USING PAIRED READING AND PAIRED SUMMARIZING STRATEGY

TO TEACH READING COMPREHENSION TO THE EIGHT GRADE

STUDENTS JUNIOR HIGH SCHOOL BAITURRAHIM JAMBI

THESIS

BY

DESI RATNASARI

TE.140974

ENGLISH EDUCATION PROGRAM

FACULTY OF EDUCATIONAL TEACHER AND TRAINING

THE STATE ISLAMIC OF UNIVERSITY

SULTHAN THAHA SYAIFUDDIN

JAMBI

2018

USING PAIRED READING AND PAIRED SUMMARIZING STRATEGY

TO TEACH READING COMPREHENSION TO THE EIGHT GRADE

STUDENTS JUNIOR HIGH SCHOOL BAITURRAHIM JAMBI

THESIS

Submitted as Partial Fulfillment of the Requirements to Gain an

Undergraduate Degree (S.1) in English Education

BY

DESI RATNASARI

TE.140974

ENGLISH EDUCATION PROGRAM

FACULTY OF EDUCATIONAL TEACHER AND TRAINING

THE STATE ISLAMIC OF UNIVERSITY

SULTHAN THAHA SYAIFUDDIN

JAMBI

2018

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DEDICATION

In the name of Allah the beneficent and the merciful I will reach success

in writing the thesis without helping of Allah who has given me the mercy and

blessing and the people who never stop pouring their loving, attention, guidance,

support, and patient.

I dedication this thesis to my family, my mother (Erna Yuslinda) and my

father (Muhammad Arsyad). I realize there is no words can replace each part of

my life that has been covered by their love, guidance, and support. And then for

my brother (Hernalis), my beloved sister (Titin Hajaprana), my friend from

English education Program (2014, C), my lecturer of English Education

Program, and my friend (Ani Safitri) always accompany me anywhere and

anytime, thank you for your time and fice and help. Who always in on my side,

guiding and support me, and big family who always wait my success, so I could

accomplish writing this thesis.

My great advisor Miss. Rusmini, S.Ag, M.Pd.I and Miss. Juliana

Mesalina M.Pd Thank for support, advice, and patient on guiding me to finish this

thesis.

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MOTTO

1. “Read (Proclaim!) In the Name of your Lord Who created’’

2. “Created man, out of a clot (of congealed blood).”

3. “Read (Proclaim), and your Lord is the Most Generous,

4. “Who taught by the pen”

5. “Taught man that which he knew not”

(QS. Al- „Alaq : 1-5)

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ABSTRAK

Nama: Desi Ratnasari

Jurusan: Pendidikan Bahasa Inggris

Judul :Punggunaan strategi Paired Reading and Paired

Summarizing terhadap kemampuan membaca siswa kelas

delapan SMP Baiturrahim Jambi

Penelitian ini bertujuan untuk menganalisis atau mengetahui pengaruh

menggunakan strategi Paired Reading and Paired Summarizing. Penelitian

ini dilakukan pada siswa kelas VIII SMP Baiturrahim Jambi. Latar

belakang masalah dalam penelitian ini adalah siswa tidak bisa memahami

teks dengan baik. Oleh karena itu peneliti menggunakan strategi Paired

Reading and Paired Summarizing untuk menigkatkan siswa dalam

membaca. Dalam penelitian ini, peneliti menggunakan desain quasi-

experimental, penulis menggunakan dua kelas yaitu kelas VII.A sebagai

kelas experimen yang menggunakan strategi Paired Reading and Paired

Summarizing dan kelas VIII.B sebagai kelas kontrol yang menggunakan

strategi three-phase-technique. Perlakuan diberikan 12 kali untuk kedua

kelas. Materi yang diajarkan adalahn teks Narrative. Instrumen yang

digunakan adalah tes tertulis dalam bentuk Essay sebanyak 10 item.

Diakhir pertemuan peneliti memberikan posttest. Nilai rata-rata yang

diperoleh dari kedua kelas dianalisis dengan menggunakan T-test dengan

tingkat signifikan = 0.05. Hasil penelitian yang dilakukan bahwa ada

pengaruh yang signifikan dengan menggunakan strategi Paired Reading

and Paired Summarizing dalam pembelajaran membaca. Hal ini

ditunjukkan oleh skor rata-rata siswa dikelas experimen pre-test ( 57.75 )

dan post-test ( 72 ). Sedangkan nilai rata-rata dari kelas kontrol ( 55 ) dan

post-test ( 62.75 ). to = 6.190 dan df = 19. Yang diperoleh dibandingkan

dengan t tabel baik pada 5% atau 1%. Pada level 5% t tabel adalah

2.093 dan pada level 1% t tabel adalah 2.861. Berdasarkan t tabel, dapat

dianalisis bahwa lebih tinggi dari t tabel baik pada level 5% dan 1%.

Dengan kata lain kita dapat membaca ( 62.75 > 2.093 > 2.861). Jadi

penelitin dapat menyimpulkan bahwa Ho ditolak dan Ha diterima. Artinya

ada pengaruh yang signifikan menggunakan strategi Paired Reading and

Paired Summarizing terhadap pemahaman membaca siswa pada kelas

dealapan SMP Baiturrahim Jambi.

Kata kunci : Paired Reading and Paired Summarizing Strategy, Narrative

Text, Three-Phase-Technique and Reading Comprehension

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ABSTRACT

Name : Desi Ratnasari

Subject: English Education Program

Title : Using Paired Reading and Paired Summarizing Strategy to Teach

Reading Comprehension to the Eight Grade Students of Junior

High School Baiturrahim Jambi

This research was aims to analyze or found the Using Paired Reading and Paired

Summarizing Strategy. This research was conducted on the students of class VIII

Senior High School Baiturrahim Jambi. The background of the problem in this

study is that students could not understand the text well. Therefore researcher

used 2 classes that is class VIII.A as experiment class which used Paired Reading

and Paired Summarizing Strategy and class VIII.B as control class using three-

phase-technique strategy. Treatment was given 12 times for both classes. The

material taught is narrative text. The instrument used is written test in the from of

Essay accounting to 10 items. At the end of the meeting, the researcher gives the

posttest. The final mean score gained from both classes was analyzed by using T-

test with signifikan level = 0.05. The results of the research show that there is a

significant influence by using Paired Reading and Paired Summarizing Strategy in

reading learning. This is demonstrated by the average score of the students in the

posttest experimental class (57.75) and the posttest (72). While the mean values of

the control class pre-test (55) and Posttest (62.75). to= 6.190 and df = 19. The to

obtained is compared to t table either at level 5% or 1%. At level 5% or t table is

2.093 and at level of 1% t table is 2.861. Based on the table, it can be analyzed

that tois higher than t table either at level 5% and 1%. In other words, we can read

( 62.75 > 2.093 > 2.861). So, the researcher can conclude that Ho is rejected and

Ha is accepted. It mean that there is significant effect of using Paired Reading and

Paired Summarizing Strategy toward reading comprehension to the Eight

Students of Junior High School Baiturrahim Jambi.

Keyword : Paired Reading and Paired Summarizing Strategy, Narrative Text,

Three Phase Technique and Reading Comprehension

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TABLE CONTENTS

THESIS AGREEMEN ...................................................................................... i

THESIS APPROVAL ...................................................................................... ii

ORIGINALLY THESIS STATEMENT ........................................................ iii

DEDICATION .................................................................................................. iv

MOTTO ............................................................................................................ v

ACKNOWLEDGEMENT ............................................................................... vi

ABSTRAK ........................................................................................................ vii

ABSTRACT ...................................................................................................... viii

TABLE OF CONTENTS ................................................................................. ix

CHAPTER I : INTRODUCTION

A. Background of Study ............................................................... 1

B. Identification of Problem ......................................................... 3

C. Limitation of the Study ........................................................... 3

D. The Problem of Study ............................................................. 3

E. The Objective of Study ........................................................... 4

F. Significances of the Study ....................................................... 4

CHAPTER II : LITERATURE REVIEW

A. The Nature of Reading ......................................................... 5

B. Purpose of Reading .............................................................. 7

C. The Nature of Reading Comprehension................................ 9

D. Level of Reading Comprehension ........................................ 11

E. The Procedure in Teaching Reading Comprehension........... 12

F. Concept of Paired Reading .................................................. 15

G. Concept of Paired Summarizing .......................................... 16

H. The Nature of Paired Reading and Paired Summarizing

Strategy ................................................................................. 16

I. Comprehending Narrative Text ............................................ 18

J. Previous Related Studies ....................................................... 20

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K. The Assumption and Hypothesis .......................................... 22

CHAPTER III : METHOD OF RESEARCH

A. Place and Time of the Research.......................................... 24

B. Method and Design of the Research ................................... 24

C. The Population and the Sample of the Research ................ 25

1. The Population of the Research ................................... 25

2. The Sample of the Research ........................................ 26

D. Research Instrument .......................................................... 26

E. The Technique of Collecting Data ...................................... 27

F. Validity and Relibiality of the Test .................................... 31

G. The Technique of Data Analysis ........................................ 34

H. Schedule of the Research ................................................... 35

CHAPTER IV : DATA PERSENTATION AND ANALYSIS

A. Data Description ................................................................. 36

B. Data Presentation ................................................................ 36

C. The Data Analysis .............................................................. 39

1. Data Analysis of Students Reading Comprehension

who are taught Using Paired Reading and Paired

Summarizing Strategy .................................................. 39

2. Data Analysis of Students‟ Reading Comprehension

without using Paired Reading and Paired

Summarizing Strategy .................................................. 42

D. Normality Test .................................................................... 44

E. Homogenity Test ................................................................ 44

F. The Testing of Hypothesis ................................................... 45

G. Interpretation ....................................................................... 49

CHAPTER V : CONCLUSION AND SUGGESTION .................................... 51

A. Conclusion ........................................................................... 51

B. Suggestion ............................................................................ 51

REFERENCES .....................................................................................................

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APPENDIX ..........................................................................................................

CURRICULUM VITAE

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CHAPTER I

INTRODUCTION

A. Background of Study

Reading is one of language skill which is still difficult to master for the

students. It can be seen from the general students‟ skill about topic in the text.

They are difficult to comprehend the topic which they read. Reading skills is also

important skill because by reading the students can get a lot of information; they

can enrich their vocabulary, knowledge, spelling and their writing, so that they

need to improve their ability in reading skills because it is very fundamental skill.

Through reading ability, they will show how good they understand English.

According to Guthrie (2011; 27) the goal of reading is for comprehension.

Without comprehension, reading is nothing more than tracking symbols on a page

with eyes and sounding them out. There are two elements that make up the

process of reading comprehension: vocabulary knowledge and text

comprehension. In order to understand a text, the reader must be able to

comprehend the vocabulary used in the piece of writing. Reading comprehension

is important because without it, reading does not provide the reader with any

information.

The Paired Reading strategy encourages peer teaching and learning.

Students are divided into pairs and read along together or takes turns reading

aloud to each other‟s. Pairs can have the same reading ability or can include a

more fluent reader. Each student reads and provides feedback about their own and

their partners reading behaviors.

According to Crowford (2005: 25) at all, Paired Reading and Paired

Summarizing strategy is a technique for having pair of students read a text closely

for understanding. His retionale : Like all cooperative tasks, Paired Reading and

Paired Summarizing strategy allows students to take more initative in their own

and each other learning. The method is intended to encourage different kinds of

thinking, all of wich encourage comprehension.

Paired reading and paired summarizing is a highly structured, but simple

strategy that can easily be taught to others- including to school age children and

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youth. The students read aloud in tandem with an accomplished reader. At a

student signal, the helping reader stops reading, while the student continues on

when the student commits a reading error, the helping reader resumes reading in

tandem. It is a straight forward and enjoyable way for more able readers to help

less able readers develop better reading skill. It is adaptable to any reading

material, and tutees select books which are of intrinsic interest to them.

Encouragement to read little and often is usual.

Narrative text is one kind of text in English that serves to expand the

students‟ experiences through humor, adventure, biography and description.

According to Jose Angela Landau in Endah Wahyuni, narrative is a semiotic

representation of a series of events connected in a temporal and causal way. The

basic purpose of narrative is to entertain, to gain and to hold a readers‟ interest. It

can also be written to teach or inform, to change attitudes/ social opinions.

Narratives sequences people or character in time and place but differs from

recount that through the sequencing, the story set up one or more problems, which

must eventually find a way to be resolved. Narrative can be divided into

traditional fiction including folktales, fairytales, parables, fables, moral tales,

myths and legends; and modern fiction which includes modern fantasy and

temporary realistic fiction. The content of narratives therefore covers many areas,

e. g. horror stories, mysteries, romance, science fiction,historical narratives;

choose your own adventures and cartoons. Narratives can be found in picture

story books, simple short story, and longer stories with complicated plots. Based

on the explanation about the Narrative text, the researcher used narrative text in

this research because narrative text so that students can tell back story, fairy tale

with language fiture in the narrative text.

Based on the teaching practice observation in Junior High School

Baiturrahim Jambi, many students the eighth grades have less interest and less

ability to read the text, and they also feel bored in learning. It is the reason why

they could not get good scores because they cannot answer the question well.

There are many possible reason that might it happens. One of the reasons could be

the teacher teaches the students monotonously and ineffectively. Teacher does not

use variety strategy and material in teaching reading to stimulate students‟

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motivation in learning reading. Teachers teach the students with technique or

strategies which is difficult to be understood by the students, so the students

become bored and lost attention to learn. The impacts are students will feel bored

to read the text, cannot understand the text and cannot comprehend the text well.

Based on the explanation above, the researcher will conduct the research

entitle “Using Paired Reading and Paired Summarizing Strategy to Teach

Reading Comprehension of the Eight Grade Students at Junior High School

Baiturrahim Jambi”.

B. Identification of Problem

Based on the background of the problem above, it is very clear that most

of the students at Junior High School Baiturrahim Jambi still get some problems

in their reading comprehension. To make it clearer, the writer identifies the

problems as follows:

1. The students find difficulties in understanding a reading text

2. The students have less interest a reading text

3. The students have less ability to mastery vocabulary

4. The student feels bored in learning English there is no variation

teaching technique from the teacher

C. The Limitation of the Study

Because the writer finds many problems in this research, the writer limits

theproblem to improve students‟ reading comprehension to find purpose of the

text, to find main idea, to get information from the text, to make summary from

the text, and tofind generic structure in text. Therefore, this study focuses on the

effect of using Paired Reading and Paired Summarizing Strategy to Teach

Reading Comprehension to the Eight Students of Junior High School Baiturrahim

Jambi.

D. The Problem of the Study

Based on the background above, the formulation of this problem

formulated into the following questions:

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a. How is the students‟ reading comprehension in narrative text before being

taught by using Paired Reading and Paired Summarizing Strategy?

b. How is the students‟ reading comprehension in narrative text after being taught

by using Paired Reading and Paired Summarizing Strategy?

c. Is there any significant effect of using Paired Reading and Paired Summarizing

strategy to teach reading comprehension of Eight Grade at Junior High School

Baiturrahim Jambi ?

E. The Objective of the Study

1. To find out whether the students who are taught by using Paired Reading and

Paired Summarizing strategy get better score than those who are taught without

it

2. To find out the significant effect of using Paired Reading and Paired

Summarizing strategy toward reading comprehension

F. Significances of the Study

Related to objectives of the research above, the significance of the

research areas follows:

a. To give some information to the teacher about the effect of using Paired

Reading and Paired Summarizing strategy toward students‟ reading

comprehensionin narrative text.

b. To give some contribution to the students in order to improve their

reading comprehension in narrative text.

c. To encourage the researcher‟s knowledge about the topic conducted.

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CHAPTER II

LITERATURE REVIEW

A. The Nature of Reading

Reading is an active process. Patel and Preeven (2008: 113) stated that

reading is an active process which consists of recognition and comprehension

skill. It is also described as a complex process of making meaning from a text, or

variety of purposes in a wide range of contexts. The process of reading may be

broadly classified into three stages:

a. The first stage is the recognition stage. At this stage, the learner

simply recognizes what she or he read.

b. The second stage is the structuring stage. The learner sees the

syntactic relationship of the items and understands the structural

meaning of the syntactical units.

c. The third stage is the interpretation stage. The learner comprehends

the significance of a word, a phrase, or a sentence in the over all

context of the discards.

Rhicards (2002: 443) et. al., stated that reading means perceiving a written

text in order to understand its contexts. It can be done silently. Furthermore,

Kalayo and Anshari (2007: 114) stated that reading is an activity with a purpose.

The purpose for reading is also determined an appropriate approach to reading

comprehension. It means that before doing reading activity, a reader has to know

what the purpose of the reading it self to get the meaning of what he reads. In

addition, reading is a means of language acquisition, of communication and of

sharing information and ideas. Like all languages, it is a complex interaction

between the text and the reader which is shaped by the reader‟s prior knowledge,

experiences, attitudes, and language community which is culturally and socially

situated. The reading process requires continuous practices, development, and

refinement.

Reading is always related to reading skill. Mikulecky and Linda Jeffries

(2004:25) state that reading is the students‟ ability to achieve reading

comprehension. Students should have many ways to reach comprehension in

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reading. They should be able to recognize the topic of the text, the pattern of

relationship that are stated in the text and lexical equivalent as clues to cohesion

such as pronouns, preposition, and reference. The students should be able to

identify the genre of the text, the purpose of the text, and the ideas of the author.

They also should have the ability to get the detail information and the overview

through scanning and skimming, guessing the meaning of unknown words,

paraphrasing text, and summarizing, drawing conclusion at the end of the reading

and giving critics or comment about the text in their own words.

Reading is very important to learn. Reader can enlarge their knowledge by

reading. In this case, Kalayo states that reading is an activity with a purpose. A

person may read in order to gain information, forenjoyment, to enhance

knowledge of the language being read. The purpose of reading also determines

appropriates approach to reading comprehension. Generally, the purpose of

reading is classified into:

a. general information from the text

b. Getting specific information from the text

c. Reading for pleasure or for interest

d. Reading to compare the information with the reader‟s ownknowledge

e. Getting Reading is as social control.

By knowing the real purpose of reading, it will help readers to reach the

goal of understanding. To reach it, the reader must be able to understand the

meaning of each word. It is supported by McNeil (2000: 129) that a dominant

goal of reading is comprehension- the ability to find the meaning in what is read.

It indicates that to understand the message means to comprehend a text.

Furthermore, Nuttal (2001: 10) says that one reason for reading is that we want to

understand other people‟s ideas; if we are all identical, there would be no point in

most communication. It means that the background of someone is important in

understanding reading text. If the writer and the reader are closely similar,

training, attitude and so on, the reader is likely to interpret the text with no

conscious effort.

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B. Purpose of Reading

The purpose of reading is to get comprehension. The students will be able

to catch the ideas of the text by reading it carefully. Reader should have an active

role in reading since readers also make a contribution in reading. They are

thinking about the purpose and the content of the text while reading it in order to

get the meaning of the text. Besides, reading involves their thinking and

perception after finishing reading the text to reach understanding.

The first aim of reading in class is often different from reading in

comprehension and reading in general. Reading in class does not only know the

message, but students also to comprehend the other aspect of the text. The second

aim of reading in general is to get information, fact, ideas and fun from the text. It

is the real purpose of reading which many people often do. In reading activity,

there are aspects which the learners have to understand. These aspects they are

identifying main idea, understanding vocabulary, and identifying details. In

developing reading skill, there are three aspects which are needed. There are

vocabulary, sentences and discourse. Students often meet with problems in the

sentences. Teacher can explain about sentences to help comprehension of the text.

In other words, the learners should master the use of sentences in texts. The

mastery of sentences will help the learners understand the texts. Grabe and

Stoller (2002, p.13) state the purpose of reading as follow:

1) Reading to research for simple information.

In reading to search, we typically scan the text for a specific piece of

information or a specific word.

2) Reading to skim quickly.

Reading to skim (i.e. sampling segments of the text for general

understanding) is a common part many reading tasks and a useful skill it is

own right. It involves, in essence, a combination of strategies for guessing

where important information might be in the text, and then using basic

reading comprehenship skills on those segments of the text until general

ideas is formed.

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3) Reading to learn from text.

Reading to learn typically occurs in academic and profession context in

which a person needs to learn a considerable amount of information from a

text. It requires abilities to:

a. Remember main idea as well as number of details that elaborate the

main and supporting idea in the text

b. Recognize and build rhetorical frames that organize the information in

the text

c. Link the text to the readers‟ knowledge base

4) Reading to integrate information

Require additional decisions about the relative importance of

complementary, mutually supporting or conflicting information and the

likely restructuring of a rhetorical frame to accommodate information from

multiple sources. These skills inevitably require critical evaluation of the

information being read so that the reader can decide what information to

integrate and how to integrate it for the readers‟ goal. In this respect, both

reading to write to critique text may be task variants of reading to

integrated information.

5) Reading for general comprehension

The nation of general reading comprehension has been intentionally saved

for last in this discussion for two reasons. First, it is the most basic purpose

of reading. Underlying and supporting most other purpose for reading.

Second, general reading comprehension is actually more complex than

commonly assumed.

The purpose of reading also determines the appropriates approach to

reading comprehension. A person who needs to know whether she can afford to

eat a particular restaurant needs to comprehension the pricing information

provided on the menu, but does not need to recognize the name of every appetizer

listed. A person reading poetry for enjoyment needs to organize the words the

poet uses and the ways they are put together, a person using a scientific article to

support an opinion needs to know the cause-effect sequences that are presented,

recognize ideas that are presented as hypotheses and givens. For the students

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reading is very useful to understand and get information from passage of

textbooks. A student is able to analyze the core of knowledge that they are

studying. In addition, students find out better grammatical pattern of English

sentence.

C. The Nature of Reading Comprehension

According to Westwood (2008: 31), reading comprehension can be

defined as an active of thinking process through which a reader intentionally

constructs meaning to from a deeper understanding of concepts and information

presented in a text. There are some aspects to make efficient interpretation of text

involving:

a. Combination of word recognition skills

b. Linking of new information to prior knowledge, and application of appropriate

strategies such as locating the main idea, making connections, questioning,

inferring and predicting.

Comprehension is usually found in the readers‟ mind. It is clear that

reading comprehension is not only a process of knowing the meaning of words,

but also a process of catching the idea of text whether it is stated explicitly or not.

Comprehension in English depends on the knowledge of words, speeches, and

arrangement of words according to the rule of written English. Readers must be

able to read paragraphs consisting of many sentences. From the statement above,

it is known that to comprehend the reading text is difficult for foreign language

readers.

According to Snow and Sweet(2003: 2), there are there elements that

entail comprehension:

a. The readers who is doing the comprehending

b. The text that is to be comprehended

c. The activity in which comprehension is a part

It can be concluded that in considering the reader, it includes all the

capacities, abilities, knowledge, and experiences that a person brings to act of

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reading. By reader, a text means anything that they read whether printed or

electronic.

The most succinct way to characterize good readers is to say that they are

more strategic than poor readers. The skills that good skills good reader uses to

understand and learn from the text are as follow:

a. Rapid and accurate word reading

b. Setting goals for reading

c. Nothing the structure and organization of text

d. Monitoring their understanding while reading

e. Creating mental notes and summaries

f. Making predictions about what will happen, checking them as they go

along and revising and evaluating them as needed

g. Capitalizing on what they know about the topic and integrating that

with new learning

h. Making inferences

i. Using mental images such as visualization to assist them in

remembering or understanding events or characters

In particular, several of the prerequisites to successful reading

comprehension have been identified. These include:

a. Successful initial reading instruction resulting in rapid and accurate

word reading

b. Good oral language skills (large oral vocabularies, good listening

comprehension)

c. Well develop stores of word knowledge in a variety of subject areas

d. Social interaction in homes, classrooms and the community that

motivate students to read

e. Opportunities to practice reading for various purposes

f. Lots of exposure to many different kinds of reading materials

g. Various specific instructional that have proven to be particularly

effective in improving reading comprehension

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h. Instruction based on an appropriate and well-articulated alignment

between curriculum and assignment

The main purpose of reading is to understand and to find out the

information from the passage. The readers should know the characteristics and

prerequisites above to understand the contents of the passage. It will help them to

find the information or the author‟s mean exactly.

D. Level of Reading Comprehension

Reading comprehension has different levels. Davis (2006, p.65) divides

reading comprehension level into literal, interpretive, critical and creative level.

a. Literal level of comprehension

The lowest level of understanding, involves reading the lines, or reading

and understanding exactly what is on the page. In this case, the reader just

only read what is on the page, and the level of understanding is still low.

Readers only give the answers directly about the facts and details of the

information based on the text they read

b. Interpretive level of comprehension

The second highest level of understanding, it requires students to read

between the lines. At this level, student must explain figurative language,

define terms, and answer interpretive or inferential questions. Inferential

questions require the students to infer, or figure out, the answer. Asking

students to figure out the author‟s purpose, the main idea or essential message,

the point of view and the conclusion are examples of inferential question. In

here students be able to respond the questions, find out what the right answer

and able to make a conclusion.

c. The critical level of comprehension

The critical level is one of the two highest levels of understanding. It requires

students to read beyond the lines. The students must judge the passage they

have read. It means that readers should have critical thinking of what they

read.

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d. The creative level of comprehension

It is the highest level of understanding. As with the critical level of

comprehension, the student must read beyond the lines. The student must

often make judgment about other actions to take. It can be define that in

creative reading, reader should think as they read. In making a judgment, the

reader should use their imagination in order to think out of the line.

Based on the explanation above, it can be concluded that all level of

reading comprehension are important and need to be fostered. By knowing level

of reading comprehension, the reader should be able to improve the literal level of

comprehension. The lowest level of understanding, involves reading the lines, or

reading and understanding exactly what is on the page. In this case, the reader just

only read what is on the page, and the level of understanding is still low. Readers

only give the answers directly about the facts and details of the information based

on the text they read.

E. The Procedures in Teaching Reading Comprehension

According to Dewi (2009, p.10) there are three parts in process of reading

comprehension, they are:

1.Pre- Reading Activity

The researcher asks some question to the student in order to guide

and activate their prior knowledge related to the reading material. The

students are require to give their responses or ideas that they have already

known about the topic.

2. While-Reading Activity

This phase is accompanying students in comprehending a text by

ordering the students to answer the question based on the text. We can ask

the student to read the text aloud. It is useful to improve the students‟

pronouncation and to know how well the students understand the reading

text.

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Ren shaw stated that there are some activities in while reading

activity : (A main/standard approach....[n.d., on line], (a) first have

students read through the passage silently on their own, (b) ask the

students on their own to try and quickly answer any questions that follow

or accompany the raeding after the initial silent reading (this is good for

encouraging initial individual/independent attempts at reading and

comprehension), (c) have the students compare their initial answers to any

comprehension questions with classmates nearby, (d) go back to the start

of the reading and utilize a „read-around‟ approach, whereby students in

turns read sentences aloud (including titles and headlings) from the text in

sequence. During this reading, the teacher only helps with pronounciation

if students become completely bogged down, but other wise circles words

and phrases in his/her book that appear to be problematic, (e) following

the read-around, the teacher models pronounciation of the words students

had difficulty with during reading aloud, and has students briefly practice

them chorally, (f) commence a general discussion about the reading,

beginning with main ideas and important details, reading on naturally into

any comprehension or skills-based questions, which can now be corrected

or added to as a group activity and (g) conclude with some attention to any

highlighted vocabulary. There are many ways that teacher can do to make

student comprehend the text better, such as order the students to answer

the question based on the reading text and summarizing the text.

3. Post-Reading Activity

The teacher can review the students‟ prior knowlwdge after they

read the text. They can revise the students‟ information, opinion, and ideas

and give the correct statement. It is effective way to know whether

students understand or not about the reading text. Some questions that

follow a text can be used to test student understanding.

1.1. Students’ Reading Comprehension in Narrative Text

Comprehension is the reason for reading. If the student can read

the words but do not understand what they are reading, they are not really

14

reading. The factors of reading comprehension is the reader‟s comment,

the reader‟s ability in monitoring and reflecting on her or his own level

understanding, and the reader‟s adequate background and vocabulary

being presented. Reading different types of texts requires the use of

different reading strategies and approaches.

Based on the standart competence of graduation, the indicatorsof

reading comprehension in narrative text consist of some indicators. In

this research, based on the theories on reading comprehension skills and

the standard competence of graduation, the writer formulates some

indicators to measure students reading comprehension in narrative textas

follows:

1. Students are able to find out main idea in narrative text

2. Students are able to indentify meaning of word in narrative text

3. The students are able to make reference in narrative text

4. The students are able to find out the event in narrative tex

In conclusion, reading comprehension in narrative text means the

basic of students‟ activity involves in skill, knowledge, and

understanding of words, relationship among words and concept, and

organizing the ideas in narrative text.

1.2. The Factors Influence Students’ Reading Comprehension

inNarrative Text

Comprehension problems can be caused by a variety of different

factors, including those intrinsic to the individual and others related to

insufficient instruction or to inappropriate materials. There are several

factors that influence reading comprehension. They are as follows:

1. Prior Knowledge

Prior knowledge is so necessary for comprehension that some

speculate that can often account for a large portion of the difference

between successful comprehenders. Teacher must begin by assessing

whether or not this is true, by providing background information and

15

vocabulary instruction when necessary, and by helping students to

select what information they will need to apply and when to apply it.

2. Motivation and Interest

Comprehension is also improved when students are motivated and

interested. To some extent, teachers facilitate each time they make the

task easier by making sure that students have the requisite skills and

schemata. Interest in the material leads to more motivation and

students read interesting material with greater comprehension than

uninteresting material, even when eadability level is the same for

each.

3. Cultural Differences

Teacher should be ware of how cultural differences of the

comprehension of individual students. Cultural differences can clearly

be related to differences in prior knowledge, vocabulary, and interest.

Moreover, teachers must be careful to recognize the validity of the

thinking strategies of culturally different students, even when trying

to teach standard one

4. Decoding Fluency

Finally, students cannot be expected to comprehend passages when

they are devoting large amounts of attention to identifying individual

words. They must be given material they can decode fluently if they

are to develop their comprehension skills.

F. Concept of Pair Reading

Paired Reading is a researched based fluency strategy used with readers

who lack fluency. In this strategy students read aloud to each other. When using

partners, more fluent readers can be paired with less fluent readers, or children

who read at the same level can be paired to reread a story they have already read.

Paired reading can be used with any book, taking turns reading by sentences,

paragraph, page or chapter.

16

G. Concept of Pair Summarizing

One strategy that involves cooperative learning after reading is Paired

Summarizing. The goal is that students work together to elaborate their individual

retelling before they come together as pairs. This initial step avoids much of the

confusion and wasted time that occurs when students try to coordinate their work

before they are individually prepared for the task. This procedure focuses

students‟ attention on the importance of individual preparation and the value of

community participation.

H. The Nature of Paired Reading Paired and Summarizing Strategy

In order to make students understand about the text that they have read,

teachers need a strategy for it. According to Kalayo and Ansyari, reading

comprehension would be resulted when the readers know which skills and

strategies are appropriate for the type of text and understand how to apply them to

accomplish the reading purpose. In this case, the writer will use a good strategy to

make readers understand about the text that they read, Paired Reading and Paired

summarizing strategy.

1. The Definition of the Strategy

Paired reading and paired summarizing is a highly structured, but simple

strategy that can easily be taught to others- including to school age children and

youth. The students read aloud in tandem with an accomplished reader. At a

student signal, the helping reader stops reading, while the student continues on

when the student commits a reading error, the helping reader resumes reading in

tandem. It is a straight forward and enjoyable way for more able readers to help

less able readers develop better reading skill. It is adaptable to any reading

material, and tutees select books which are of intrinsic interest to them.

Encouragement to read little and often is usual. Vaughn (2008) stated that Paired

reading and paired summarizing strategy allows students to take more initiative

in their own and each other‟s learning. It is intended to encourage different kinds

of thinking, all of which encourage comprehension. Basic paired reading requires

17

establishing ground rules about when and how help will be asked for/offered

when reading, how turns will be taken, and what each rule will be included.

2. The Advantages and the Purpose of the Strategy

There are a lot of benefits to this strategy of reading together. It is

structured and easy to teach to anyone who can read independently. Even the

tutees can be tutors for students who read at their independent level. Be sure that

the material is not more than a year above their independent level. The harder the

material, the more the tutor and tutee will read together. The easier the material,

the more the tutee will read alone independently.

The purposes of this strategy are:

1. To provide individualized tutoring

2. To model effective reading strategies e.g. predicting, confirming,

rereading for meaning and accuracy

3. To build confidence

4. To improve fluency

5. To scaffold the dependent reader in the content area reading

6. To reinforce the helper‟s reading strategies

3. Using Paired Reading Paired and Summarizing Strategy towards

Students’ Reading Comprehension in Narrative Text

The basic of Paired Reading and Paired Summarizing strategy requires

establishing ground rules about when and how help will be asked for/offered

when reading, how turns will be taken and what each rule will be included. To

make clear about this strategy, there are several steps for this strategy as follows:

a. Choose an informative text of reasonable length. It should have short

paragraphs. Not more than three sentences each.

b. Demonstrate the procedure first.

c. Read a passage aloud and give a summary of it. Ask two questions

about the text for the students to answer.

d. Ask the students to pair up. Explain that one student will read the first

paragraph or marked section of the text and then give a summary of it.

18

Then check for understanding by asking several students to share their

summaries. Offer suggestions as necessary.

e. Once the students understand the procedure, they have proceeded on

their own to read, summarize, and ask questions about the text,

passage by passage. Remind them to switch roles after each passage

has been read and discussed.

Like all cooperative learning tasks, Paired Reading and Paired

Summarizing allow students to be more initiative in their own and

each other‟s learning. It is intended to encourage different kinds of

thinking, all of which encourage comprehension. It takes three to four

times as long as simply reading a text aloud. In order to save time,

students do paired reading with the first four to six paragraphs and

then read the rest of the text independently.

I. Comprehend of Narrative Text

Narrative text is one kind of text in English that serves to expand the

students‟ experiences through humor, adventure, biography and description. They

are three features of narrative text. They are social function, generic structure, and

grammatical features.

1. Social Function

Social function of narrative text means the function of narrative for the

readers in their social life. It is to amuse or entertain the readers with actual

or imaginary experience ways.

2. Generic Structure of Narrative Text

a. Orientation is a set of scene, where and when the story happened,

introduces the participants of the story: who and what is involved in the

story.

b. Complication, is an initiating event; the event that start the main

character of on a series of event to solve the problem.

c. Resolution, showing the way of participants to solvethe crises, better or

worse.

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d. Re-orientation is a closing remark to the story and it is optional. It

consists of moral lesson, advice or teaching from the writer.

3. Grammatical Feature

Common grammatical features of narrative text include:

a. Use of particular nouns to refer to or to describe the particular people,

animals and things that the story is about

b. Use of adjectives to build noun groups to describe the people, animals or

things

c. Use of time connectives and conjunctions to sequence events through

time

d. Use of adverbs and adverbial phrases to locate the particular incidents or

events

e. Use of past tense action verbs to indicate what characters are feelings

4. The Purpose of Narrative Text

The Purpose of Narrative Text is to amuse or to entertain the reader with

astory.

5. The Language Feature of Narrative Text

a. Past tense (killed, drunk, etc.)

b. Time conjunction (when, then, suddenly, etc.)

c. Specific character. The character of the story is specific, not general.

(Cinderella, Snow white, Alibaba, etc.)

d. Action verbs. A verb that shows an action. (killed, dug, walked, etc)

e. Direct speech. It is make the story lively. ( Snow White said, “ My name

is Snow White). The direct speech uses present tense.

6. Example of Narrative Text

“The Ugly Duckling”

One upon time, a mother duck sat on her eggs. She felt tired of

sitting on them. She just wished the eggs would break out. Several days

later, she got her wish. The eggs cracked and some cute little ducklings

appeared. "Peep, peep" the little ducklings cried. "Quack, quack" their

mother greeted in return.

20

However the largest egg had not cracked. The mother duck sat on it

for several days. Finally, it cracked and a huge ugly duckling waddled out.

The mother duck looked at him in surprise. He was so big and very gray. He

didn't look like the others at all. He was like a turkey. When the mother duck

brought the children to the pond for their first swimming lesson. The huge

grey duckling splashed and paddled about just as nicely as the other

ducklings did. "That is not a turkey chick. He is my very own son and quite

handsome" the mother said proudly.

However, the other animals didn't agree. They hissed and made fun of

him day by day. Even his own sisters and brothers were very unkind. "You

are very ugly" they quacked. The little poor duckling was very unhappy. "I

wish I looked like them" he thought to himself. One day, the ugly duckling

run away and hid in the bushes. The sad duckling lived alone through the

cold and snow winter. Finally the spring flowers began to bloom. While he

was swimming in the pond, he saw three large white swans swimming

toward him. "Oh, dear. These beautiful birds will laugh and peck me too" he

said to himself. But the swans did not attack him. Instead, they swam around

him and stroked him with their bills. As the ugly duckling bent his neck to

speak to them, he saw his reflection in the water. He could not believe his

eyes. "I am not an ugly duckling but a beautiful swam" he exclaimed. He

was very happy. From that day on, he swam and played with his new friends

and was happier than he had never been.

J. Previous Related Studies

As a matter of fact, there are previous researchers adding with the effect of

using strategy to help students in reading comprehension. There are as follows:

1. The research was conducted by G Diaper (2009) entitled a “Comparative

Study of Paired Reading Strategy using Parents as Tutors to Second

Year Junior School Children”. The research finding is the less able

reader appears to benefit to a greater extent than the more able reader from

being tutored in reading by a parent, especially in the long-term.

2. Indah Fadilah Rahmah (2012). In her research, the title of the research is

“The Implementation of Paired Reading Strategy and the Effects on

21

Students’ Reading Comprehension at State Islamic Senior High School

1 Makassar”. The students reveal that the implementation of Paired

Reading has a significant effect on students‟ reading proficiency in terms

of content of the text: preview, click and cluck, get the gist and wrap up.

The finding signifies that Paired Reading is positively responded by the

experimental class. The implementation of Paired Reading increases

students‟ reading comprehension.

3. The other research was carried out by Cynthia L. Drumheller (2007)

under the title “The Effects of Paired Reading Intervention on the

ReadingFluency of Second Graders at Midwestern School”. The study

concluded that the Paired Reading intervention in fluency significantly

raised independent reading levels for both the oral and silent readers and

prosody scores for the oral reader compared to the control group and

provided an effective, inexpensive reading practice opportunity within

classroom. While in this research, the writer focuses on the effect of

Paired Reading and Paired Summarizing strategy to teach reading

comprehension to the Eight Grade students at Junior High School

Baiturrahim Jambi. This strategy would be given significant effect towards

students reading comprehension achievement.

In order to avoid misunderstanding about this study, it isnecessary to explain

about the variable used in this study. There are two variables in this research.

They are variable X and Y. Variable X is as an independent variable (paired

reading paired summarizing strategy) and variable Y is as the dependent variable

(reading comprehension). Therefore, the operational concept can be seen in the

following indicators. The procedures of Paired Reading Paired Summarizing as

variable X are as follows:

1. In pairs, take turns reading a paragraph at a time from an assigned

reading.

2. The reader reads in a low voice, loud enough only for the listener to

hear.

3. When the reader completes the paragraph, the listener provides a

summary of the paragraph that needs to be“approved” by the reader. If

22

the summary is not clear or accurate, the pair goes back to the text and

rereads silently to add what is necessary.

4. Then the two switch roles, with the first reader becoming the active

listener and summarizer.

5. If the reader stumbles on a word or is having difficulty, the reader can

ask for help from the partner. If help is not asked for, then the listener

should give the reader the opportunity to figure it out.

6. Give directions for what the pair should do when they are done with the

reading. This might include: discussing what they each found

interesting about what they have read, answering questions or

completing a graphic organizer together or separately, interviewing

another pair about their reading session (what went well/what did not),

asking pairs to contribute three interesting words (or words that meet

specific criteria) from their reading to the Word Wall, adding to their

learning log or journal based on what was read, or asking the partners

to write a collaborative summary and answer the question of what they

read.

The indicators of students‟ reading comprehension are as follows:

1. Students are able to find factual information in narrative text

2. Students are able to identify supporting idea in narrative text

3. Students are able to locate the meaning of vocabulary in context of

narrative text

4. Students are able to identify references in narrative text

5. Students are able to make inferences from the narrative text

K. The Assumption and Hypothesis

a. Assumption

In general, assumption for this research can be exposed as the following:

a. The students‟ reading comprehension on Narrative text is various.

b. The better of Paired Reading and Paired Summarizing strategy applied,

the better of students‟ reading comprehension in narrative text will be.

23

b. Hypothesis

Ha: There is a significant effect of using Paired Reading and Paired

Summarizing Strategy to teach Reading Comprehension of the Eight

Grade Students at Junior High School Baiturrahim Jambi.

Ho: There is no significant effect of Using Paired Reading and Paired

Summarizing Strategy to teach Reading Comprehension of the Eight

Grade Students at State Junior High School Baiturrahim Jambi

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CHAPTER III

RESEARCH METHOD

A. Place and Time of the Research

This research will conduct atJunior High School (SMP) Baiturrahim

Jambi. The location of this research at Jl. H. Syamsoe Bachrun No. 32 RT. 03

Kelurahan Selamat Kecamatan Danau Sipin Kota Jambi. The research will

conduct in the first semester in academic year 2018/2019.

B. Method and Design of the Research

The type of the research was quasi experimental design. The kind of quasi

experimental design of this research was nonequivalent control group design. It

involves random assignment of intact groups to treatments, not random

assignment of individuals. There were two classes in this research; control and

experimental classes. According to Jhon W. Creswell (2008,p.645) that quasi-

experiments design are experimental situations in which the writer assigns, but

not randomly, participants to classes because the experimenter cannot artificially

create groups for the experiment.

The experimental class was taught by using particular treatment Paired

Reading and Paired Summarizing strategy to improve students‟ reading

comprehension. In addition, control class was only given a pre-test and post-test

without particular treatment aswhat was given for experimental group. These

group used different techniques, but both experimental and control classes were

treated with the same test.

Table 3.1

Research Types

GROUP PRE-TEST TREATMENT POST-TEST

A T1 T2

B T1 X T2

25

Experimental:

A : Experimental group

B : Control group

T1 : Pre- test for experimental group and control group

√ : Receiving particular treatment

X : Without particular treatment

T2 : Post- test for experimental group and control group.

After giving particular treatment to the experimental class by using Paired

Reading and Paired Summarizing strategy, the scores between experimental and

control groups were analyzed by statistical formula. It was aimed to know

whether there was or not the effect of variable X into variable Y.

C. The Population and the Sample of the Research

1. The Population of the Research

A population is a group of individual who participates in a research study

or is someone from whom data are collected. The population in this research was

all of students at Junior High School Baiturrahim Jambi in academic year 2018-

2019. There were six classes. The total number of the students at Junior High

School Baiturrahim Jambi was 133 students.

Table 3.2

The Population of the Research

NO Class Male Female Total

1. VII. A 11 9 20

2. VII. B 13 7 20

3. VIII. A 14 6 20

4. VIII. B 13 7 20

5. IX. A 16 10 26

6. IX. B 15 12 27

Total 82 51 133

26

2. The Sample of the Research

The population of this research was the second year students class VIII of

Junior High School Baiturrahim Jambi. Class VIII consist of two classes namely

VIII.A, VIII.B. The researcher used two classes, VIII.A was an experiment and

VIII.B was control class. Class VIII.A consists of 20, and class VIII.B consist of

20 students. The total number of students atthe second year students of Junior

High School Baiturrahim Jambi was 40 students.

Tabel 3.3

The Number of sample on the eighth grade students at Junior High

School BaiturrahimJambi

No

Class

Students Number of

Students Male Female

1. VIIIA (Experimental Class) 14 6 20

2. VIII B (Control Class) 13 7 20

Total 40

D. Research Instrument

To figure out whether the objective of this research is achieved or not, the

researcher used research instrument. The instrument of this research was reading

test. The tests were pre-test before the treatments and post test after the

treatments. Pre-test was given to see the students‟ ability before treatments as the

starting point for the researcher to give the treatments, and the post test was given

to see the result of the treatments.

1. Pre-test

Pre-test is used to determine the ability of the students as the sample. Item

used in this test consist of 30 minutes. It is about reading comprehension

which is appropriate to the curriculum that they use. The test consists of

five passages within five questions for each

2. Post-test

In the post-test, they were used Paired Reading and Paired Summarizing in

Narrative text

27

E. The Technique of Collecting Data

In this research, the writer used test as the technique of collecting data.

According to Hughes, there are many techniques that can assess students‟

comprehension, but the writer used comprehension of reading test.

Comprehension is the complex cognitive process use to understand what they

have read.

The writer used the test to collect the data. The tests consist of narrative

text. The test was given for getting the objectives data of the students‟

achievement in reading comprehension by using Paired Reading and Paired

Summarizing strategy in the class especially for the eight grade students at Junior

High School Baiturrahim Jambi. The test was applied two test, those are pretest

and post test. Pretest is given before the material was taught and Posttest given

after the material was taught, in the last meeting of the total number of the

research. The test consists of 10 questions of Reading Test (Essay). The

implementation of the test is aimed to measure students‟ achievement before and

after the treatment is conducted can be measured. This technique is utilized as the

primary technique to collect the research data.

The following steps would used in collecting the data:

1. Pre-test

Pre-test would done before presenting the treatments to know how

far the students‟ reading comprehension. The type of the pre-test would

Essay.

2. Treatments

The students‟ activities during the treatment or during the teaching

and learning process would use Paired Reading and Paired Summarizing

Strategy. The treatment would conduct in taught meeting after pre-test. It

would take 60 minutes for each meeting. The materials in these treatments

are based on the students‟ textbook that is used in Junior High School

Baiturrahim Jambi. These treatments would give to the experiment class

during 12 time meeting, and control class would touch by using common

method used by the eight grade English teacher in the class. The

28

treatments would be conduct for 2 weeks. After the treatments, post-test

would give to the object.

The procedures in experimental class using Paired Reading and

Paired Summarizing :

1. Divide the students into pair two students. Each group consists of 2

students.

2. Teacher gives reading text for all pair

3. Students read loudly the reading textin turns every one sentencein their

group

4. Students read loudly some difficult words and new vocabularies stated

in reading text.

5. Students look for the meaning of the new vocabularies

6. Students discuss the reading text and answer the questions realted to

the text in their pair

7. Collecting the answer sheet.

After the treatments give to experiment class, the teacher would

touch to the control class by using Paired Reading and Paired

Summarizing Strategy at Junior High School Baiturrahim Jambi. The

materials both of the classes are same item.

Procedures of learning the Eight grade English teacher in the

control class:

1. Teacher gives reading text tothe students

2. The students read the reading text

3. Teacher ask some students to read the text

4. Teacher translates the difficult words

5. Students answer the question

6. Student collects the answer sheet.

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The material would give to the students from the book entitled

Table 3.4

Teaching Materials Used During Experiment

Meetings Titles of Reading text

The Ugly Duckling

2nd

The Ugly Duckling

Tangkuban Perahu

Tangkuban Perahu

5th

MalinKundang

6th

Malin Kundang

3. Post-test

Post-test would give to the students in order to know the progress

of the students in learning by using Paired Reading and Paired

Summarizing Strategy after treatments. The type of the test would

objective test. It is reading test (Essay). The items of post-test are relate to

the material that the students have learned.

1. Scoring System

To analyze how far the effect of using Paired Reading and Paired

Summarizing strategy, would based on the score of the test that would

given to the students. These tests consist of reading test (Essay). In

scoring the test the procedures are :

1. The teacher would give score for correct answer. One correct

answer would get ten score.

2. The teacher would not give score for incorrect answer.

3. The formula that would used to get the score according Yamin

(2003:16)

Note:

S: score

30

B: Correct Answer

N:Number of Item

In this research will use the quantitative data (Teaching and

Learning Process in the Classroom ) and quantitative data will be

taken from the test and analyzing by using the score

procedures.(sudijono 2009,P.43)

Note :

P: Percentage

f: Answer frequency

n: Number of data or respondent

Categories :

81% - 100%= Excellect

61% - 80%=Good

41% - 60%=Enough

21% - 40%=Bad

0% - 20%=Very Bad

2. Test Specification

Test specification of pre-test and post-test items would be

presented in the next table :

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Table 3.5

Specification of the Test

NO Aspect in Reading

Comprehension

Number of

questions

Number of

item

1 Main ideas 1 1

2 Factual Information 2 and 6 2

3 Identifying reference 3 and 4 2

4 Vocabulary 9 and 10 2

5 Generic structure 8 1

6 Language feature 5 and 7 2

Total 10

F. The Validity and Reliability Test

Heaton (1988.p.159) states that the validity of a test refers to

appropriateness of a given testor any of its component parts as the measure of

what it is purposed to measure. It means the test will be valid to the extent that is

measured what it is supposed to measure. The type of validity is content validity.

Referring to Bambang (2006 ,p.23) , Content validity is that if a measurement is

as the representative of the ideas or the appropriate material that will be measured.

The materials were taken from the guide book for the students and other related

resources.

a. Validity

Before the tests were given to the sample, both of tests were tried out to

20students at the eight grade at Junior High School Kuala Patah Parang. The

purpose of try out was to obtain validity andreliability of the test. It was

determined by finding the difficulty level of each item.Item difficulty was

determined as the proportion of correct responses. The formulafor item difficulty

is as follows :

P =

32

Where

P : Index of difficulty or Facility value

B : the number of correct answers

JS : the number of examinees or students taking the test

The difficulty level of an item shows how easy or difficult a particular

item inthe test is. The items that do not reach the standard level of difficulty are

excludedfrom the test and they are changed with the new items that are

appropriate.

b. Reliability

A test is seen as being reliable when it can be used by a number of different

researchers under stable conditions, with consistent results and the results not

varying. Reliability reflects consistency and replicability over time. Furthermore,

reliability is seen as the degree to which a test is free from measurement errors,

since the more measurement errors occur the less reliable the test (Fraenkel &

Wallen, 2003; McMillan & Schumacher, 2001, 2006; Moss, 1994; Neuman,

2003). In the same way, Maree and Fraser (2004) ask how far the same test would

produce the same results if it was administered to the same children under the

same conditions. This helps the researcher and educator to make comparisons that

are reliable. The more errors found in an assessment the greater its unreliability,

and visa versa. Reliability is a very important factor in assessment, and is

presented as an aspect contributing to validity and not opposed to validity.

Messick (1989) transformed the traditional definition of validity - with reliability

in opposition - to reliability becoming unified with validity. Thereby Messick

(1989) has accepted a unified concept of validity which includes reliability as one

of the types of validity; thus contributing to the overall construct validity. As

Messick (1989, p. 8) states: Hence, construct validity is a sine qua non in the

validation not only of test interpretation but also of test use, in the sense that

relevance and utility as well as appropriateness of test use depend, or should

depend, on score meaning.

33

Here Messick (1989) explains that not only is construct validity essential

for test interpretation but also for test use. The test must be relevant and be able to

be utilised in a reliable manner. With a Rasch analysis, the „item reliability index‟

was examined, reflecting whether the items could be replicated in the same order

if they were given to another sample 55 group that had similar or equal abilities

(Bond & Fox, 2001). If items, or in this case the objects order used in the pictures,

are not replicable across the three groups, then the reliability of the test is in

jeopardy. In this study the real person and real item separation reliabilities were

explored. Similar to internal consistency, separation reliability values of between

0 and 1 had to be obtained, and those that are high are beneficial to an assessment

(Scherman, 2007). The items performance can be assessed through Rasch

analyses which can alert a person to the ordering of the items. Each item‟s

difficulty is situated along a logit scale, together with its degree of error. The

more information available about the difficulty of the item, the more the

estimation error decreases. If items are clumped then the difficulty of the items

are not equally dispersed, which influences the level of validity as well as the

reliability of a test. With the help of Rasch, items that are clumped or too easy or

difficult can be identified and dealt with accordingly. If an assessment is focussed

only on reliability, the validity level of the assessment will decrease. As was

pointed out earlier Messick‟s ( 989) unified concept of validity also includes

reliability and overlaps each other. Consequently, a balance has to be reached

between reliability and validity.

A test must be reliable as measuring instrument. Reliability is the degree

to which a test consistently measures whatever it is measuring. To know the

reliability of the test, we should know: (a) the mean score, (b) the standard

deviation of the test, and (c) Cronbach‟s Alpa. The researcher used the SPSS 16.0

for windows-statistical software by using these follow steps:

a. Going into SPSS 16 version program

b. Click Variable View in SPSS data editor

c. Click analyze = = > then click scale = = > then click reliability analysis

34

d. Move the data (item1-item10) and then click icon

e. Click OK

Table 3.6

Case Processing Summary

N %

Cases Valid 20 100.0

Excludeda 0 .0

Total 20 100.0

Based on the table 3.6 we can see that the cases valid are 20 students,

excluded 0, and the total students follow the test 20 students.

G. The Technique of Data Analysis

In analyzing the data, the writer used score of pre-test and post-test of

experimental as well as and control group. These scores were analyzed

statistically. The researcher used score of the experimental and the control classes.

In order tofind out whether or not there was asignificant effect of using Paired

Reading and Paired Summarizing strategy toward students‟ reading

comprehension, the data were statistically analyzed by using T-test formula and

using SPSS 16.0 (Statistical Package for the Social Sciences).

Ho: t0< t-table

Ha: t0 > t-table

Ho is an accepted if t0< t-table or there is no significant effect of using Paired

Reading and Paired Summarizing to teach reading comprehension.

Ha is accepted if t0> t-table or there is a significant effect of using Paired

Reading and Paired Summarizing to teach reading comprehension.

35

H. Schedule of the Research

Schedule of research is important to guide the researcher to do the

research. It can see in this table:

Table 3.4

Schedule of Research

SCHEDULE OF RESEARCH

NO

Activities

D

E

S

J

A

N

F

E

B

M

A

R

A

P

R

M

A

Y

J

U

N

J

U

L

A

G

U

S

E

P

O

K

T

N

O

V

D

E

S

1 Proposal

Arrangement

X

2 Consultation of

Proposal

X

3 Proposal Seminar

X

4 Collecting Data

X

5 Research

Improvement

X

6 Writing Thesis

X

7 Thesis

Examination

X

36

CHAPTER IV

DATA PRESENTATION AND ANALYSIS

A. Data Description

The purpose of the research was to obtain the students‟ reading

comprehension who were taught by using Paired Reading and Paired

Summarizing strategy and those who were taught without using Paired Reading

and Paired Summarizing strategy, and to find out whether or not there was the

significant effect of using Paired Reading and Paired Summarizing strategy

toward reading comprehension.

In this research, the writer got the data from the students‟ post test score of

the experimental and control classes. Before that, the writer tried out another class

beside experimental and control classes in order to prove whether the test was

reliable or not. The result of try out was 0.711. It means that the test was reliable.

After the writer got the data from try out, the writer gave the students pre-test and

post-test tothe experimental and control classes. The questions for pre-test and

post-test were reading test (essay), and the text was Narrative text. Pre test was

given to the experimental class and the control class before giving the treatment.

Post-test was given to the students after giving the treatment, but the treatment

was only given tothe experimental class and for control class, the writer did not

give the treatment. Then, the writer gave treatments to experimental class for 12

meetings.

B. Data Presentation

The data of this research were gotten from evaluation scores from each

meeting and the scores of the students‟ pre-test and post-test. The data were

collected by following procedures:

1. In the experimental and control classes, the students were asked to answer the

questions based on the narrative text.

2. The format of the test was reading test (essay) that consisted of 10 items

37

Data Presentation of Students‟ Reading Comprehension who are Taught by

Using Paired Reading and Paired Summarizing Strategy. The data of students‟

reading comprehension that were taught by Paired Reading and Paired

Summarizing Strategy were obtained from pre-test and post-test of VIII.A

asexperimental class and VIII.B as control class taken from the sample each of

this class (20 students). The data can be seen from the table below:

38

Table 4.1

The Scores of Pre-Test and Post-Test of Students’ ReadingComprehension

of Experimental Class and Control Class

No Students

Experimental

Class Gain

Control Class

Gain Pre-

Test

Post-

Test

Pre-

Test

Post-

Test

1 S-1 60 80 20 40 50 10

2 S-2 70 80 10 20 50 30

3 S-3 60 70 10 60 60 0

4 S-4 60 80 20 50 60 10

5 S-5 60 60 0 60 60 0

6 S-6 70 75 5 60 65 5

7 S-7 65 70 5 70 75 5

8 S-8 65 70 5 60 60 0

9 S-9 60 60 0 60 65 5

10 S-10 50 65 15 60 65 5

11 S-11 70 80 10 50 60 10

12 S-12 60 70 10 60 65 5

13 S-13 65 80 15 70 80 10

14 S-14 20 65 45 65 75 10

15 S-15 70 85 15 20 50 30

16 S-16 70 85 15 50 55 5

17 S-17 60 85 25 65 70 5

18 S-18 20 40 20 60 65 5

19 S-19 40 65 25 70 75 5

20 S-20 60 75 15 50 50 0

Total 1155 1440 260 1100 1255 155

Mean 57.75 72 13 55 62.75 7.75

39

From table above, the total score of the pre-test in experimental class was

57.75, and total score post-test of experimental class was 72. the total score pre-

test in control class 55, and total score in post- test in control class 62.75.

C. The Data Analysis

The data analysis presented the statistical result followed by the discussion

about the significant effect of using Paired Reading and Paired Summarizing

Strategy towards reading comprehension of the second year students‟ at Junior

High School Baiturrahim Jambi. The data were divided into two classes;

experiment and control scores. The writer used independent sample T-Test from

SPSS.16 program to analyze the significant effect of using Paired Reading and

Paired Summarizing Strategy towards reading comprehension of the second year

students‟ at Junior High School Baiturrahim Jambi.

1. Data Analysis of Students’ Reading Comprehension who are Taught

Using Paired Reading and Paired Summarizing Strategy

The data of the students‟ post-test scores of experiment class were

obtained from the result of their reading comprehension before giving the

treatment. The data were obtained by using SPSS 16. The data can be described as

follows:

40

Table 4.2

Frequency Distribution Pre-test of Experimental Class

The table 4.2 shows the frequency distribution of experimental class

before treatment. The output from 20 respondents, the valid percent with the

interval of 20was 10.0%, the interval of 40 was 5.0%, the interval of 50 was

5.0%, the interval 60 was 40.0%, the interval 65 was 15.0%, and the interval 70

was 25.0%.

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid 20 2 10.0 10.0 10.0

40 1 5.0 5.0 15.0

50 1 5.0 5.0 20.0

60 8 40.0 40.0 60.0

65 3 15.0 15.0 75.0

70 5 25.0 25.0 100.0

Total 20 100.0 100.0

41

Table 4.3

The Frequency Distribution Post-test of Experimental Group

The table 4.3 shows the frequency distribution of experimental group after

treatment. The output from 20 respondents, the valid percent with the interval of

40 was 5.0 %, the interval of 60 was 10.0%, the interval of 70 was 20.0%, the

interval 75 was 10.0%, the interval 80 was 25.0%, and the interval of 85 was

15.0%.

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid 40 1 5.0 5.0 5.0

60 2 10.0 10.0 15.0

65 3 15.0 15.0 30.0

70 4 20.0 20.0 50.0

75 2 10.0 10.0 60.0

80 5 25.0 25.0 85.0

85 3 15.0 15.0 100.0

Total 20 100.0 100.0

42

2. Data Analysis of Students’ Reading Comprehension without Using Paired

Reading and Paired Summarizing Strategy

Table 4.4

The Frequency Distribution Pre-test of Control Group

The table 4.4 shows the frequency distribution of control class, the score

of pre-test. The output from 20 respondents, the valid percent with the interval of

20 was 10.0%, the interval of 40 was 5.0%, the interval of 50 was 20.0%, the

interval of 60 was 40.0%, the interval of 65 was 10.0%, and the interval of 70 was

15.0%.

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid 20 2 10.0 10.0 10.0

40 1 5.0 5.0 15.0

50 4 20.0 20.0 35.0

60 8 40.0 40.0 75.0

65 2 10.0 10.0 85.0

70 3 15.0 15.0 100.0

Total 20 100.0 100.0

43

Table 4.5

The Frequency Distribution Post-test of Control Group

The table 4.5 shows the frequency distribution of control class, the score

of post-test. The valid percent with the interval of 50 was 20.0%, the interval of 5

was 5.0%, the interval of 60 was 25.0%, the interval of 65 was 25.0%, the interval

of 70 was 5.0%, the interval of 75 was 15.0%, and the interval of 80 was 5.0%.

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid 50 4 20.0 20.0 20.0

55 1 5.0 5.0 25.0

60 5 25.0 25.0 50.0

65 5 25.0 25.0 75.0

70 1 5.0 5.0 80.0

75 3 15.0 15.0 95.0

80 1 5.0 5.0 100.0

Total 20 100.0 100.0

44

D. Normality Test

Table 4.6

Test of Normality with One-Sample Kolmogorov-Smirnov Test

pretest_experim

ental

posttest_experim

ental

pretest_cont

rol

postest_cont

rol

N 20 20 20 20

Normal Parametersa Mean 55.0000 62.7500 72.0000 57.7500

Std.

Deviation 14.23487 9.10104 11.05013 14.82130

Most Extreme

Differences

Absolute .287 .152 .165 .360

Positive .146 .152 .120 .204

Negative -.287 -.131 -.165 -.360

Kolmogorov-Smirnov Z 1.285 .681 .740 1.611

Asymp. Sig. (2-tailed) .074 .742 .644 .011

a. Test distribution is Normal.

Based on the table above was known that the significance value from each

pre-test and post-test is higher than 0,05. The sig/p-value on pre-test of

experimental class is 0,074 and it is higher than 0,05 (0,074>0,05), means that the

data is in normal distribution, the p-value on post-test of experimental class is

0,742 and it is higher than 0,05 (0,742>0,05), means the data is in normal

distribution. The p-value on pre-test of control class is 0,644 and it is higher than

0,05 (0,644>0,05), the p-value on post-test of control class is 0,011 and it is

higher than 0,05 (0,011>0,05), means that the data is in normal distribution.

Therefore, it also means that H0 is accepted and Ha is rejected. So it can be

interpreted that each of data is in normal distribution.

E. Homogeneity Test

Table 4.7

Test of Homogeneity of Variances

Levene Statistic df1 df2 Sig.

.425 1 38 .518

45

The criteria of the homogeneity post-test was if the value of (probability

value/ critical value) was higher than or equal to the level significant alpha

defined (p-value > a). It means the distribution was homogeneity. Based on the

calculation using SPSS 16 program above, the value of (probably value/ critical

value) from post-test of experiment and control class on homogeneity of variance

in sig column was known that p-value was 0.518. The data in this study fulfilled

homogeneity since the p-value was 0.518 >0.05. Thus, it can be interpreted that

the data is homogeny.

F. The testing of Hypothesis

To obtain whether there is or not a significant effect of Paired Reading and

Paired Summarizing strategy, the writer used T-test formula by using software

SPSS 16.0. The data were obtained through the gain of experimental class and

control class

Tab