1

INTRODUCTION

In this chapter, the researcher presents background of the study, research

problem, purpose of the study, scope and limitation of the study, significant of

the study, and definition of key term.

1.1.Background of the Study

English is one of foreign languages that is very famous and important for

people to learn, especially for those who want to improve their skill and

performance in language. English has been introduced earlier to Indonesian

students from elementary school, but in fact, they have still difficulties in

mastering English, it can be understood because in Indonesia English is as a

foreign language.

There are four skills of English that must be covered by the learner;

listening, speaking, reading and writing. Reading is the one of skills that is

important to the students or people who want to improve their skill to get some

information. They have to understand the idea of the text. It is not only gained

with one’s ability but with a very complex process involving movements of eye,

process of interpretation of symbols, as well as thinking to gain information.

According to Nuttal (2000) reading means a result of interaction between

the writer’s mind and the reader’s mind. It is the way how to the reader tries to

get the message or the intended meaning from the writer. In this process, the

reader tries to create the meanings intended by the writer, the reader can get the

message, and the writer’s meaning sense.

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According to Pang (2003:6) reading is defined as understanding written

texts. He says that reading consists of two related processes: word recognition

and comprehension. Word recognition is defined as the process of getting how

written symbols correspond to one’s spoken language while comprehension is

the process of making the meaning of words, sentences and connected text. He

adds his statement that the reader who has background knowledge, vocabulary,

grammatical knowledge, experience with text and other strategies can help them

understand written texts.

It is not easy to acquire reading skill for the students. It can be influenced

by some factors; one of them is from the teacher competence. It is how the

teacher develops motivation of the students to learn. The students may feel

bored in learning situation where the students are only as audience who attend

the teacher explaining material in front of the class.

To improve the reading skill of students in learning process, the teacher

needs the new strategy or technique. One of the technique is extensive reading.

Long and Richards in Farid (2010) identify extensive reading as “occuring when

students read large amounts of high interest material, usually out of class,

concentrating on meaning, “reading for gist” and skipping unknown words.”

The aims of the extensive reading are to build reader confidence and enjoyment.

Extensive reading is always done for the comprehension of main ideas, not for

specific details.

Based on explanation above, the researcher is interested in investigating the

students’ mastery on reading comprehension of the 8th grade students’ of SMP

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Negeri 24 Samarinda in academic year 2017/2018. This school is one of junior

high school in Samarinda, and the second year students of this school are 240

students.

The researcher is going to find out whether Extensive Reading can be used

as a new strategy for reading activity to increase the students’ reading

comprehension and they can have interest in English learning process.

1.2. Research Question

Regarding the background of the study above, the problems of this study

are:

a. How is the score on reading comprehension before they were taught by

using extensive reading strategy of the eighth grade students of SMP Negeri

24 Samarinda?

b. How is the score on reading comprehension after they were taught by using

extensive reading strategy of the eighth grade students of SMP Negeri 24

Samarinda?

c. Is there any significant difference on reading comprehension between taught

with extensive reading strategy and taught without extensive reading

strategy of the eight grade students of SMP Negeri 24 Samarinda?

1.3.Purpose of the Study

Based on the problem stated above, the purpose of this study are:

a. To know the student’s score of reading comprehension before they were

taught by using extensive reading strategy of the eighth grade students of

SMP Negeri 24 Samarinda.

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b. To know the student’s score of reading comprehension after they were

taught by using extensive reading strategy of the eighth grade students of

SMP Negeri 24 Samarinda.

c. To measure any significant difference on reading comprehension between

taught with extensive reading strategy and taught without extensive reading

strategy of the eighth grade students of SMP Negeri 24 Samarinda.

1.4.Theoritical Hypothesis

The researcher formulated the hypothesis of this research as follows:

a. The Null Hypothesis (Ho): There is no significant effect of extensive

reading on students’ reading comprehension at the 8th grade of SMP Negeri

24 Samarinda

b. The Alternative Hypothesis: There is significant effect of extensive reading

on students’ reading comprehension at the 8th grade of SMP Negeri 24

Samarinda

1.5. Significant of the Study

The significance of the study will be applicable theoritically and practically.

1. Theoritically, the result of this study can give contribution to the knowledge

development, especially, the result of this informs the effect by using

extensive reading to improve reading comprehension and it is expected to

give information to other researchers conducting similar research.

2. Practically,

a. To help English teacher to create and improve their teaching strategies

on reading comprehension by using extensive reading.

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b. For the students, it is expected that this research will motivate students

to increase their language ability or skills and help them to

comprehended reading easily.

1.6.Scope and Limitation of the Study

In order to focus this study to its main problem, there are some limitations

of this study:

a. This study is experimental study; it is True Experimental research.

b. This study is focused on improving students’ ability in learning reading

comprehension.

c. The population of this study is the 8th grade students of SMP Negeri 24

Samarinda in academic year 2017/2018.

1.7. Definiton of Key Terms

The following are some key terms in this study, which are:

a. Effect is the change one thing causes in something else. In this study,

teaching reading by using Extensive Reading strategy is expected to give

the effect to students’ comprehension on reading.

b. “Reading” is the process of looking at a series of written symbols and

getting meaning from them.

c. Extensive Reading is the reading of large amounts of materials (graded

readers (available by major publisher (e.g. Cambridge University Press,

Heinemann, Oxford and Penguin), texts on the same topic, authentic

materials (such as newspapers, magazines, that are related to the second

language culture), web resources, stories and articles chosen by the

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teacher), the materials are easy to understand, the students read at their

comfort zone.

d. Reading comprehension is the ability to read a text, process it and

understands the meaning. In this study, the students are expected to enjoy

their reading and make a review about their reading. If they have a problem

with their reading, they can replace with another reading which they prefer.
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CHAPTER II

LITERATURE OF RELATED REVIEW

To support this study, the researcher state some definitions and theories

from experts that have corrrelation to the title of the study.

2.1. Concept of Effect

According to Wood (2002) explains the effect is “the principle by which all

the action of screenplay is linked up with what have precede and what follows.”

Every cause must have effect, and every effect must have its cause. Cause creates

effets; effects are the results of causes.

Furthermore Zimmerman (2001) defined “effect is a manifestation,

expression, and sign. Something which is produce by an agent or cause, result,

consequence, outcome, power to produce result, efficiency, force, importance,

account.”

From definiton above, it can be conclude that effect indicates the power to

produce an outcome or achieve a result or influence. In this research, effect is a

power to archive the result thought experiment.

2.2. Concept of Reading

Bernhardt in Celce-Murcia (2001) states that reading is an interactive

process. In this process, there are some parts that interact each other, namely a text,

a reader, and a social context. The reader constructs the meaning in a written text

through the symbol that is presented in it. The construction of the meaning is
 8

influenced by the reader’s experience, language background, cultural framework,

and the purpose of reading.

Cline et al. (2006) states that reading is the process of deriving meaning

from a text. The writer encodes the message in his mind (it can be an idea, a fact, a

feeling, an argument, etc.) that he or she wants to share to the readers in the form

of written text. Once the text is accessed by the readers, they receive or decode the

message from the text.

Abbas and Seyedeh (2011) say that reading is an interactive process

between the readers and the text. The readers construct the information from the

text based on the knowledge drawn from the text and the prior knowledge or

background knowledge possessed by the readers. In this process, they bring what

they have already known from personal experience and the knowledge of the text

to make prediction about what is in the text.

2.2.1. Purpose of Reading

According to Davis (2011) the purpose of reading are for pleasure, for

organizing reading and study, for learning content or procedures and for language

learning.

1. Reading for pleasure involve narrative and literary text. The readers read and

following a narrative, enjoy the sound and rhytm or rhyme of a literary text.

2. Reading for organizing reading and study. The reader read to identify the

important content of a text, to answer specific question, to decide which section

of a text to start studying, to gain an idea of the author’s view point. To gain
 9

overall impression of the tone of a text, to decide which section of the text have

to read and not.

3. Reading for learning content or procedures. It is reading to gain and

understanding of new concept, to learn certain facts from a text and to follow

instruction.

4. Reading for language learning involves translating the text, to learn new

vocabulary, to identify useful structure and to practice pronounciation.

2.2.2. Technique of Reading

According to Boudoin in Eko (2003) there are four basic reading techniques;

skimming, scanning, reading for through comprehension, and citical reading.

1. Skimming

Skimming is quick reading for the general ideas of a passage. The kind of rapid

reading is appropriate when trying to decide if careful reading would be desirable

or when there is no time to read something carefully.

2. Scanning

Scanning is similar with skimming, scanning is also qiuick reading. However, in

this case the search is more focused. To scan is to read quickly in order to locate

specific information. When you read to find a particular date, name, or number

you are scanning.

3. Reading for through comprehension

Reading for through comprehension is careful reading in order to understand the

total meaning of the passage. At this level of comprehension, the reader is able
 10

to summarize the author’s idea but has not yet made a critical evaluation of those

idea.

4. Critical reading

Critical reading demands that reader make judgements about what they read.

2.2.2. Kinds of Reading

Several types of reading my occur in a language classroom. One way in

which these may be categorized, as suggested by Brown (1989) can be outlined as

follows:

1. Oral

Oral reading provides a window for the listener to understand the integration

of skills that the students uses to read. Students who read accurately, quickly, and

in phrased units, often do better on assessments of reading, their attitudes toward

reading are more positive, and they are more likely to read for pleasure. Fluency

play an important role in becoming a good reader. We also know that the integration

of reading skill appropriate to the level and genre, foster reading rates and accuracy

related to comprehension.

2. Silent

a. Intensive Reading

There is a difference between ‘learning to read’ and ‘reading to learn’. Both

of these are valid forms of reading but they have different aims. When students

‘read to learn’ (Intensive Reading) they are reading a text to learn something about

the language itself – maybe a new word, some grammar and so on. We could call it
 11

‘study reading’. This is the typical reading many students do in their textbooks. The

passages are short and often have a lot of language the students don’t know. There

are typically pre- and post-reading activities and comprehension questions as well.

The aim of this reading is to help teach the language or a reading skill such as

guessing the topic of an article from its title, or to give examples of say, the past

tense which the students will then study intensively.

Brown (1989) explains that intensive reading “calls attention to grammatical

forms, discourse markers, and other surface structure details for the purpose of

understanding literal meaning, implications, rhetorical relationships, and the like.”

He draws an analogy to intensive reading as a “zoom lens” strategy.

Intensive reading, sometimes called “Narrow Reading”, may involve

students reading selections by the same author or several texts about the same topic.

When this occurs, content and grammatical structures repeat themselves and

students get many opportunities to understand the meaning of the text.

The characteristics of intensive reading:

 Usually classroom based; reader is intensely involved in looking inside the

text; students focus on linguistic or semantic details of a reading; students

focus on surface structure details such us grammar and discourse markers,

students identify key vocabulary; students may draw pictures to aid them

(such as in problem solving); texts are read carefully and thoroughly; again

and again; aim is to build more language knowledge rather than simply
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practice the skill of reading; seen more commonly than extensive reading in

classrooms.

The materials of intensive reading:

 Usually very short texts – not more than 500 words in length chosen for

level of difficulty and usually, by the teacher chosen to provide the types of

reading and skills that the teacher wants to cover in the course.

b. Extensive Reading

When students ‘learn to read’ (Extensive Reading), they are practicing the

skill of reading by reading for information – reading a story book for example with

the aim of enjoying the reading without consciously knowing they are learning. The

aim is to build reading fluency - not necessarily to learn new things (although they

may learn some), and to deepen their knowledge of already met language items and

to get a better sense of how these fit together communicatively. This allows them

to process language faster and improves comprehension and enjoyment. Students

can also ‘learn to read’ by building their set of reading skills and strategies and by

doing speed reading activities designed to improve comprehension speed and

overall fluency.

These two forms of reading are complementary. Intensive reading

introduces new language items to the students, while extensive reading helps the

students practice and get a deeper knowledge of them. The former can be compared

with doing driving lessons at a school, the latter with actually driving on the road.

Both are necessary. Extensive Reading is usually done with graded readers.
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Brown (1989) explains that extensive reading is carried out “to achieve

general understanding of a text.”

The characteristics of extensive reading:

 Students read as much as possible; variety of materials on a range o topics

is available; students select what they want to read; the purpose of reading

are usually related to pleasure, information and general understanding;

reading is its own reward; reading materials are well within the linguistic

competence of the students in terms of vocabulary and grammar; reading is

individual and silent; reading speed is usually faster than slower; teacher

orient students to the goals of the program; the teacher is a role model of a

reader for the students

The materials of the extensive reading:

 Graded readers (available by major publisher (e.g. Cambridge

University Press, Heinemann, Oxford and Penguin))

 Texts on the same topic

 Authentic materials (such as newspapers, magazines, that are related to

the second language culture)

 Web resources

 Stories and articles chosen by the teacher

2.3. Concept of Extensive Reading

2.3.1. Definiton of Extensive Reading

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There are a lot of definitions of extensive reading proposed by some experts.

Steve (2005) defines that extensive reading is the reading of large amounts of

materials, the materials are easy to understand, it is usually done outside the

classroom and the students read at their comfort zone. They are free to choose

reading materials they want to read. If the reading materials are not interesting, they

are encouraged to return it and should find another interesting material.

Day and Bamford (2004) state that extensive reading is an approach in

language teaching in which the students read a lot easy of materials in the target

language. They can choose their own reading material and read it independently of

the teacher. They read for general understanding and they read for information and

for enjoyment. If the material is not interesting or it is too difficult, they should stop

their reading. Their reading should be at comfort zone-range, the material that they

choose should be read easily and with confidence.

Brown (2001) says that extensive reading is to get general understanding of

a longer text (it can be book, long article, essay, magazine, newspaper). It is usually

performed out of classroom. It is often called “pleasure reading”, “free voluntary

reading”, “sustained silent reading”, and “selfselected reading”. Reading is done for

pleasure without added a comprehension test afterwards. The students are allowed

to choose the materials they read depending on their interest. The use of dictionary

is abandoned because the purpose of the extensive reading is to gain general

understanding of the text. Therefore, the students are not necessary to understand

each word in the text.

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In extensive reading classroom, the students read a lot of simple text in order

to enable them reading smoothly, confidently, and pleasurably (Waring &

Takahashi, 2000). Moreover, extensive reading is the easiest and most effective

way to improve the students’ skills (Nuttall, 2005). It is also claimed that the

students will read better if they learn in a favourable climate.

In addition many English Foreign Language researchers (Camiciottoli,

2001) suggest that extensive reading as a good strategy to improve reading

proficiency and have confirmed its effectiveness in building linguistic competence

(reading ability, vocabulary, writing, and spelling skills).

2.3.2. Benefit of Extensive Reading

There are a lot of benefits of extensive reading proposed by the researchers.

Extensive reading is an effective way to improve reading fluency, reading speed,

comprehension, and other language skills (Bell, 2001). As the students are assigned

to read a lot material and the aim of extensive reading is to general understanding.

So, they do not need to concern with the meaning of individual word or sentences.

The speed and fluency are important to facilitate enjoyment and comprehension to

the material that they read. Moreover, it also improves other language skills such

as listening, writing, and speaking skills. In listening skills, the students will get a

lot of exposure of vocabulary and discourse through reading a lot material in which

helps them to improve their listening skill. In writing skill, the students can

summarize and take a note after they read the material. In speaking skill, the
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students can present the material they read in front of the class or in a reading group.

These activities can help them improving their writing and speaking skills.

Ali (2012) reveals that extensive reading can be effective in increasing

students’ motivation. In extensive reading, the materials are self-selected based on

the students’ level and interest. The topic can be selected by them. They can choose

the materials that they want to read and enjoy it. Of course, it will enhance their

motivation to read and also build reading habit for them. Additionally, Kembo in

Ali (2012) says that extensive reading can be the effective way to improve the

students’ motivation and it can develop the students’ confidence in reading long

material. Extensive reading does not followed by comprehension questions, so it

does not make the students feel anxiety to their reading. They can enjoy the

materials, increase their motivation to read and confidence in reading long material.

Bell (2011) says that extensive reading is an effective way to develop

reading fluency, reading comprehension, and vocabulary. Moreover, Day and

Pazhakh (2010) argue that extensive reading can have good impact on the student

development in learning second language. It can be an improving reading ability,

the students’ language proficiency (spelling, grammar, vocabulary, and writing)

improving the students’ motivation, positive attitude in reading long materials,

promote reading fluency and increase reading speed.

Bamford (1998) states that there are a lot of literatures in scholarly journals

that reports the impact of extensive reading on development in second language and

foreign language learning. This study shows that people who engage in the
 17

extensive reading program will be better readers in target language. They will be

enhancing in reading comprehension, increasing reading rates, increasing

motivation to read, developing positive attitude toward reading, gaining overall

language proficiency (listening and speaking, writing abilities), increaseing

vocabulary knowledge.

2.3.3. Principles Of Extensive Reading

Julian and Bamford (2004) propose the principles in conducting the

extensive reading program. The points can be presented as follows:

a. The reading material is easy to be understood.

The material that the students read should be easy to be understood, it covers

few unknown of vocabulary. So, the students do not need to struggle with difficult

material. They can enjoy their reading and read it fluently.

b. The material should have a wide range of topic.

The material is graded readers; it should be available on wide range of topic.

So, the students can choose the material they like based on their interest and level.

The material can be from magazines, books, comic, newspapers that are written in

target language. This variety can encourage the students to select the material they

want.

c. The students choose the material that they want to read.

Self-selected material is the technical term in extensive reading.

Thestudents are free to select the material they want to read. This helps them to
 18

enjoy their reading. If they find uninteresting material or they find it too difficult,

they are encouraged to stop their reading or return the material and then find

another.

d. The students read the materials as often as possible.

In extensive reading program, the students read a lot easy of materials in the

target language. They are supposed to read the materials as often as possible. The

teacher should make a target for their students. For example, the students of

beginner and intermediate levels are supposed to read a book per week. This is a

realistic target, as the books for them are short.

e. Reading speed is usually faster rather than slower.

The material of extensive reading should be easy to understand. So, the

students will be easy to understand the material they read. They are discouraged

using dictionary because it interrupts their reading, as the focus of extensive reading

is to build the students’ fluency. Conversely, they are encouraged to guess the

meaning of unknown words from the context that they read.

f. The purpose of reading is related to pleasure, information and general

understanding.

In extensive reading program, the students are not required to understand

detailed information of the material. They are encouraged reading for pleasure and

get general understanding. So, they do not need to concern the meaning of every

single word in the material.

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g. Reading is individual and silent.

The students read the material on their own pace. They are free to choose

the material they want to read. They read it silently without any help from the

teacher and they read it out of the classroom, in their own time, whenever and

wherever they want.

h. Reading is its own reward.

In the extensive reading program, it is usually not followed by

comprehension questions. As the goal of extensive reading is to get the students’

experience and enjoy their reading. However, the teacher has to design the activities

that reflect their experience during reading. The teacher can ask them to complete

follow-up activities after they finish their reading.

i. The teacher orients and guides the students.

Before the students start their reading, the teacher has to give them

orientation about what extensive reading is, why they are doing it, what benefit of

extensive reading, some rules of extensive reading, etc. The teacher has to guide

them in order they can get maximum result from their reading. The teacher can

check how much they read, check whether they are interested or not toward their

reading, etc.

j. The teacher’s role is to be a model for the students.

In extensive reading program, the teacher is an act to be a model for the

students. For instance, during the silent reading, the teacher has to read the material;
 20

it can be the model for the students. The teacher should be familiar with the topic

of the material in order to give recommendation for the students toward what topic

should they read. When the teacher and the students talk the material after reading,

it can create informal reading community and they can share their own experiences

during reading.

2.3.4. Practical Use of Extensive Reading in Classroom

Implementing extensive reading program needs commitment from teacher

and students. Here are some steps of implementation of extensive reading program

proposed by Lichun (2009).

1. Organizing class library.

A class library provides the students with various materials which are

graded readers; it can be fiction and non-fiction books, newspapers, magazines,

articles, etc. The materials should have a wide range of topic and genres such as

issue, romance, detective, drama thrillers, etc. So, the students can choose their own

material based on their level and interest. If they find the material too difficult to

read, they should stop their reading and should find another material.

The teacher can prepare bookshelf in front of the classroom. Then she can

ask some students to bring one or two materials to the classroom and put them on

the bookshelf. It can be done by some students to be librarians per week, taking

charge borrowing and returning the materials. Some set of methods will be

explained as follows:

a. Displaying on wall
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The teacher can make a grid on the wall, which lists the names of the

materials and the students’ names. Then the librarians write the date when

their friends finish reading the material. Through this activity, they can

know what others read and when they finish their reading. It makes them

more eager to read and they will compete each other in finishing their

reading.

b. Writing comment

The librarians can prepare one note list for each material. They can ask their

friend to write short comment for the material they have read. It can be

several words or one or two sentences about the material they have finished.

The teacher can let their students to see their classmates’ comments; it gives

them high motivation to read more.

2. Showing the importance

Before conducting extensive reading program, the teacher has to give

explanation to the students about the importance of conducting extensive reading

program, the benefit of extensive reading, how to start to read, etc. The teacher’s

explanation helps them to understand and encourage them to read.

a. Implementing various English reading materials (book flood)

The students were provided a lot of reading materials. They were allowed to

choose reading materials based on their interest. In this activity, they could

stop and change their materials if the materials were too difficult for them.

This activity was aimed to attract the students’ reading interest and to read

pleasurably.
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b. Silent reading time

The teacher spends 20 minutes in conducting extensive reading. The teacher

and the students can select the materials from the bookshelf, 15 minutes is

needed to have silent reading and 5 minutes is for asking open ended

questions. For example: “Do you want to borrow this book to read this

weekend? Why?” “How do you like the material, What made you choose that

material?”, and etc.

c. Applying reading material

It is better for the teacher to apply what the students read outside of the

classroom during to the classroom teaching and learning activities. If the

teacher succeeds to bring this atmosphere, the students will motivate to read

more. For instance, when the teacher teaches vocabulary, he is better to use

sentences related to the materials that the students read. The teacher can say

“Snow white is very beautiful, while her step mother is cruel.” Through this

method, the students get better understanding toward their reading and it

stimulates them to read after the class finished.

d. Book report

After they finish their reading, every student is asked to make book report;

it includes the names of the book, what they are thinking after reading, and

how they recommend the book to their classmates, comments of quality

the book, etc. Through this activity, the students listen and report the book

information; it is an effective way to improve speaking skill.

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Moreover, Fanshao (2009) proposes some techniques and procedures of

implementing extensive reading program. First, the teacher can ask their students

to fill a short record form containing the name of the book they read, its level, how

long they need to read the book, a brief comment about quality of the book, etc.

Second, the students have to present an oral report on each book they read

in front of the class or in a reading group. The reports cover the name of the book,

type of the story, setting, whether the book is enjoyable or well written or not.

Third, group discussion consists of four or five students; it is organized

based on the students who read the same book. After the discussion ends, they can

prepare an oral book report or a written review that have to present to others in front

of the classroom. These activities can help them to improve their speaking and

writing abilities.

Fourth, the teacher can provide individual counselling, he can ask the

students about their reading experience, their progress after conducting extensive

reading, their problems, and the teacher can give the best solution to overcome the

problems found. This activity can be done when the other students engage their

reading. Finally, the students get reward from the teacher depends on the quantity

of reading they do. This activity are purposed to motivate the students to read more.

2.4. Concept of Reading Comprehension

The main purpose for reading is to comprehend the ideas in the material.

Without comprehension, reading would be empty and meaningless.

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There are many definitions of reading comprehension accepted from some

writers. According to Klingner (2007) reading comprehension is “the process of

constructing meaning by coordinating a number of complex processes that included

word reading, word and world knowledge, and fluency”. It refers to the ability in

interpreting the words, understanding the meaning and the relationships between

ideas conveyed in a text. He summarized reading comprehension instruction for the

teacher as following a three-step procedure: mentioning, practicing, and assessing.

That is, teachers mention the skills that the students want to use, then they give them

opportunities to practice those skills through workbooks or work sheets, and finally

assess whether or not they use the skill successfully.

Alderson (2000) defines reading is an enjoyable, intense, private activity in

which the readers get much pleasure and can totally absorb the reading. According

to Pang (2003) comprehension is the process of making sense of words, sentences

and connected text. He says that comprehension is the processes of deriving the

meaning of one word to another in a text. Readers typically make use of background

knowledge, vocabulary, grammatical knowledge, experience with a text and other

strategies to help them understand the written texts.

2.5. Previous Study

This research is not the only one research which focuses on extensive

reading technique. There are some researchers that are focus on extensive reading

model with several reading comprehension. The following are some of them.
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Study which was conducted by Annisa Puspita Hapsari (2013) in her study

entitled. “Improving Students’ Reading Comprehension Ability Through Extensive

Reading. The subject of the research was class VIII SMP Negeri 2 Bantul in the

academic year 2012/2013”. She investigated teaching reading thrrough extensive

reading technique. In her study, she used Classroom Action Research (CAR)

design. This research did some steps for each cycle. They were planning, action,

observation, and reflection. She used 29 students as sample in class. The reason

why the researcher choose the VIII C class was because the students’ reading

achievements was low.

The second researcher is Martini (2008) who conducted a study about “The

Implementation Of Extensive Reading To Improve Reading Comprehension”. The

participants of this research were 25 second semester students of Accounting

Department, Politeknik Negeri Padang who are registered in 2005/2006 academic

year. In her research, she used Collaborative Action Research. This study consists

of three cycles. Each cycle took five phases: diagnosis, plan, action and observation,

evaluation, and reflection. The result showed that the implementation of extensive

reading has been succesfull to improve reading comprehension.

The two researcher showed that extensive reading is a method that usefully

to improve students’ reading comprehension. The similarity of two researchers is

extensive reading is used to increase reading comprehension. The differences of

two researchers are population of the study, sample of the study, and design of the

study. Therefore, the researcher interest on reading skill and extensive reading

technique as method to conduct in her research. In this study, true experimental

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design will use as design of study which consist of two groups they are experimental

group and control group. The result of research is to prove practical and theoritical

solution on the teaching of reading in context in general and particularly in Junior

High School.

Based explanation in above, we can conclude that the differences of this

study and previous study are about population, sample of the study and design of

the study. Both of previous study in above research in Bantul and Padang and this

study research in Samarinda especially SMP Negeri 24 Samarinda. Then sample in

previous study is about VIII SMP Negeri 2 Bantul and Second semester Accounting

Department, Politeknik Negeri Padang. The design of the study in previous study

is about Classroom Action Research (CAR) and this study is about True

Experimental.
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CHAPTER III

RESEARCH METHODS

In this chapter, the researcher discusses the aspect relate the research

methodology; they are research design, poulation and sample, research instruments,

data collection technique, data analysis technique, and research hypothesis.

3.1. Research Design

Jack R. Fraenkel & Wallen (2009) said that Experimental research is one of

the powerful research methodologies that researcher can use. Therefore, the design

of this study is an experimental study. An exprimental usually involves two group

subjects, an experimental group and a control or comparison group. There are four

types of experimental study, they are: pre-experimental, factorial design, true

experimental design, and quasi-experimental design.

In this study, the researcher use true experimental design, specifically the

pretest-posttest equivalent groups design.

The pretest – posttest groups design figures:

R O1 X O2
R O3 C O4

X gain = O2 – O1 O1 – O3 = pretest X = experiment

C gain = O4 – O3 O2 – O4 = posttest C = control

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This design is one of the most effective in minimizing the threats to

experimental validity. Pretest are administered before the application of the

experimental and control treatments and posttest at the end of the treatment period.

Gain scores may be compared and subjected to a test of significance of the

difference between two means (Best, 1981).

Based on this statements the researcher will give the pretest to both groups.

The researcher will give a treatment, i.e the researcher giving extensive reading

material twice a week for a month to the experimental group as an alternative way

of teaching reading.

3.2. Population and Sample

3.2.1. Population

Best (1991) states that population is any group of individuals that has one

or more characteristics in common, while according to Johnson (1987), population

is the entire group of entities or persons to which the results of the study are intended

to apply. The population of this study is the 8th year students of SMP Negeri 24

Samarinda in the academic year of 2017/2018. The total number of the population

are 240 students divided into 6 classes. It means that each class had 40 students.

3.2.2. Sample

Sometimes, the number of population is too big so it is out of the reach. In

this case, the research is conducted to a part of the whole population. This part must

have the characteristics that represent the whole population. According to Best
 29

(1981) a sample is a small proportion of a population selected for observation and

analysis.

In selecting sample, the writer use random sampling. According to Arikunto

(1998), researcher may take 1 up to 15 percent or 20 up to 25 percent out of the

population. Therefore, the writer took 17 percent out of 240 students or equal to 40

students as the sample for this study. The sample is divided into two groups

consisting of 20 students in experimental group and 20 students in control group.

The researcher choose 20 students of VIII A and 20 students of VIII B. The

researcher did not take all of the students both in VIII A and VIII B for efficiency

and practical reasons.

3.3. Research Instrument

Kerlinger (1965) states that an instrument plays an important role in study

in the sense that reliability of the instrument will influence the reliability of the data

obtained. Before collecting the data, the writer prepare the instrument such as a test

and questionnaire.

1. Test

According to Longman (2006), instrument is a piece of scientific

equipment or a medical tool. The instrument of this study is a reading

comprehension test. The researcher will conduct test on reading

comprehension constructed by adopt from other researcher. The test was

constructed in the type of multiple choices that had 40 items. Each item had

4 alternative answers or options.

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3.4. Scoring the Reading Skill

To know student’s ability on reading skill, the researcher use a formula as

follows:

𝑹
𝑺= 𝒙 𝟏𝟎𝟎
𝑵

Where:

S = Score Option

R = Right Answer

N = The Total Number of the test items

To take the qualitative score, the writer used standard score according to School:

Figure 2. Classification of the different criteria of score

No. Score Groups Criteria

1 90-100 Excellent

2 80-90 Good

3 70-80 Fair

4 50-70 Poor

5 0-50 Failure
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3.5. Tryout Out of the Instrument

To get a good test, the researcher will to apply a try out test before the test

is given to the sample students of this research, the researcher will give a try out to

10 of the eight grade students of SMP Negeri 24 Samarinda academic year

2017/2018. The numbers of the test item in try out are 40 items.

The main purpose of the try out is to find out the Degree of Difficulty (DD),

the Discriminating Power (DP), validity and Reliability. In respect, try out is

develop identify three characteristics of a good test.

3.5.1. Degree of Difficulty

Degree of difficulty is obtained by dividing the number of students who

correctly answer the item with the total number of students. It is know whether the

test items are too difficult or not. To find out the degree of the difficulty of the test,

the researcher used the formula:

𝑩
𝑰𝑭 =
𝑱𝑺

(Brown, 2004)

Where:

IF = Item facility (Level of Difficulty)

B = Number of test-takers answering the item incorrectly

J = Number of test-takers responding to that item

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Table 1 : The classification of the degree of difficulty

No. IF Classification

1 0.00 – 0.30 Difficult

2 0.31 – 0.70 Good

3 0.71 – 1.00 Easy

3.5.2. Discriminating Power

To find out the discriminating power of the test, is used formula bellow:

𝑩𝑨 𝑩𝑩
𝑫𝑷 = - (Brown, 2004)
𝑱𝑨 𝑱𝑩

Where:

D = Discriminating Power

JA = Number of students in upper group

JB = Number students in lower group

BA = Number students in upper group who answer correctly

BB = Number students in lower group who answer correctly

Table 2 : The classification of the discriminating power

No. D Classification

1 0.00 – 0.20 Poor

2 0.20 – 0.40 Satisfactory

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3 0.40 – 0.70 Good

4 0.70 – 1.00 Excellent

5 - (negative) Dropped (It is better not to use them)

3.5.3. Validity

Wright (2010) defined validity of the test is a question, task, or a set of task

that plan to get information; every question had right answer, and gave implication

that every test strove for answer form person that had test. The test is consider valid

if it is measured what it is supposed to measure. To know the validity of the test,

the researcher used the Person’s Product Moment Correlation as follow:

𝑵 ∑ 𝒙𝒚 − (∑ 𝒙)(∑ 𝒚)
𝒓𝒙𝒚 =
√{∑ 𝒙𝟐 − (∑ 𝒙𝟐 }{𝑵 ∑ 𝒚𝟐 − (∑ 𝒚𝟐 )}

or

∑ 𝒙𝒚
𝒓𝒙𝒚 =
√(∑ 𝒙𝟐 )(∑ 𝒚𝟐

Where:

Rxy = Coefficient correlation between x and y variable

N = Number of students

EXY = Sum of the x and y variable product

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EX = Sum of students’ scores from try out

Ey = Sum of reading scores of the students from English teacher

Table 3 : The classification of the validity

No. Result Classification

1 0.80 – 1.00 Very high correlation

2 0.60 – 0.79 High correlation

3 0.40 – 0.59 Satisfactory

4 0.20 – 0.39 Low correlation

5 0.10 – 0.19 Very low correlation

3.5.4. Reliability

The reliability of the test is the quality of consistency that the instrument or

procedure demonstrates over a period of time (Best, 1981). Technique of this study

to know the reliability of the test is split half method. Procedure of this method is

the items of single test into two comparable halves. Subject will have 2 scores., the

score of the odd number items as variable X and the even number as the variable

Y. Two variables will correlate using prodect moment formula, and to know the

reliability of the test, the researcher will use Spearman – Brown correction formula:

𝟐𝒓 𝟏⁄𝟐 𝟏⁄𝟐
𝒓=
(𝟏 + 𝒓 𝟏⁄𝟐 𝟏⁄𝟐 )

Where:
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R = Reliability of the test

r ½ ½ = Reliability of the half-test

Based on Peaeson’s product moment table, the test is reliable if the result of

r computation is higher than the value of r table.

3.6. Treatment Procedurs

Treatment procedures for experimental group and control group. Extensive

reading procedures are as follows:

1. Opening the lesson by greeting students

2. Checking the students’ presence list

3. Explaining about what they are going to learn (introduces the material)

4. Giving some text (story) related to the material will discuss

5. Asking the students to choose one story which they prefer

6. Asking the students to read and enjoy their story (if they have trouble they

can stop and replace with another story)

7. Giving them a reading log after the students finish their reading activities

8. The teacher are doing monitor, giving guidance, motivation and help the

students if they need it.

9. Concluding the lesson being taught

10. Giving the students a chance to ask about the material being taught

11. Ending the class.

For control group, the teaching learning process is as follows:

1. Presenting the purpose of this study and indicator to the students

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2. Explaining the material what they are going to learn (textbook)

3. Giving example about the material

4. Giving the task for every students

5. Concluding the lesson being taught

6. Giving the students a chance to ask about the material being taught

7. Ending the class.

3.7. Data Collection Technique

The researcher use some steps to collect data, they are follows:

1. Try out

Giving try out test to the students. The try out test consisted of 40 items.

2. Treatment

Conducting the treatment to group (experiment group and control group). It

will divided in 6 meetings. For each meeting, the students get one extensive

reading (different level). The experimental group will give treatment

extensive reading technique meanwhile the control group will not use

treatment extensive reading technique.

3. Reading Skill Test

Giving reading skill test to group (experimental group and control group) of

the students of SMP Negeri 24 Samarinda.

4. Collecting and Tabulating

Collecting the avarage scores (mean) of students result and then tabulating

the post-test score of experimental group and control group. Measuring the
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different post-test score of experimental group and control group using t-

test.

3.8. Data Analysis Technique

The researcher use mean (x) formula to analyze the score of the test

computation. Mean is the avarage score obtained from the test of all students, and

then divided by total number of all students. In analyzing data, the data result will

processed by comparing between post test of the students’ ability on reading

comprehension taught by using extensive reading technique and without extensive

reading technique. The data result of reading test is data of avarage score of reading

comprehension in post-test of experimental group and control group. The formula

as follow:

∑𝒙
𝑴=
𝑵
Where:

M = Mean Score

N = Total number of the sample

X = The score in a distribution

To calculate the avarage scores, the researcher will use the criteria below:

Table 4. Scoring Criteria

No. Interval Score Qualification Classification

1 80 – 100 A Excellent

2 66 – 79 B Good

3 56 – 65 C Fair
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4 40 – 55 D Poor

5 30 – 39 /E Failure

To know whether the hypothesis is acceptable or rejected, the researcher use

t-test. The formulation of t-test:

𝑴𝒂 − 𝑴𝒃
𝒕=
∑ 𝒙𝒂𝟐 + ∑ 𝒙𝒃𝟐 𝟏 𝟏
√( ) (𝒏𝒂 + )
𝒏𝒂 + 𝒏𝒃 − 𝟐 𝒏𝒃

Where:

Ma = the mean of experimental group

Mb = the mean of the control group

∑ 𝑥𝑎2 = the sum of square of deviation of the experimental group

∑ 𝑥𝑏2 = the sum square of deviation of the control group

Na = the number of population of experimental group

Nb = the number population of control group

3.9. Hypothesis Testing

The researcher formulated the hypothesis of this research as follows:

1. The Null Hypothesis (Ho): There is no significant effect in reading

comprehension between students who are taught by using extensive reading,

those who are taught without using extensive reading.

2. The Alternative Hypothesis: There is a significant effect in reading

comprehension between students who are taught by using extensive reading,

those who are taught without using extensive reading.

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To determine whether the hypothesis of this research will accepted or

rejected, the following criteria of hypothesis testing use:

Ha= tc>t-table

If the t-value will the same or higher than t-table, the null hypothesis (Ho)

will be rejected and the other hand the alternative hypothesis (Ha) will

be accepted.

Ho= tc<t-table

If the t-value will be lower than t-table, the null hypothesis (Ho) will be

accepted and the other hand the alternative hypothesis (Ha) will be

rejected.