Jurnal Ilmiah Mahasiswa (Pendidikan Bahasa Inggris)

STKIP PGRI Bandar Lampung

http://eskrispi.stkippgribl.ac.id/

THE INFLUENCE OF GUIDED READING TOWARDS STUDENTS’ READING

ABILITY OF SMKs BHAKTI NUSANTARA TULANG BAWANG

I Made Jatmiko,1Adenan Damiri,2 Hajjah Zulianti3

123STKIP PGRI Bandar Lampung
1madejatmiko170795@gmail.com, 2adenandamiri@gmail.com,
3hazaulie@gmail.com

Abstract: This research aimed to know the influence of Guided Reading towards
students’ reading ability. This technique helped the students working individually in
finishing their tasks. The objective of the research was to know the influence of
Guided Reading towards students’ reading ability. In this research the writer used
experimental method or known as descriptive quantitative research. The
population was 48 students in 2 classes. The sample was taken by using Total
Sampling Technique.The writer took all of the classes as the sample of research
namely experimental and control class. It consisted of 45 students, the other
students were absence. The main technique in measuring students’ reading ability
was multiple choice which consisted of 40 items test. In calculating the data, the
writer used t-test formula. Based on the data analysis, the writer got the result that
𝐻𝑎 was accepted. It was obtained that 𝑡𝑡𝑒𝑠𝑡 = 4.45, 𝑡𝑡𝑎𝑏𝑙𝑒 for α= 0.05 was 1.68 and for
α=0.01 was 2.42 (4.45 > 1.68 < 2.42). So, 𝐻𝑎 was accepted. It meant that there was
significant influence of Guided Reading towards students’ reading ability of the
eleventh grade of SMK Kesehatan Bhakti Nusantara Tulang Bawang in 2018/2019.

Keywords: Guided Reading, Independent Reading, Reading Ability.

Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh Guided Reading

terhadap kemampuan siswa dalam membaca. Teknik ini membantu siswa bekerja
secara individu dalam menyelesaikan tugas mereka. Sasaran penelitian ini adalah
untuk mengetahui pengaruh Guided Reading terhadap kemampuan siswa dalam
membaca. Di penelitian ini penulis menggunakan metode eksperimen atau biasa
disebut dengan penelitian deskripsi kuantitatif. Populasi penelitian berjumlah 48
siswa dari 2 kelas. Sample penelitian si ambil dengan menggunakan Total Sampling
Technique. Penulis mengambil semua populasi sebagai sample penelitian yang
diberi nama kelas ekperimen dan kelas kontrol. Yaitu berjumlah 45 siswa, siswa
yang lainnya tidak hadir pada saat penelitian. Teknik utama untuk mengukur
kemampuan membaca siswa adalah pilihan ganda yang berjumlah 40 soal. Dalam
menghitung data penelitian, penulis menggunakan rumus t-test. Berdasarkan
analisis data, penulis mendapatkan hasil bahwa 𝐻𝑎 di terima. Di dapatkan t-test
4.45, t=table di α= 0.05 = 1.68 dan di α=0.01 = 2.42 (4.45 > 1.68 < 2.42). Sehingga
hasilnya 𝐻𝑎 diterima dan terdapat pengaruh penggunaan Guided Reading terhadap

1
kemampuan siswa dalam membaca di kelas sebelas SMK Kesehatan Bhakti
Nusantara Tulang Bawang tahun ajaran 2018/2019.
Kata Kunci: Arahan Membaca, Membaca Secara Individu, Kemampuan Membaca.

INTRODUCTION this strategy, the students have self-

Reading is a fluent process of confidence in finishing their task
readers combining information from a independently.
text and background knowledge to
Based on the preliminary reaseach
build meaning. Reading is not a simply
at SMK Kesehatan Bakti Nusantara
calling out the names of words, but it is
Tulang Bawang, the writer found that
a complex intellectual process to make
the students faced difficulties in
sense of the meanings of the words and
comprehending the text. This happened
the messages of the text. Besides that,
mainly because of many unfamiliar
reading is as the meaningful
words on the text. This problem leads
interpretation of printed or verbal
them to spend too much time in
symbol. It is a result of the interaction
opening dictionary in the aim of finding
between the perception of graphic
the meaning of the difficult words.
symbols representing the language and
the readers’ language skills, cognitive Based on the background of the
skills, and the knowledge of the world. problem above, the writer applied
Guided Reading to develop the
The various problems are found in
students’ reading skill. The writer
reading. The students are difficult to
assumed that it could help them to
find the exact meaning. They are still
generalize the ideas. Therefore, the
confused to know the content of a text
writer proposed a reasearch entitled:
and they only focused on finding the
“The Influence of Guided Reading
words meaning in a dictionary to
towards Students’ Reading Ability at
understand the content of the text.
the Eleventh Grade of SMK Kesehatan
They also faced difficulties in
Bhakti Nusantara Tulang Bawang in
recognizing vocabulary. Once they read
2018/2019”.
the text, the next day they will forget
the meaning of unfamiliar words they FRAME OF THEORY
have found. 1. Reading
Reading is an exercise dominated by
Finding the fact above, the writer
the eyes and the brain, it can be
found a way on how to make students
understood that the eye receive
are enjoy their reading classes and
messages and the brain then has to
enjoy their reading assignments. It was
work out the significance of these
done by using appropriate strategy
messages.
named Guided Reading. Guided
Reading strategy was one of strategy “Reading is a fluent process of readers
that can be used in teaching reading. It combining information from a text and
was a strategy that allows students to background knowledge to build
learn how to understand unfamiliar meaning”. (Linse, 2005: 69).
words or text. Guided Reading taught
them how to work individually in It means that reading is a complex
finishing a task. The teacher monitored interaction between the text and the
the activeness of the students in the reader. It is more than merely referring
classroom, then the students were to the activity of pronouncing the
asked to read the text given. Through printed material or following each line

2
 I Made Jatmiko, Adenan Damiri, Hajjah Zulianti.
of written page. It involves various and
mixed activities. Reading is not to be a
passive activity but reading is an active
process in which readers relate
information in the text to what they
already know.
From the theory above, the writer
concludes that reading is an active
cognitive process of interacting with
print and monitoring comprehension to
establish meaning.
2. Purpose of Reading
Reading is the process to understand a
text or a passage. The purpose of
reading is to catch idea or information
in paragraph text. The primary target in
reading is comprehension:
1. Reading for detail facts
2. Reading for main ideas
3. Reading for sequence or
organization
4. Reading for classify
5. Reading to evaluate
6. Reading to compare or contrast.
(Anderson, 2007: 99-100).
Based on the points of reading
purposes above, the writer concludes
that reading has specific purpose. It
means that each text has it is own
function.
3. Types of Reading
Type of reading is treated as a
means to an end. It may include reading
simply for pleasure or reading
technical, scientific or professional
material. This later type of text more
academic, may involve two specific
type sof reading. They are scanning for
key details or skimming for essential
meaning. Which can be explained as
follow:
1. Skimming
2. Scanning
3. Extensive reading
4. Intensive reading. (Grellet,
1986:4).
From the fourth of reading types
above, it can be concludes that the first
and second types is about reading
quickly. It focuses on how we handle
our eyes to read a reading text or
passage. The purpose of both reading
types is to find out specific information
quickly.
The reader has specific purpose in
reading, it can be for finding main idea,
making inference, identifying words
that connects one idea to another, or
identifying grammar on the text.
Intensive reading cometimes called
“Narrow Reading”. When it occurs,
content and grammatical structures
repeat themselves and students get
many opportunities to understand the
meaning fo the text. The success of
intensive reading on improving
students’ reading comprhension is
based on the premise that the more
familiar the reader is with the text,
either due to the subject matter of
having read other works by the same
author, the more comprehension is
promoted. (Grabe W: 2009:15).
4. Teaching Reading
In learning process teacher should
be able to create a good situation to
attract students in knowledge transfer
process from teacher to students in
order to reach the goal of learning. In
teaching reading there are many ways
to reach the goal that is suitable with
condition itself, it can make the
students active in teaching and learning
process.
“Teaching reading must teach
about as follows; Identify pronominal
references, main ideas, what kind text
involve, topic, supporting details,
recognize writer’s intention, and
3
 I Made Jatmiko, Adenan Damiri, Hajjah Zulianti.
making inferences”. (Hughes, 2003:
139).
It means that the learners must be
able to see the context in reading
passage. They should know what the
point written in the text. They should
be taught by using suitable strategy, in
order to make them able in
comprehending any kind of reading
texts.
From the theory above, the writer
concludes that teaching reading is quite
hard. As we know that most of people
are lazy to read. Especially in reading
book, because they prefer to read the
passage online or by their smartphone.
5. Principle of Teaching Reading
A principle is a concept or value
that is guide for behavior or evaluation.
It is such a rule that has to be or usually
is to be followed, or can be desirably
followed, or it is an inevitable
consequence of something, such as the
laws observed in nature of the way that
system is constucted. In reading there
also have principle. It allows students
to evaluate something and to be
followed, in order to make good
comprehension in a reading passage.
Below six principles of teaching
reading:
1. Reading is not passive skill
2. Students need to be engaged with
what they are reading
3. Students should be encouraged to
respond to the content of a
reading text
St respond towards the text.
4. Prediction is a major of reading
5. Match the task to the topic
6. Good teacher exploits reading text
well. (Brown, 2001: 70).
Based on these principles, the
writer concludes that the principle is
such a rules which should be followed
by both teacher and student. There is
no effective learning without the
engagement of teacher and students in
the classroom. In other words, they
should engage each other. The teacher
gives instructions, then the students
follow it. Furthermore, the teacher
should know what the students’ need
or on what level they are. By knowing
it, the teacher will be easier to apply the
principles in teaching reading.
6. Component of Teaching Reading
Component in teaching reading is
the key or the reason why people can
read well.
“Meaning, learning, and pleasure are
the ultimate components of learning to
read. reading comprehension is a multi
component, highly complex process
that involves many interactions
between readers and what they bring
to the text (previous knowledge,
strategy use) as well as variables
related to the text itself (interest in text,
understanding of text types)”. (Harris
and Graham, 2007: 8).
It means that the component in
teaching reading is about constructing
the meaning in a text. To construct that
meaning we should have previous
knowledge. Such as vocabulary and
fluency.
Based on the explanation above,
the writer concludes that before we
apply much more strategies or
purposes in teaching reading. We
should know the main component of
teaching reading. They are vocabulary
and fluency. Vocabulary is an important
component of a literacy program
because the more words that a learner
knows and understand, the more that
learner will comprehend when reading.
And if they have saved much
vocabularies in their memories, they
will be fluently in reading. The fluency
follows automatically.
7. Problem of Teaching Reading
4
 I Made Jatmiko, Adenan Damiri, Hajjah Zulianti.

“To comprehend, readers must with some fluency. You choose

understand information they already selections that help students expand
process to filter, interpret, organize and their strategies.
reflect upon the incoming information
“Guided reading is a small group
from the page. Efficient interpretation
activity where the teacher helps
of the text involves a combination of
students to practice strategies to read a
word recognition skill, and linking new
text independently. Texts chosen for
information to prior knowledge. The
guided reading need to be at an
problems of teaching-learning reading
appropriate level that will provide the
is that the students are hard to locating
necessary supports and challenges for
the main idea, making connections,
the students as they read the text”.
questioning, inferring and predicting”.
(Heineiman, 2004: 50).
(Westwood, 2008: 31).
It means that Guided Reading is a
It means that to comprehend a
group activity in teaching-learning
reading text, the teacher should force
reading. It such a strategy to practice or
students to learn how to overcome
to enable students mastering reading
their own problem. Because there is no
skill. The passage must be appropriate
teacher’ problem in teaching. But once
to the students’ level, so that they
it becomes students’ problem, then it is
would not hard to learn it.
teacher’ problem too.
The purpose of Guided Reading
Based on the theories above, the writer
students can understand and enjoy the
concludes that the teacher should
story because it’s accessible to them
overcome students’ problems in
through their own strategies,
reading. Because problem can cause
supported by your introduction. They
anxiety. Many people will try to avoid,
focus on meaning but use problem-
ignore or procrastinate when dealing
solving strategies to figure out words
with difficult issues in their lives, it also
they don’t know, deal with difficult
happens to students’ problem in
sentence structure, and understand
learning reading. Unfortunately if the
concepts or ideas they have never
problems are avoiding, even those
before encountered in print. The
small problem can become a big
important of Guided Reading is it gives
problem over time. All of the teachers
students the chance to apply the
should know how to maintain all of the
strategies they already know to new
situation in teaching and learning
text. Teacher provide support, but the
process, because it is their
ultimate goal is independent reading.
reponsibility.
Helpful teaching guided reading
8. Guided Reading
strategy for introducing a new story
Guided reading is an instructional aimed at facilitating independent first
approach that involves a teacher reading of the text are identified in this
working with a small group of students study. They include minimal teacher
who demonstrate similar reading talk, very few questions, expressive use
behaviors and can all read similar of face and voice, pauses for effect,
levels of texts. The text is easy enough encouragement to children to become
for students to read with your skillful active participants, and interactions
support. The text offers challenges and underpinned by momentum and
opportunities for problem solving, but energy.
is easy enough for students to read
5
 I Made Jatmiko, Adenan Damiri, Hajjah Zulianti.
From the theories above, it can be
concluded that in teaching and learning
reading. The teacher should make the
material suitable to the students’ level.
The teacher can help the students
mastering reading by chosing
appropriate strategy.
9. Procedure of Guided Reading
The procedures of teaching reading
descriptive text by using Guided
Reading as follow:
1. The teacher selects a text that will
be just right to support new
learning for the group-at the
instructional level.
2. The teacher introduces the text to
scalfold the reading but leaves
some problem-solving for readers
to do.
3. Students read the entire text softly
or silently. If students are reading
orally, the teacher may interact
briefly to teach for , prompt, or
reinforce strategic actions.
4. The teacher invites students to
discuss the text, guiding the
discussion and lifting the students’
comprehension.
5. The teacher makes explicit
teaching points, grounded in the
text, and directed toward
expanding the students’ systems of
strategic actions.
6. The teacher provides explicit
teaching to help students become
flexible and efficient in solving
words. (Fountas & Pinnell, 2012:
2).
10. Review of Previous Study
The first study did by Syauqi in
2014. He conducted a research entitled
“The Effect of Using Grasp (Guided
Reading And Summarizing Procedure)
Toward Reading Comprehension of
Second Year Students at SMAN 2
Singingi Kuantan Singingi”. In this case,
the passing grade of reading subject in
this school was 70. Students could not
reach the passing grade. Therefore, he
was interested in carrying out the
research about this problem.
His research was administered at
SMAN 2 Singingi Kuantan Singingi. The
subject of the research was the second
year students of SMAN 2 Singingi
Kunatan Singingi, and the object of this
research was the effect of using GRASP
(Guided Reading and Summarizing
Procedure) toward reading
comprehension. The design of this
research was quasi- experimental with
non equivalent control group design.
The population of this research was all
of the second year students. The total
number of population was 140
students. Because the number of
population was large, the researcher
used cluster sampling by taking two
classes only as sample, XI IPA 1
consisted of 27 students as
experimental group, and XI IPA 2
consisted of 27 students as control
group, so the number of sample from
two classes was 54 students. To analyze
the data, the researcher adopted
Independent sample T-test formula by
using SPSS.
After analyzing the data, the
researcher found that there is
significant effect of using GRASP
(Guided Reading and Summarizing
Procedure) toward Reading
Comprehension of the second Year
students at SMAN 2 Singingi Kuantang
Singingi, where tobserved shows 5.434 at
significant level of 5%, ttable shows 2.00,
and at level of 1%, ttable shows 2.65.
Thus, Null Hypothesis (Ho) is Rejected,
and Alternative Hypothesis (Ha) is
Accepted, which shows
2.01<5.434>2.68.
The second study did by
Richardson (2010). His journal is
6
 I Made Jatmiko, Adenan Damiri, Hajjah Zulianti.
officially published on 2010 by Fisher
Digital Publications entitled “ Guided
Reading Strategy for Reading
Comprehension”. He was studied at St.
John Fisher College. In his journal, there
is simple explanation about the result.
He only explain the main case of result.
It was written simply.
The method used in this study
included pre-reading strategies, during
reading, and post-reading specifically
modified to improve comprehension.
Over the Course of eleven weeks
multiple lessons and activities were
tailored and implemented to fits the
needs of a struggling reader, pre-
reading strategies were found to have
the greatest impact on comprehension.
Therefore, the writer proposed a study
entitled “The Influence of Guided
Reading towards Students’ Reading
Ability at the Eleventh Grade of SMK
Kesehatan Bhakti Nusantara Tulang
Bawang in 2018/2019”.
11. Frame of Thinking
Most of students have many
problems in reading book or passage.
One of them is to find main idea of the
text they read. They can read the words
well but they cannot get the main idea.
That is why sometimes they feel sleepy
in class because they get no any
comprehension about the text they
read. At the end, they cannot answer
the questions based on the text. This
problem occurs because the teacher
only asks the students to read the text
and answer all the questions without
giving any explanation that help the
students in comprehending the text
well.
Guided Reading is effective for
teaching reading, because by using
Guided Reading, the students learn to
think actively, they not only understand
but also they are able to demonstrate
the meaning of the readings. Guided
Reading may refresh the students’
reading routine texts and shows any
revision. It motivates students to study
especially reading comprehension. In
this technique the students try to find
solution of their text. It may do in
group, so it creates cooperation and
competitive situation in the class.
Guided reading gave the students the
chance to apply the strategies they
already know to new text. The teacher
provide support, but the ultimate goal
was independent reading. Then the
writer concluded that teaching reading
by using Guided Reading will give
positive effect on the students’ reading
achievement.
METHOD OF RESEARCH
In conducting the research, the
writer used a quasi experimental
design. The classes was taken in
experimental class by using Guided
Reading in teaching reading. In control
class the writer applied direct
instruction to know whether there was
an influence of using Guided Reading
towards students’ reading ability.
There were two classes in
population consisted of 48 students. In
this research, the writer took two
classes as the sample of the research.
One class as the experimental class and
one as the control class. The writer
taught reading through Guided Reading
in experimental class and applied direct
instruction in control class. The sample
of this research were on XI F and XI P.
The writer took all of the population as
the sample of research, because the
classes were homogenenous.
In collecting the data of students’
reading ability, the writer used reading
test. The kind of the test was multiple
choice which consisted of 40 items. In
counting the result of research, the
writer used t-test formula.
7
 I Made Jatmiko, Adenan Damiri, Hajjah Zulianti.

Content Validity
In this research the writer applied  2

k
Oi  Ei2
ratio
the material based on the syllabus of i 1 Ei
SMK Kesehatan Bhakti Nusantara
Tulang Bawang at the eleventh grade Homogenity Test
and suitable to the guided reading It was used to know whether the data
strategy. were homogeneous or not. The formula
of homogeneity test as follow:
Construct Validity
The items test constructed based on the (𝑡ℎ𝑒ℎ𝑖𝑔ℎ𝑒𝑠𝑡𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒)
material was given in classroom 𝐹=
(𝑡ℎ𝑒𝑙𝑜𝑤𝑒𝑠𝑡𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒)
namely reading test. The test was
multiple choice test form and there The criteria H0 is accepted if 𝐹 𝑟𝑎𝑡𝑖𝑜 <
were 40 questions related to the 𝐹 𝑡𝑎𝑏𝑙𝑒 ½  (1.2).
reading indicators; main idea,
supporting idea, reference, inference Hypothesis Test
and vocabulary. It was used to prove the hypothesis
proposes by the writer whether they
Reliability Test were accepted or not. By using t-test
In analyzing reliability test, the writer formula:
used Product Moment Formula: X  X2
t test  1
1 1
𝑟𝑥𝑦= 𝑁 ∑ 𝑥𝑦−(∑ 𝑥)(∑ 𝑦)
S 
n1 n 2
√{𝑁 ∑ 𝑥2 −(∑ 𝑥)2 }−{𝑁 ∑ 𝑦2 −(∑ 𝑦)2 }

With
The result by using product
moment formula above was included n1  1S12  n2  1S 22
S2 
into Spearman Brown formula. The n1  n 2  2
writer got 𝑟11 = 0.93. The instrument
was reliable if 𝑟11 > 𝑟𝑡𝑎𝑏𝑙𝑒 . Then the Equality Test of Two Average
writer got 𝑟𝑡𝑎𝑏𝑙𝑒 = 0.4438. The criteria is accepted if
at the
The writer did tryout test at the significance level 5% and 1%.(Sudjana,
eleventh grade of SMAN 1 Banjar Agung 2006: 328).
.Based on the result above, it was found
that reading tyout test was very high Different Test of Two Average
reliability, it was 0.93. Since 𝑟11 > 𝑟𝑡𝑎𝑏𝑙𝑒 , The criteria is accepted if
(0.93 > 0.4438). Therefore, the test can at the
be used to measure the students’ significance level 5% and 1%. (Sudjana,
reading ability at SMKs Bhakti 2006: 328).
Nusantara Tulang Bawang XI.F and XI.P
in 2018/2019. REPORT AND DISCUSSION
1. Report of Experimental Class
Data Normality Test
It was used to know whether the data Descriptive analysis of the data of
has normal distribution or not. To get the students who are taught using
the data of the normality of test, the Guided Reading shows that the score is
writer used formula: 50 up to 85, the mean is 68.83, and the
standard deviation is 8.50. Then the
frequency distribution and
8
 I Made Jatmiko, Adenan Damiri, Hajjah Zulianti.

histogram/polygon can be seen in the of expected frequency of experimental

table 8 figure 1. The following is how to class can be seen in appendix. To make
get the frequency distribution the it clearer the summary is presented on
normality data of experimental class. diagram histogram and polygon below:

The writer used test on 8

experimental class in order to see the
6
students’ achievement in reading
ability. After presenting whole 4
materials using Guided Reading on
experimental class and gave the test. 2
The writer got the result that the 0
highest score was 85 and the lowest 49.5 56.5 63.5 70.5 77.5
score is 55 with (n) = 23 students.
Obtained the result:
From the diagram above, it can be seen
Σ𝐹𝑖 = 23 that there were 2 students around
Σ𝐹𝑖 𝑋𝑖 = 1583 score 49.5, there were 4 students
Σ𝐹𝑖 𝑋𝑖 2 = 110541 around the score 56.5, there were 7
students around score 70.5, and there
The average score: were 4 students around score 77.5.
Each scores have an improvement.
Σ𝐹𝑖 . 𝑋𝑖
𝑥̅𝑖 = 2. Result of Control Class
Σ𝐹𝑖 Descriptive analysis of the data of
1583 the students who are taught using
𝑥̅𝑖 =
23 Direct Instruction shows that the score
𝑥̅𝑖 = 68.83 is 42.5 up to 70, the mean is 58.68, and
the standard deviation is 6.56. Then the
With standard deviation √72.24 = 8.50. frequency distribution and
histogram/polygon can be seen in the
Then it counted into chi-square table 12 figure 2.
formula:
𝑘
The writer used test on control
(𝑂𝑖 − 𝐸𝑖 )2 class in order to see the students’
𝜒 2 𝑟𝑎𝑡𝑖𝑜 =∑
𝑖=1
𝐸𝑖 achievement in reading ability. After
presenting whole materials using direct
𝜒 2 𝑟𝑎𝑡𝑖𝑜 = 0.24 + 0.03 + 0.01 + 0.01 + 0.54 instruction on control class and gave
the test. The writer got the result that
From the result of x-ratio it was the highest score was 70 and the lowest
obtained at significance level of 0.05 score was 42.5 with (n) = 22 students.
and also 0.01 that 𝜒 2 𝑟𝑎𝑡𝑖𝑜 < 𝜒 2 𝑡𝑎𝑏𝑙𝑒 = Obtained the result:
0.83 < 5.99 < 9.21. Since 𝜒 2 𝑟𝑎𝑡𝑖𝑜 < Σ𝐹𝑖 = 22
𝜒 2 𝑡𝑎𝑏𝑙𝑒 therefore, the criterion was Σ𝐹𝑖 𝑋𝑖 = 1291
Σ𝐹𝑖 𝑋𝑖 2 = 76661.5
accepted. It means that the data have
normal distribution.
The average score:
The result of computation of
distribution and list of the distribution

9
 I Made Jatmiko, Adenan Damiri, Hajjah Zulianti.

Σ𝐹𝑖 . 𝑋𝑖 were 5 students around the score 59.5,

𝑥̅𝑖 =
Σ𝐹𝑖 and there were 4 students around the
1291 score 65.5. Each scores have an
𝑥̅𝑖 = improvement, but not better than the
22
𝑥̅𝑖 = 58.68 students’ score in experimental class.

With standard deviation √43.01= 6.56. 3. The Homogenity Test

From the result of homogenity test by
Then it counted into chi-square comparing to the f-table (by looking at I
formula: table). It was obtained Fratio was 1.68.
Ftable at significant level of 0.05 was
𝑘
(𝑂𝑖 − 𝐸𝑖 )2 2.07 and 0.01 was 2.83. Since Fratio <
2
𝜒 𝑟𝑎𝑡𝑖𝑜
=∑
𝐸𝑖 Ftable, therefore Ho was accepted (1.68 <
𝑖=1
2.07 < 2.83). It means that the variance
𝜒 2 𝑟𝑎𝑡𝑖𝑜 = 0.02 + 0.15 + 0.34 + 0.39 + 0.60 of the data in experimental class and
control class are homogeneous.
From the result of x-ratio it was
obtained at significance level of 0.05 4. The Hypothesis Test
and also 0.01 that 𝜒 2 𝑟𝑎𝑡𝑖𝑜 < 𝜒 2 𝑡𝑎𝑏𝑙𝑒 = In calculating the end of result, the
1.50 < 5.99 < 9.21. Since 𝜒 2 𝑟𝑎𝑡𝑖𝑜 < writer used t-test formula:
𝜒 2 𝑡𝑎𝑏𝑙𝑒 therefore, the criterion was 𝑋̅1 −𝑋̅2
accepted. It means that the data have 𝑡𝑡𝑒𝑠𝑡 = 1 1
𝑆√ +
normal distribution. 𝑛1 𝑛2

with,
The result of computation of (𝑛1 − 1)𝑆12 + (𝑛2 − 1)𝑆22
2
distribution and list of the distribution 𝑆 =
𝑛1 + 𝑛2 − 2
of expected frequency of control class
can be seen in appendix. To make it
clearer the summary is presented on It was obtained 𝑆 2 = √57.96 = 7.61.
the diagram of histogram and polygon And t-test = 4.45.
as follow:
5. Equality Test of Two Averages
10 To know the equality test of two averages,
the writer consulted t-test with t-table (by
8
looking at G table). It was got ttest 4.45 >
6 1.68 < 2.42. Criterion Ha accepted if ttest
> ttable .Therefore, Ha was accepted, it
4
means that there was an influence of
2 guided reading towards students’
reading ability at the eleventh grade of
0
41.5 47.5 53.5 59.5 65.5
SMKs Bakti Nusantara Tulang Bawang
in 2018/2019.

Based on the diagram above, we could 6. Difference Test of Two Averages

see that there was 1 students around To know the equality test of two averages,
the score 41.5, there were 3 students the writer consulted t-test with t-table (by
around the score 47.5, there were 9 looking at G table). It was obtained ttest
students around the score 53.5, there was higher than ttable 4.45 > 2.02 < 2.70.

10
 I Made Jatmiko, Adenan Damiri, Hajjah Zulianti.
Therefore, Ha was accepted. It means
that the average score of students’
reading ability which was taught
through guided reading higher than
which was taught through direct
instruction at eleventh grade of SMKs
Bakti Nusantara Tulang Bawang in
2018/2019.
7. Discussion
Based on the data analysis by using
t-test and testing of hypothesis. The
writer got the result that Ha was
accepted. It showed by ttest was higher
than ttable with significance level 5%
and 1% (4.45 > 1.68 < 2.42). It means
that there was an influence of guided
reading towards students’ reading
ability. It was proved by the average
score in experimental class was higher
than in control class (68.83 > 58.68 and
4.45 > 2.02 < 2.70).
The writer did the research at 2
classes namely experimental and
control class. But before he conducted
the research, he did tryout test in order
to measure the instrument whether
valid or not. The instrument of the test
was multiple choice reading test with
40 questions which contains of four
options a,b,c, and d. The instrument
was valid since the tryout test was
conducted and resulting fair to very
high criteria.
The writer did the research by
using Guided Reading. Guided Reading
is strategy in teaching reading where
the students are asked to work
individually. The teacher guided them
to comprehend the text easily. This
strategy taught the students how to
finish their task independently.
Guided reading is a small group
activity where the teacher helps
students to practice strategies to read a
text independently. Texts chosen for
guided reading need to be at an
appropriate level that will provide the
necessary supports and challenges for
the students as they read the text. It is
clear that Guided Reading could help
the students to practice their reading
more fluent and this strategy taught
them how to work individually. Work
individually is important because in the
end we could not ask for help to
anyone. We would end up thinking by
ourselves in any situation includes in
learning. Therefore, there is a must for
us to learn how to work individually
and this strategy is recommended for
learners.
In the end of dicussion, the writer
would like to inform that this stategy is
really function. It was easy to be taught
and would not consumed much time in
teaching-learning process.
CONCLUSION
There was an influence of Guided
Reading towards students’ reading
ability at the eleventh grade of SMKs
Bakti Nusantara Tulang Bawang in
2018/2019. It can be seen that the
result 𝑡𝑡𝑒𝑠𝑡 = 4.45, 𝑡𝑡𝑎𝑏𝑙𝑒 for α= 0.05 was
1.68 and for α=0.01 was 2.42 (4.45 >
1.68 < 2.42).
REFERENCES
Anderson, K.A. (2007). Reading
Achievement. Middle Grades
Research Journal. Vol. 16 no 2: 1-3.
Brown, H.D. (2001). Teaching by
Principles An Interactive Approach
to Language Pendagogy. New
York: A pearson Education
Company.
Fountas, I. C., & Gay. S.P. (2012). The
Reading Teacher. Journal of
Guided Reading Research. Vol. 66
no 4: 268–284.
Grabe, W. (2009). Reading in Second
Language; Moving from Theory
to Practice.Cambridge:
Cambridge University Press.
11
 I Made Jatmiko, Adenan Damiri, Hajjah Zulianti.

Grellet, F. (1986). Developing Reading

Skill. Cambridge: Cambridge
University Press.
Heineman, R. (2004). Professional
Resources for Teachers K-12.
Australia: Port Melbourne
Publishing.
Linse, T.C. (2005). Practical English
Language Teaching Young
Learners. New York: McGraw-Hill
Companies, Inc.

Westwood, P. (2008). What Teacher

Needs to Know about Reading and
Writing Difficulties. Canada: ACER
Press.

12