpretive Comprehension

The second level is interpretive comprehension. At this level,

students go beyond what is said and read for deeper meanings. They must

be able to read critically and analyze carefully what they have read.

Students need to be able to see relationships among ideas, for example how

ideas go together and also see the implied meanings of these ideas. It is also

obvious that before our students can do this, they have to first understand

the ideas that are stated (literal comprehension). Interpretive or referential

comprehension includes thinking processes such as drawing conclusion,

making generalizations and predicting outcomes, (Burn, 1984:178).

Interpretive reading identifies the way to read between the lines of

making inferences. This is the process of deriving ideas that implied rather

than directly stated. Skill for this level of comprehension includes:

1. Finding main ideas of passage in which main ideas are not directly stated

2. Finding cause and effect relationship when they are not directly stated

21

3. Determining referents of pronouns

4. Determining referents of adverbs

5. Inferring omitted words

6. Detecting moods

7. Detecting author’s purpose in writing

8. Drawing conclusion

1) Conclusion

According to Stone in Hariming (2010: 17) conclusion is a brief

account that contains the main points of something. Some example reading

a book or hear a radio, writing a conclusion makes the students know how

much understood of what they read or saw. Conclusion is a great way to

remember what has happened. When you write a conclusion, you first look

for the most important ideas. Then, you then put all the main ideas together,

in a logical order.

When the students have read the text, they have some knowledge

about the text have been read. With this situation, the students will easy to

conclude the content of the text. It is important to the students will practice

to make conclusion by using their own words.

Here is a brief list of things that you might accomplish in your

concluding paragraph. There are certainly other things that you can do, and

you certainly don’t want to do all these things. They’re only suggestions:

Include a brief summary of the paper’s main points

Ask a provocative question

22

Evoke a vivid image

Call for some sort of action

End with a warning

Universalize (compare to other situations)

Suggest results or consequences

Here is the concluding paragraph, “ Diagnostic”

Diagnostic criteria of TTH should be adapted to improve its

sensitivity against migraine. It seems that mechanical pain sensitivity is a

consequance not a causative factor of CTTH. Recent evidence is modifying

previous knowledge about relationships between muscle tissues and CTTH,

suggesting a potential role of muscle trPs and their referred pain in the

genesis of head pain. Different therapeutic strategies such as

pharmacological, physical and psychological therapies and acupuncture are

generally used. Future studies incorporating subgroups of patients who are

likely to benefit from a specific treatment (clinical prediction rules) should be

conducted.

23

D. The Concept of Scaffolding Method

1. Definition of Scaffolding Method

A “scaffold” in this sense is used temporarily, then removed, to

help people complete challenging tasks. It offers support until the student

can stand alone with his own mastery of the skill involved.

To understand scaffolding, think of how it is used in the

construction industry. Scaffolding is used to construct multiple platforms of

access to to a higher level. Similarly, in education, scaffolding is a series of

learning steps that a teacher designs for a student to help fill in the gaps of

what is missing in his understanding of a concept. The goal is to accomplish

getting to a higher level of learning. Scaffolding is an instructional

technique whereby the teacher models the desired learning strategy or task,

then gradually shifts responsibility to the students (Jo-AnnKratz,2010).

2. Instruction of Scaffolding

According to Larkin (2002), there are fours Instruction of

Scaffolding are applied in the classroom to improve learning:

a) Modeling

Means “a learning process in which a person observes someone‟s

behavior and then consciously or unconsciously attempts to imitate that

behavior”. It is according to Hogan (1997) instructional activity which

includes think aloud modeling, talk aloud modeling and performance

modeling that shows how learners should think and act within a given

situation.

24

b) Bridging

This calls for activating and building on knowledge that students already

have, i.e., going from the known to the unknown. Students can make

connections of the new concepts or behavior to previous learning. Then,

they can show how the new material is pertinent to their live.

c) Schema building

Refers to clusters of meaning that are interconnected, how knowledge

and understanding are organized. It is essential for teachers to building

students‟ understanding through helping them to see the connection of

the new information with their pre-existing structures of meaning through

a variety of activities. For example, a teacher may ask students to

preview the text, noting heads and subheads, illustrations and their

captions, titles of charts, etc.

d) Developing metacognition

Metacognition is defined as „the ability to monitor one‟s current level of

understanding and decide when it is not adequate. It refers to the ways in

which students manage their thinking, and it includes at least the four

aspects: consciously applying learned strategies while engaging in

activity; knowledge and awareness of strategic options a learner has and

the ability to choose the most effective one for the particular activity at

hand monitoring, evaluating and adjusting performance during activity;

and planning for future performance based on evaluation of past

performance.

25

Table 1. The Implementation of Instructional Scaffolding

Instruction Implementation

Modeling teachers prepare adescriptive text.

Teacher tells the studentswhat they will be learningabout.

the teacher asks thestudents to read the textand answer the question.

Bridging if students have difficulty,the teacher providesassistance by way ofexplaining how theyshould answer thequestions.

Schema building Giving opportunity forstudents to find difficultwords and main idea of thetext.

Developing metacognition Teachers give somequestions related to thetext.

Teacher asks the studentsto make a written report ofwhat has been.

26

3. Conceptual Framework

Based on the theory in the previous section, the conceptual

framework is designed as the follow diagram:

Control Class Experiment Class

Reading INPUT Reading

Teaching byusing

DiscoveryMethod

Increasing

Teaching byusing

ScaffoldingMethod

PROCESS

OUTPUT Increasing

Main Idea

Conclusion

Main Idea

Conclusion

27

Based on the conceptual framework above, the researcher will be

applied scaffolding method to know the improvement the students’ reading

comprehension. Scaffolding method consists of five phases of instruction;

asking, investigation, create, discuss, reflection. The researcher will be focus

on improving the reading comprehension at the level of literal (identifying

main idea and supporting idea) and interpretive comprehension (making

conclusion).

4. Research Hypothesis

The hypothesis of this research is formulated as follows:

1. Null hypothesis (Ho): Scaffolding method is not effective in improving

students’ reading comprehension in such level in literal comprehension or

in interpretive comprehension.

2. Alternative hypothesis (H1): Scaffolding method is effective in improving

students’ reading comprehension in literal comprehension or in

interpretive comprehension.

28

CHAPTER III

METHOD OF THE RESEARCH

This chapter deals with the research design, variables of the

research, population and sample, instrument of the research, procedure of

collecting data, and technique of data analysis.

A. Research Design

The design uses Quasi Experimental Design with Pre-test and Post-

test Design. The comparison between the pre-test and post-test score depend

on the success of the treatment.

Table 3.1. The designed is seen as follows:

Class Pretest Treatment Posttest

E O X1 O

C O X2 O

E = Experimental class

C = Controlled class

O1 = Pre-test

O2 = Post- test

X = Treatment, (Gay, 2006:259)

29

B. Variable and Indicator of the Research

1. Variable

There are two variables in this research they are: Dependent and

Independent variables. Independent variable is Scaffolding Method and

Dependent variable is the students’ reading comprehension.

2. Indicators

a) Literal reading comprehension related to finding the main idea.

b) Interpretive reading comprehension related to making conclusion.

C. Population and Sample

1. Population

The population of this research is the eleventh grade of the

students of SMK Nasional in 2016/2017 Academic Year consists of 4

classes. Each class consists of 20 student. So, the total population is 80

students.

2. Sample

The teacher uses random sampling technique to choose the

sample things research. The researcher choose 1 class, so the total of the

sample is 28 students.

D. Instrument of the Research

The instrument of the research used a reading test. The pre-test

was administered to the students at the first meeting or before the time of

treatment to the class while the post-test was given after the treatment.

30

The researcher gave score for the students’ answer based on

indicators below:

Table 3.2. Literal Reading Comprehension dealing main ideas

Indicators ScoreThe answer includes a clear generalization that states or impliesthe main idea.

4

The answer states or main idea from the story 3

Indicator inaccurate or incomplete understanding of main idea 2

The answer include minimal or no understanding of main idea 1

(Harmer, 1979:214)

Table 3.3 Interpretive Reading Comprehension dealing conclusion

Indicators Score

Conclusion reflects recourse reading in development of idea. It isexcellent

4

Conclusion reflects reading in development of idea. It is good 3Conclusion reflects only reading in development of idea. It is poor 2

Conclusion there is answer but do not reflect any reading ofrecourse in development idea. 1

(Harmer, 1979:215)

31

After collect the data of the students, we classify the score of the

students into the following criteria:

Table 3.4. The mean score of the students is classified into seven levels as

follows:

Score Categorya) Score 90.6 – 100 Excellentb) Score 80.6 – 90.5 Very Goodc) Score 70.6 – 80.5 Goodd) Score 60.6 – 70.5 Fairly Goode) Score 50.6 – 60.5 Fairf) Score 30.6 – 50.5 Poor

g) Score 0.0 – 30.5 Very Poor

(Depdikbud, 1985:6)

E. Procedure of Collecting Data

The procedures of data collection in this research are as follows:

1. Pre-test

Before doing the treatment, the students of experimental class and

controlled class were given pre-test to know their achievement in reading.

The test consisted of reading test.

2. Treatment

a) Teachers have to prepare a descriptive text. The topic of the text is

different for each meeting.

b) Allow time for 30 minutes to read the text and answer the question

c) Teacher provides assistance by way of explaining how the students

should answer the question.

32

d) Giving opportunity for students to find difficult words and main idea

of the text.

e) Teachers give an explanation and ask some questions related to the

text.

f) Teacher asks the students to make a written report of what has been

read in the form of a conclusion or summary.

Treatment will be done for 4 meetings by using Scaffolding

method to improve the students reading comprehension.

3. Post-test

After the treatment, the post-test was conducted to find out the

students’ achievement in learning to read. It was used to check the result of

treatments; it was useful to know whether Scaffolding method is effective

to be used in learning to read and can make students decode letters order

correctly in reading. The test was the same with pre test.

F. Technique of Data Analysis

In analyzing the data, the researcher employed some steps as

follows:

1. Scoring the students’ answer :

Score

(Gay 1981:298)

10itemsofnumberthe

answercorrectstudents'x

33

2. Calculating the mean score of the students’ answer by using the following

formula:

N

X = Mean score

∑X = The sum of all score

N = The number of students, (Gay, 1981:298).

3. Calculating the improvement of the students’ score of pre-test and post-

test, the researcher use the following formula:

P= X2 – X1

X1

X1 = Mean score of pre-test

X2 = Mean score of post-test

P = Improvement, (Gay, 1981:298)

4. To know the significant difference between the score of the pre-test and

post-test, the researcher calculated the value of the test by using the

following formula:

t =

2121

21

21

11

2 nnnn

SSSS

T = Test of significance

34

X1 = Mean Score of experimental class

X2 = Mean score of control class

SS1 = the sum of square of experimental class

SS2 = the sum of square of control class

N1 = the subject of experimental class

N2 = the subject of control, (Gay, 2006:349).

35

CHAPTER IV

FINDINGS AND DISCUSSIONS

A. Findings

The findings of the research deal with the effectiveness of

Scaffolding Method to improve students’ reading comprehension at the

eleventh grade of SMK Nasional Makassar.

1. Students’ Literal Reading Comprehension Using Scaffolding Method

The researcher gave treatment by using Scaffolding Method in

Experimental Class to see the improvement of students’ reading

comprehension in main idea in descriptive text

a. Students’ Literal Reading Comprehension

Students’ literal reading comprehension using Scaffolding Method

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

understand about main idea but after applied Scaffolding Method, the

students more understand about main idea. The students’ reading

comprehension in main idea can be seen in the following table:

Table 4.1. Students’ literal Reading Comprehension (Experimental

Class)

IndicatorMean Score Improvement

Pre-test Post-test %

Main Idea 2,88 46,64 15%

36

Based on the table 4.1, it shows that the mean score of main idea

of the students’ in pre-test were 2,88. Most of students felt confuse to

answer the question based on the topic had been given by the teacher. It

was caused that they had understand about main idea. After the researcher

gave treatment by using Scaffolding Method, the score of the students’ had

improved. It shows in post-test which to be 46,64. It was indicated that the

students’ had improve their comprehend about main idea and they can

answer the questions. The percentage of improvement main idea of the

students’ in pre-test to post-test was 15%.

Figure 4.1. Students’ Literal Reading Comprehension

The figure above shows that there was improvement of the

students in reading comprehension viewed of Main Idea from pre-test with

the mean score was 2,88 to post-test with the mean score was 46,64. So the

improvement of pre-test to post-test was 15%.

b. Students’ Interpretative reading comprehension using ScaffoldingMethod

05

101520253035404550

Pre-test

36
















Pre-test Post-test

36
















37

The researcher also assessed students’ reading comprehension in

conclusion. It was began pre-test to post-test. After the treatment was

applied, there was improvement of students’ reading comprehension in

terms of conclusion. It was indicated by the significant difference

between students’ pre-test and post-test score. Besides that, researcher

also had counted improvement percentage of students. It shows at the

following table:

Table 4.2. Students’ Interpretative Reading Comprehension



Conclusion 9,70 15 54%

Based on the table 4.2 above, it shows that the mean score of the

students in pre-test were 9,70. Most of students felt confuse to answer the

questions based on the topic had been given by the teacher. It was caused

that they had comprehend about main idea and conclusion. After the

reasercher gave treatment by using discovery method, the score of the

students’ had improved but not significance. It shows in post test which to

be 15. It was indicated that the students had improve their comprehend

about main idea and conclusion. The percentage of improvement the

students in pre-test to post-test was 54%. It was meant that Scaffolding

Method could improve students’ reading comprehension.

38

Figure 4.2. Students’ Interpretative Reading Comprehension


students in reading comprehension viewed of Conclusion from pre-test

with the mean score was 9,70 to post-test with the mean score was 15.

Post-test score was higher than pre-test score. So, the improvement of pre-

test to post-test was 54%.

2. Students’ Literal Reading Comprehension Using Discovery Method(Control Class)

The researcher taught by using Discovery Method in conrol class to

see the improvement of students’ main idea in descriptive text.

a. Students’ Literal Reading Comprehension

Students’ literal reading comprehension using Discovery Method

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

understand about main idea but after applied Discovery Method, the

students more understand about main idea. The students’ reading

comprehension in main idea can be seen in the following table:

0

2

4

6

8

10

12

14

16

Pre-test Post test

39

Table 4.3. Students’ Literal Reading Comprehension



Main Idea 25,66 30,4 18%



answer the question based on the topic had been given by the teacher. It was

caused that they had understand about main idea. After the researcher gave

treatment by using Scaffolding Method, the score of the students’ had

improved. It showed in post-test which to be 30,44. It was indicated that the



students’ in pre-test to post-test was 18%. It was meant that Scaffolding

Method could improve students’ reading comprehension in main idea.

40




with the mean score was 25,66 to post-test with the mean score was 30,4.



b. Students’ Interpretative Reading Comprehension

The researcher also assessed students’ literal reading

comprehension in conclusion. It was began pre-test to post-test. After

the treatment was applied, there was improvement of students’ reading

comprehension in terms of conclusion. It was indicated by the

significant difference between students’ pre-test and post-test score.

Besides that, researcher also had counted improvement percentage of

students. It showed at the following table:

0

5

10

15

20

25

30

35

Pre-test

40















Pre-test Post-test

40















41

Table 4.4. Students’ Interpretative Reading Comprehension



Conclusion 8,13 12,26 50%

Based on the table 4.4 above, it shows that the mean score of the

students in pre-test were 8,13. Most of students felt confuse to answer the

questions based on the topic had been given by the teacher. It was caused

that they had comprehend about main idea and conclusion. After the

reasercher gave treatment by using discovery method, the score of the

students’ had improved but not significance. It shows in post test which to

be 12,26. The percentage of improvement the students in pre-test to post-

test was 50%. It was meant that Scaffolding Method could improve

students’ reading comprehension.

42






test to post-test was (..%).

3. Students’ Literal and Interpretative Reading Comprehension inBoth of Class

A pre-test was administrated before the treatment, and post-test

which aimed to know whether there was a significant improvement of the

students’ writing skill between the students who were taught by

Scaffolding Method and those who were taught by Discovery Method. The

mean scores were presented in the following table:

0

2

4

6

8

10

12

14

Pre-test

42













Pre-test Post-test

42













43

a. Mean score based on pre-test and post-test in Experimental andControl Class

Table 4.5. Mean Score of Pre-test and Post-test

GroupMean Score Improvement


Experimental 50,47 65,76 30%

Control 33,8 42,66 26%

Based on table 4.5, the student’s mean score of pre-test in

Experimental class was 50,47. After giving treatment by using

Scaffolding method, the student’s mean score of post-test was 65,76. It

means that the mean score of the student’s in Experimental class have

an improvement, namely 30%.

In Control class the student’s mean score of pre-test was

33,8. After giving the treatment by using Discovery Method, the

student’s mean score of post-test was 42,66. It means that the mean

score of the student’s in Control class have an improvement, namely

26%.

44

Figure 4.5. Mean Score of Experimental and Control Class on Pre-test

The figure above showed that the means of both experimental and

control class are different. Mean of experimental class is higher than mean

score of control class before conducting treatment.

Figure 4.6. Mean Score of Experimental and Control Class on Post-test

0

10

20

30

40

50

60

Pre-testexperiment

0

10

20

30

40

50

60

70

post-testexperiment

44






Pre-testexperiment

pre-test control

post-testexperiment

post-testcontrol

44






45

The figure above showed that the means score of both class

are significantly different. Mean score of experimental group is higher

than mean score of control class after conducting treatment.

b. Test of Significance

The significant score between experimental and control class

can be known by using t-test. The result of t-test can be seen in table

4.7 as follows:

Table 4.6. Test of Significance

Variable T-test T-table Remark

X1 – X2 7.573 2.042 Signifancantlydifferent

The table 4.9. above, shows that t-test value was lower than t-

table. The result of the test shows there was significant difference

between t-table and t-test (2.042<7.573), it means that t-table was

lower than t-test at the level of significance 0,05 and the degree of

freedom (N1 + N2) – 2 = (17 +15) – 2 = 30. It was indicated that the

null hypothesis (H0) was rejected and alternative hypothesis (Ha) was

accepted.

46

B. Discussion

The description of the data collected through Scaffolding Method

described in the previous section shows that the students’ reading

comprehension has improved. It is supported by the frequency and rate

percentage of the result of the students’ score of pre-test and post-test. The

students’ score after presenting in teaching reading through Scaffolding

Method is better than before the treatment is given to the students. The

students is also very interested in learning reading by Scaffolding Method as

shown on the table.

1. Students’ Literal and Interpretative Readi ng ComprehensionThrough Scaffolding Method (Experimental Class).

Based on the finding previous, state that students that using

descriptive text show significant improvement in reading comprehension

in literal and interpretative comprehension. Before giving treatment, the

researcher conducted pre-test. The description of the data collected in pre-

test shown that the students’ reading comprehension was poor. Most of

students were difficult to comprehend the content of the text and answer

the reading test.

After conducting the pre-test, the researcher conducted

treatment. The treatments were given sixth times. In the treatment, the

researcher began to explain what reading comprehension in literal and

interpretative comprehension through Scaffolding Method.

47

Based on the finding above in applying Scaffolding Method in

the class, the data was collected through the test as explained in the

previous finding section shows that the students’ literal and interpretative

comprehension is significantly improvement. The score of the students’

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

Scaffolding Method is effective to improved the students’ reading

comprehension in literal and interpretative comprehension.

Based on the result, hypothesis test showed that H0 was rejected

and H1 was accepted. So, the researcher concludes that there was

significant improvement of the students’ reading comprehension at the

Eleventh Grade of SMK Nasional Makassar.

2. Students’ Literal and Interpretative Reading Comprehension ThroughDiscovery Method (Control Class)

Based on the finding above in applying Discovery Method in the

class, the data was collected through the test as explained in the previous

finding section shows that the students’ literal and interpretative

comprehension is significantly improvement. The score of the students’

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

Based on the finding previous, state that students that using

descriptive text show significant improvement in reading comprehension

in literal and interpretative comprehension. Before giving treatment, the

researcher conducted pre-test. The description of the data collected in pre-

test shown that the students’ reading comprehension was poor. Most of

48

students were difficult to comprehend the content of the text and answer

the reading test.

After conducting the pre-test, the researcher conducted

treatment. The treatments were given sixth times. In the treatment, the

researcher began to explain what reading comprehension in literal and

interpretative comprehension through Discovery Method.

Based on the result, hypothesis test showed that H0 was rejected

and H1 was accepted. So, the researcher concludes that Scaffolding

Method is effective than Discovery Method to improve students’ reading

comprehension at the Eleventh Grade of SMK Nasional Makassar.

49

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

1. Based on the research findings and discussion of the research, it can be

concluded that the teaching of English reading using Scaffolding Method is

effective to increase the reading comprehension at the Eleventh Grade of

SMK Nasional Makassar. The increasing of students’ reading

comprehension in Experimental Class through Scaffolding Method, in main

idea showed that the students’ mean score increases from pre-test to post-

test. The students’ mean score of pre-test was 2,88. After applying

treatment, the student’s main idea in reading increase. It is proved by

students’ mean score in post-test was 46,64. So, the increasing of students’

achievement in main idea was 15%. In conclusion indicated that the

students’ mean score of pre-test was 9,70 and in post-test was 15. So, the

increasing of students’ achievement in conclusion was 54%.

2. While, the increasing of students’ reading comprehension in Control Class

through Discovery Method. In main idea showed that the students’ mean

score increases from pre-test to post-test. The students’ mean score of pre-test

was 25,66. After applying treatment, the student’s main idea in reading

increase. It is proved by students’ mean score in post-test was 30,4. So, the

increasing of students’ achievement in main idea was 18%. In conclusion

indicated that the students’ mean score of pre-test was 8,13 and in post-test

50

was 12,26. So, the increasing of students’ achievement in conclusion was

50%.

B. Suggestion

Based on the conclusion above, the researcher would like to give

suggestions as follows:

1. It is suggested for the Teacher of English at the Eleventh Grade of

SMK Nasional Makassar to use the Scaffolding Method to teach

reading comprehension because it could bring a positive

improvement for students in eleventh grade of SMK Nasional

Makassar.

2. For the next researchers, they are suggested that they apply this

method in other components of reading such as: language use,

vocabulary, mechanics and use this thesis as additional reference.

51

BIBLIOGRAPHY

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Anita. 2010. Improving the Students’ Reading Comprehension through SustainedSilent Reading Method. Under the thesis of English EducationDepartment Faculty of Teachers Training and Education,Muhammadiyah University of Makassar

Arikunto, Suharsimi. 2006. Prosedur Penelitian Suatu Pendekatan Praktik.Jakarta: Rineka Cipta.

Burn, Paul C. 1984. Teaching Reading In Today’s Elementary School. HoughtonMifflin Company: Boston

Cazden, B.Courtney.1983.Language,Cognition and ESL Literary.HarvardGraduate S chool of Education. Retrieved 17 November2002.http://www.jstor.org/pss.

Depdikbud. 1985. Garis-Garis Besar Pengajaran Bahasa Inggris. Jakarta:Departemen Pendidikan dan Kebudayaan.

Gay, L. R. 1981. Educational Research: Competencies for Analysis andApplication second edition, Ohio.Charles E. Merril Publishing,co.

Gay, L. R. 2006. Educational Research: Competencies for Analysis andApplication (8th Ed). United State. Earson merril Prenfile Hall. Harris,J Albert and spay. R. Edward. 1990. How to Increase the ReadingAbility. Seven edition. New York: Longman Inc.

Hariming, M. Y. (2010). Improving the Students’ Reading Comprehensionthrough REDW Strategy. Makassar

Harmer, Jeremy, 1979. The Practice of English Language Teaching. England;Longman. Harlow. Longman

Harris, Roy. 2000. Rethinking Writing. (Online).(Http://www.nwp.org/cs/public/print/resource/787).

Harris, J. Albert. 1980. How to Increase Reading Ability. New York: HarperCollins publisher.

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Hogan. 1997. Scaffolding Student Learning: Instructional Approaches and Issues.Cambridge, MA: Brookline Books.

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Hornby, A.S. Gatemby, E.V., and Wakefred, 1994. The Advanced Learners’Dictionary of Current English. London: Oxford University Press.

Istiqamah 2012, The Use of Authentic Material to Improve Students’ ReadingComprehension. Thesis FKIP Makassar Muhammadiyah University

Jo-AnnKratz. 2010. What is Scaffolding In School?. http://www.answerbag.org

Kustaryo, 1998. Reading Technique: Jakarta: P2LTK. Education Books Ltd.

Larkin (2002). Using Scaffolded Instruction to Optimize Learning.http://www.vtaide.com/png/ERIC/Scaffolding.htm

Mundhe, Ganesh B. 2015. Teaching Receptive And Productive Language SkillsWith The Help Of Techniques. An International journal in English

Nurlaelah. Yasin 2010. Improving the students’ reading comprehensionthrough Listen-Read-Discuss (L-R-D) Strategy at the SMA MakassarMulya Makassar. A thesis FKIP Makassar MuhammadiyahUniversity

Nuttal, N. 1988. Teaching Reading Skill in Foreign Language. Oxford:

Heinemann International Publishing Company.

Smith, J Richard. 1978. Teaching Children to Read. Second Edition: London:Addison Wesley Publishing Company.

Steinberg, Danny D. 1982. Psycholinguistics Language Mind and Words.Longman: London and New

Team of Five.2006. Improving Reading Skill in English. Jakarta: Kencana

Tika. Rahmawati, 2013. The Use of Scaffolding Talk Technique to ImproveStudents’ Speeking Skill. Thesis S1 STAIN Salatiga

Ufrah, 2009, Improving the Reading Comprehension through Sustained SilentReading. Thesis S1 UIN.

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Wood,Bruner.,J.1976.:The Role of Tutoring in Problem Solving. Journal of ChildPsychology and Psychiatry 17,89-100.

Yulis. Yasinta,2014. The Effectiveness of Using Scaffolding Technique TowardsStudents’ Skill in Writing Descriptive Text. Thesis S1 EnglishLanguage Education.

APPENDIX 3a

Data of Pre-test and Post-test of Experimental Class

1. The Row Score of Student’s Pre-test in Experimental Class

Sample Pre-test X1 X12

MainIdea

Conclusion

S-1 40 10 50 2500

S-2 55 5 60 3600

S-3 25 15 60 3600

S-4 35 8 43 1849

S-5 59 10 69 4761

S-6 48 12 60 3600

S-7 29 17 46 2116

S-8 50 5 55 3025

S-9 40 10 50 2500

S-10 35 12 47 2209

S-11 35 14 49 2401

S-12 39 14 53 2809

S-13 50 10 60 3600

S-14 45 5 50 2500

S-15 30 5 35 1225

S-16 20 8 28 784

S-17 38 5 43 1849

Total 673 165 858 44.928

Mean Score 2,88 9,70 50,47

APPENDIX 3b

Data of Pre-test and Post-test of Experimental Class

2. The Row Score of Student’s Post-test in Experimental Class


MainIdea

Conclusion

S-1 45 20 65 4225

S-2 57 10 67 4489

S-3 43 17 60 3600

S-4 40 15 55 3025

S-5 55 15 70 4900

S-6 50 15 65 4225

S-7 35 18 53 2809

S-8 53 12 65 4225

S-9 45 15 70 4900

S-10 45 15 70 4900

S-11 45 18 63 3969

S-12 55 15 70 4900

S-13 50 15 65 4225

S-14 45 20 75 5625

S-15 45 15 70 4900

S-16 40 15 65 4225

S-17 45 15 70 4900

Total 793 255 1118 74.042

Mean Score 46,64 15 65,76

APPENDIX 4a

Data of Pre-test and Post-test of Control Class

1. The Row Score of Student’s Pre-test in Control Class


Main Idea Conclusion

S-1 25 5 30 900

S-2 30 10 40 1600

S-3 30 5 35 1225

S-4 35 7 42 1764

S-5 45 10 55 3025

S-6 20 15 35 1225

S-7 35 10 45 2025

S-8 23 7 30 900

S-9 25 5 30 900

S-10 35 8 43 1849

S-11 20 10 30 900

S-12 10 5 15 225

S-13 7 10 17 289

S-14 20 7 27 729

S-15 25 8 33 1089

Total 385 122 507 18.645

Mean Score 25,66 8,13 33,8

APPENDIX 4b

Data of Pre-test and Post-test of Control Class

2. The Row Score of Student’s Post-test in Control Class


MainIdea

Conclusion

S-1 30 15 45 2025

S-2 35 12 47 2209

S-3 30 10 40 1600

S-4 35 15 50 2500

S-5 45 11 56 3136

S-6 25 15 40 1600

S-7 35 12 47 2209

S-8 23 10 33 1089

S-9 35 15 50 2500

S-10 35 10 45 2025

S-11 28 10 38 1444

S-12 30 7 37 1369

S-13 15 15 30 900

S-14 27 13 40 1600

S-15 28 14 42 1764

Total 456 184 640 27.970

Mean Score 30,4 12,26 42,66

APPENDIX 5

Calculation of test

1. The Mean Score of Experimental Class and Controlled Class

a. Experimental Class

1) Pre-test

N

xX

__

17

858__

X

__

X 50,47

2) Post-test

N

xX

__

17

1118__

X

__

X 65,76

b. Control Class

1) Pre-test

N

xX

__

15

507__

X

__

X 33,8

2) Post-test

N

xX

__

15

640__

X

__

X 42,66

2. T-test value on post test

= −++ − 1 1 + 1= – ( )= 74.042 – ,= 74.042 – . ,= 74.042 – 254,37

= 73.787,63

= – ( )= 27.970 – ,= 27.970 – ,= 27.970 – 121,32

= 27.848,68

= −++ − 2 1 + 1=

, ,. , . ,=

,. ,=

,( , )( , )=

,√ .=

,,= 7,573

APPENDIX 6

The Distribution of T-Table Value

Df

Level of Significance for two-tailed test

0,5 0,2 0,1 0,05 0,02 0,01

Level of Significance for one-tailed test

0,25 0,1 0 0,025 0,01 0.005

1 1.000 3.078 6.314 12.706 31,821 63.6572 0.816 1.886 2.920 4.303 6.965 9.9263 0.765 1.638 2.353 3.183 4.541 5.8414 0.741 1.533 2.132 2.776 3.747 4.6045 0.727 1.476 2.015 2.571 3.365 4.0326 0.718 1.440 1.943 2.447 2.143 3.7077 0.711 1.451 1.895 2.365 2.998 3.4998 0.706 1.397 1.860 2.306 2.896 3.3559 0. 703 1.383 1.833 2.262 2.821 3.25010 0.700 1.372 1.812 2.226 2.764 3.16911 0.697 1.363 1.769 2.201 2.718 3.10612 0.695 1.356 1.782 2.179 2.681 3.05513 0.694 1.350 1.771 2.160 2.650 3.12014 0.692 1.345 1.761 2.143 2.624 2.97715 0.691 1.341 1.753 2.331 2.604 2.94716 0.690 1.337 1.746 2.120 2.583 2.92117 0.689 1.333 1.740 2.110 2.567 2.89818 0.688 1.330 1.734 2.101 2.552 2.87819 0.688 1.328 1.729 2.093 2.539 2.86120 0.687 1.325 1.725 2.086 2.528 2.84521 0.686 1.323 1.721 2.080 2.518 2.83122 0.686 1.321 1.717 2.074 2.505 2.81923 0.685 1.319 1.714 2.690 2.500 2.80724 0.685 1.318 1.711 2.640 2.492 2.79725 0.684 1.316 1.708 2.060 2.485 2.78726 0.684 1.315 1.706 2.056 2.479 2.77927 0.684 1.314 1.703 2.052 2.473 2.77128 0.683 1.313 1.701 2.048 2.467 2.76329 0.683 1.311 1.699 2.045 2.462 2.75630 0.683 1.310 1.697 2.042 2.457 2.75040 0.681 1.303 1.684 2.021 2.423 2.70460 0.679 1.296 1.671 2.000 2.390 2.660

708090100

0.6780.6770.6770.679

1.2941.2921.2911.290

1.6671.6641.6611.660

1.9941.9901.9861.983

2.3802.3732.3682.364

2.6462.6382.6312.626

120 0.677 1.289 1.658 2.890 2.358 2.6170.674 1.282 1.645 1.960 2.326 2.576

T table

For level of significance (D) = 0,05

Degree of freedom (df)

Df = (N1 + N2) - 2

= (17+15) - 2

= 32 – 2

= 30

t-table = 2.042

APPENDIX 1a

Lesson Plan

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

SMP/MTS : SMK NASIONAL MAKASSAR

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : XI / Ganjil

Materi : Reading ( membaca)

Waktu : 4 x 45 Menit

Pertemuan : 1 - 4

Standar Kompetensi:

4. Memahami makna dalam teks fungsional pendek dan monologsederhana berbentuk descriptive teks dalam konteks kehidupansehari-hari.

Kompetensi Dasar:4.2 Merespon makna dalam essay pendek sederhana secara akurat,

lancar, dan berterima yang berkaitan dengan lingkungan sekitardalam teks berbentuk descriptive.

Indikator: Memahami teks dalam bentuk descriptve

- Tujuan Pembelajaran

Pada akhir pembelajaran, peserta didik diharapkan mampu:

1. Siswa dapat merespon makna dalam teks monolog pendek yangmenggunakan ragam bahasa tulis secara akurat, lancar, danberterima dalam konteks kehidupan sehari-hari dalam teksberbentuk descriptive

2. Siswa dapat mengidentifikasi berbagai informasi dalam teksfungsional pendek berbentuk descriptive.

- Materi Pembelajaran : Teks descriptive- Metode Pembelajaran : Scaffolding method- Langkah-langkah Pembelajaran:

Kegiatan awal:1. Guru memberikan salam

2. Guru mengajak berdoa terlebih dahulu sebelum belajar3. Guru mengecek kehadiran siswa4. Guru menyampaikan tujuan pembelajaran

Kegiatan inti:1. Mengaplikasikan metode Scaffolding

a. Memberikan bacaan descriptive textb. Memberikan waktu selama 30 menit untuk membaca teks dan

menjawab soalc. Pada menit berikutnya, kegiatan diatur oleh guru sebagai

tindak lanjut1) Guru memberikan bantuan dengan cara menjelaskan

bagaimana siswa harus menjawab pertanyaan tersebut2) Memberikan kesempatan bagi siswa untuk menemukan

kata-kata yang sulit dan gagasan utama dari teks3) Guru memberikan penjelasan dan mengajukan beberapa

pertanyaan terkait dengan teks.4) Guru meminta siswa untuk membuat sebuah laporan

tertulis tentang apa yang telah dibaca berupa kesimpulanatau rangkuman.

Kegiatan akhir:1. Menanyakan kesulitan yang di hadapi oleh siswa2. Menyimpulkan materi pembelajaran3. Mengevaluasi siswa.

E. Sumber belajar/Media:- Buku paket Get Along with English- Bacaan-bacaan yang relevan- Alat tulis

F. Penilaian:1. Teknik : tes tulisan2. Bentuk : pertanyaan tertulis3. Rubrik penilaian

Score

4. Instrument

Mahasiswa peneliti

Dian Reski Amalia

10itemsofnumberthe


APPENDIX 1b

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

SMP/MTS : SMK NASIONAL MAKASSAR

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : XI / Ganjil

Materi : Reading ( membaca)

Waktu : 4 x 45 Menit

Pertemuan : 5 dan 8

Standar Kompetensi:

4. Memahami makna dalam teks fungsional pendek dan monologsederhana berbentuk descriptive teks dalam konteks kehidupansehari-hari.

Kompetensi Dasar:4.2 Merespon makna dalam essay pendek sederhana secara akurat,

lancar, dan berterima yang berkaitan dengan lingkungan sekitardalam teks berbentuk descriptive.

Indikator: Memahami teks dalam bentuk descriptve

- Tujuan Pembelajaran

Pada akhir pembelajaran, peserta didik diharapkan mampu:

3. Siswa dapat merespon makna dalam teks monolog pendek yangmenggunakan ragam bahasa tulis secara akurat, lancar, danberterima dalam konteks kehidupan sehari-hari dalam teksberbentuk descriptive

4. Siswa dapat mengidentifikasi berbagai informasi dalam teksfungsional pendek berbentuk descriptive.

- Materi Pembelajaran : Teks descriptive- Metode Pembelajaran : Scaffolding method- Langkah-langkah Pembelajaran:

Kegiatan awal:5. Guru memberikan salam6. Guru mengajak berdoa terlebih dahulu sebelum belajar

7. Guru mengecek kehadiran siswa8. Guru menyampaikan tujuan pembelajaran

Kegiatan inti:2. Mengaplikasikan metode Scaffolding

d. Memberikan bacaan descriptive texte. Memberikan waktu selama 30 menit untuk membaca teks dan

menjawab soalf. Pada menit berikutnya, kegiatan diatur oleh guru sebagai

tindak lanjut5) Guru memberikan bantuan dengan cara menjelaskan

bagaimana siswa harus menjawab pertanyaan tersebut6) Memberikan kesempatan bagi siswa untuk menemukan

kata-kata yang sulit dan gagasan utama dari teks7) Guru memberikan penjelasan dan mengajukan beberapa

pertanyaan terkait dengan teks.8) Guru meminta siswa untuk membuat sebuah laporan

tertulis tentang apa yang telah dibaca berupa kesimpulanatau rangkuman.

Kegiatan akhir:4. Menanyakan kesulitan yang di hadapi oleh siswa5. Menyimpulkan materi pembelajaran6. Mengevaluasi siswa

G. Sumber belajar/Media:- Buku paket Get Along with English- Bacaan-bacaan yang relevan- Alat tulis

H. Penilaian:5. Teknik : tes tulisan6. Bentuk : pertanyaan tertulis7. Rubrik penilaian

Score

8. Instrument

Mahasiswa peneliti

Dian Reski Amalia

10itemsofnumberthe


APPENDIX 2INSTRUMENT PRE-TEST

New York

New York (city), the large city in United States, the home of the United

Nations, and the center of global finance, communications, and business. New

York city is unusual among cities because of its high residential density, its

extraordinarily diverse population, its hundreds of tall office and appartment

buildings, its thriving central business district, its extensive public transportation

system, and its more than 400 distinct neighborhoods. The city’s concert houses,

museums, galleries, and theaters constitute an ensemble of cultural richness

rivaled by few cities. In 2000 the population of the city of New York was

8,008,278; the population of the metropolitan region was 21,199,865. New York

city consists of five boroughs they are Queens, Brooklyn, Staten Island, The

Bronx, and Mahattan.

There are so many attractive places in the city. One of its most popular

landmarks is the statue of liberty. It is a symbol of freedom for many, was one of

the first sights to welcome immigrants arriving in the United States. The statue

stands 93 m (305 ft) tall on Liberty Island in New York Harbor. It was designed

by French sculptor Frederic-Auguste Bartholdi and is a gift from France

commemmorating the first centennial of U.S. independence from Britain.

New York’s 250 museums cater to every specialty and every taste. It has

museums in such fields as natural history, broadcasting, fire-fighting, crafts, and

ethnic cultures. As the worlds greatest art center, New York city has more than

400 galleries and is a mecca for artists, art dealers, and collectors. Madison

Avenue between 57th and 86th Streets is the most important locale for galleries,

but dozens of others are located in SoHo (south of Houston Street) and adjoining

neighborhoods.

New York also has a famous botanical garden. It is called Brooklyn BotanicalGarden, 21 hectare (52-acre) botanical garden, located in the borough ofBrooklyn, in New York city. The garden includes such attractions as theChildren’s Garden, the first of its kind in the world.

A. Answer the questions based on the text above!

1. where is the statue of liberty located?

2. Give explanation about New York city!

3. How many galleries are there in New York?

4. What is the acronym of SoHo?

5. Where is the Botanical Garden located?

B. Find out the main idea of each paragraph!C. Write the conclusion of this story!

APPENDIX 3

INSTRUMENT POST-TEST

New York

New York (city), the large city in United States, the home of the United

Nations, and the center of global finance, communications, and business. New

York city is unusual among cities because of its high residential density, its

extraordinarily diverse population, its hundreds of tall office and appartment

buildings, its thriving central business district, its extensive public transportation

system, and its more than 400 distinct neighborhoods. The city’s concert houses,

museums, galleries, and theaters constitute an ensemble of cultural richness

rivaled by few cities. In 2000 the population of the city of New York was

8,008,278; the population of the metropolitan region was 21,199,865. New York

city consists of five boroughs they are Queens, Brooklyn, Staten Island, The

Bronx, and Mahattan.

There are so many attractive places in the city. One of its most popular

landmarks is the statue of liberty. It is a symbol of freedom for many, was one of

the first sights to welcome immigrants arriving in the United States. The statue

stands 93 m (305 ft) tall on Liberty Island in New York Harbor. It was designed

by French sculptor Frederic-Auguste Bartholdi and is a gift from France

commemmorating the first centennial of U.S. independence from Britain.

New York’s 250 museums cater to every specialty and every taste. It has

museums in such fields as natural history, broadcasting, fire-fighting, crafts, and

ethnic cultures. As the worlds greatest art center, New York city has more than

400 galleries and is a mecca for artists, art dealers, and collectors. Madison

Avenue between 57th and 86th Streets is the most important locale for galleries,

but dozens of others are located in SoHo (south of Houston Street) and adjoining

neighborhoods.

New York also has a famous botanical garden. It is called Brooklyn BotanicalGarden, 21 hectare (52-acre) botanical garden, located in the borough ofBrooklyn, in New York city. The garden includes such attractions as theChildren’s Garden, the first of its kind in the world.

D. Answer the questions based on the text above!

6. where is the statue of liberty located?

7. Give explanation about New York city!

8. How many galleries are there in New York?

9. What is the acronym of SoHo?

10. Where is the Botanical Garden located?

E. Find out the main idea of each paragraph!F. Write the conclusion of this story!

CURICULUM VITAE

DIAN RESKI AMALIA is the second child of

Baharuddin, S.Pd and Budhiaty. She was born on

December 6th 1993 in Enrekang, has three sisters and

one brother. She comes from Enrekang, Sulawesi

Selatan Province. She finished her study Elementary

School at SDN 71 Riso in 2006, Junior High School at SMPN 1 Enrekang in

2009, Senior High School at SMAN 1 Enrekang in 2012, and directly registered

as a student of Muhammadiyah University of Makassar in English Education

Department.

At the end of her study, she could finish her thesis with title “Using

Scaffolding Method to Increase the Students’ Reading Comprehension at The

Eleventh Grade of SMK Nasional Makassar.

USING SCAFFOLDING ME READING COMPREHENS NASIO ...

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