THE USE OF PICTURE SERIES TO IMPROVE STUDENTS

Jurnal Ilmiah Bahasa Inggris, Vol. I, No. 1, Desember 2016-Mei 2017

JIBI Vol. I, No. 1, Desember 2016-Mei 2017 Page 37

THE USE OF PICTURE SERIES TO IMPROVE STUDENTS’ COMPREHENSION THROUGH RECIPROCAL TEACHING TECHNIQUE

Andrian, M.Pd

STKIP An-Nur Nanggroe Aceh Darussalam [email protected]

Abstract

This study aims to find out whether the use of picture series through reciprocal

teaching can improve students’ reading comprehension or not. In order to cope with the problems faced by students in learning reading comprehension, the method used in this research was descriptive quantitative method. The samples of this research were one class of the eight grade students of MTsN Tungkob, Aceh Besar with the sample consisting of 26 students from Class IX4. The instrument used in collecting data was a test that included pre-test and post-test. The researcher administrated the reading comprehension test in the form of the understanding the pictures and answered questions to elicit the data related to students’ reading comprehension. Then the writer analyzed the collected data by using the average scoring formula offered by Muller. The analyzed data showed that the Mean score of post-test is higher than that of pre-test in Experimental Group (83,26 > 63,46) and Control Group (77 > 59,61). Meanwhile, Standard Deviation of Experimental Group is 9,8 > 9,3 and Control Group is 9,6 > 7,8. There is a significant difference between the two groups. Thus alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. Based on the result of the data analysis of teaching reading by using picture series trhough reciprocal teaching technique can improve students’ reading comprehension. Key Words: Picture Series, Students’ Reading, Reciprocal Technique.

INTRODUCTION

There are four basic skills in mastering English, one of them is reading. Reading is one of basic communicative skills which plays a significant role in learning a language. The purpose of reading is not only for saying out of word, but also the most important thing is for comprehending the meaning of the message from a written text. The students must know the meaning of words if they want to succeed in reading. It indicates that the key of reading process is the meaning comprehension. Ivan Y, Q. (1977: 107) stated “…without comprehension, words are only a series of lifeless symbols. They don’t communicate, produce learning and they add nothing useful to the students’ life. When a learner understands and interacts with written or printed language, however the language can summarize the knowledge of world to fulfill many of this or effective needs.” Based on that statement, the writer concludes that the students should be able to comprehend any kinds of printing languages to give a product to them. If the students cannot comprehend, it means that the students does not give a good product. In



educational institute however, a language teacher should consider how to teach reading materials to her students in order to have a good result, especially in teaching reading comprehension of English as a foreign language. The teacher should be able to encourage the student so that the students can transfer reading materials in their language correctly. In addition, Savage and Mooney (1979: 12) said “Reading is a process of moving through and understanding from printed language.” Based on statement above, the writer can conclude that reading comprehension is the process of acquiring or deriving meaning from the text by using cognitive activity or thinking activity which is appropriate with materials. Presentations of reading comprehension material can be done in many ways. One of them is by using pictures series. Picture series are an interesting thing to see. It can give many explanations of events. By having pictures series, we can directly see shapes, sizes, colors, or places without going to the real object or bringing it to us. For students, it is better to give picture series as a mediator to comprehend reading materials given. The writer thinks that picture series will be an effective tool in clarifying presentation material or reading because it can convey the purpose of the text given directly, particularly for the teacher who teaches English reading comprehension materials. However, in getting comprehension through the reading for students, a teacher should determine the area of picture. Dale (1969: 430) stated that picture can create rich meaning of written materials for the students who see many presentations of the pictures. A picture, supplied by the teacher should be appropriate with the level of the students. The teacher should also use suitable vocabularies. The picture could be taken from magazines, newspapers, and mainly from student’s books. By using picture, it can help students to be more active in comprehending the materials. Furthermore, the picture series can help the students to get a clear meaning of the reading and correct their mistaken impressions. So, the use of picture series can develop students comprehension in achieving reading goals. To improve the students of MTs Negeri Tungkop, Aceh Besar on reading comprehension, the writer proposes one technique. The technique is named reciprocal teaching, which has been developed by Annemarie Pallinscar and Ann Brown in (1984: 117). Reciprocal teaching technique becomes an instructional procedure designed to enhance students’ reading comprehension of a text. In other words, the teacher is an instructor for the process, explaining and drawing a conclusion about a text together with the students. Farris (2005: 85) also said that this technique consists of four strategies in series such as prediction, questioning, seeking clarification, and summarization by cooperatively. In this technique, the sequence of the reciprocal teaching is implemented through cooperative learning. Furthermore, the advantages of this technique in facilitating comprehension are enduring and well worth the effort between teacher and students. In this sense, all the students in the classroom understand the text, they are going to discuss. Here, the writer’s basic interpretation is that students need to learn how to build their prior knowledge in the reading text and to keep their attention on what they are reading. Based on the description above, the writer is encouraged to conduct a research entitled “The Use of Picture Series to Improve Students’ Reading Comprehension through Reciprocal Teaching Technique to the Second Year Students at Mts Negeri Tungkop Aceh Besar.”



Problem of Study Based on the background of the study, the writer formulates the problem of the study as the following. Does the use of reciprocal teaching technique with picture series improve students’ reading comprehension compared with Reciprocal Teaching Technique without picture series? Purpose of Study

The purpose of this study is to improve the students’ reading comprehension by using the picture series through reciprocal teaching. Scope of Study

It is necessary to limit the scope of the study in order to enable the writer to study more deeply. This study is only focuses on the application of picture series in improving students’ ability in finding out the factual information from reading through the procedure text. Hypothesis

Based on those assumptions above, the writer showed some hypotheses. Ha: There is an improvement from the students in finding the actual information

from reading the narrative text using the picture series through reciprocal teaching technique.

Ho: There is no improvement from the students in finding out the actual information from reading the narrative text using the picture series through reciprocal teaching technique.

REVIEW OF LITERATURE Picture Series Pictured storybooks are sometimes called “twice-told tales” because both mediums, verbal and pictorial may tell storie. Such pictures are representational in nature, illustrating what it is described in the text. Further, the pictures in storybooks may go beyond this role by adding additional details (e.g. Stewig, 1992: 64). Patricia Gauch, an author of children’s books, has observed, “Art, when it’s really good, doesn’t imitate or mirror the text. Rather, it adds a new dimension that goes way beyond the words” (Raymond, 1995: 65). Using Sendak’s, Where the Wild Things Are as an Example, Diamond (2008: 6) suggested that the child construct meaning through the interplay of texts and images, which vary somewhat in content. As stated by Smaldino, et. al (2005: 70), media for learning can help to provide a learning atmosphere in which students actively participate. In other words, media can be used to improve the students’ point of view in reading ability. It is important since the effectiveness of learning happens when students are actively engaged in meaningful tasks, interacting with the content. Using serial pictures can make the learners easier to understand a text, because pictures will stimulate students’ mind to think and help them to imagine the event of a



story and it will make the students easier to grasp the main of story. As stated by Harmer (2001: 102), it is because a picture is an appealing media that have the power to engage students. Pictures will help the student to imagine what happen in the text by connecting the words which they know with the pictures. The using of picture series also wuld create the situation in English classroom more fun, therefore students’ motivation was increased. When the students looked at the pictures which actually had a relation to each other, they guess at the story, but the students had to read the text first to know the real story so they could arrange those pictures which represent the story in the text. In line with Bannon and Pucket’s statement (2007: 142) that one of the adventages of using media is that media can make the material more interesting. In addition, Harmer (2007: 38) said that pictures can appeal students. Therefore, students have extra visualization about what they are reading. Thus, those pictures help them to pay attention to the relevant information. Advantages and Disadvantages of Picture Series There are some advantages of reading using the picture series like capturing students’ interest and stimulating students’ motivation. The students are able to study the materials effectively. Pictures also help the students to understand and remember the information well. Commonly, pictures are relatively cheap and can be easily obtained everywhere. By using pictures, the students can see the object which are being talked and discussed clearly. Picture can present the world outside the classroom. Like other media in teaching learning prosess, picture series have some weaknesses. It is difficult to look for the specific pictures. The students still find difficulty to express the story from the picture in detail if they have never seen it. It does not contain full information as well. So, each person has different perception about the meaning of the picture. Reading Aebersold and Field (1997: 15) states that reading is something which people look at a text and assign to written symbols in that text. In other words, we assume that reading activity is people’s activity to read a text. There is an interaction between the reader and the text when people read that text. Wallace (1992: 28) that reading in a first or any other language is an awareness of the way in which we use language. It means reading is above all to do with language. Clark and Silberstein (1987: 30), reading is an active process of interacting with and monitoring comprehension to establish the meaning. It means that the readers should be in an active process to interact, monitor and comprehend the text in order they can establish the meaning of the text and they can find the explicit and implicit information stated there. It can be concluded that reading is a process of reacting and understanding a written text as a piece of communication. Reading does not necessarily need to look everything in a given piece of text. It is important to comprehend genre in order to catch the information and message in written text. Text comprehension is related to reading skill as reading is one of the important skills in order to communicate using English to fulfill daily needs such as reading newspapers, instructions, rules, books, advertisements, magazines, etc.



Smith (1982: 15) states that comprehension in reading as a matter of “ making sense” of text. Of relating written language to what the reader know already and to what the readers want to know. Comprehension can be regarded as a condition where certainly exists. Besides a pleasure activity that can increase readers’ knowledge about the information from the text. In a language class reading also can consolidate and extend the readers knowledge and skill in language. Comprehension will make the reader be able to determine the essence of the sentence or text and receive the main purpose of reading process. It is necessary for the readers because the readers can get the aim of the reading text. Besides by comprehending the, text the students will find the gist of the text such as an important message or information from the text. Every reading has a purpose and everybody does reading because they want to get something from the text they read. Basically, there are two types of classrooms reading performance; oral and silent. Oral reading is an activity where students read orally and loudly. It can be the way to check students’ pronunciation but it may make students lose their attention easily while one student is doing oral reading. Silent reading is also divided into intensive and extensive reading. Intensive reading is a reading activity which is specially designed for teaching and learning where the text is usually chosen by teacher, (Hammer 2001: 102). Extensive reading is intended to get student pay attention to the grammatical forms, discourse markers, semantic meaning, etc so that they can understand literal meaning, implications, rhetorical relationship (Brown, 2001: 191). Nuttal (1982: 120), there are five aspects of reading which the students should understand to comprehend a text well. They are determining main ideas which is a sentence or generalization tells the paragraph about, finding specific information in those facts and ideas that prove or explain the main idea of a paragraph. Reference is words or phrases used either before or after the reference in the reading material they are used to avoid unnecessary repletion of words or phrases. Inference is the ability knowing the meaning of a word by considering its context. Vocabulary is the stock of words which are used by the people. Reciprocal Teaching Technique

Reciprocal Teaching (RT) is “where the tutor and students (take) turns leading a dialogue centered on pertinent features of the text” (Palincsar & Brown, 1984: 117). Initially, the instructor demonstrates reading strategies to students. The instructor models the key strategies, thereby demonstrates the strategies in reading a text. Students are then encouraged to choose and practice the strategies that are useful by themselves. The teacher essentially provides them with “expert scaffolding” (Vygotsky, 1978: 86). Later on, instead of relying solely on the teacher’s expert guidance, students can take turns assuming the role of the expert in demonstrating the correct usage of strategies. This allows students to transfer their language knowledge to their peers and to reflect on their own reading progress. Palincsar and Brown’s study in (1984: 117), RT could lead to a significant improvement in reading comprehension by engaging students in the four strategies of predicting, questioning, clarifying and summarizing (Fung, Wilkinson, & Moore, 2003; Brown, 1984). As Pallinscar (1986: 115) said, prediction occurs when students hypothesize what topics that may be discussed in the text.



Predicting: The strategy of prediction refers to students’ assumption of what will happen in

reading. While students are making predictions, they must activate their background knowledge related to the topic. They also need to evaluate their previous prediction and revise if necessary (Teele, 2004: 210). If a mismatch is found, students will need to revise their previous predictions and continue to make the next prediction. Through practicing the strategy of prediction, students’ ability to monitor their reading comprehension is increased.

Questioning:

In the strategy of questioning, students are encouraged to generate questions with the focus being on the main idea of the text (Palincsar & Brown, 1984) and to view their peers’ perspectives on the same issue. In questioning, some studies require students to master supporting information. Owens (1976: 7) tense that questioning is one of the most effective approaches to enhance reading and understanding of a text. Palincsar and Brown (1984: 118) further state that by asking questions concerning the gist of a text, students are able to improve their comprehension in a subject area. Clarifying:

Clarification is defined as clarifying any misunderstanding concerning the text (Palincsar & Brown, 1984: 118). In the strategy of clarification, students are asked to clarify their own comprehension and to identify whether the text is difficult to comprehend (e.g. new vocabulary, unclear reference words and unfamiliar and perhaps difficult concepts). As they identify the information that obstructs their comprehension of the text, they are alerted to the effects of such impediments on comprehension and have to take remedial actions to discover the meaning of the text (e.g. reread or ask for help). The purpose of clarification is to ensure students’ comprehension in reading the text.

Summarizing:

The final strategy of RT in reading comprehension is summarization. Irwin (1991: 207) tense that summarization is a process which involves “deleting unimportant information and identifying or constructing general or main idea statements that summarize many details”. Duffy (2003: 70) defines summarization as a strategy students use to create “a brief retelling of an entire text”. Summary construction is commonly considered a hard task for students since they do not know what information should be kept and what should be left out (Duffy, 2003; 78 Jones, 1999). RESEARCH METHODOLOGY Design of Study The method used in this study is quantitative method. In this study, the writer choice was an experimental research. It focused on using the picture series to measure students’ ability in reading comprehension through reciprocal teaching technique. By



doing this study, the researcher tried to elaborate the use of picture series to improve students’ reading comprehension through reciprocal teaching technique for the second year students at MTsN Tungkop, Aceh Besar. Teacher and Staff In order to support the teaching learning process, the quality of teaching staff is important. There are 53 teaching staff at MTsN Tungkop, Aceh Besar. It consists of 10 males and 43 females. From the total number of teacher, three of them are English teachers. Students MTsN Tungkop Aceh Besar has 681 students in 2015/2016 academic year. They consist of 319 male and 362 female students who were in the first, the second and the third levels. Table 1: The Number of Students of MTsN Tungkop, Aceh Besar

No Grade The Number of Class

Number of Students

Male Female Total

1 VII 7 118 133 251

2 VIII 7 105 124 229

3 IX 7 96 105 201

Total 319 362 681

Source: School Administration in academic year (2015/2016).

The Curriculum

Even though the word curriculum gets used all the time in education, it can be surprisingly hard to pinpoint what curriculum really is. But it has been known and develops from year to year to balance The National Education Development. Curriculum is a term that describes everything that students learn in school. Some curricula we plan for and some simply arises. In Indonesia, curriculum has been designed by certain team under the control of National Education Department, including curriculum for primary, junior, and senior high schools. MTsN Tungkop, Aceh Besar has merely applied the curriculum based on level unit K13, 2013.

Population and Sample

Arikunto (2006: 15), population is all subjects of research. Population is any groups of individuals that have one or more characteristics that are interested for the researcher. In this study, the researcher took the second year students of this school. As the population, the total members of the population are 26 students.



Sample is part or representative that will be researched (Arikunto, 2006: 117). The subject of this research is the students of class IX4 as a controled class. The selection of the class is conducted randomly.

The sampling technique was purposive sampling. This is in accordance with the opinion of Arikunto (2006: 127). Purposive sampling technique is usually done because of several considerations, in example, for the reasons of limited time, energy and fund so that the researeher cannot take a large sample.

Design of Study

The writer applied an experimental research. The experimental research was used to find out the effect of treatment in teaching reading comprehension by using the picture series.

Class Pre- test Treatment Post-test

Experiment √ X1 √

Control √ X2 √

X1= The experimental group is the sample who were taught by applying pictures.

X2= The control group is the sample who were not taught by using pictures.

Technique in Collecting Data

To support the writer, the writer needed to collect various data to carry out the field method. The writer applied two techniques which were considered appropriately, namely an experimental teaching and test.

a. An Experimental Teaching

This technique was done to find or to prove the hypothesis mentioned above. In term of this problem the writer tought for three meetings with allocated time 90 minutes for each meeting. In teaching reading comprehension, the experimental class was conducted by applying picture media to find out their ability. While the controled class was not treated at the first meeting, but the writer only gave them a test. In the second meeting, the writer gave them a test in order to find out their abilities after applying pictures in teaching.

To support the data, the writer tried to find the form of theoretical foundation that supported this study. In this case, the writer found some books, magazines, newspapers, articles and other materials which were related to the topic.



b. Test

The test was used in order to find out students’ writing improvement after applying the technique. Therefore, the writer would identify the effectiveness of pictures used by the students in improving their reading comprehension and the shortcoming they found in using the picture series.

Research Preparation

This research focuses on the positive effect using picture series as the media to improve the students’ competence to comprehend the reading as well as its language features. The steps of research preparation are as follows.

a. Arranging schedules of experiment b. Designing a lesson plan c. Prepering some student worksheets d. Preparing some pieces of pictures as media e. Preparing assessment forms

Technique of Data Analysis

The data gotten were analyzed by using t-score formula. The t-score is one of the statistic test that is used to compare the t-test and t-table that has the significant differences. If the t-score is smaller than t-table, it means that the experiment is denied. On the other hand, if the t-score is bigger than t-table, it means that the experiment is accepted. The formula of t-score for calculating the data gotten is as follows.

Source: Sudjana, (2006: 149) Note:

T = The significant difference between two means. X1 = The mean score of experimental group X2 = The mean score of controlled group S = Standard deviation N1 = The number of students of experimental group N2 = The number of students of controlled group

Furthermore, after comparing the means of the experimental group and the control group, the writer prove the hypothesis. Then, the writer gave the interpretation by using critical value t and determined the degree of freedom (df) first. Next, the writer used the 5% level of significance. If t-score is the same with/ higher than critical value t, the null hypothesis will be rejected and alternative hypothesis will be accepted.



If t-score is lower than critical value t, the null hypothesis will be accepted and the alternative hypothesis will be rejected.

To analyze the result, the writer uses statistical technique, such as mean, standard deviation and t-test. The average score of the students (mean) which is symbolized by X. It can be obtained by using the formula as used by Muller (1970: 136) as follow:

= Explanation:

= Mean = Frequency multiplied by deviation

N = The number of student Standard Deviation The standard deviation symbolized by SD is calculated by using the following formula as stated by Muller (1990: 136) as follows:

In which:

SD = Standard Deviation n = Number of students

= Each score squared then summed and then divided by n

= All score summed the divided by n then squared Significant Difference, (Sugiyono, 2004: 32)

Where:

The significant differences between two mean Xe = The mean of experimental group’s score Xc = The mean of control group’s score SDe = Standard deviation of experimental group SDc = Standard deviation of control group n = The number of the students of experimental group n = The number of the students of control group

FINDING AND DISCUSSION

In this chapter the writer would like to describe The Use of Picture Series to Improve Students’ Reading Comprehension through Reciprocal Teaching at MTsN Tungkob, Aceh Besar. To find the data, I gave pre-test and post-test to the students. After giving test, they got a complete data well about Using Pictures Series through Reciprocal Teaching to improve students’ reading comprehension as follows: Finding



To get the accurate data, the writer carried out the experimental teaching. Based on the result of the experimental teaching, it is found as the followings; Teaching Reading Comprehension by Using Picture Series through Reciprocal Teaching

For the need of achieving the aiming of this research, the writer intended some collect data which was thought pre-test and post-test. In teaching and learning process, a test was needed to obtain result of the teaching. Besides, it was useful to find out how far the students understood the materials that had been taught by the teacher. In this way, teacher could evaluate to effectiveness of the syllabus as well as methods and material was used. Because of that, the writer gave the test to the students, the data about Using Picture Series through Reciprocal Teaching to Improve Students’ Reading Comprehension. In this case, the writer presented two kinds of test, they were pre-test and post-test. The pre-test was given to the students before the teaching learning process and post-test was given to the students at the last meeting after teaching learning process. To be clearer, it is better to see the data collected (students scores) in the following tables. Table 2: Result Pre-Test and Post-Test of the Experimental Group (IX4)

No

Number of Students Pre–Test Post– Test

1 1 65 95 2 2 60 80 3 3 85 100 4 4 65 90 5 5 65 90 6 6 75 95 7 7 70 90 8 8 65 85 9 9 65 85 10 10 60 80 11 11 65 90 12 12 60 75 13 13 60 75 14 14 45 60 15 15 55 75 16 16 55 80 17 17 65 80 18 18 65 80 19 19 45 70



20 20 45 65 21 21 65 80 22 22 65 85 23 23 75 90 24 24 75 100 25 25 75 90 26 26 60 80

Table 3: Pre Test and Post Test score of the Control Group (IX5)

No. Number of Students Pre–Test Post– Test

1 1 60 80 2 2 45 70 3 3 45 70 4 4 75 90 5 5 50 75 6 6 45 75 7 7 60 75 8 8 55 75 9 9 65 75

10 10 70 85 11 11 65 70 12 12 70 85 13 13 65 75 14 14 65 80 15 15 60 75 16 16 65 75 17 17 50 70 18 18 55 70 19 19 60 75 20 20 60 75 21 21 50 75 22 22 75 90 23 23 60 80 24 24 50 70 25 25 80 95 26 26 50 75



Table 4: Pre Test Experiment and Control Group

No Number of students

Experiment

Group

Number of students

Control Group

X X^2 X X^2 1 1 65 4225 1 60 3600 2 2 60 3600 2 45 2025 3 3 85 7225 3 45 2025 4 4 65 4225 4 75 5625 5 5 65 4225 5 50 2500 6 6 75 5625 6 45 2025 7 7 70 4900 7 60 3600 8 8 65 4225 8 55 3025 9 9 65 4225 9 65 4225 10 10 60 3600 10 70 4900 11 11 65 4225 11 65 4225 12 12 60 3600 12 70 4900 13 13 60 3600 13 65 4225 14 14 45 2025 14 65 4225 15 15 55 3025 15 60 3600 16 16 55 3025 16 65 4225 17 17 65 4225 17 50 2500 18 18 65 4225 18 55 3025 19 19 45 2025 19 60 3600 20 20 45 2025 20 60 3600 21 21 65 4225 21 50 2500 22 22 65 4225 22 75 5625 23 23 75 5625 23 60 3600 24 24 75 5625 24 50 2500 25 25 75 5625 25 80 6400 26 26 60 3600 26 50 2500

Total 1650 107000 1550 94800 1. Mean EG Pre-test CG Pre-test Xe = Xc =

= = = 63.46 = 59.6

After is known the result of mean score of Experiment and Control Group, the writer can count standard deviation of each group.



2. Standard Deviation

SDe SDc

The score of SDe and SDc show the result of Experiment and Control Group pre-test, so the writer can count the t-score. 3. T-score

1,46

The use of t-score to see the significance of the difference between two groups of pre-test it is between the limit given and . Based on the statistical analysis it is found that pre-test score of both group is 1.46. So it is proper to take them for comparison in this study. Table 5: Post-test Score of Experiment Group and Control Group (IX4 & IX5) No

Number of students

Experiment Group

Number of students

Control Group

X X^2 X X^2

1 1 95 9025 1 80 6400



2 2 80 6400 2 70 4900

3 3 100 10000 3 70 4900 4 4 90 8100 4 90 8100 5 5 90 8100 5 75 5625 6 6 95 9025 6 75 5625 7 7 90 8100 7 75 5625 8 8 85 7225 8 75 5625 9 9 85 7225 9 75 5625 10 10 80 6400 10 85 7225 11 11 90 8100 11 70 4900 12 12 75 5625 12 85 7225 13 13 75 5625 13 75 5625 14 14 60 3600 14 80 6400 15 15 75 5625 15 75 5625 16 16 80 6400 16 75 5625 17 17 80 6400 17 70 4900 18 18 80 6400 18 70 4900 19 19 70 4900 19 75 5625 20 20 65 4225 20 75 5625 21 21 80 6400 21 75 5625 22 22 85 7225 22 90 8100 23 23 90 8100 23 80 6400 24 24 100 10000 24 70 4900 25 25 90 8100 25 95 9025 26 26 80 6400 26 75 5625

Total 2165 182725 2005 155775 1. Mean EG Post-test CG Post-test Xe = Xc =

= = = 83.26 = 77

After is known the result of mean score of Experiment and Control Group, the writer can count standard deviation of each group.

2. Standard Deviation

SDe SDc



9.8 7.87

The score of SDe and SDc show the result of Experiment and Control Group pre-test, so the writer can count the t-score. 3. T-score

2.6

The use of t-score to see the significance of the difference between two groups from post-test. Based on the statistical analysis it is found that post-test score of both group is 2.63. It is within the limit given (-1,65 ≥ t ≥ +1,65). Therefore, the alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. The result indicates that the Experimental Group performance in the teaching of reading comprehension by using picture series through reciprocal teaching activities better than Control Group. Discussion The writer wanted to discuss some decision when analyzing the data collected from experimental by using statistical formula is finished. If the t-score between (-1, 65 ≥ t ≥ +1, 65) Ha is accepted. But if the t-score is not within the limit given (-1, 65 ≥ t ≥ +1, 65) the Ho is reject. According to statistical analysis, if the experimental and control Group researched, it is found that the means scores of the pre-test of both groups are a slightly different (Xe of pre-test of Experimental Group is 63.46 and Control Group is 59.61). The Standard Deviation of Experimental Group is 9.39, Control Group 9.63 and the t-score is 1.46. Therefore, it is assumed that the result both of them is almost the same or nearly in learning reading comprehension without using picture series. The mean score of the post-test of Experimental and Control Group is very different (Xe of post–test of Experimental Group is 83.26 and Control Group is 77). The standard deviation of Experimental Group is 9.28 and Control Group is 7.89. Meanwhile, the obtained t-score is 2.63 is not without the limit given (-1, 65 ≥ t ≥ +1, 65). It means that the different between the two groups is significant. Therefore, the research hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected.



CONCLUSION AND SUGGESTION

In this chapter the writer would like to present some conclusions and suggestions about the topic in the previous chapter. The conclusion is as follows: Conclusion Based on the previous explanation and analysis, the writer would like to read some conclusion from the result of the students’ ability at MTsN Tungkob, Aceh Besar. Many students like to study reading comprehension through reciprocal teaching by using picture series. In other word, the students are interested in studying reading comprehension by using picture series through reciprocal teaching. There is significant different between controlled group and experimental group. From statistical analysis, it is found that the experimental group which is taught by using picture series has better result than the controlled group which is taught without using picture series. In other words, the students that taught by using picture series get higher score than those taught without using picture series. Suggestions Having concluded the result of research, the writer would like to convey some suggestions that hopefully will be useful for the students, teachers and readers.

1. For Students Being aware that reading is important in English knowledge, the students should practice and be trained to read individually or in group as much as possible, are not afraid to make mistake when learning because nobody is perfect. 2. For Teachers Teacher should learn and be creative to find the way in teaching reading effectively, teacher also gives motivation and explanations about the importance of reading in English. Besides that, the teacher also encourages the students to enrich their vocabulary by themselves. 3. For Readers The theory can be used as an additional reference in completing the journal, writing and review teaching reading comprehension by using picture series through reciprocal teaching.



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Documents

THE USE OF PICTURE SERIES TO IMPROVE STUDENTS