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IMPROVING STUDENTS’ READING COMPREHENSION
THROUGH SHORT STORY
(At the seven grade students of SMP 1 SINJAI SELATAN)
(Experimental Research)
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SKRIPSI
Submitted To the Faculty of
Teachership and Educational Science in Partial Fulfillment
ofthe Requirements for The S1
Degree at the English
Department
By
ARLING S
4511101074
“45” UNIVERSITY
MAKASSAR
2014
TABLE
OF CONTENTS
CHAPTER 1 INTRODUCTION
A. Background
B. Problem Statement
C. Research Question
D. Object Of The Research:
E. Scope Of The
Research
F. Significance Of
The Research
CHAPTER II REVIEW OF RELATE LITERATURE
A. Some Pertinent ideas
B. Previous Related Findings
C. Theoretical Framework
D. Hypothesis
CHAPTER III RESEARCH METHODOLOGY
A. Type of The Research
B. Variables of The Research
C. Subject of The Research
D. Instrument of The Research
E.
Procedure
of Collecting Data
F. Technique of Data Analysis
CHAPTER 1
INTRODUCTION
This chapter deals with
background, problem statement, objective of the research, the significance of
the research and scope of the research.
In the seventeenth century, English became one of the
modern languages in Europe. It replaced Latin language which had been popular
in seventeenth century. Day after day English became an international language
and it is used as a means of communication in the whole world. Not only
communication, but also science, news, theory, philosophy, and other thing are
using English. Because of that, mastering and using English language are
important in this era for all people in the world. In other words, English language
is very important and has wide influence in the world.
Because of this reason, people in the world need to
master English, but to in master English need several basic English knowledge.
There are four basic language skills such as: Listening, Speaking, Reading and
Writing. In this writing the writer will focus in the Reading skill. Mastering
reading in English is very important, because many books are written in English
such as academic books, magazine, and newspapers. Reading becomes essential
because it can increase our knowledge, through reading we can get a lot of
information, enjoyments, and even problem solution. Therefore, the ability in
readingvarious types of the test. It will give a great deal of advantages in
our life. But, mastering English reading is not easy because reading
comprehension is remarkably complex. This activity involves many processing
skills that are coordinated in very efficient combination. Reading is not only
an activity to show the symbols but there are many skills which are needed by
the readers to comprehend the material that they read. The readers can
understand the text that they read. The reading is absolutely not a passive
skill; the reader is not a passive role. It is, on the contrary, an active
work, which requires a lot of skills and efforts to combine them, so we get the
comprehension of the text. According to Harmer (2004: 70),
“Reading is an incredibly active occupation. to do it successfully, we
have to understand what we words means, see the pictures the words are
painting, understand the argument, and work out if we agree with them. if we do
not do these things and if students do not do these things then we only just
scratch the surface of the text and we quickly forget it.”
It means that to master reading, the teachers
and the students need to understand the meaning of the words, understand the
arguments, and understand the picture that included in the words,. If the
teachers and students do not understands about the things above, mastering reading
will be very difficult to acquire.
Reading is one of the basic communicative
skills, but it has very complex process. It can be said that the reading is a
process in which the reader gets messages from the authors in the written from.
In this case, reading can be said as an interactive process. Because while
reading, a reader guesses, predicts, checks, and asks questions about what the
text about.
Reading is a complex process, which involves
not only the reader ability to read the text but also their ability to
comprehend it because of this reason, many teachers of English at junior high
and senior high school find difficulties in teaching reading. Most of the
Indonesians students’ cannot understand what they have read, even though they
have learned.
Reading is an active cognitive process of
interactive with painting and monitory comprehension to establish meaning.
Kustaryo (1988: 4) states that reading is the instantaneous written symbol with
knowledge and comprehension of information and ideas communicated. Then they
comprehend what they have read, Clark and Silberstein in Simanjuntak (1988: 15)
design reading as “an active cognitive process of interacting with printing and
monitoring comprehension to establish meaning”. Reading is the instantaneous
recognition of various written symbol, simultaneous association of these symbol
with existing knowledge, and comprehension of the information and idea
communicated.
The main purpose of reading is comprehension.
Reading comprehension is an attempt to understand, evaluate, and also recognize
the author’s ideas of reading text. A reader needs comprehension to catch the
content of message or information from the text. According to Snow (2002:11)
reading comprehension is defined as the process of simultaneously extracting
and constructing meaning through interaction and involvement with written
language.
Comprehension is an active process. Active
reading involves interacting with the information or creating internal dialogue
with the material. The reader is expected to be actively engages with the text
to construct meaning. Kendeou, et al. (2007:28) states that a general component
in many definitions of comprehension is the interpretation of the information
in the text, the use of prior knowledge to interpret this information and,
ultimately, the construction of a coherent representation or picture in the
reader’s mind of what the text is about. The important thing you can do to
improve reading comprehension is to become an active reader.
Reading comprehension is the process of
constructing meaning from text. Martin (1991: 7) states that reading
comprehension requires motivation, mental framework for holding ideas,
concentration and good study technique.” It means that in order to success in
reading comprehension, the reader needs to motivate him/herself to be more
concentrate in reading, try to form mental frame works for holding ideas, and
the reader must have a good technique in reading.
Furthermore Snow (2002: 11) defines reading
comprehension as the process of simultaneously extracting and constructing
meaning through interaction and involvement with written language. The process
of comprehending involves decoding the writer's words and then using background
knowledge to construct an approximate understanding of the writer's message.
Wilhelm in Merie (2010:2) states,” Reading
comprehension is the degree to which we understand what we read. It is the
ultimate end-goal of reading that if we don’t read to understand, we’ll read
for nothing. and comprehension requires the reader to be an active constructor
of meaning”. It means that in reading comprehension, students are hopefully
able to create their own interpretation actively as an effort to get meaning
from the text he/she reads.
To comprehend the content of the text,
students should not only have good mastery of English but also reading
strategy. Therefore, in this research, the writer is interested to provide a
solution to help the students improve their reading comprehension, especially
on narrative text. This research was conducted by applying an appropriate
reading strategy, in this research the writer used short story.
A
short story is a short piece of fiction aiming at unity of characterization,
theme and effect. The authors of
the modern Englishshort story no longer attempt to make daily life more
entertaining by inventing exotic plots. Instead, modern short story writers
have tendedto base their narratives on their own experience; here the focus is
much more on the less spectacular aspects of life, on the
significanceunderlying what is apparently trivial. The result of such
perceptive writing is perfection of form, harmony of theme and structure,
andprecision of style to reveal the subtleties of the human mind and of human
behaviour.
Many
attempts have been made to define the short story. But on a few points at
least, the opinion of most critics is unanimous. This does not imply that the literary
form of the American short story can be set up in a rigid way. It has undergone
and will probably still undergo many changes as the literary taste and demands
of the reading public also change in the course of time with new outlooks on
life.
What
are some of the elements that make up a good story?
a.
A short story is a piece of prose fiction which can be read at a single
sitting.
b.
It ought to combine matter-of-fact description
with poetic atmosphere.
c.
It ought to present a unified impression of
temper, tone, colour, and effect.
d.
It mostly shows a decisive moment of life
(which can entail a fatal blow).
e.
There is often little action, hardly any
character development, but we get a snapshot of life.
f.
Its plot is not very complex (in contrast to
the novel), but it creates a unified impression and leaves us with a vivid
sensation rather than a number of remembered facts.
g.
There is a close connection between the short
story and the poem as there is both a unique union of idea and structure.
The
short story is a piece of art that tries to give us a specified impression of
the world we live in. It aims to produce a single narrative effect with the
greatest economy of means and utmost emphasis.
Many English language students hold that reading involves
looking the meanings of unfamiliar words in a dictionary, memorizing the
definitions of all the words in the paragraph, saying the words in a passage in
proper order. Thus, comprehension is not part of their patterns of reading and
the joy of discovering new understanding and the emotions of happiness, sorrow
or fun of humor are, therefore, very limited .To get the proper information
from a text, they have to use reading comprehension strategies which are
considered one of the effective elements that affect foreign language
acquisition in general and reading comprehension ability in particular.
Based on the above, it is necessary to conduct the
research on the comprehending analysis in using a short story. The problems are
formulated as follow :
How
the short story improving thestudents reading comprehension?
How does the technique work
in the students reading comprehension at SMPN 1 SIN-SEL?
To find out whether the
using of short story can improve the students’ reading comprehension at SMPN 1
SIN-SEL.
This research focused on students’ reading
comprehension using on narrative text through short story with title huntsman
by brownat the seven grade
students of SMPN 1 SIN-SEL.
The significant of the research is formulated
and expected into two benefits as follows:
1. Theoretical
benefits
The research result is expected to be useful
as information or input to both of the English students and teachers to improve
the teaching model and technique the students reading comprehension
2. Practical
benefits
This research is expected to be a good
technique both for teacher and student in teaching and practicing reading
comprehension.
CHAPTER II
REVIEW OF RELATE LITERATURE
In
this chapter deals with some pertinent ideas, previous related findings,
theoretical framework, and hypothesis.
1. Definition
of Reading
Smith
and Robinson (1980: 8) define that reading comprehension means understanding,
evaluating, utilizing, of information and ideas gained through and interaction
between the author and the reader.
Mansur
(2000: 23) define reading as active cognitive process of interaction with print
and monitoring comprehension of establish meaning, the readers from a
preliminary expectation about the material, the select, the fewest, most
productive cues necessary to confirm or reject this expectation. This is a
sampling process in which the reader takes adventure of this knowledge of
vocabulary, syntax, and discourse.
Cooper
(1986: 12) states that reading is a developmental task: reading change from
what primarily considered word recognition, through development of sight and
meaning vocabulary and several methods of word attack, through different type
of comprehension, to nature acts involving most of the higher mental process.
Harmer
(1992: 190) states that reading is an exercise dominated by the eyes and brain.
The eyes receive massages and the brain than has to work out the significance
of those messages.
From
the quotes above can be concluded that reading is an activity to extract
information which the readers want to derive from the point whether it is on a
piece of paper on in many other media.
2. Types
of Reading
Allin
(1980: 37) indicated the types of reading are important categories as follows:
a. Skimming
The
eyes run quickly, over the text to discover what is about the main idea and the
gist. This skimming occurs when the reader looks quickly at the contents page
of a book or at the chapter headings, subheadings, etc. this sometimes called
previewing, when the reader goes through a particular passage such as a new
newspaper article merely to get the gist.
b. Scanning
The
reader is to look out for a particular item he believes in the text. The
scanning can be done to find name, date, static, or facts in writing. The eyes
start quickly at the lines of writing.
c. Intensive
reading
It
is also called study reading, this involves close study of the text. As the
amount of comprehension should be high, the speed of reading is correspondingly
slower.
Based
on the quotes above, the researcher concludes that there are three types of
reading skill. Those are essential for the students to read story or passage
easily.
3. Definition
of Comprehension
Comprehension
is an active process. Active reading involves interacting with the information
or creating internal dialogue with the material. The reader is expected to be
actively engages with the text to construct meaning. Kendeou, et al (2007:28)
states that a general component in many definitions of comprehension is the
interpretation of the information in the text, the use of prior knowledge to
interpret this information and, ultimately, the construction of a coherent
representation or picture in the reader’s mind of what the text is about. The
important thing you can do to improve reading comprehension is to become an
active reader.
4. Definition of Reading Comprehension
For many students, reading is considered as
the useful skill that they can use inside and outside the classroom. It is also
the skill that can retain the longest time.
Allen and Valette( 1999:249 ) indicate that
reading is more than just assigning foreign language sounds to the written
words. It requires the comprehension of what is written.
Miller (2008:8) states: "Reading
comprehension is the ability to understand or to get meaning from any type of
written material. It’s the reason for reading and the critical component of all
content learning."
Papalia (2004: 34) states that reading
comprehension in general usage and more specifically in reference to education
and psychology has roughly the same meaning as understanding the massage of the
text.
Grellet (1981:3) assures that reading
comprehension is understanding written text means extracting the required
information from it as efficiently as possible. Reading comprehension is not
enough to understand the gist of the text but more detailed information is
necessary as well.
Adding to that Wood (2000:4) confirms that
reading involves getting meaning from the written words. Janzen (1996: 6-9)
declares that reading comprehension as the ability to take lexical information
(i.e., semantic information at the word level) and derive sentences and
discourse interpretations but reading on graphic based on formation arriving
through the eye. Webster's Collegiate Dictionary defines reading comprehension
as "the capacity of mind to perceive and understand the meaning
communicated by the text."
The researcher concludes that reading
comprehension is the process of understanding that text through short story.
Reading comprehension is a process in which
the reader constructs meaning using as the building materials theinformation on
the printed page and the knowledge stored in the reader’s head. It involves
intentional thinking,during which meaning is constructed through interactions
between text and reader. Reading is comprehension.Comprehension is what reading
is all about. Decoding without comprehension is simply word barking— beingable
to articulate the word correctly without understanding its meaning. Effective
readers not only makesense of the text they are reading, they can also use the
information it contains.
a.
Factors That Affect
Reading Comprehension
Many factors affect a child’s ability to
comprehend text. These include:
Ø motivation/purpose/goals/engagement
Ø vocabulary/word
knowledge/background knowledge
Ø automaticity
of decoding
Ø fluent
reading
Ø understanding
and use of strategies employed by effective readers
Ø the
nature of the text itself (difficulty and interest)
Ø the
type or genre of text (e.g., fiction, nonfiction, poetry)
Ø the
amount of reading done
b.
Effective
Comprehension Strategy Instruction
All comprehension Mini-Lessons—shared,
read-aloud, and guided reading—should focus on teaching studentsto:
Ø identify
their purpose for reading
Ø preview
text before reading
Ø make
predictions before and during reading
Ø activate
relevant background knowledge for reading
Ø think
aloud while reading
Ø use
text structure to support comprehension
Ø create
visual representations (make pictures in their heads)
Ø determine
the important ideas in the text
Ø summarize
what they read
Ø generate
questions about text
Ø handle
unfamiliar words during reading
Ø monitor
their comprehension during reading
Ø use
fix-up strategies
(Duke and Pearson 2002, 235).
c.
Assessing Reading
Comprehension
Because comprehension is a mental process, it
can only be observed and assessed indirectly. We cannot getinside a reader’s
head to observe comprehension, but we can infer comprehension strategies or
make them morevisible. Reading comprehension can be inferred and assessed
through:
Ø oral
or written retellings
Ø read-alouds
and think-alouds
Ø answering
questions
Ø filling
in missing words in a cloze: Is the word defensible?
Ø the arts/acting
out stories through puppet plays or Readers’ Theater; art
Ø written
responses
Ø group
discussions
Ø peer
and self-assessments
Ø questionnaires
Ø interviews
Ø audiotapes
of children’s readings
Reading
comprehension is the process of constructing meaning from text. Martin (1991:7)
states that reading comprehension requires motivation, mental framework for
holding ideas, concentration and good study technique.” It means that in order
to success in reading comprehension, the reader needs to motivate him/herself
to be more concentrate in reading, try to form mental frame works for holding
ideas, and the reader must have a good technique in reading.
5.
The purpose of
reading comprehension:
"The child does
not want to learn reading as a mechanical tool. He must have a personal hunger
for what is read.". (Huey,E 1986: 306).
Readers' beliefs
about their understanding and test performance as a function of the reading
purpose was examined. There are many students who read for entertaining, others
read for studying and others read just to improve themselves in English.
Moreover,
Huey,E. (1986:228) indicate that the purpose is considered as a motivation of
the students whether they are searching for specific information, general idea
or reading for joying.
6. Short Story
According
to Ghasemi (2011:267)
“short
story is a compact literary genre in which much is left unsaid in order for the
reader tomake implications. Therefore, it makes students sensitive to hidden
and implied meaning. Whilein reading non-literary material students learn to
read the lines and decode the meaning, inreading short stories they learn to
read between the lines. Thus, the short story, in addition to theabove
mentioned advantages as material for reading comprehension and writing skills,
is acarefully designed text that is organized to convey that “single effect”
that Edgar Allen Poe, thegreat theoretician of the short story as a distinct
literary genre, talks about. Regarding the issueof literary organization,
Arens, Swaffar and Byrnes (1991) observe that “students have greatersuccess
with texts that convince, inform and persuade- texts with rhetorical
illocution- than theydo with readings that are purely descriptive” (115)”.
Indeed, the short story as a
multi-dimensional literary genre can be profitably used in theacquisition of
various language skills. The short story's distinctive features, i.e., its
brevity,modernity, and variety make it appealing and interesting to language
learners. When the shortstory is chosen based on the students' level of English
proficiency, it can offer them adequatelinguistic, intellectual, and emotional
involvement and enrich their learning experience. Thus,this article proposes
that the short story can provide ESL/EFL learners with a suitable studyresource
which is both delightful and instructive to improve their linguistic
proficiency andreading/writing skills. Consequently, the researcher aims to put
forward a variety of strategies tomake the teaching of the short story
enjoyable and an academically enriching experience inaiding reading and writing
skills. These strategies include the design and implementation ofmotivation
building techniques which facilitate overall reading comprehension, oral and
spokenskills, and cultural orientation.
6.1. Elements
of Short Story
a. Characters:
the people involved in thestory. They are created throughphysical description,
actions, speech,the opinions and responses of othercharacters, and, where
narrative pointof view allows, through their ownthoughts.
b. Setting:
refers to the place(s) andtime(s) in which the story’s actionoccurs. Setting is
created throughsensory detail.
c. Plot:
the sequence of events whichconstitutes the story. Think ofdominoes falling;
each event occursbecause of something that precedes it.Be aware, though, that
plot is notalways presented chronologically:flashbacks and flash forwards can
beused for reasons of emphasis andclarification. And remember that plotis more
important in a novel than in ashort story. The short story tends tofocus on one
major event, while anovel might include many more.
d. Point
of view: the camera angle fromwhich the writer presents the story.
Infirst-person point of view, I am used,and the narrator is typically a
characterinvolved in the story. In secondperson(the least used point of
view),you is used, in an effort to make thereader a character. In third-person,
thenarrator is a voice external to thestory, using he or she in relatingevents.
Point of view can be limited(allowing no access to characters’thoughts),
omniscient (allowing accessto all characters’ thoughts) orsemi omniscient
(allowing access to thethoughts of selected characters).
e. Scenes:
parts of the story in which thewriter’s attention is tightly focused ona
particular point in the progression ofevents. Sensory detail is key so
thatreaders feel that theysee/hear/feel/taste/smell all that theywould if
actually witnessing theactions presented. (The type andamount of sensory detail
can varygreatly)
f. Dialogue:
the written approximationof speech.
g. Theme:
the insight or concern that thewriter hopes to convey through thestory. Not
stated outright, it should beabsorbed by the reader almostsubconsciously.
6.2. Genres
of Short Story
a. Action—fast
paced and designed for pure audience escapism; primarily plotdriven.
b. Adventure—all
about seeking something outside of ordinary experience that canbe hazardous;
filled with risk and the unknown.
c. Children—same
as adult books when it comes to genre; geared for a specificaudience at a
specific reading and comprehension level.
d. Comedy—usually
exaggerates situations, language, and characters for effect;must be willing to
take risks as a writer.
e. Crime—centered
on characters that have done something wrong or are at leastaccused of doing so
as the real criminal gets away.
f. Drama—serious;
portray realistic characters in realistic settings; can alsoexaggerate the
seriousness of the problem and the character’s reactions to thoseproblems.
g. Fantasy—transcend
the bounds of human possibility and physical laws; magic,myth, and
impossibilities abound.
h. Historical—mixes
detailed historical research with imagined characters.
i. Horror—meant
to frighten the audience; challenging common fears works bestbecause everyone
can relate to them.
j. Inspirational—inspire
readers into a new way of thinking, acting, or feeling; toteach the reader
something positive about life.
k. Mystery—a
character needs to answer a question that solves something that isunknown;
heavy on the rewriting stage (have to make sure clues are planted).
l. Suspense/Thrillers—contain
intense excitement and anticipation; audience isleft in the dark most of the
time, figuring things out as the characters do.
m. Gothic—stories
of the macabre that invoke terror; feature terrifying experiencesin ancient
locations such as castles, crypts, and dungeons; tend to examinegender roles.
n. Political—make
a statement regarding social or political views or ways ofbeing; primary focus
of the work supports/critiques a social/political view.
o. Romance—deal
with love and affairs of the heart; characters are oftenpassionate, with
unfulfilled desires and dreams.
p. Science
Fiction—based on new or futuristic technological or biologicaladvancements;
inventions abound; has to be made believable or at least probable.
q. Western—involve
settings in the Wild West, with a feeling of the open range;have themes of
honor, redemption, revenge, and finding one’s identity or placein life.
Ghasemiand Hajizadeh (2001:
69), point out that “The short story can offer learners adequate linguistic,
intellectual, and emotional involvement and enrich their learning experience”.
According to Bilal (2013:
26), “The short story can proffer learners ample linguistic, intellectual, and
emotional involvement and enhance their learning experience”.
Khatib
(2012: 240) States: “Contrary to the
previous researches the result of the present study shows that the experimental
group did not show a significant improvement over the control group. So the
using of literary texts seems unsatisfactory for Iranian EFL learners”.
Pourkalho
and Kohan (2013: 52) Define that “The
result showed that students in experimental group did better on the
comprehension test than those in the control group”.
The theoretical framework underlying this research is
given following the diagram.
In the diagram above, the four variables, input, process,
output, and outcome briefly discussed in the following:
|
Input
Process
Output
|
:
:
:
|
It
refers to the reading materials in the form of short story.
It
refers to the implementation of the short story technique in reading
comprehension.
It refers to the
students’ reading comprehension achievement after the using short story
technique.
|
1. Hypothesis
1
Ho
: This technique cannot improve the students reading comprehension through
short story.
Hi
: This technique can improve the students reading comprehension through short
story.
2. Hypothesis
2
Ho
: This technique cannot attitude the
students reading test.
Hi :
This technique can attitude the students reading test.
This chapter deals with type of the
research, variable of the research, subject of research, instrument of the
research, procedure of collecting data, and technique of data analysis.
Based
on the objective of the research, the writer applied pre-experimental research
design, by using two classes as a sample to random classes to whom the
treatment apply.
According to Wiersma
(1987:25), a variable is characteristic that takes on different or
considerations for different individuals. There were two types of variables:
independent and dependent variables. The independent variable, as Wiersma
(1987:26), states is simply a classifying variable; it classifies the
individual of the study. He also said that the values of the dependent variable
depend on the independent variable.
So, the variable of this
study are:
1. The
independent variable is the using short story in teaching reading
comprehension.
2. The
dependent variable is the students of SMPN 1 SIN-SEL.
1. Population
The
population of the research was 200 students of the students of SMPN 1 SIN-SEL
in second grade in academic year 2013/2014.
2. Sample
The
sample of the research will take 20% (40 students) of population that chosen
randomly.
This
research
1.
Test in short story……..
The
Test will use a short story under the title huntsman by brown…(contoh).
2.
Multiple choice test
Multiple
choice test Consist of 20 questions……..
E.
Procedure of
Collecting Data
1. Pre-test
In
this research, the writer distributed the reading comprehension test and answer
sheet the students. In this, the students were asked to answer essay matching
the words.
2. Treatment
a. The
teacher prepared the reading material for students.
b. The
teacher asked the students about the title of the reading material or connects
the title of reading material with the students’ prior knowledge.
c. Then,
after connecting prior knowledge, the teacher wrote the words which are not
familiar for the students on the white board.
d. The
teacher gave a time for students to read or comprehend the reading material.
e. The
teacher gave the question to the students about the reading material.
3. Post-test
The
post test gave to the students after treatment. In this test the students asked
to answer the question. The purpose of the test is to see the students’
comprehension after applying treatment.
In this research, the writer
used tests to measure the students’ reading comprehension skill and were
administrated twice; namely the pre-test and the post-test. Here, the pre-test
was used to see the students’ reading comprehension mastery before the
treatment, and the post-test was used to see the reading achievement after the
treatment. In collecting the required data in the post-test the writer used
multiple choices.
The choice multiple-choice type
was based on the following considerations:
1.
It was easy and
consistent.
2.
It was easy to
compute and determine the reliability of the test.
3.
It was economical
because the number of items can be answered in a short period of testing time.
4.
It was more
practical for the students to answer.
They just marked the most appropriate answer in the answer sheet each of
the tests consisted of 4 reading passages and 5 multiple choice reading
comprehension question followed each reading passage. Correct answers were
scored 1 and wrong answer were scored 0. Total score was 20.
F.
Technique of
Data Analysis
The data collected through the test and will be analyzed
by using the following procedure:
|
Pre-test
|
Treatment
|
Post-test
|
|
01
|
X
|
02
|
Where:
01
: Pre-test
X :
Treatment
02 :
Post-test
(Tuckman in Rianto, 2013:160)
1.
Scoring the
students correct answer of pre-test and post-test.
(Sudjana
in Rianto: 2008:144)
2.
Classifying the
score of the students answer into the following scale:
a.
9.6 to 10 is
classified as excellent.
b.
7.6 to 9.5 is
classified as good.
c.
6.6 to 7.5 is classified
as fairly good.
d.
5.6 to 6.5 is
classified as fair.
e.
3.6 to 5.5 is
classified as poor.
f.
0 to 3.5 is
classified as very poor.
(Depdikbud, 1985:332)
3. Findings
the improvement of the students, the writer compares of pre-test and post-test
by using the following way:
Where:
X = Mean
Σx
= The sum of all scores
N = The total number of students
(Gay,
1981:298)
4. Spss
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