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THE EFFECT OF COMMUNICATIVE STRATEGY
ON THE EIGHTH GRADE STUDENTS’ READING
COMPREHENSION AT SMPN 2 CISOKA
Submitted to the Board of Examiners in a Partial Fulfillment of the Requirements for the
S1 Degree of English Education Teacher Training and Education Faculty
By:
Siti Romdaningsih
1688203226
ENGLISH EDUCATION STUDY PROGRAMTEACHERS TRAINING AND EDUCATION FACULTYMUHAMMADIYAH UNIVERSITY OF TANGERANG
2020
APPROVAL SHEET
Name : SITI ROMDANINGSIH
NIM : 1688203226
Study Program : English Education Study Program
Mini Thesis : THE EFFECT OF COMMUNICATIVE STRATEGY ON
THE EIGHTH GRADE STUDENTS’ READING
COMPREHENSION AT SMPN 2 CISOKA
This paper has been approved by advisors to be presented the mini thesis.
Tangerang, 2020
Advisor Team
Signature
Advisor I,
Abdul Rohim, M.Pd ………………………
NBM: 121 4344
Advisor II,
Dr. Imam Muttaqijn, MM ………………………
NBM: 111 8193
Validated by,
Head of English Education Department
Ikhfi Imaniah, M.Pd
i
NBM: 109 4923
ii
ACKNOWLEDGEMENT
In the name of Allah, most Gracious, most Merciful, praise be to Allah SWT
lord of word, so that the writer can finish thesis as a partial fulfillment of the
requirement for the graduate degree. The writer is fully aware that this thesis still
has many weaknesses. In addition, this thesis would not be finished without
other’s helps therefore. In this chance she would like to express her gratitude and
appreciation to:
1. Dr. H. Ahmad Amarullah, M.Pd as Chairman of Muhammadiyah University
of Tangerang.
2. Dr. Enawar, S.Pd, MM, as the Dean of Teacher Training and Education
Faculty of Muhammadiyah University of Tangerang.
3. Ikhfi Imaniah, M.Pd, as the Headmaster. My first advisor is Abdul Rohim,
M.Pd and the second advisor is Imam Muttaqijn, MM who have guided my
mini thesis.
4. All lecturers of English Education study program, which has taught and
educate the writer during her study at Muhammadiyah University of
Tangerang.
5. The beloved family, father (H. Muhammad Ruyani), mother (Hj.Nurhijah)
who always gives inspiration and motivation to continue this study.
6. For my all beloved friends who always supporting and give the references.
7. The headmaster, the teachers and the students of VIII grade of SMPN 2
CISOKA
Tangerang, 2020
The Researcher
Siti Romdaningsih
iii
1688203226
Table of Contents
APPROVAL SHEET................................................................................................i
ACKNOWLEDGEMENT.......................................................................................ii
CHAPTER I.............................................................................................................1
INTRODUCTION...................................................................................................1
A. Background of Problem................................................................................1
B. Identification of Problem..............................................................................3
C. Limitation of Problem...................................................................................3
D. Formulation of Problem................................................................................3
E. Objective of Research...................................................................................4
F. Significant of the Research...........................................................................4
CHAPTER II............................................................................................................5
THEORETICAL FRAMEWORK, CONCEPTUAL FRAMEWORK, RESEARCH HYPOTHESIS...................................................................................5
A. Theoretical Description.................................................................................5
1. Reading.........................................................................................................5
a. Definition of Reading................................................................................5
b. Types of Reading.......................................................................................6
c. Reading Comprehension...........................................................................7
d. Procedure of Teaching Reading Comprehension......................................9
e. Assessing Reading Comprehension........................................................10
2. Communicative Strategy.............................................................................12
a. Definition of Communicative Strategy...................................................12
b. Types of Communicative Strategies........................................................13
B. Relevant Research.......................................................................................14
C. Conceptual Framework...............................................................................16
D. Research Hypothesis...................................................................................17
CHAPTER III........................................................................................................18
RESEARCH METHOD.........................................................................................18
iv
A. Place and Time of the Research..................................................................18
B. Research Method.........................................................................................19
C. Population and Sample................................................................................20
D. Technique of Collecting Data.....................................................................23
E. Research Instrument....................................................................................23
1. Instrument of Dependent Variable (Y)....................................................23
2. Instrument of Independent Variable (X).................................................28
1. Statistical Hypothesis..................................................................................28
1) Hypothesis Statistic of Pre-test................................................................28
2) Hypothesis Statistic of Post-test..............................................................29
2. Technique of Analyzing Data.....................................................................29
1) Descriptive Statistic.................................................................................29
2) Inferential Statistic Data Analysis...........................................................31
REFERENCE.........................................................................................................36
v
CHAPTER I
INTRODUCTION
A. Background of Problem
English has influential role in the global world. English becomes a lingua
franca of people all over the world; no matter they use their own language in
their country, they must be able to adapt to English. English as lingua franca is
not only in one sector, but also in all sectors such as education, industry,
business, technology, health, entertainment and government in the world.
Although the application of English is different in each country such as English
as foreign language, English as second language, English as an International
Language, English for special purposes and English for academic. It depends on
the position of English itself in their country.
English is one of the foreign languages taught in Indonesia. It is taught
from the kindergarten until university levels. The goal of the teaching English is
to develop students’ communicative competence and skills. The communication
ability is gained by having good skills, included reading skill.
Reading is one of the most substantial skills for people especially
students. As Harmer (2007) argues “Reading is useful for language acquisition”
(Riyadi, 2019, p.2). That means that reading can help us to gain knowledge and
to apply the words for communication well about the language and the
information that we learned.
1
Reading is important since it is a dictionary of information and
knowledge. Reading is extracting information from the text. Moreover, Smith
(1978) in (Prihatina, 2016, p.6) states that the fluent readers in all aspect of
reading are those who pays attention only to that information in the print that is
more relevant to their purposes. Thus, it can be inferred that reading is a process
of getting information from the text based on the readers need through reading.
Reading is not only a source of information and a pleasurable activity but
also as a means of consolidating and extending one's knowledge of the language.
Reading is very necessary to widen the mind and gain and understanding of the
foreign culture. Reading is certainly an important activity for expanding
knowledge of a language (Patel and Jain, 2008).
Students in foreign language have a difficult to comprehend and
understand about content of reading text. The researcher conduct pre-
observation at SMPN 2 Cisoka on eighth grade students by interviewing the
English teacher. From the result of the interview, the teacher said that many
students had difficult to comprehend reading text, because their vocabulary is
still lack.
Furthermore, many students not interest to reading text and they are less
motivation in the learning process. The students afraid to ask the teacher about
the difficulties in reading and even some of the students did not read the text and
had their own conversation.
Therefore, the teacher has a job to find an appropriate way to make
students get the knowledge or comprehend the text. It is needed a strategy which
is used to make students enjoy in their reading class, so they will be more aware
2
of the importance of reading, not only for education side but also for their daily
life. Students will read more effectively when they have known the importance
of learning reading.
As the result, the researcher use communicative strategy to help students’
reading comprehension with the technique of re-telling recount text. By using
communicative strategy, the researcher want to know is there any effect from
communicative strategy for students’ reading comprehension.
B. Identification of Problem
As stated in the background of research, the researcher found the
problem in students’ reading comprehension at SMPN 2 Cisoka as follow:
1. The students are still lack of vocabulary.
2. The students are difficult to comprehend and understand the content of
reading text.
3. The students are not interest to read English text.
4. The students are less motivation in the learning process.
C. Limitation of Problem
Based on problem as mention above, the researcher focuses on the effect
of communicative strategy on the eighth grade students’ reading comprehension
at SMPN 2 Cisoka.
1. The research will focus on students’ reading comprehension
2. The research will focus on communicative strategy
3
D. Formulation of Problem
Based on limitation of problem as mentioned above, is there any
significant effect on the eighth grade student’s reading comprehension between
students who are thought by communicative strategy and those are not thought
by communicative strategy at SMPN 2 Cisoka?
E. Objective of Research
From the previous in the background of the study, the objective of this
study is to know whether there is significant effect on the eighth grade student’s
reading comprehension between students who are thought by communicative
strategy and those are not thought by communicative strategy at SMPN 2
Cisoka.
F. Significant of the Research
The significant of this research are as follows:
1. Theoretically
It hopes this research can be useful for English education, especially in
teaching reading comprehension.
2. Practically
a. For Student
Students’ reading comprehension and communication ability hopefully
will be improved after learning reading comprehension through
communicative strategy.
b. For Teacher
Solve the problem of English teachers in teaching reading
comprehension.
4
c. For School
For the school is expected to improve student graders especially in
reading comprehension.
CHAPTER II
THEORETICAL FRAMEWORK, CONCEPTUAL FRAMEWORK, RESEARCH
HYPOTHESIS
A. Theoretical Description
1. Reading
a. Definition of Reading
Reading is most useful and important skill for people. Reading is an
activity to comprehend some information in written language. According to
Patel and Jain (2008) reading is not only a source of information and a
pleasurable activity but also as a means of consolidating and extending one's
knowledge of the language.
From brief explanation above, it can be said that reading is a skill of
language to bring information from written text. Reading is also activity to
extending knowledge of the language.
Rosenblatt in Moreillon (2007:19) developed a theory of reading as a
transaction among the reader, the text, and the intention of the author. Each
reader brings his own feelings, personality, and experiences to the text and that
5
each reader is different each time he revisits a particular text. Background
knowledge is what the reader brings to the reading event. Each reader’s
interpretation and each reading of the text are potentially unique. It can be
inferred that reading is a process of communication between the reader and
author through the text.
Therefore Johnson (2008:3) stated that reading is the practice of using
text to create meaning. The two key words here are creating and meaning. If
there is no meaning being created, there is no reading taking place. And
Bamford in (Prihatina, 2006, p.7) stated that reading is the construction of
meaning from a printed or written. The construction of meaning involves the
readers connecting information from the written message with previous
knowledge to arrive at the meaning at an understanding.
From the explanation above, it can be concluded that reading to be able
make sense of the idea of the text, one need his previous knowledge. This
previous knowledge might be got through reading. The more one read, the more
their previous knowledge might be. Therefore, in order to be able make sense
idea of the text easily, one must often read.
b. Types of Reading
According to Brown (2004, p. 189) there are several types of reading
performance:
1) Perceptive
Perceptive reading tasks involve attending to the components of larger stretches
of discourse: letters, words, punctuation, and other graphemic symbols.
6
2) Selective
In order to ascertain one’s reading recognition of lexical, grammatical, or
discourse features of language within a very short stretch of language, certain
typical, tasks are used: picture-cued tasks, matching, true/false, multiple-choice,
etc.
3) Interactive
Included among interactive reading types are stretches of language of several
paragraph one page or more in which the reader must, in a psycholinguistic
sense, interact with the text.
4) Extensive
Extensive reading as discussed in this book, applies to texts of more than a page,
up to and including professional articles, essays, technical reports, short stories,
and books.
Based on the explanation above, there are four types of reading, such as
perceptive, selective, interactive and extensive those classify the designing task
to measure the students in reading. All of which are very important for teaching
of English especially in teaching reading.
c. Reading Comprehension
Reading is important since it is a dictionary of information and
knowledge. Reading is extracting information from the text. To connect the idea
of the writer, a reader needs to comprehend what is stated. According to Oakhill,
Cain and Elbro (2015) reading comprehension is important, not just for
understanding text, but for broader learning, success in education, and
employment. It is even important for our social lives, because of email, text, and
7
social networking sites. Reading comprehension is a complex task, which
requires the orchestration of many different cognitive skills and abilities.
It can be inferred that reading comprehension is very important, not only
broader learning, success in education and employment but also for our social
lives.
Based on (Klingner, Vaughn, and Boardman, 2007, p. 8) reading
comprehension involves much more than readers’ responses to text. Reading
comprehension is a multicomponent, highly complex process that involves many
interactions between readers and what they bring to the text (previous
knowledge, strategy use) as well as variables related to the text itself (interest in
text, understanding of text types).
It can be concluded that reading comprehension is highly complex
process that implicate many interaction between the readers and a previous
knowledge related to the text.
The most detailed one, Snow et al in (Antoni, 2010, p.41) defines
reading comprehension as the process of simultaneously extracting and
constructing meaning through interaction and involvement with written
language. They classify that comprehension entails three elements: They are the
reader (considering with capacities, abilities, knowledge and experiences that a
person brings to the act of reading), the text (including printer text or electronic
text) and the activity (considering the purposes, process, and consequences
associated with the act of reading).
Given the above discussion, it can be concluded that reading
comprehension is the reader activity to understand and to get information from a
8
text with the simultaneous process. There are three components that involve in
this process. They are: the reader, text and activity. These three components
relate each other in various stages of reading comprehension.
d. Procedure of Teaching Reading Comprehension
Awareness of those reading strategies that help students comprehend the
text is essential for reading success. Based on Ibrakhimovna (2016:45)
generally, a reading lesson has three major stages: a pre-reading stage; a
while-reading stage and a post-reading stage.
1) Pre-reading stage
By pre-reading activities, we mean tasks/activities that students do before they
read the text in detail. The purpose of this stage is to facilitate while-reading
activities. Garmer calls this stage of reading Lead-in, where the students and
teacher prepare themselves for the tasks and familiarize themselves with the
topic of the reading exercises. Pre-reading activities contain: Predicting based on
the title, Predicting based on vocabulary, Predicting based on the true or false
questions, Skimming, Scanning, Eliciting word games, Word spider,
Discussions, Brainstorming.
2) While-reading stages- These include activities that a pupil engages in while reading the text and the
purpose of these activities would be to enable pupils to achieve the lesson aims
by handling the text in different ways. Reading discussion, answering the
questions, Predicting what is next, Matching, Jigsaw reading, Reading puzzles,
True/ False activities are while-reading activities.
3) Post-Reading Stage
9
The purposes of this stage are: to help students use their acquired knowledge in
similar readings, to have them integrate their reading skills both with the other
language skills: listening, speaking, writing and with the foreign culture, to
make use of key words and structures to summarize the reading passage, to ex- tract the main idea of a paragraph or a reading text and to interpret descriptions
(outlining and summarizing). Useful and interesting activities of this stage are:
Retelling, Reporting, Discussion, Writing a paragraph, Role play, Gap-filling,
Summarizing. These activities provide the students with opportunities to relate
what they have read to what they already know or what they feel.
e. Assessing Reading Comprehension
Based on Klingner, Vaughn, and Boardman (2007) assessing
comprehension is fraught with challenges, because it can be difficult to
determine how much students really know and what they are actually thinking
(as we attempted to do in the preceding example). Traditional measures tend to
focus on straight recall or literal understandings, but there is much more to
comprehension than these.
Reading comprehension assessment has different purposes. One of these
is to compare students’ comprehension levels to those of students in a norming
sample. Another is to find out if students have met pre-established criteria for
their grade level. A third purpose is to inform instruction by determining when
students understand what they read and how efficiently they use which
comprehension strategies. Similarly, an important purpose is determining why a
student may be struggling. Teachers must be adept at collecting assessment data
10
so that they can plan what, how, and when to teach (Haager & Klingner, 2005).
The types of assessment materials and activities the teacher (or other examiner)
uses should be determined by the purpose of the assessment. If we know what
type of information we need, we can decide what process to follow.
As stated by Brown (2004, p. 190) that the assessment of reading based on
the level in types of reading itself, as follows:
1) Perceptive Reading
Assessment of this basic reading skill may be carried out in number of different
ways such as reading aloud, written response, multiple-choice, and picture-cued
items.
2) Selective Reading
Here are some of the possible tasks you can use to assess lexical and
grammatical aspects of reading ability such as multiple-choice (for Form-
Focused Criteria, matching tasks, editing tasks, picture-cued task, and gap-filling
task.
3) Interactive Reading
Assessment reading of interactive reading is such as cloze tasks, impromptu
reading plus comprehension questions, editing (longer text), scanning, ordering
tasks, and information transfer.
4) Extensive Reading
Assessment reading of extensive reading is such as skimming task,
summarizing- responding, and note-taking outlining.
11
2. Communicative Strategy
a. Definition of Communicative Strategy
Communication strategy are mutual attempts of two interlocutors to
agree on meaning in situations where the requisite meaning structures do not
seem to be shared. Communicative strategies as an individual's attempt to find a
way to fill the gap between their communication effort and immediate available
linguistic resources (Maleki, 2007, p. 640).
Faerch and Kasper (1983) quoted in (Maleki:2010) defined
communicative strategies as “potentially conscious plans” for solving what to an
individual presents itself as a problem in reaching a particular communicative
goal.
Brown (2007) state that “communicative strategies pertain to the
employment of verbal or non-verbal mechanisms for the productive
communication of information.” (p.137)
Furthermore, Karpati (2017:10) communicative strategies are a crucial
part of the competence-based language education system, as well as essential
techniques for any fluent speaker of a foreign language within and without the
language classroom. They are required for adding to the fluency of any speaker
of a second or foreign language when the speaker is facing difficulties in verbal
communication.
From the definitions explained above, it can be concluded that
communicative strategy is the exchange of information between people by
12
means of speaking, writing, reading or using a common system of signs or
behavior. It is a way of making others react with ideas, thoughts, feelings and
values transmitting the information or conveying the message.
b. Types of Communicative Strategies
Tarone (1980) in Karpati (2017:6) summarizes types of communication
strategies under five main categories, along with their subcategories. The list
goes as follows:
1) Paraphrase
Paraphrase includes three subcategories which are described below.
a) Approximation: The use of a target language vocabulary item or
structure, which the learner knows is not correct, but which shares
semantic features with the desired item to satisfy the speaker (e. g. "pipe"
for "water pipe").
b) Word coinage: The learner's making up a new word in order to
communicate a desired concept (e. g. "airball" for "balloon").
c) Circumlocution: The learner's describing the characteristics or element of
an object or action instead of using the appropriate TL structure (e. g.
"She is, uh, smoking something. I don't know what's it is name. That's,
uh, Persian, and we use in Turkey, a lot of").
2) Transfer
Transfer has two elements in it.
13
a) Literal translation: The learner's translating word for word from the
native language (e. g. "He invites him to drink" for "They toast one
another").
b) Language switch: The learner's using the NL (native language) term
without bothering to translate (e. g. "balon" for "balloon" or "tirtil" for
"turtle").
3) Appeal for Assistance
This refers to the learner's asking for the correct term or structure (e. g. "What is
this?").
4) Mime
Mime refers to the learner's using non-verbal strategies in place of a meaning
structure (e. g. clapping one's hands to illustrate applause).
5) Avoidance
Avoidance consists of two subcategories described below.
a) Topic avoidance: The learner's by passing concepts for which the
vocabulary or other meaning structures are not known to them.
b) Message abandonment: The learner's beginning to talk about a concept
but being unable to continue due to lack of meaning structure, and
stopping in mid-utterance.
14
B. Relevant Research
The previous studies used by the researcher as guidance to make
prediction of the study. For this reason, the researcher attempts to find the
previous study that has a close relationship with the study. Those previous
studies are:
First study was written by Riza Novela which entitled “The Effect of
Collaborative Reading Strategy on the Seventh Grade Students’ Reading
Comprehension at SMPN 2 Sepatan Timur”. This research was conducted in
seventh grade SMPN 2 Sepatan Timur academic year 2017/2018. This research
used nonequivalent control group design with containing two classes as
experimental class and control class as a method. The population of seventh
grade students SMPN 2 Sepatan Timur there are 64 students. She concluded that
collaborative reading strategy is recommended to be applied in learning reading
comprehension.
Second study was written by Ramadita which entitled “The Effect of
Storyboard Technique on the Ninth Grade Students’ Reading Comprehension at
SMPN Muhammadiyah 4”. This research was conducted in SMPN
Muhammadiyah 4. This research used quasi-experimental method. The
population of ninth grade students SMPN Muhammadiyah 4 there are 80
students. She concluded that storyboard technique is effective in teaching
reading comprehension.
The third previous study was from a research entitled “Improving
Students’ Motivation in Reading Comprehension by Using Multiple
15
Intelligences Strategies” was written by Nur Hasanah. This research was
conducted in SMPN 1 Alian Kebumen. This research used classroom action
research as a method. The numbers of population are 32 students. She concluded
that Multiple Intelligence strategies can improve students’ reading
comprehension.
The research above has differences and similarity with the researcher’s
research. The differences are on the place, population, and sample, technique of
collecting data, strategies, kinds and research approach, and also the focus of
problem in the research. The similarity is on the material which is reading
comprehension.
C. Conceptual Framework
Reading is important, because reading is a skill of language to bring
information from written text. Reading is complex activities, in reading we
consolidate the tool of all learning such as, mastery vocabularies, spelling,
grammar, and punctuation for understand the text. Related to this, it is must not
an easy thing to assess students’ reading comprehension, because every student
has different understanding in reading. Besides, inappropriate strategy in
teaching reading also can be the obstacle for the students in reading
comprehension. Therefore, the researcher investigates communicative strategy
as strategy for teaching reading comprehension. This strategy is convinced as
some good strategy to solve the problem in reading comprehension.
16
However, based on the explanation above, it is found that the students’
reading comprehension is better if the students are exposed to use
communicative strategy in order to solve the students’ difficulties in reading
comprehension. So, by using communicative strategy the weak of the students
are more helped to solve their problem.
D. Research Hypothesis
Based on the theory and assumption above, the researcher would like to
formulate the hypothesis as follow:
1. Research Hypothesis of the Pre Test
Ho: There is no significant different effect on students’ reading
comprehension between control class and experiment class.
H1: There is significant different effect on students’ reading
comprehension between control class and experiment class.
2. Research Hypothesis of Post Test
Ho: There is no significant different effect on students’ reading
comprehension using communicative strategy between control class
and experiment class.
H1: There is significant different effect on students’ reading
comprehension using communicative strategy between control class
and experiment class.
17
CHAPTER III
RESEARCH METHOD
A. Place and Time of the Research
This research will be conducted at eight grade students of SMPN 2
Cisoka in academic year 2019-2020. It is located in Jl. Sukamulya, Caringin,
Cisoka, Tangerang Banten. The researcher chooses this school because the
students less motivation in learning process, particularly in reading
comprehension. The researcher know because has conducted pre-observation by
interviewing English teacher at SMPN 2 Cisoka. The students are difficult to
comprehend reading text, because their vocabulary is still lack.
Table 3. 1
Research Schedule
Activities Time Allocation
2019 2020
Dec Jan Feb Mar Apr May Jun Jul Ag Sep
Submitted the titleGuidance of the researchMake a research instrumentSeminar of research proposalGuidance and
18
revision the result of proposalCollecting of the dataAnalysis of the dataThe final test of the research
B. Research Method
In this research, the researcher used the quantitative method with quasi
experimental design. According to Riadi (2014), “Experimental research trying
to make something may happen to the dependent variable through a series of
treatment as independent variable (p.8). It means that experimental research
investigates the cause-effect between variable. Therefore, the researcher will
conduct experimental research, because the researcher wants to know the effect
of students’ reading comprehension by using communicative strategy.
Riadi (2014) mentioned there are three types of experimental research
based on the design, that is weak experimental design, true experimental design,
and quasi experimental design (p.9). In this research, the researcher used quasi
experimental design. Therefore, the researcher designed the research by giving
the pre-test and post-test to the experimental and controlled class. First, the
researcher gave the pre-test to experimental (Ye) and controlled class (Yk).
Second, the researcher treatment use communicative strategy to experimental
class (X) and traditional strategy to controlled class. The last, the researcher will
gave post-test for both classes (Ye and Yk).
19
Table 3. 2
Research Design
Group Pre-Test Treatment Post-Test
Experimental Class Ye X Ye
Controlled Class Yk - Yk
Definition:
Ye 1 : Students’ reading score of experimental group on posttest
Yk 1 : Students’ reading score of control group on posttest
X : Pre-questioning treatment
- : Non pre-questioning treatment
Ye : Students’ reading score of experimental group on posttest
Yk : Students’ reading score of control group on posttest
C. Population and Sample
a. Population
As Sugiyono (2017, p. 80) states “Population is a generalization area,
consist of object or subject that have certain qualities and characteristic that set
by the researcher to be learned and then make the conclusion. “. The population
in this research was the eighth grade students of SMPN 2 Cisoka which consist
nine classes, amounting 306 students.
Table 1.3Population of the Research
No. Classes Number of Students
20
1
2
3
4
5
6
7
8
9
VIII A
VIII B
VIII C
VIII D
VIII E
VIII F
VIII G
VIII H
VIII I
34
34
34
34
34
34
34
34
34
21
b. Sample
Sugiyono (2017, p. 81) stated “The sample is a part of the number and
characteristics of the population.” From the population above, the researcher
takes two classes as the experimental class and control class that are given pre-
test and post-test.
According to Sugiyono (2017, p. 81) schematically, there are two
techniques sampling, probability sampling such as simple random sampling,
proportionate stratified random sampling, area (cluster) sampling and non-
probability sampling such as sampling systematic sampling, quota sampling,
incidental sampling, purposive sampling, saturation sampling, and snowball
sampling.
This research, used simple random sampling. The researcher selected
Eighth A and Eighth B as samples because Eighth A and Eighth B had same
scores in the English lesson. Therefore the total of sample in this research is 68
students.
Table 3. 2The Number of Sample
Details Classes Students
Experiment VIII A 34
Control VIII B 34
Total 68
22
D. Technique of Collecting Data
The researcher gave the different reading comprehension test namely
pre-test and post-test to both experimental and controlled class by used multiple
choice to know students response in teaching and learning process, as follows:
1. Pre-test
Pre-test was conducted at the first meet before the researcher applied
treatment in both experimental and controlled class, there were VIII A as
experimental class and VIII B as controlled class.
2. Post-test
Post-test was conducted at last meet after teaching and learning process
used Communicative strategy in the experimental class and also in controlled
class without used Communicative strategy in teaching reading comprehension.
E. Research Instrument
1. Instrument of Dependent Variable (Y)
a. Conceptual Definition
Based on the theories are mentioned, reading comprehension is an active
process or highly complex process that involves students’ knowledge about
meaning and the context by interaction or connection between the reader and the
text. Thus, reading comprehension can enrich the students’ mind or knowledge.
b. Operational Definition
23
In this research, to get the data the researcher gave the multiple choice
test that consisted of 20 items. The multiple choice test as the instrument
because it is commonly used for measuring the students’ reading comprehension
by the researchers. The researcher used pre-test and post-test in order to measure
the students’ ability in reading comprehension. For the material, the researcher
took from the syllabus, lesson plan, students’ book and teacher’s book.
c. Test Specification of Instrument
According to Sugiyono (2017, p. 102) defines a research instrument is a
tool used to measure observable natural and social phenomena. As follows:
The Test Specifications of Instrument
Name of school : SMP Negeri 2 Cisoka
Subject : English
Class : VIII
Skill : Reading
Lesson topic : Recount Text
Type of item test : Multiple Choices
Table 3. 3Specification of Instrument
Variable Standard Competence
IndicatorQuestion Form
Number Item
DomainMultiple Choice
Essay
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Reading
Comprehe
nsion
Applying the
text structure
and material
elements to
perform the
social
functions of
the recount
text by stating
and asking
about activity,
and events, are
short and
simple that
suitable with
the context.
Students are able to
identify the social
function, main idea
and supporting idea of
the recount text.
3,15,16 C2
Students are able to
identify the grammar
features in the recount
text schematically.
8,13 C2
Students are able to
Identify vocabulary
knowledge in the
recount text
2,6,7,10,
17,18,19,
20
C2
Students are able to
identify the
information detail in
the recount text.
1,4,5,9,1
1,12,14
C2
Scoring system
As Rahmawati (2015) in Riyadi (2019) for the objective test, the students get 1
point for the correct answer, and the students get 0 point for the incorrect
answer.
Score : BN × 100 (0-100 scales)
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Description:
B: The correct answer
N: The total questions
The scoring system of this research:
Total of questions = 20 questions
Correct answer = 1 point
Incorrect answer: 0 point
Students’ score = Correct AnswerTotal Questions ×100
d. Instrument Validity and Reliability
a) Validity
Validity is the evidence of the accurate instrument (Sugiyono,
2017). The researcher uses biserial point in testing validity. (Riadi, 2014,
p. 146) Biserial point is a tool in statistics parametric which is used to
examine the correlation of each variable with dichotomy characteristics
such pass-fail, true or false, etcetera.
The formulation is as follows:
Y bls=( xp−xqS )√ pq
Description:
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XP = The mean score on the total test of answering the item right
Xq = The mean score on the total test of answering the item wrong
S = Standard deviation of the total sample
P = Proportion of cases answering the item right
q = Proportion of cases answering the item wrong
b) Reliability
Reliability refers to the consistency of the measurement. The
consistency of the results when the same subject is given different times
and it shows the same result. Thus, no matter how many times the test is
implemented, if it is reliable, the result will almost be the same. To
obtain the reliability of the test, the formula of KR 20 was used because
this formula has an accurately accounting, and easy to use (Sugiyono,
2015, p. 132).
The formulation is as follows:
ri¿= K
( K−1) {St 2−∑ Pi qiSt 2 }¿
Description:
ri = Reliability
K = The sum of items in instrument
pi = The proportion of subjects who answer the item 1
qi = 1 – pi
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St2 = Variance total
2. Instrument of Independent Variable (X)
a. Conceptual Definition
The independent variable of this research is the use of Communicative
Strategy on students’ reading comprehension. Communicative strategy is the
exchange of information between people by means of speaking, writing, reading
or using a common system of signs or behavior. It is a way of making others
react with ideas, thoughts, feelings and values transmitting the information or
conveying the message. Therefore, communicative strategy can help the
students’ reading comprehension to get information or convey the message
through communication.
b. Operational Definition
In the experiment class, the researcher uses Communicative Strategy to
teach reading comprehension and in control group the researcher uses Discuss
method to teach reading comprehension. These are the steps teaching reading
comprehension using communicative strategy: First, the students comprehend
the text by translate the sentences and then the students retelling every
information their got from the text.
F. Statistical Hypothesis
Based on the study of theory and frame of statistical hypothesis in the study
are:
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1) Hypothesis Statistic of Pre-test
Ho : µ1 = µ2
H1 : µ1 ≠ µ2
This means there is no difference on average between classes using
communicative strategy with classes that do not use communicative strategy
in teaching reading.
2) Hypothesis Statistic of Post-test
Ho : µ1 = µ2
H1 : µ1 ≠ µ2
This means there is difference on average between classes using
communicative strategy with classes that do not use communicative strategy
in teaching reading.
G. Technique of Analyzing Data
To test the research hypothesis, the researcher will use t-test data analysis
technique. This technique consists of data analysis requirement testing as
requisite of technique data analysis and testing of hypothesis.
1) Descriptive Statistic
This is the descriptive statistic by Riadi (2014), as follow:
1.1 Mean
As Riadi (2014, p. 45) described the rule, as follow:
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X=∑i=1
nfix i
∑i=1
nfi
Definition:
X = the average
Fi= class frequency
Xi= middle point of class
N=total data
1.2 Mode
According to Riadi (2014, p. 48) said “Mode is the value that often arise
by the most frequent number.”
Mo = Lo + I b 1
b 1+b 2
Lo = bottom edge of class mode
I = class interval
b1= the frequency difference of the class mode with the frequency of the
previous class
b2 = the frequency difference of the class mode with the frequency of the
after class
1.3 Median
According to Riadi (2014, p. 46) defined “Median is data that divide
into two parts or median.”
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Me = Lo + I
n2f
−F
Lo = lower edge of median
I = length of interval class
F = cumulative Frequency
f = median frequency class
n = total data
1.4 Standard Deviation
As Riadi (2014, p. 64) stated that standard deviation is to measure how
the data is scattered.
S = √∑ ∑ f ( x−x )n−1
x = Middle point of class
f = frequency
X = the average
S = Standard deviation
N = Total sample
1.5 Variance
As Riadi (2014, p.66) states “Variance is squared of standard
deviation”.
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S2 =
∑ f ( x− x )N
2) Inferential Statistic Data Analysis
Inferential statistics relates to the modeling of data and make the
decision. As Sugiyono (2017, p. 148) stated “Statistics are inferential
statistics used to analyze sample data, and apply the result to the
population”.
Normality Test
Normality test used to know the distribution data normal or not. To
find out the distribution data, the data used normality test with Chi
square. The formula as follow:
X2=∑ ( f o−f e)2
f e
Description:
x2 = Value of Chi Square
f e = Frequency Expectation
f 0 = Frequency Observed (Absolute)
Criteria Test:
- X2count compared X2
table using a significance level 5% and dk =k– 1
- If X2Fcount< X2 Ftable , it means the data is from normal distribution.
- If X2Fcount> X2 Ftable, it means the data is not from normal distribution.
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Riadi (2014, p. 94)
Homogeneity Test
”The homogeneity test is used to know whether the data are from
homogeny population or not, namely to compared two or more variants”.
The formula to know the homogeny data using Fisher – Test:
F=S2 AS2 B
Description:
S2 A = Greatest Variance
S2B = Smallest Variance
The Hypothesis in homogeneity test is:
Ho = Homogeny Variance
Ha = Non Homogeny Variance
(Riadi, 2014: p.104)
Criteria Test:
If the calculation result of Fcount was lower that Ftable (Fcount<Ftable) by 5%
degree of significant so Ho was accepted, it means the data was homogen
or both of groups have the same variance.
Hypothesis Test
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The researcher is going to use hypothesis test or t-test to know
the differences before and after treatment in groups not pair or
significant. There were two types of t-test formula for independent
sample. They were the separated model t-test and the pooled variance
model t-test.
The formula for the separated model t-test :
t=X B−X A
√ S21
n1+
S22
n2
(Riadi, 2014, p.159)
Description:
X1 = Mean score of Experimental group
X2 = Mean score of Controlled group
n1 = The number of subject of Experimental group
n2 = The number of subject of Controlled group
S12 = Variance of Experimental group
S22 = Varience of Controlled group
If n1 = n2 obtained are sample homogeny ↔ df = n1 + n2 – 2
If n1 = n2 obtained are sample not homogeny ↔ df (n1-1) or (n2-1)
If n1 ≠ n2 obtained are sample not homogeny ↔ t table= (∆ttable/2) + ttable the
smallest. ∆ttable = range ttable n1 and n2.
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The formula for the pooled variance model t-test:
t=X 1−X2
√ (n1−1 ) S12+( n2−1 ) S1
2
n1+n2−2 ( 1n1
+1n2 )
(Riadi, 2014. p.159)
Description:
X1 = mean score of Experimental group
X2 = mean score of Controlled group
n1 = number of Experimental group
n2 = number of Controlled group
S12 = standard deviation of Experimental group
S22 = standard of deviation of both group
If n1 = n2 obtained are sample homogeny ↔ df = n1 + n2 – 2
If n1 = n2 obtained are sample homogeny ↔ df (n1-1) or (n2-1)
If n1 = n2 obtained are sample not homogeny ↔ df (n1-1) or (n2-1)
After getting the result score of tcount then determines ttable , it is compared at
significance level α = 5%
With the test’s criteria:
1) If, tcount<ttable then Ho is accepted.
If, tcount>ttable then Ho is rejected.
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