THE INFLUENCE OF USING READ, ASK, PUT (RAP) STRATEGY

TOWARD STUDENT’S READING COMPREHANSION

ON DESCRIPTIVE TEXT

AN ARTICLE

By
DEVI KURNIA ANGGRAENI

ENGLISH EDUCATION DEPARTMENT OF UNIVERSITY

MUHAMMADIYAH PRINGSEWU LAMPUNG
2019/2020
 APPROVAL

Research Title : THE INFLUENCE OF USING READ, ASK, PUT

(RAP)STRATEGY TOWARD STUDENT’S READING
COMPREHENSION ON DESCRIPTIVE TEXT

Name : Devi Kurnia Anggraeni

SNR : 15050040

Major : Language and Art

Study Program : English Education Department

APROVED BY

1. Advisory Committee:

Advisor Co-Advisor

Miftahul Jannah, M.Pd. Novita Eka Tristiana, M.Pd.

NIDN. 0225029801 NIDN. 0213118602

2. The Chairman of English Education Study Program

Fitri Wulandari, M.Pd.

NIDN 0225078103

ABSTRACT
 THE INFLUENCE OF USING READ, ASK, PUT (RAP)
STRATEGY TOWARD STUDENT’S READING
COMPREHANSION
ON DESCRIPTIVE TEXT

By
Devi Kurnia Anggraeni
15050040

Abstract
The objective of the research is to know whether Influence of student’s reading by using
read, ask, put strategy toward student’s reading comprehansion on descriptive text. This
research was a quantitative research. The study consisted two classes that are experimental
class and control class. The test realized in reading descriptive text. Population of this
research is at the eight grade of SMP N 3 Sukoharjo. Thehe instrument of research used
reading test in descriptive text. the result t observe = 7,44 and tcritical = 1,99. It means that tobserve >
tcritical.. The hypothesis was accepted. It can be concluded that there is a significant influence
of using read, ask, put (rap) strategy toward student’s reading comprehansion on descriptive
text.

Keywords : reading comprehension , read, ask, put

INTRODUCTION will be seen in a glance, and

that the meaning of individual
A. Background of Study words will be known. Briefly it
English is one of international can be said that "reading" is
languages which plays an "brining meaning to and getting
important role in the world. In meaning from printed or
English language there are four written material", plucking and
skills that are listening, understanding the meaning or
reading, speaking and meaning contained in written
writing.Especially in reading material (Finochiaro and
skils: Reading is one of skill Bonomo in H.G. Tarigan,
which can help students is 2008: 4).
learning process.Reading is a Reading activity is an arrest
process done and used by the and understanding of ideas,
reader to obtain the message. reader activities that
accompanied the outpouring of
which would be conveyed by soul in living the script. The
the author through the media of process of reading began from
words / written language (H.G. the activity of a mechanical
Tarigan, 2008: 3). A process activity of the sense of the eye
that requires the group of for the normal, the tactile for
words which constitute a unity the blind. After the process
takes place, the reason and the
institutions that work, the
process of understanding and
appreciation. In addition,
reading activities also
emphasize the accuracy and
speed as well as competence
patterns or language skills,
specificintelligence and broad
life referrals.
The statement from the
researcher is based on the
statement of the teacher, the
teacher said that the students
not interest in learning process,
the lack of vocabulary to
increase the students skills of
learning. The student did not
confident when read the text,
and they not fluently and
accurately with the meaning of
the text. In addition, based on
the questionnaire the researcher
found that some students have
limited vocabulary, and in
learning process the students
did not bring dictionary to
support the learning process.
Based on the research, the
researcher concluded that
students in VII B class and VII
Cat SMP Negeri 3 Sukoharjo
have lack of vocabulary and
also the method in teaching
learning.
Language is a tool of
communication. There are
several forms for
communication; the forms are
spoken language and written
language. The purpose of
communication is to send a
message from the writer or
speaker to the reader or listener
and language is an instrument
to send or exchange
information and to interact with
the others. Through language
people can communicate and
interact in social life.
There are five aspects of
reading which help the students
to comprehend theEnglish text:
finding main idea, finding
specific information, finding
inference.
1. Identifying Main Idea
Main idea refers to important
information that tells more
about the overall idea of a
paragraph or section of a text.
In line with McWhorter (2012 :
36) the sentence tells what the
rest paragraph is about in some
paragraph, the main idea is not
explicitly stated in any one of
sentence. Instead, it is left to
infer, or reason out. In other
words, the main idea is the
most important idea that author
develops throughout the
paragraph.
2. IdentifyingSpecific
Information
According to Hood and
Soloman in Dararat (2012:11),
reading for detail is skill that a
reader to get all information of
the text thoroughly. Readers
need to be 24 more careful and
slower assuring that they have
correctly understood the
message. According to Dararat
(2012:11) in order to find
details that support the main
idea, the readers should be able
to identify which are more
important that the others.
Segretto in Dewi (2013:23)
states that supporting details
provide the reader with more
information about the main
idea or subject of a passage.For
example, after reading story
about BawangPutih and
BawangMerah, general
questions related to specific
information can befor
instances: 1) Where was
BawangPutih washing some
clothes? 2) How did
BawangMerah and her mother
treated BawangPutih?.
3. Finding Inference
Mentioned earlier. In addition,
Martin (2003:123) states that
pronouns are unique in that
they have no inherent meaning;
they can be understood only in
relation to their referents.In
general questions related to this
type of reading can befor
examples: 1) The word “she”in
line 5refers to...2) what was
word “her”position?. Making
Inference In relation tomake
inferences, Kathleen (2011:31)
states that an inference is an
educational guess or prediction
about something unknown
based on available facts and
information. It is the logical
connection that the reader draw
between his observes or
unknown and what he does not
know.
Starting from the very
beginning of the study, the
researcher tried to attract the
studentsattention to the
importance of the following 5
Stages to the Reading Process
(Tompkins) : prereading,
reading, responding, exploring
and applying.
RAP was make students help to
read something important
information in the text. The
aim is to improve students
reading comprehension and to
make them critical readers.
They can be done by individual
students or in groups. Vester
(2008:1),said that RAP is
activity which get students to
interact with texts. Its mean
that RAP strategy has the aims
are to improve students reading
comprehension and to make
them to become critical
thinking readers for the more,
RAP are individual and group
activities that encourage people
to read, reconstruct meaning,
analyze and evaluate the text
with discussion charts, tables,
diagrams etc. RAP help the
students to identifying main
idea in the every paragraph
recall information, develop
their own thinking, built their
confidence in giving their
responses and improve in their
learning.
Based on the background of the
problem above. The researcher
want to conducted a research
entailed “the influence of using
read, ask, put (RAP) strategy
toward the student’s reading
comprehension in descriptive
text’’.
B. RESEARCH METHOD
The research design of this
research is experimental design
a real experimental method is
to investigate possible causal,
causal relationships with a
design where there is actually a
treatment group and a control
group and to compare the
results of the treatment with
strict control. The internal and
external validity is intact.
according to Sumadi Solar
Brata (1990: 32-36) aims to
investigate possible causal
relationships with designs
where there are actually
treatment groups and control
groups and compare treatment
outcomes with controls not
subject to treatment conditions.
It was designed to The
influence in Reading
comprehension Using read,
ask, put (RAP), and the
subjects were seventh grade
students at SMP N3 Sukoharjo
Pringsewu Lampung.
In every design of the research
has steps to applied the
research itself, it same with this
research. In this research there
searcher adopted the steps will
conduct by Prof. Dr. Sugiyono
(2010) which consist of two
steps; Only Control design and
Pretest Group Design. There
are independent variable (X)
and dependent variable (Y).
independent variable is a factor
which is manipulated by the
researcher to determine the
relationship between the
phenomena observe. While
dependent variable is a factor
which is observe and measure
to determine the effect of
independent variable.
1. Independent Variable
The independent variable in
this research is using RAP
strategy (X)
2. Dependent Variable
The dependent variable in
this research is student’s
reading comprehension of
descriptive text.
C. FINDING AND
DISCUSSION
After had conducted the
treatment the researcher did the
post test. Those, the data were
obtained by comparing the
result score in pre – test and
post – test. In this part, the
researcher analyzed the result
of pre – test and post – test in
experimental class and control
class. The researcher also
analyzed the increase of
students’ writing skill after the
treatment.
1. Result of pre-test
The researcher used pre – test
in the first meeting to find out
of students’ reading skill in
descriptive text. The pre test
was administered on april,9th
2019. The test have 25
questions that tested in pre test.
The mean of pre test in
experimental is 53,83. The
mean of pre test in control class
is 43,71. We can see the score
of students reading tested in the
pre test in experimental class
and control class in appendix.
2. Result of post – test
The post-test administered on
April 24,2019 the questions of
post-test was exactly the
different of pre-test we can see
the score of post test in
 experimental class in appendix.
The mean of post-test in
experimental class is 68,5. The
mean of post test in control
class is 50,71. From the post-
test of two classes, the mean of
post-test of experimental higher
then control class.
3. The Increasing of Students’
Reading Skill in Descriptive
Text
From the data of both
experimental and control class,
it can be seen that there was
significant difference of
students reading ability of
descriptive text between the
class that was taught using
read, ask, put. It can be seen
from the total score of pre –
test and post – test in
experimental class and control
class. In experimental class, the
total score that students
achieved is 1292 until 1644.
The result of pre – test and post
– test in control class was not
as much as in experimental
class. In control class, the total
score that students achieved
was 1224 until 1420. The mean
was from 43,71until 50,71.
4. Result of Normality
The researcher used Chi-Square
formula to find out whether the
data have normal distribution or
not. The result from the
calculating in experimental class
and control class were normally
distributed.
5. Result of Homogenity
The result of Experimental
class, f-observe = 1,13 and f-
critical 1,85. In control Class, f-
observe =1,02 and f-critical =
1,88. From the calculating of
Homogeinity test above, it can be
seen that f-observed < f-critical.
So, Hois rejected and Ha is
accepted. It means that the
variances of the data from both of
classes are homogeneous.
6. Result of Hypothesis
The result based of pretest in
experimental class and control
class that t-observed in
experimental class is 7,44 . the
critical for 28 subjects, calculated
by using formula db = Nx +=Ny – 2
= 50 must exceed the table which
is 1.99 . based on the data, it can
be conclude that there is an
influence of a using Process read,
ask, put toward students’ reading
comprehension of descriptive text
at eighth grade of SMP N 3
Sukoharjo in academic year of
2018/2019.
D. Conclusion
After conducting the treatment
and analyzing the data, the
researcher can conclude that
there wes a significant
influence of using read , ask,
paraphrase (RAP) toward
reading skill of descriptive
text. This strategy has positive
effect toward students reading
skill. From the result of
experimental class, it can be
seen that the result of
experimental class is higher
than control class. It means that
using read, ask, paraphrase in
teaching reading skill of
descriptive text has positive
effect to the students’ Reading
skill.
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