THE EFFECT OF DIFFERENT TECHNIQUE IN TEACHING ON READING

COMPREHENSION ACHIEVEMENT
THESIS
Presented to Undergraduate Program
English Education Departement of
University of Nurul Jadid
In Partical Fulfilment of the Requirements for The Degreeof
Bachelor in English Education Departement

By :
Nurul Qori’ah
NIM 1842300023

ENGLISH EDUCATION DEPARTEMENT

SOCIAL AND HUMANITIES FACULTY
UNIVERSITY OF NURUL JADID
PAITON PROBOLINGGO

JULI 2022
 MOTTO

We were born to try.

 DECLARATION OF AUTHORSHIP
Bismillahirrohmanirrohim
Herewith, I :

Name : Nurul Qori’ah

NIM : 1842300023
Major : English Education Department
Address : Grujugan Lor, Jambesari Dharus Sholah Bondowoso
Declare that :
1. This skripsi is the sole of work of the author and has not been written in collaboration
with any other person, nor does it include, without due acknowledgment, the work of any
other person.
2. If at a later time it is found that the skripsi is a product of plagiarism, I am willing to
accept any legal consequences that may be imposed to me.

Paiton, 25 Juli 2022

NURUL QORI’AH
NIM 1842300023
 ABSTACT

Qori’ah, Nurul 2018. The effect of different technique on teaching reading

comprehension achievement. undergraduate program Nurul Jadid
University. Advisor (1) Dr. Tirmidi. M. Pd (2) Mohammad Sofyan Adi
Pranata, M. Li

Keywords: Reading, BDA technique, Eclectic Technique.

This study aims to determine the effect of different teaching techniques on

reading comprehension achievement. This research is included in the pre-
experimental research design. Participants in this study were students of Madrasah
Aliyah Negri 1 Probolinggo and 65 participants for the 2021-2022 academic year
from two samples. The data in his research were mainly collected through pre-test
and post-test. After the data was collected, the researcher calculated the z-test to
test the proposed hypothesis. Researchers found that It is known that z = 0, 173
and – Z0,025 = 1,97, therefore because ẑ <–Z0,05 then the decision is accepted. This
shows that learning using BDA techniques will be better for students' reading
achievement than using eclectic techniques.
 ACKNOWLADGMENT

In the name of Allah SWT The Most Beneficent and The Most Merciful.

Alhamdulillahi Rabbil Alamin, the writer would like to express to the Almighty Allah SWT.,

who has been giving us blessings, mercies and good health all the time of research and

writing of this thesis. Also, Shalawat and Salam are delivered to the great prophet

Muhammad SAW., who has brought us from the darkness to the lightness by introducing

Islam and teaching the great source of knowledge the holy Qur’an’

With all humility, the author realizes that in completing this thesis, the role of various

parties who have provided assistance, guidance and motivation has always been with great

humility. In this opportunity, the writer would like to express many thanks, especially to:

1. K.H. Abd. Hamid Wahid, M. Ag. as the Chancellor and all of his staff, as well as all the

fathers and mothers of Nurul Jadid University lecturers who have educated the author.

2. Dr. Tirmidi. M. Pd. as the Dean of the Faculty of Social and Humanities and his staff.

3. Saiful Islam, M. Pd. as the Head of the English Education Study Program along with the

lecturers and staff who have motivated and provided direction for the author in

completing this thesis research.

4. Dr. Tirmidi. M. Pd and Mohammad Sofyan Adi Pranata, M. Li consultant who had given

the researcher guidance, explanation, suggestion, some ideas, and correction to the

researcher in finishing this thesis.

5. Thanks to all lecturers and staff in English Department for their patience and dedication

during my academic years.

6. Thank you very much to mom and dad, brothers and sisters who always provide endless

support, prayers, and motivation.

7. Friends of the English Education Study Program who always support and assist in

completing this research.

8. All parties who have helped the author until the completion of this thesis, may Allah

SWT give the best possible reply for all services and assistance that has been given.

The author realizes that there are still many shortcomings in this research. So with that,

the authors expect criticism and suggestions that can complement and perfect this research so

that it can be useful for the development of science, especially in the field of English

language education. Hopefully this thesis can provide benefits for the author in particular and

generally for all parties who need it. Finally, may Allah SWT always bestow His grace and

guidance to all of us, Amin amin ya robbal ‘alamiin

The researcher

Nurul Qori’ah
TABLE OF CONTENT
INSIDE COVER ......................................................................................................i
APPROVAL .............................................................................................................ii
MOTTO ...................................................................................................................iii
DECLARATION OF AUTHORSHIP...................................................................iv
ABSTRACT..............................................................................................................v
ACKNOWLEDGMENT..........................................................................................vi
TABLE OF CONTENTS.........................................................................................viii
CHAPTER I INTRODUCTION
1.1 Background of Study..........................................................................................1
1.2 Statement of Research Problem..........................................................................3
1.3 Objective of the Study.........................................................................................4
1.4 Significance of the Study....................................................................................4
1.5 Theoretical Hypothesis.......................................................................................5
1.6 Definition of Key Term.......................................................................................5
1.7 Previous of Study................................................................................................5
CHAPTER II REVIEW OF RELATED LITERATURE
A. Reading Comprehension.......................................................................................7
1. Definition of Reading.....................................................................................7
2. Type of Reading.............................................................................................9
3. The Purpose of Reading..................................................................................11
4. Comprehension...............................................................................................14
5. Reading Comprehension.................................................................................15
B. Before, During and After.......................................................................................16
a. Before..............................................................................................................16
b. During.............................................................................................................18
c. After................................................................................................................20
C. Eclectic Method.....................................................................................................22
a. Characteristics of the Eclectic Method...........................................................22
b. Stages of Using the Eclectic Method..............................................................22
c. Strengths and weaknesses Eclectic Method....................................................22
D. Second Language Acquisition Theory.................................................................24
E. The Relation Between BDA and ECLECTIC Technique.....................................24
CHAPTER III RESEARCH METHODOLOGY
A. Research Design............................................................................................. 24
B. Research Place and Time................................................................................25
C. Population and Sample...................................................................................26
D. The Research Instruments..............................................................................27
a. Validity
b. Reliability
c. Descriminatipn index
E. The data Collection.........................................................................................34
a. pre-test
b. treatment
c. post-test
F. The data analysis............................................................................................35
CHAPTER IV FINDING AND DISCUSSION
A. The Display of Data.......................................................................................41
a. Description of Pretest - Posttest Data Results.....................................41
B. The Testing Hypothesis..................................................................................48
C. Discussion.......................................................................................................48
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion..........................................................................................................50
5.2 Suggestion ..........................................................................................................50
5.1.1 For students ............................................................................................51
5.1.2 For teacher...............................................................................................51
5.1.3 For future researchers .............................................................................51
BIBLIOGRAPHY ...................................................................................................52
APPENDIX...............................................................................................................55
 CHAPTER I

INTRODUCTION

This chapter provide about the background of study, the research problem, the

research goal, the research hypothesis, the significance of study, the definition of operational

key term, and the previous research.

A. Backround of The Study

Language is a communication tool and is needed in everyday life to convey

suggestions, concepts, and feelings. There are so many varieties of languages here in the

world, English is one of them. As we know that English is an international language. The

language used to interact and communicate with other people in the world and is also used in

technology, politics, business, education. In Indonesia, many students have the mindset that

foreign languages are difficult to understand, especially English. 1Whereas in this era we are

not complicated to learn a foreign language. The most important language to consider is for

the most part spoken worldwide is English. Realizing the importance of mastering English,

everyone is obliged to learn it in education. There are four skills in language learning:

reading, listening, writing, and speaking. Listening and reading are receptive skills. Speaking

and writing are productive skills.

Reading is one of the most influential skills in the process of improving students'

abilities. Through reading, students can explore their potential, encourage them to improve

their reasoning power, practice concentration, and improve school achievement and at the

same time students can find out all the information that develops around them and process it

as knowledge that can be applied in real life. Given that there are many things that students
1
FEBIOLA MIRANDA SINAGA: The Effect of Word Attack Strategy
Toward the Students’ Reading Comprehension in Reading Descriptive Text 2014 1-6
 can gain. From reading activities it is clear that reading is very important for students,

especially when reading becomes a culture of student life.

Generally, there are many problems faced by students in reading comprehension.

Based on the author's experience while doing teaching practice at MAN 1 Probolinggo, the

author found several problems faced by students in reading comprehension. Most of the

students find it difficult to understand the meaning because they do not know the vocabulary

in the text. The students do not know to convey ideas from the text because they do not

understand the content of the text they are reading. It makes students not know the main idea

and supporting details of the text. So, because of the above common problem, the students

cannot understand what they have read the text and they always ask the teacher to translate

the words in Indonesian.

Another reason why students must master reading comprehension is that most of the

nation's exam content is related to reading, because English as a foreign language a lot of

information is shared through reading activities. To facilitate reading comprehension we have

several techniques to apply them. One technique that is very well known in reading

comprehension is a technique called BDA and eclectic. BDA is a reading technique before

(before), during (during) and after (after) where the teacher preening on the reading material

to find out how much students understand about what must be learned, then the teacher will

explain the material at the beginning, then the teacher will return to the task where to find out

how well students understand the material.2 While the eclectic technique is a method that

combines various elements of teaching methods in accordance with the objectives of teaching

and the situation and conditions of learning in the classroom. 3 To improve students' reading

skills, these two techniques can be used to find out what students know, what students think,

invite students to think, and change students' mindsets when thinking. This is important
2
Andrea Karpf, ‘Before During After Reading : Strategies For English Learners’, Midtesol, 3 (2019), 1–6.

3
Rosli Hady, ‘ Implementation eclectic method in learning arabic’, (2020), 8
 because students can guess the information reading the text to find out some interesting

information from the reading text. Before students read, the teacher asks students to find prior

knowledge, make predictions, and ask questions about the big ideas that are not answered in

the text.

This technique can be a focusing and refinement tool for vocabulary expansion and

for developing all levels of comprehension, including critical and creative reading. Therefore,

using this technique will help students to enlarge their thinking. On the other hand, this

technique can make students become good readers who can understand reading texts easily.

Based on the explanation above, the writer will conduct a research "THE EFFECT OF

DIFFERENT TECHNIQUES IN TEACHING ON READING COMPREHENSION

ACHIEVEMENT".

B. The Research Problem

Based on the background above, problem can be formulated as follow : is there any

significant difference in reading comprehension achievement between these who are thaught

with BDA technique and that with aeclectictechnique?

C. The Research Goal

Based on the research problem above, this research aims to find out the effect of

different technique in teaching on reading comprehension achievement.

D. The Research Hypothesis

To facilitate the way for this research, the author proposes a hypothesis which will

later be tested for truth. The hypothesis is that there is a real influence between the use of the

two learning techniques on student achievement in grade XII science of Man 1 Probolinggo.

E. The Significance of The Study

The significance of this research are :

1. Theoretical benefits

The theoretical advantage one would expect in this research is to expand the horizons

Knowledge of bda techniques and eclectic to teach reading skills.

2. Practical benefits

The practical benefits hoped for in this study include these:

a. For researchers

This research can give knowledge and experience a lot to researchers as a

potential educator. This study also trains research into expanding knowledge On

student reading development.

b. For teachers

This study may supplement a reference to English teachers in use The

technique of learning to read. It's an effort to improve quality Teaching teachers.

c. For students

Students gain new learning experiences from using bda techniques and story

telling in reading learning and making students a motivation to develop a habit of

reading.
F. The Definition of Operational Key Term

1. Reading Comprehension

Not only to get information sources and broaden horizons, reading

comprehension is a process to recognize or identify texts, then to find out the contents

of the text. Reading comprehension can also mean as an activity to make a sequence

of descriptions / organize the contents of the text, to be able to evaluate and be able to

respond to what is stated or implied in the text.

2. BDA (Before During After)

The “Before” strategy was used to activate students' prior knowledge and set

reading goals. The "Over" strategy helps monitor their understanding, generate

questions, and stay focused. The “after” strategy gives students the opportunity to

summarize, question and discuss and respond to the text.

3. Eclektik

Eclectic is a method used by combining various elements of teaching methods

that are in accordance with the objectives of teaching and the situation and conditions

of learning within.

G. The Previous Research

There have been some resesrches that conducted a research about the effect of

different technique in teaching on reading comprehension achievement. They are

(1)NinaTiya Hara(2016), (2) Gunarhadi (2010)

1. The first studies conducted by Nina Tiya Hara (2016), with the research title By: “The

Effect of Before, During and After Reading (BDA) Strategy on Student Reading

Comprehension Achievement in NarrativeText. Data The analysis shows that the

scores of students in the experimental group at level significant (𝛼:0.05) with the
 degree of freedom (df) = 58, tobserved value 3.855 >ttable 2.000. The study findings

show that implementing a BDA strategy has significant effect on students’ reading

comprehension achievement in narrative text.

2. The second studies conducted by Gunarhadi(2010), with the research title “Use of

Eclectic Learning Modelin Improving Indonesian Language Learning

Achievementwith Covariance of Cognition in Inclusive Schools”. This research aims

to know the impact of eclectic teaching model, measure the extent of eclectic teaching

model on the learning achievement, and measure the role of cognition in facilitating

the learning achievement of Bahasa Indonesia. This research was conducted to a group

of students in 75 inclusive elementary schools in Boyolali assigned in cluster random

sampling. Quasi experiment was applied for 68 sixth graders representing both

experiment and control groups.

From the two researchers above, the first research examines the effect of using

the BDA strategy in teaching students to student achievement in reading narrative

texts, and the second research examines whether or not there is an impact of the

eclectic learning model on student achievement and knowing the role of cognition in

influencing changes in outcomes. student learning.

The similarities of this research with previous research are both using

variables about student achievement.

 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter provides the theory explanation about the reading comprehension, bda,

and aeclectic technique, and also the theory correlation between bda and eklektik, and theory

correlation between BDA and eclectic.

A. Reading Comprehension

1. The definition of reading

Reading is one of skill in the language that needs to be considered. Skilled reading

makes students better understand all the material taught. This indicates that the subjects

read in the field of Indonesian studies should receive greater attention.4

Reading as one aspect of the four language skills, plays an important role in

language teaching. It is said to be important because, apart from teaching listening,

speaking, and write. 5Reading skills are one of the most powerful tools for obtaining

various kinds of knowledge information, including science and technology. Therefore,

reading is a basic need for advanced society. Likewise in the world of education, reading

is very influential in students show. It can be proven that the higher the students' reading

comprehension, acquire the more knowledge they have. Thus, reading interest and

reading skills students need to be grown as early as possible, so that students can

understand the role and reading function. A good communication tool and as a learning

tool to develop knowledge and broadening skills. It can be said that students who have a

higher literacy level will it will be easier to obtain science and technology contained in

4
Arifuddin Hamra and Eny Syatriana, ‘Developing A Model Of Teaching Reading Comprehension For Efl
Students’, TEFLIN Journal, 21.1 (2010), 27–40.

5
Kintsch, W. The construction-integration model of text comprehension and its implications for
instruction. International Reading Association, (2011) 1.
 print or written media. Based on this, the government has made efforts to foster reading

habits among students students and the outside community, for example by establishing

school and public libraries, holding book fairs, and seminars aimed at stimulating student

and community interest in general.

2. Type of reading 6

Here are some types of reading

1. Intensive Reading

Intensive reading is “an activity in which the main focus is on discourse markers,

grammatical forms, and other surface structure details for the purpose of

understanding literal meaning, implications, rhetorical, and relationships. In intensive

reading, the texts are short (not more than 500 words) and level.

2. Extensive Reading

While extensive reading is defined as “occurring when students read large amounts

of high interest material, usually out of class, concentrating on meaning, (reading for

gist) and skipping unknown words”. (Long, 1987). In short, reading skill cannot be

separated from the provided information from the written language. As reading is a

receptive skill, this means that reading skill cannot be directly mastered without

external help from the provided information from the written language.

3. The purpose of reading

According to Nurhadi in Dalman (2014:13) there are various purposes of reading,

that is :

 Understand in detail and thoroughly the contents of the reading.

 Capture the main idea/main idea of the book quickly.

 Get information about something.

6
Novelti, M. K. Development of the Descriptive Writing Learning Model using the Audio Visual Media.
International Journal of Recent Technology and Engineering,, (2019, September). 8(3).
  Recognize the meaning of difficult words.

 Want to know important events happening around the world.

 Want to know important events that occur in the surrounding community.

 Want to get pleasure from works of fiction.

 Want to get information about job vacancies.

 Want to find suitable goods or products to buy.

 Want to assess the truth of the author's idea / writer.

 Want to get a certain tool.

 Want to get information about someone's opinion (expert) or information about

the definition of a term.

4. Comprehension

Comprehension is a kind of up-market synonym for understandingin discussion that

are (or are intended to appear) technical and scientific. In such contexts the word

frequently doesn’t appear alone, but in such combination as comprehension skills or the

comprehension process, even by people who would never use expressions like

understanding skills or the understanding process. It means that comprehension may be

regarded as relating aspects of the word around us-including what we read, to the

knowledge.7

According to Danielle, comprehension is not always effortless and fast, of course.

When beginning readers struggle over individual words, reading is slowed to near halt and

deeper levels of comprehension are seriously compromised. Comprehension is not only

cognitive compertence or understanding the knownledge but also ability to grasp

something mentally. Because it is not easy to understand difference between ideas and

7
Santi Anggraini, ‘The correlation between reading comprehension and academic achievement’ (2016).8-10
 fact, beside the definition that show us that comprehension is the main modal in reading

skill in order to understand that whole of the text.

5. Reading comprehension

Reading comprehension is an activity by knowledge, experience and attitudes.

Like a company that produces something through the process of reading, activities aim to

process reading in order to obtain information. The reading comprehension is an

interactive process between the text and the background knowledge of the previous

reader.8 Reading comprehension has an important place in lifelong learning. It is an

interactive process between the reader and the text. Comprehension is affected by the

experiences, abilities, motivation and reading goals of the reader. 9

The purpose of reading comprehension is 1) to find simple information, 2) to skim

quickly, 3) to take place in academic and professional contexts, 4) to integrate information,

to write and criticize texts.10

For reading comprehension assessment reading characterization provides, the

national reading framework explains that reading comprehension is an active and complex

process involving, understanding written texts, developing and interpreting meanings, and

using meanings that fit the type of text, poses, and the situation. 11

Then, the factors that influence the ability to read comprehension according to are

physiological, intellectual, environmental, socio-economic, and psychological factors.

8
Yunus, M. D.. The Use of Electronic Frog VLE in Assisting Reading Comprehension Activities.
Universal Journal of Educational Research, (2020)8.
9
Onwuegbuzie, A. M. Reading Comprehension Among African American Graduate Students. . The Journal

of Negro Education, . (2012). 4.

10
Grabe, W. &. Teaching and [4] Researching Reading. New York: Routledge Taylor and Francis Group.
(2012).
11
Afflerbach. Essential Reading on Assessment. Jakarta: Bumi Aksara. (2011).
 In conclusion, Students need reading comprehension skills to develop the self-

quality. Because, by having a good reading comprehension, student can increase the

background of knowledge.

a. Level of Reading Comprehension

According to Crawford states that there are different levels of thinking applied to

reading comprehension, namely literal, inferential, and critical comprehension.12

First, literal comprehension refers to noting and relating details, looking for

context clue, identifying text patterns, and development. At this level, teachers can ask

come questions such as distinguishing relevant from irrelevant points, using clues to

understand meaning of words, finding the fact, finding general information, and guessing

the meaning of unfamiliar words. 13

Second, inferential comprehension refers to drawing conclusion and predicting

outcome based on information in the text. 14

Guessing the motivation of a character in a text using the dialogue or description;

generalization ideas in the text, identifying the main idea, identifying the title, the type, the

generic structure, the purpose of the text, and getting the implicit information.

Critical comprehension refers to distinguishing facts from opinions and evaluating

tone, implications, and propaganda tools, e.g. questioning claims made by the author,

analyzing, evaluating, expressing opinions about ideas in the text, interpreting the meaning

based on the context, and making judgment.

12
Understanding Reading Problems, Assessment and Instruction. (2013). California: Pearson.
13
Puspita, E. D. Improving Student Reading Comprehension Using Collaborative Strategic Reading (CSR)
(2012)..
14
Puspita, E. D. (2012). Improving Student Reading Comprehension Using Collaborative Strategic Reading
(CSR).
 The writer concerns on the all levels of reading comprehension because the

reading comprehension itself is a complex process that should be undergone by the

students from the beginning until the end.

b. Reading Assesment

According to Snow (2011), the availability of information about teaching

effectiveness is very important to improve teaching 15. Teachers need reliable and valid

tests to determine which students are learning as expected and which need additional

help. Furthermore, there are four objectives of reading assessment: screening, diagnosis,

progress tracking, and outcome evaluation. Furthermore, Grellet (2012) found four

similar reasons for testing reading comprehension in an educational setting.16

a.Evaluation of programs and curriculum by the state and districts

b. Identification of student at risk for reading problems

c.Diagnoses of students’ reading problem; and

d. Measurement of students’ progress during instruction or treatment.

Reading comprehension has been evaluated as an indicator of literacy skill as well

as academic achievement, so it has been used to measure the effectives of teachers,

curricula, instruction, and new programs17. To sort students by ability and to monitor

progress of students and schools, it is used standardized tests with scaled scores as

summative measures. The test score are then used as proxy measures of the quality of

instruction provided by the teachers and schools. The reading scores (mid-term test, final

term test and National Examination) are often reported to Musyawarah Kerja Kepala

Sekolah (MKKS) and used to map the competence of the students in kabupaten Bantul.

15
Snow, C. E. (2011). Preventing reading difficulties in young children. Washington, DC: National Academy
Press.
16
Grellet, F. (2012). Developing reading skills: A practical guide to reading comprehension exercises.
Cambridge: Cambridge University Press
17
Sulistya, J. (2015). Improving Students' Reading Comprehension Through Lecfenco. Yogyakarta: SANATA
DHARMA UNIVERSITY.
 Besides the National Examination is used by the students to get the higher school so the

students have to learn English seriously.

According to Paris (2014), the assessments of reading comprehension usually

require students to read (silently and without assistance) many short passages and to

answer a variety of questions, multiple-choice or open ended, about implicit and explicit

information in the text. 18The method is based on (a) quantitative models of normative

skulls used to sort students on the basis of uniforms scores, (b) psychometric models with

samples of text and questions in item pools that yield high reliability and validity across

items and test forms, and (c) economically efficient models of standardized testing with

group administration and computerized scoring.

Aebersold and Field (2011: 175-176) lists some types of reading comprehension

test as follow: 19(1) multiple choice tests. The tests are usually set up in such a way that

the candidates are required to select the answer from a number of given options only one

of which is correct; (2) short answer and open ended questions. In this test, students are

given a passage to read then, asked to answer questions by writing a few sentences or

paragraph. Alternatively, students are asked to write a summary of the passage; (3)

completion task. This is another form of comprehension testing that demands recall and

writing as well as comprehension. Teacher may supply a reading passage followed by a

set of statements to be completed by the students. In the simplest version, students may

use the words from original passage to complete the sentence. In more complex versions,

students should interpret or analyse the text before completing the sentences.

18
Paris, S. G. (2014). Spurious and genuine correlates of children's reading comprehension. Mahwah:
Lawrence Erlbaum Associates Publishers
19
Aebersold, J. A. (2011). From reader to reading teacher: Issues and strategies for second language
classroom. . Melbourne : Cambridge University Press.
 c. The Problem of Reading Comprehension

Reading is a most useful and important skill for people. However, the value of

the students' reading is low, because students have difficulty understanding the material
20
and students do not have good reading comprehension. The lack of vocabulary and

structural knowledge made students unable to read well. Hence, this study is intended to

analyze the problems of the students in reading understanding through the technique of

questioning. The study is based on a description of qualitative analysis. Research

subjects are eighth grade e. When collecting data, the researcher uses three types of

tools: observation, interview, and questionnaire. The researcher uses three main phases

of data analysis: this is data reduction, data display, and drawing conclusions. The

process of teaching learning is completed in a meeting, the situations and conditions of

21
the class in teaching and learning are students seemingly passive in learning. The

problem of students in the teaching of understanding reading through the questioning

technique is that teachers have difficulty motivating students to be active and bold to

speak and students have difficulty understanding the meaning of the words in the text.

Key words: qualitative descriptive, reading comprehension, questioning techniques

According to sugiyono, the problem is the deviation between the should and

What really happened, between the practices, between the rules and Implementation,

plan and implementation. And concluded that The problem is the difference between

properly expected realities, in order Goal achieved with maximum yield. The problems

in teaching reading Relate Teaching techniques and selection teaching materials. Some

problem Emerges evenly from teaching practices. Some pop up as rumors don't All the

teachers agree with.

20
Parastoo Babashamsi, Saeideh Bolandifar, and Nahid Shakib, ‘Various Models for Reading
21
Eva Lestari Simanjorang, Teaching strategies (2011).10-13
 Baradja's book, which is the two facts that presented the problem Teaching

reading. The problems in teaching reading are as follows:

1. Selection text.

In text selection, teachers are not sure to choose Reading material. Most teachers

are actually on the English textbooks It isavailable where modifications are not

needed. To use Teachers' textbooks follow the content and practice of this book.

2. Practice to include.

Practice following the reading section already questioned when they force

teachers to apply teaching. strategy at the formats of some traditional exercise

format Insight follows a part, the writer provides several parts Text the question.

15out of the above explanation, the researcher Conclude that teaching to read is

not easy for teachers, because there Are some of the problems encountered in

teaching reading. They included in the text Selection and training to include.

d. The Importance of Reading Comprehension

Reading comprehension is an important part because the purpose of reading itself is

to communicate with the text. There are at least three reasons why reading or reading

comprehension is important22.

1. Reading is important to enrich knowledge about the world and life described or

written in various sources by experts and scientists. This first interest shows how

reading supports human intellectual intelligence.

2. Reading is important to develop thinking skills including imagination and creative

thinking. This second interest shows how reading supports the way of thinking that

makes knowledge development possible.

22
Zainurrahman and S. Djabir, ‘The 3-2-1 Reading Comprehension Strategy: Students’ Reading Comprehension
Development and Students’ Perception’, Langua: Journal of Linguistics, Literature, and Language Education,
3.1 (2020), 9–29
 3. Reading is important to support emotional maturity. As an active exercise, reading

improves thinking skills and as thinking skills develop, readers are able to control

their mentality.

e. The Aspect of Reading Comprehension

There are five aspects that we have to know in reading comprehension to get easier in

undestanding a text, namely23.

a. Identifying the Main Idea

Basically, the main idea refers to important information that tells more

about the overall idea of a paragraph or part of a text. The main idea of

reading selection is about most of the reading content. The main idea is the

most important part of the text because it tells about what the text tells.

Sentences that express the main idea are called topic sentences or topic

statements and can be located at the beginning, in the middle, or at the end of

the paragraph. The main idea is usually a sentence, and that is usually the first

sentence.

b. Finding Specific Information

Supporting sentences or specific information develop the topic

sentence by providing definitions, examples, facts, events, comparisons,

analogies, causal statistics and quotations. On the other hand, the reader

should care to find specific information from the reading text because it is

very useful when knowing exactly what the reader is looking for in a text.

Because they have very specific goals in mind, when they read, they only read

the relevant parts and ignore the irrelevant ones. For example, text questions

23
Eka Sasmita, ‘Improving The Students’ Reading Comprehension Through Speed Reading Technique’
(University of Muhammadiyah Makassar, 2020).
 are about asking for the year, place, time, etc. Then, the reader only reads a

few sentences related to the question to find specific information.

c. Making Inferences

Usually, inference is about guessing something from the information

we have read or know. Inference is the output of the interaction between the

reader's knowledge and the information in the text. One of the comprehension

strategies is to make inferences about what is not directly stated in the text

based on clues. Sometimes information is not provided directly. Implicit or

inferential questions are suitable for all classes if because they have been

taught to think independently.

d. Determining Reference

By nature, a reference is a relationship between objects where one

object points to or acts as a means of linking to another object. Reference is

the relationship obtained between the expression and what the speaker uses

the expression to talk about. References are words or phrases used before or

after references in reading material. They are used to avoid unnecessary

repetition of words or phrases. That is like the words used, it is a signal for the

reader to find the meaning elsewhere in the text.

e. Understanding Vocabulary

In fact, vocabulary is all the words that exist in a particular language or

subject. The ability to determine the meaning of vocabulary items from

context is one of the most important aspects of successful reading. With

regard to these statements, vocabulary is indeed the basis for everyone who

wants to develop or produce utterances to be read. If they cannot understand

 the meaning of the words in the text, then they will not catch the information

from the text.

3. BEFORE, DURING AND AFTER

The BDA (Before, During, and After) reading technique is a research-based

teaching models that combine strategies and activities throughout the reading process

to help students interact and learn with text by providing various levels of guidance at

several levels24.

Before, during and after (BDA) is a technique where the teacher give’s the

warming text first before beginning the material, it is mean to know where the

student’s knowledge of the material will be studied, and then after that the teacher

clearly explains the material text that was read before or complicates the text problem

that is puzzling or when any of the words are not understood by the student, and after

that, to know the extent to which student’s understand the text by claryfing their

understanding of the text. After reading, student’s summarize information they

learned. Student’s responses and conclusions. 25

There are three processes that show that it is very important to use this

technique to create reading lessons, as for the three processes below:

a. Before reading

“Before” strategies activate students’ prior knowledge and set a purpose for reading

and writing. First Lines is a strategy in which students read the beginning sentences from

assigned readings and make predictions about the content of what they’re about to read.

This pre-reading technique helps students focus their attention on what they can tell from

the first lines of a story, play, poem, or other text. As students read the text in its entirety

24
Vicky Giouroukakis, ‘An Instructional Framework to Support Content and Language Learning for ELLs : B-
D-A’, Faculty Works: Education, 46.2 (2016), 22–24.
25
Nurdina, ‘The Effect of before, during, and after Reading (Bda) Strategy on Students’ Reading
Comprehension Achievement in Narrative Text’ (University of Muhammadiyah Sumatera Utara Medan, 2018).
 they discuss, revisit and/or revise their original predictions, It helps students become active

participants in learning and can include writing as a way of organizing predictions and/or

thoughts generated from discussions. Monitoring each student’s predictions provides

teachers with information about how much the students already know about the topic.

An important component for all learners that they can build a background

knowledge before reading. We can use schemas to recognize and build on them as we gain

new knowledge.

We can use schemas to recognize and build on them as we gain new knowledge.

Teacher should helps the students to change the schema from abstract to real concept by

connecting it with a spider web or a lint roller because both examples serve as a means to

naturally collect. Having a schema allows our thoughts to go deeper, faster, because

background knowledge is built into the classroom. It helps make a personal connection to

the material as well as create a shared classroom experience. Learning to make predictions

before reading text helps students build meaning and be actively involved with text rather

than sitting return and wait for the meaning to come to them. There are some ways that

have been modeled to make prior predictions in reading an informational text, while

providing students with a clear purpose for reading the text. 26 First, students will be more

motivated to read challenging information texts when they have been given a clear reading

purpose. After setting goals to read and make predictions about text content, the teacher

must activate previous student knowledge about the topic. When the teacher activates

previous knowledge about a topic, students can more easily make predictions, and

information topics seem less frightening for students when connected with previous

knowledge. Another important component include before reading is the emphasis on

vocabulary. One would assume that if a learner has considerable background knowledge
26
Tori Golden Hughes, Roya Scales, and W. Scales, ‘Writing for Comprehension: How Does Writing Influence
Informational Reading Comprehension in the Elementary Classroom?’, Literacy Practice and Research, 46.2
(2021) <https://doi.org/10.25148/lpr.009639>.
 about a reading topic, it should help them and improve their comprehension at any

particular vocabulary coverage percentage.27 This can feel like a daunting task because of

the sheer volume of vocabulary in a given text, but it is important to prioritize words and

place more time and emphasis on those terms around key reading concepts.

b. During reading

“During” strategies help students make connections, monitor their understanding, generate

questions, and stay focused. The Double-Entry Journal strategy enables students to record their

responses to text as they read. Students write down phrases or sentences from their assigned

reading and then write their own reaction to that passage. The purpose of this strategy is to give

students the opportunity to express their thoughts and become actively involved with the material

they read. This interactive strategy activates prior knowledge and present feelings, and promotes

collaborative learning. It fosters the connection between reading and writing as students are able

to “reply” to the author or speaker as they write their responses. The main strategy used by the

reader when they read is a combination of three active reading skills: monitoring, questions, and

predictions.28 When reading the information text, the reader must pay attention to the details and

anticipate that they might have to adjust or change the predictions that were previously created

for the text to make sense. This process is explicitly modeled for students in all units. Pre-wise

planning during reading questions to be asked in all class instructions allows the teacher to give

the meaning of discussion and in-depth explanation. The teacher modeled a reading technique,

helping students learn new vocabulary, form grammar and help students correlate between the

text they have read or the experiences they have. Concentration is an important element to help

students hear teacher thinking. So, it should be a technique that is often used during the reading

process. Other important compensation is reading loud in class. When reading loudly, it is

27
Norbert Schmitt, Xiangying Jiang, and William Grabe, ‘The Percentage of Words Known in a Text and
Reading Comprehension’, Modern Language Journal, 95.1 (2011), 26–43 <https://doi.org/10.1111/j.1540-
4781.2011.01146.x>.
28
Golden Hughes, Scales, and Scales, Loc. Cit.
 important to pause at a different time to clarify, summarize, or question content. In addition, this

will help build a class community, grow critical thinking skills, and model effective ways to interact

with a book. Understanding is an important component during the reading process using a

technique called "Report Back". This is an effective way to make students still interact with content

while supporting Eenglish Learner students. After questions are submitted to all groups, students

have the opportunity to share ideas with partners or in small groups before students are called to

share in all groups.

c. After reading

“After” strategies provide students an opportunity to summarize, question, reflect,

discuss, and respond to text. The Exit-Slip strategy requires students to write responses to

questions you pose at the end of class. Exit Slips help students reflect on what they have

learned and express what or how they are thinking about the new information. Exit Slips

easily incorporate writing into your content area classroom and require students to think

critically. Exit Slips are great because they take just a few minutes and provide you with an

informal measure of how well your students have understood a topic or lesson.

Understanding does not stop at the last page of the text. The teacher explains to students

that the reader reflects on their reading. After reading the information text, students need to

reflect on their reading wheter they have got the information and undersatand what the

author’s purpose in the text or not. After reading strategy, it gives students a way to

summarize, reflect, and question what they just read. 29 When students finish reading the

information text, it's time to review the predictions that were previously made and modify it

as needed. This process also explicitly modeled in small groups and instructions of the

whole group. The teacher helps students consolidate, elaborate, deepen their understanding

of the text and the relationships they have made as well as provide necessary review and

29
Golden Hughes, Scales, and Scales, Loc. Cit.
 further instruction on new vocabulary words and grammatical forms that have been learned

from the text. The “Preview/Review” technique is also applied in after reading where a

teacher matches the concepts taught at the beginning of the lesson by revisiting the

concepts further at the end of the lesson. In addition to reviewing concepts, the next step for

students is to have the opportunity to practice and apply skills by making concrete

summaries to improve students' understanding of the texts they have read.

4. ECLECTIC

According to Izzan (2011: 110) Eclectic is "a mixture, combination or gado-gado

in Indonesian (chosen methods)". While etymologically "method comes from the Greek

language which means way or way" (Izzan, 2011)

Eclectic Method is one way of combining several learning methods that are in line

used in delivering learning material.The Eclectic Method uses several preferred methods

in one process situation learn how to teach. Like using the direct method with the

grammar-translation method in one learning time, it can even be combined with the

reading method at once.

This Eclectic Method can be the ideal method or the method according to the

teacher. Method this would be the ideal method "if it is supported by adequate teacher

mastery" against various methods”, (Nuha, 2016: 198). On the other hand, the method can

be a method at will by the teacher, "if the selection is only based on the taste of the

teacher, or on which basis is the easiest for the teacher" (Nuha, 2016: 198). If this method

will be the method the teacher wants, then the result is the uncertainty of the learning

process, and of course it cannot be expected.

The use of this method needs confirmation of the combination of methods. In

Using it a teacher must choose and combine methods that are in line or what can be done
between modes that are in the same direction. Two or more methods that do not have the

same goal of course can not be combined into one.

a. Characteristics of the Eclectic Method

According to Nuha (2016: 198-199) the characteristics of the Eclectic Method

are as follows:

a. Language skills are taught in the order of listening, speaking, reading, and writing.

b. Learning activities in the classroom are in the form of practice (oral practice),

reading aloud (Reading aloud), and question and answer.

c. Practice translating grammar lessons deductively

d. Audio visual tools are used

b. Stages of Using the Eclectic Method (Eclectic Method)

The steps that can be used to apply the Eclectic Method are as follows:

a. Introduction.

b. Providing material in the form of short, relaxed dialogues or providing

vocabulary, with a clock theme repeatedly.

c. Students are directed to be disciplined in listening to the dialogues, then imitating

them the dialogues or vocabulary presented until smooth.

d. Students are guided to apply the dialogues or vocabulary with their friends in

turns.

e. After fluently, students apply the dialogues or apply the vocabulary they have

learned, they are given reading texts whose themes are related to the dialogues.

f. If there is a difficult vocabulary, then the teacher interprets it at first with a sign,

or a movement, or a picture or something else.

 g. The teacher introduces some important structures in the reading text, then

discusses them as necessary.

h. The teacher asks the students to study the text, then discuss it.

i. In closing, if necessary, a final evaluation with some questions about the contents

of the readings that have been discussed.

c. Strengths and weaknesses Eclectic Method (Eclectic Method)

Here are some of the advantages obtained by using Eclectic Method (Nuha,

2016: 199) :

a. Teachers can make teaching more varied and interesting.

b. Problems with individual differences and unattractive learning environment

materials can solved.

c. Teachers can be more confident and convincing in working on skills different hasa.

d. It can encourage student activity in learning.

e. Teachers can deliver subject matter more quickly.

f. Teachers can liven up the atmosphere of learning and teaching in the classroom.

g. Students are enthusiastic in learning / not easily bored.

h. Can make more students concentrate on the lesson.

The weakness in this method is not so visible, due to several reasons method

of merging into one, so the weakness-weakness of each-each combined methods can

be avoided

5. SECOND LANGUAGE ACQUISITION (SLA) THEORY

Second language acquisition (SLA for short) is the scholarly field of inquiry

that investigates the human capacity to learn languages other than the first, during late

childhood, adolescence or adulthood, and once the first language or language have
 been acquired30. It compasses the study of naturalistic and formal language acquisition

in second, foreign and heritage learning contexts, it seeks to understand universal,

individual and social forcest hat influences what gets acquired, how fast and how well

by different people under different learningvcircumstances31.

Second language acquisition can be described as a way in wich people learn a

language other than their native language. Both inside and outside the classroom.

Many people argue that the acquisition of language can be seen from how students’

communication skills develop and the more fluent they are in communicating using a

second language in general, the second language acquisition does not focus on the

communication aspectsof a language but on the formal characteristics of a language,

for example, how to pronounce words from a second language, how accents’ can

change over time. Another example refers to vocabulary, how much students can

increase the number of vocabulary32.

However the most often focused thing in grammar from the language second,

for example, related to plural, relative clause, and the extent to which students can

produce sentences using the structure above over time. One of objectives of second

language acquisition is to describe the acquisition of second language, to explain; that

the identify internal and external factors which affects how students master the second

language.

30
Bill VanPatten, Gregory D Keating, and Steffanie Wullf, Theories in language acquisition : an Introduction
(Routledge, 2020)
31
Bill VanPatten and Jessica Williams, ‘Early theoris in SLA’ “Theories in language acquisition : an
Introduction” 2015, 17-33
32
Masumah Taie, “Skill acquisition theory and it’s important concepts in SLA “ Theory and Practice in
Language Studies”, 4 no.9 (2014);1971-76
6. THE RELATION BETWEEN BDA AND ECLECTIC IN READING

COMPREHENSION

In this section, the researcher will discuss the relationship or relationship

between BDA techniques and eclectic techniques in reading comprehension. Here it

will be explained that these two techniques have similarities in learning, namely both

can be used to improve students' reading achievement, but the difference is that the

BDA technique is more significant to use than the eclectic technique, this right is

because in the BDA technique, students will be invited to know their initial

knowledge. before starting the lesson where students will be assigned to read the first

sentence of the reading and assigned to make predictions about the content they will

read. And this is not found in the eclectic technique where the technique only follows

teaching methods that are in accordance with the purpose of teaching and the situation

and conditions of classroom learning.

 CHAPTER III

RESEARCH METHOD

This chapter described that the methodology used in the study including the

research design, population and sample, the research instrument, validity and

reliability testing, the data collection technique, and the data analysis technique.

A. THE RESEARCH DESIGN

This type of research is quantitative research. According to Hardani Quantitative

research is a research that basically uses a deductive approach. 33 This research departs from

a theory, the ideas of experts or the findings of previous research, then it is developed to test

a theory, idea or result of previous research (Theory verification) supported by empirical

data.

This study uses a quantitative approach to the type of experimental design. Research

with this approach emphasizes the analysis in the form of numerical (numbers) or using

statistics.34

According to Ary, Jacobs and Razavieh in Purwanto (2010: 180) "experimental

research is an activity planned and carried out by researchers to collect evidence related to

the hypothesis". Experimental research is closely related to the variables discussed. This

study consists of two variables, namely the independent variable (free) and the dependent

variable (bound). The independent variable is the implementation of the BDA technique (X),

while the dependent variable is the Eclectic Method (Y).

To see the effect, the researcher conducted an experiment on two classes with the

same major. The researcher gave a pre-test before giving treatment (treatment) according to

33
Hardani et al., Metode Penelitian Kualitatif & Kuantitatif, ed. Husnu Abadi, 1st ed. (Yogyakarta: Penerbit
Pustaka Ilmu, 2020).
34
H Sugiyono,” Quantitative Method”, cetakan ke 23. Alfabeta, Bandung , (2019)
variable X, and will do a post-test after giving treatment (treatment) to prove whether there is

an effect on variable Y. Then the results of the answers to the pre-test and post-test were

tested for hypotheses.

In this research, the samples are divided into two groups. Those are the students’ of

XII IPA 2 as group 1 and students’ of XII IPA 3 as group 2.

B. RESEARCH PLACE AND TIME

1. Research place

This research was conducted at MAN 1 Probolinggo, which is a high school

that has many majors. And this research was conducted in the twelfth grade in the

science department for the 2021-2022 academic yearResearch time.

2. Research time

This research was carried out from September 20, 2021 to October 30, 2021,

when the KBM took place

C. POPULATION AND SAMPLE

1. Population

Population is a generalized area consisting of objects or subjects that have

certain qualities and characteristics that are set by the researcher to be studied and

then drawn to the conclusion 35(Sugiyono, 2013: 117).

The target population of this research is all the students’ of XII IPA 2 AND

XII IPA 3. The accessible population of this research are the 30 XII IPA 3 of MAN 1

Probolinggo and 35 of IPA 2.

Class X (total of students)

XII IPA 2 35

35
Sugiyono, “Quantitative and Qualitative Method”, (2013), 117
 XII IPA 3 30

∑X 65

Table 3.1. Population of the research

2. Sample

The sample is part of the total population and the characteristics possessed by

that popula24tion 36(Sugiyono, 2013: 118).

In this research, the researcher uses the sample as the object to be studied or

the source of the data. The sampling technique used is simple random sampling.

Simple random sampling is part of probability sampling, which means that a sampling

technique that provides equal opportunities for each element (member) of the

population to be selected as a member of the sample is said to be simple because the

sampling of members of the population is carried out randomly regardless of the strata

in the population. .

This method is done because the members of the population are considered

homogeneous. Based on the explanation, this study took samples of class XII IPA 2

and XII IPA 3 .

D. THE RESEARCH INSTRUMENT

Research instrument by Sugiyono (2015) is a measuring instrument such as

tests, questionnaires, interview guides and observation guidelines used by

researchers to collect data in a study.

36
Sugiyono, “Quantitative and Qualitative Method”, (2013), 118
 Principally researching is measuring, then there must be a good measuring

tool. Gauges in research is usually called research instruments. Thus research instrument

is an instrument used to measure the natural and social phenomena are observed.

Specifically these phenomena is called the research variables37()

The research instrument is used as a data collection tool, and the instruments

commonly used in the research are some questionnaires and questionnaires

submitted and given to each respondent who is sampled in the research during

observation and interview.The instrument of this research is test from students from

class XII IPA of MAN 1 Probolinggo.

As previously explained, the researcher uses the test as a research instrument.

The pre-test and post-test were used as a tool to measure students' abilities. The test must

also meet several factors to obtain data. And here the factor being tested is a test of

validity and reliability using a valid instrument to collect data, and it is hoped that the

data from the results of this study are valid and reliable

1. Validity

The first important characteristic of a good test is validity. Validity is

defined as the extent to which a concept is accurately measured in a

quantitative study38. For instance, the valid motivation questionnaire would

measure motivation. There are three kinds of validity: content validity,

construct validity, and empirical validity. Content validity meant the test

reflected an analysis according to the views of organized authorities in the

skill area. Construct validity was the way the test look whether it was

37
H Sugiyono “Quantitative Method”, (2015), 128
38
Roberta Heale and Alison Twycross, ‘Validity and Reliability in Quantitative Studies’, Evid Based Nurse,
18.3 (2015), 66–67.
 irrelevant, silly, inappropriate, etc. Empirical validity depended in large part

on the reliability of the test and criterion measure.

This research used content validity. This category looks at whether the

instrument adequately covers all the content that it should with respect to the

variable Content validity can be achieved from the time of preparation by

detailing curriculum materials or textbook materials 39. How to detail the

material for the sake of obtaining the validity of the content of a test will be

discussed in more depth when explaining how the test is structured. Content-

related evidence in the context of the test conducted in MAN 1 Probolinggo

can be easily seen by comparing what the researcher have in the materials and

test items.

Table of specification Test item

% of repr
Topics Total % Topics Total %

Short functional text 1 50 50 Short 5 50

functional text

Narrative text 1 50 50 Narrative text 5 50

Table 3.2 Content Validity

2. Reliability

Reliability relates to the consistency of a measure. A participant

completing an instrument meant to measure motivation should have

approximately the same responses each time the test is completed. Although it

is not possible to give an exact calculation of reliability, an estimate of

39
Ibid.
 reliability can be achieved through different measures40. Test reliability shows

the consistency of the scores produced by a test. A student getting 8 will get

the same score level if tested with the same test. To identify the reliability of

this test, the authors use the KR-20 formula, this formula is used because it

meets the characteristics of the test assessment procedure that uses a

dichotomous score, meaning that this procedure is only based on two

possibilities, 0 for the wrong answer, and 1 for the right answer.

To find out KR-20 score, the formula is as follows:

[ ][ ]
2
N S t−∑ pq
KR 20=
N −1 2
S t

S2t = Variance

p = upper group

q = lower group

N = Number of students

Based on the results of the calculation of student scores, it is known

that the data obtained from table 1 shows that N = 35, Mean = 62, and

variance = 296. In addition, table 2 shows pq=2.0914383. And the result of the

calculation of KR 20 as shown in table 2 is 1.02.

Based on some experts, the teacher makes a test if the reliability has

reached 0.5, then the test is considered sufficient. Because the result of the

KR-20 calculation is 1.02, and it is greater than the reliability requirement, the

format is considered sufficient to meet the requirements.

3. Descrimination index

40
Ibid.
 Discrimination power or discriminatory index refers to the ability of an

item to distinguish those in the upper group and those in the lower group. The

higher the index of an item, the higher the ability of the item to distinguish the

upper and lower groups. Classify the index score as follows:

0.50 to 1: Good item

0.20 to 0.50 : Medium item

Less than 0.20 : Bad item, usually needs to be upgraded

0 : No discrimination

-(negative): Negative

With the criteria stated above, we can judge that some items will be

revised or deleted. Items 1=0.17, 2=0.17, 6=0.17 are items that must be

revised or discarded because they cannot differentiate properly

Items 7=0.58, 8=0.67, 0.67 are items that are classified as good,

therefore, this item can be maintained.

Items 3=0.33, 4=0.42, 5=0.25, 10=0.33 are classified as medium items.

E. THE DATA COLLECTION

The data collection used in this research is quantitative data collection

techniques is three steps in the form of test (pre-test, treatment and post-test)

1. Pre-test

As previously stated, the researcher gave a pre-test which was tested before

being given an explanation, in this pre-test, the researcher asked the students of class

XII IPA 3 to do the test for 10 minutes.

2. Treatment

Before doing the post-test, students must go through Treatment. Treatment

means that the researcher applies the method that the researcher chooses. For this

research, the method that the researcher uses in this research is the BDA and eclectic

technique.

3. Post-test

Post-test is a test that is given to class XII science students to find out whether

or not students understand the material that has been presented previously, in this

post-test, students are asked to work on questions again about the material that has

been studied, and they have time for 10 minutes too.

F. THE DATA ANALYSIS

In quantitative research to analyze data is to use statistical data analysis. In

the description of data collection technique, there are two technique to collect the

data, qualitative data in the form of observation sheets. Whereas quantitative data

used for test assessment includes pre-test and post-test. The quantitative data analysis

technique are as following:

3. To assess student’s reading comprehension by using the following assessment

formula:

R
x= ×100 %
N

x = Test score

R = Number of correct answers

N = Number of questions

4. To find out the average value, the formula is as follows:

∑x
X=
N

X = Average students score

∑ x = Total score

N = Number of students

5. To find out Variance score, the formula is as follows:

2
2 ∑ ( x−X )
S t=
N

S2t = Variance

x = test score

X = Average students score

N = Number of students

6. To find out KR-20 score, the formula is as follows:

[ ][ ]
2
N S t−∑ pq
KR 20=
N −1 2
S t

S2t = Variance

p = upper group

q = lower group

N = Number of students
7. To find out the results of two samples, the formula is as follows:

p 1−p 2
z=
standard error of difference

 P= proportion

x1 x2
p= +
n1 n2

x= result of first sample

x2=result of two sample

n1= first sample population

n2= second sample population

p1= proportion on sample 1

p2 = proportion on sample 2

ṕ= combined proportion

1 1
 Standard error of difference= √ ṕ (1− ṕ)( + )
n1 n2
 CHAPTER IV

RESEARCH FINDING AND DISCUSSION

This chapter presents about the display of the data, the testing hypothesis, and the

discussion based on the result of the research

A. THE DISPLAY OF DATA

The data description serves to describe the data that has been collected from data

sources in the field. The purpose of this study was to find the effect of using BDA techniques

with learning using eclectic techniques. This study took the research subjects of class XII IPA

3 and XII IPA 2 students at MAN 1 Probolinggo. The number of respondents who were used

as data sources were 35 students from class XII IPA 3 as the experimental class and 35

students from XII IPA 2 as the control class.

The experimental class is a class that receives learning treatment using the BDA

technique, while the control class uses an eclectic technique. The data collected in this study

were in the form of initial score (pretest) and final score (posttest).

The data in this study include data on initial test scores (pre-test) and data on final test

scores (post-test). Data on the initial test scores (pre-test) were obtained from the test scores

before being given treatment in each group. The first test (pre-test) was used to determine the

students' prior knowledge before getting treatment. The final test score data (post-test) was

obtained from the test scores after being given treatment. Post Test is used to determine the

final knowledge after receiving treatment from each group, namely the experimental group

and the control group

.
1. Pre-test and Post-test Data Description

A. Experimental group pre-test data

Subjects in the experimental class as many as 30 students, from the initial test

(pre-test), the highest score achieved by students was 90 and the lowest score was

30 manual data processing known that the average score (mean) achieved by the

experimental class is equal to 66 the distribution of the experimental class pre-test

scores can be seen in the following chart.

Group Sample Average

Experimental group 30 66

4.2 Table of result pre-test experimental group

30

25

20

15

10

0
No. 1 No. 2 No. 3 No. 4 No. 5

Pre-test result 1-5

 30

25

20

15

10

0
No.6 No.7 No. 8 No. 9 No. 10

Pre-test result 6-10

B. Control group pre-test data

Subjects in the control group were 35 students, from the initial test (pre-test),

the highest score achieved by students was 90 and the lowest score was 30 manual

data processing, it is known that the average score (mean) achieved by the control

group students is equal to 62 the distribution of the experimental class pre-test scores

can be seen in the following table and chart.

Group Sample Average

Control group 35 62

4.3 Table of result pre-test control group

 The result of pre-test
35

30 28
27 27
26
25 23
22
20
20 19
Students

16
15
11
10

0
1 2 3 4 5 6 7 8 9 10
Item Test

b. C. Experimental group post-test data

Subjects in the experimental group were 30 students. From the test (post-test), the

highest score achieved by students was 90 and the lowest score was 60 . In manual data

processing, it was found that the average score (mean) achieved by the experimental

group students was 80. The distribution of ability test scores (post-test) of the

experimental group can be seen in the following table and chart.

Group Sample Average

Experimental group 30 80

4.4 Table of result post-test experimental group

 30

25

20

15

10

0
Nomor 1 Nomor 2 Nomor 3 Nomor 4 Nomor 5

Post-test result 1-5

30

25

20

15

10

0
Nomor 6 Nomor 7 Nomor 8 Nomor 9 Nomor 10

Post-test result 6-10

c. D. Control group post-test data

Subjects in the control group were 35 students. From the test (post-test), the

highest score achieved by students was 90 and the lowest score was 60. In manual data
processing, it was found that the average score (mean) achieved by the control group

students was 75. The distribution of the ability test scores (post-test) for the control

group can be seen in the following chart and table.

Group Sample Average

Control group 35 75

4.5 Table of result post-test control group

The result of post-test

35
35 33
30
30 29
27 27
25
25 24
21
20
students

17

15

10

0
1 2 3 4 5 6 7 8 9 10

item test

E. Research data summary

From these results will be compared the results of the average class value

between the experimental group and the control group can be seen in the table below.
Group Pre-test test Pre-test test Post-test test Post-test test

sample average sample average

Control Group 35 62 35 75

Experimental Group 30 66 30 80

Table 4.1. Mean Value of Pretest and Posttest of Control and Experiment Class

From the summary above, it can be seen that the increase in the final score or

post-test average of the experimental class is 80 from the initial or pre-test results.

While the average value of the final score or post-test in the control class increased by

75 from the initial or pre-test results.

By looking at the increase in the average results of each student after being given

treatment, it turns out that the highest increase in learning achievement is in the

experimental group sample using the BDA technique (before, during and after).

The results of the post-test scores obtained between the two groups, namely the

experimental group and the control group, then the data was analyzed to determine

student learning outcomes after participating in the learning of the two groups can be

seen in the following table.

Source of Variation Eksperimental Control

N (number of sample) 30 35

Mean 4,87 3,91

Variance 194,6 273,7

Standard Deviation 8,803 15,5

Max value 90 60

Minimum value 90 60
 Based on the table data, it can be seen from the 30 experimental group students,

the average value of learning outcomes after participating in learning is 4,87 while from

35 students in the control group the average value of learning outcomes is 3,91. So it

can be seen that the highest average value is in the control group while the lowest

average value is in the control group.

B. THE TESTING HYPOTHESIS

To find out whether the pretest and post-test differ significantly, and to determine

the acceptability of the hypothesis, the researcher used the z test, the researcher

investigated whether the two samples came from the population with the same

proportion of success.

To find out the results of two samples, the formula is as follows:

ṕ 1−ṕ 2
z=
standard error of difference

 P= proportion

x1 x2
ṕ= +
n1 n2

x= result of first sample

x2=result of two sample

n1= first sample population

n2= second sample population

ṕ1= proportion on sample 1

ṕ2 = proportion on sample 2

ṕ = combined proportion


√
Standard error of difference= ṕ (1− ṕ)(
1 1
+ )
n1 n2
 Based on data from research on two techniques, the average value of the results

of the first sample pre-test was 4.87 and the second sample was 3.91 from each sample

of 30 and 35 people.

Is known:

ẋ1=4,87

ẋ2= 3,91

ṅ1=30

ṅ2=35

From the statement above, we want to know whether using BDA techniques on

students' reading achievement will have a better impact than using techniques with

conventional or eclectic models.

ṕ1 is the proportion of bda techniques and proportions and ṕ2 is the proportion of

eclectic techniques, then, H1: ṕ1 < ṕ2. Thus the hypothesis used is:Ho: P1 ≥ P2

H1: P1 < P2

And what has been mentioned that the level of confidence used in the study is 95

percent or (1-α) = 0.95. Thus, the significance level is 5 percent or α =0.05.

Before using the formula, first determine the components used.

4 ,87 3 , 91
ṕ1= + ṕ2= = 0,16+0,11
30 35

ṕ= 0,27

√
standard error of difference= ṕ (1− ṕ)(
1 1
+ )
n1 n2

1 1
= 0,27(1-0,27) ( + )
30 35

= 0,29
 ṕ 1− ṕ 2
z=

√ ṕ (1− ṕ)(
1 1
+ )
n1 n 2

0 ,16 +0 , 11
=
0 , 29

Z = 0,173

Because the test above is a one-way test, the significance level used is α =

0.05. Thus the critical area is a value below – Z0,05 = –1.645

It is known that z = 0, 173 and – Z0,05 = –1,645, therefore because ẑ > –

Z0,05 then the decision is accepted. Based on the test data using the first and second

samples, with a confidence level of 95 percent, the proportion of using techniques

with ordinary learning models or eclectic techniques is less than the proportion of the

first sample using the BDA technique.

In conclusion, learning using BDA techniques will be better for students'

reading achievement than using eclectic techniques.

C. DISCUSSION

Based on the results of research conducted at MAN 1 Probolinggo. It is known

that before getting different treatment, the learning achievement between the

experimental class and the control class is almost the same. This is shown from the results

of the pretest of the two classes, namely the experimental class has an average pretest

score of 66 and the control class is 62. So it can be said that the initial ability of the

experimental class and the control class has no significant difference.

Based on the results of hypothesis testing, it is known that there is a significant

difference in learning achievement between the post-test results of the experimental class

and the control class. The learning achievement of the experimental class (post-test) is

higher than that of the control class (post-test). This can be seen from the results of the

post-test average value of the experimental class which is greater than the control class,
 namely X experiment = 80 > X control = 75. So it can be concluded that the results of

student achievement who are treated using the BDA technique are greater than those who

are not. using an eclectic model.

Comparison of learning achievement of experimental class and control class can

be seen in the following table:

Group Average

Pre-test Post-test

Eksperimen 66 80

Control 62 75

Table 4. 5 Average Value of Experiment and Control Class

The average value above can also be seen in the form of a histogram The

comparison of learning achievement in the experimental class and the control class is as

follows:

90

80

70

60

50
eksperimental group
40 control group

30

20

10

0
pre-test post-test
 The results showed that the average pre-test value of the experimental class before

being given treatment (o1) was 66. The average final score of the post-test experimental class

(o2) was 80. The average initial score of the pre-test control class (o3 ) before being given

treatment was 62. The average value of the control class after being given the pot-test

treatment was 75. The difference in achievement between the experimental class and the

control class could not be separated from the use of the BDA technique.

The learning model with this technique (BDA) has an effect on students' reading

achievement.

Because this test is a one-way test, the significance level used is α = 0,05. Thus the

critical area is a value below – Z0,05 = –1.645 . This is in accordance with the calculation of

the z-test analysis. Researchers found that It is known that z = 0, 173 and – Z0,05 = –1,645,

therefore because ẑ > –Z0,05 then the decision is accepted. Based on the test data using the first

and second samples, with a confidence level of 95 percent, the proportion of using techniques

with ordinary learning models or eclectic techniques is less than the proportion of the first

sample using the BDA technique. This shows that learning using BDA techniques will be

better for students' reading achievement than using eclectic techniques.

Thus, the research "The Effect of Different Techniques in Teaching on Reading

Comprehension Achievement" is able to answer the hypothesis proposed by analyzing the

data obtained. The research also proves that the use of the learning model with the BDA

technique has a positive and significant effect on students' reading achievement.

 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter will describe two main points, namely conclusions and suggestions.

Conclusions will summarize all research result and suggestions will be conveyed on maters

relating to the use of research results.

A. CONCLUSIONS

Based on the results of research and discussions that have been submitted,

then the following conclusions can be drawn:

Based on the pre-test value, it is known that the average value of the

experimental class is 66. And the control class is 62. So it can be said that there is no

significant difference between the learning achievement of the experimental class and the

control class. And also the difference between the average post-test and pre-test scores of

the experimental class is 14. So it can be concluded that there is an increase in student

achievement after being given learning using the BDA technique. Based on the post-test

scores, it is known that the average value of the experimental class is 80 and the control

class after being given treatment is 75. So it can be concluded that the final achievement

of students who use learning models with BDA techniques is better than students who use

ordinary learning models or techniques eclectic.

B. SUGGESTIONS

a. For students

With the delivery of material from several teachers can significantly improve student

achievement, so students should understand the material should take advantage of all

available sources.

b. For teachers
 When carrying out learning with this technique, you should prepare carefully what

material will be delivered, so that as soon as you enter learning you can immediately

start.

c. For other researchers

Those who wish to re-examine this research by developing material on other subjects,

planning before research must be done carefully. Before the implementation of

learning, it is better to examine more deeply the main material to be conveyed and

distribute the material according to the expertise of each teacher.