THE EFFECTIVENESS OF USING ANTICIPATION GUIDE …
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THE EFFECTIVENESS OF USING ANTICIPATION GUIDE STRATEGY IN IMPROVING READING COMPREHENSION AT THE SECOND YEAR STUDENTS OF SMP PGRI BAREMBENG GOWA (Experimental Research) A THESIS Submitted to the Faculty of Teacher Training and Education Makassar Muhammadiyah University in Partial Fulfillment Of the Requirement for the Degree of Sarjana Pendidikan AMRI 10535 3418 08 ENGLISH DEPARTMENT FACULTY OF TEACHERS TRAINING AND EDUCATION MUHAMMADIYAH MAKASSAR UNIVERSITY 2015
Transcript of THE EFFECTIVENESS OF USING ANTICIPATION GUIDE …
THE EFFECTIVENESS OF USING ANTICIPATION GUIDE STRATEGY INIMPROVING READING COMPREHENSION AT THE SECOND YEAR
STUDENTS OF SMP PGRI BAREMBENG GOWA(Experimental Research)
A THESIS
Submitted to the Faculty of Teacher Training and EducationMakassar Muhammadiyah University in Partial Fulfillment
Of the Requirement for the Degree ofSarjana Pendidikan
AMRI
10535 3418 08
ENGLISH DEPARTMENTFACULTY OF TEACHERS TRAINING AND EDUCATION
MUHAMMADIYAH MAKASSAR UNIVERSITY2015
UNIVERSITAS MUHAMMADIYAH MAKASSARFAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221
CONSELLING SHEET
Name : Amri
Reg. Number : 10535 3418 08
Title : The Effectiveness of Using Anticipation Guide Strategy in
Improving Reaching Comprehension at the Second Year
Students of SMP PGRI Barembeng (Experimental Research)
Consultant I : Dr. H. Bahrun Amin, M. Hum.
Day/Date Chapter Suggestion Signature
Head of English EducationDepartment
Erwin Akib S.Pd, M.Pd.NBM: 860 934
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MOTTO AND DEDICATION
Katakanlah: “Kalau sekiranya lautan menjadi tinta untuk (menulis) kalimat-kalimatTuhanku, sungguh habislah lautan itu sebelum habis (ditulis) kalimat-kalimat
Tuhanku, meskipun Kami datangkan tambahan sebanyak itu (pula)”(Q.S. Al Kahfi : 109)
Tidak lurus keimanan seseorang kecuali jika hatinya lurus,dan tidak lurus hati seseorang kecuali jika lurus lidahnya.
Orang yang bahagia itu akan selalu menyediakan waktu untuk membacakarena membaca itu sumber hikmah , menyediakan waktu tertawa
karena tertawa itu musiknya jiwa, menyediakan waktu untuk berfikirkarena berfikir itu pokok kemajuan, menyediakan waktu untuk beramal
karena beramal itu pangkal kejayaan, menyediakan waktu untuk bersendakarena bersenda itu akan membuat muda selaludan menyediakan waktu beribadahkarena beribadah itu adalah sumber dari segala ketenangan jiwa.
Ikhlaslah menjadi diri sendiriagar hidup penuh dengan ketenangan dan keamanan
Tersenyumlah selalu…^^;
Kupersembahkan karya ini sebagai tanda baktiku kepada Ayahanda H. Hamdjah
dan Ibundaku Hj. Yasseng, sebagai penghargaan dan ungkapan sayang dan untuk
saudara(i)-ku tercinta atas semua dukungan, perhatian, pengorbanan dan do’a
tulus yang diberikan untuk menunjang kesuksesanku dalam menggapai cita-cita
serta terima kasih dan cintaku untuk istriku tercinta dan anakku serta semua yang
menyayangiku
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ABSTRACT
AMRI, 2014. The Effectiveness of Using Anticipation Guide Strategy inImproving Reading Comprehension at the Second Year Students of SMP PGRIBarembeng Gowa (Experimental Research), under the thesis of English EducationDepartment, the Faculty of Teachers Training and Education, MakassarMuhammadiyah University, guided by H.Bahrun Amin and Nur Qalby.
This study was intended to find out the students achievement in LiteralReading Comprehension through Anticipation Guide Strategy and to find whether ornot the students’ achievement goes with the significant improvement throughAnticipation guide Strategy in Literal Reading Comprehension.
The writer used a Quasy-Experimental Design. In this design involve twogroups, the experiment group and control group. Experiment group appliedanticipation guide strategy in treatment and the control group received usualtreatment or conventional way as the habitually of the teacher and students inlearning reading process. The population was the Second Year Students of SMPPGRI Barembeng Gowa in academic year 2014/2015. The total number ofpopulation is 391 students that consist of ten classes they are 8.1-8.10.The researcherused two classes as sample. These classes were divided into experiment and controlclass. The researcher looked for 40 students as the sample of the research with 20students as experimental class in 8.3 and as control class in 8.2. The samples wereselected randomly.
The research findings indicated that that the teaching reading throughanticipation guide strategy is more effective to improve the students’ readingcomprehension than conventional way. It was proved by The score that they got inpre-test experiment proved it class was 70,05 and in post-test was 87,3. It means thatthere was a progress score after the students got treatment through anticipation guidestrategy. When these scores were counted using t-test analysis at level of significance0.05 and df (38) it was found that t-test was higher than t-table, that was 2,233 >2.021 and Null hypothesis was rejected and Alternative hypothesis was accepted. Itmeans that the students’ reading comprehension that had got treatment usinganticipation guide strategy different with the students’ reading comprehension thatgot treatment without anticipation guide strategy.
Based on the finding above it is concluded that anticipation guide strategy iseffective in improving the students Literal Reading Comprehension of the SecondYear Students’ of SMP PGRI Barembeng Gowa in academic year 2014/2015.
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ACKNOWLEDGEMENTS
By reciting Bismillahirrahmanirrahim, the researcher expresses her sincere
gratitude to the almighty God, Allah SWT who has given guidance, mercy, and good
health so that she could finish writing this thesis. Salam and shalawat are addressed
to the beloved and chosen messenger, the prophet Muhammad SAW (peace is upon
Him).
Further, the researcher also expresses sincerely unlimited thanks to her
beloved father (H. Hamdjah) and mother (Hj. Yasseng) who always give their
endless love, gave her financial support, also prayer for success in her study. Her
appreciation and deepest thankful to her brothers; St. Kurniyah, S. Pd., Muhlis,
Muslimin for their love, high motivation, and also prayer for success her study.
Special thanks are given to Muhammadiyah University of Makassar because
of giving an opportunity to the researcher in getting undergraduate education.
Therefore, the researcher also includes the thanks to the all people and instances that
provide the best four years moment in this blue campus.
1. Rector of Muhammadiyah University of Makassar, Dr. H. Irwan Akib, M.Pd
2. Dean and vices dean of Faculty of Teacher Training and Education (FKIP), Dr.
A. Sukri Syamsuri, M.Hum. (Dean of FKIP), Khaeruddin, S.Pd., M.Pd (PD I),
Dra. Hj. Syahribulan. K, M.Pd (PD II), Drs. H. Nurdin, M.Pd (PD III) and Drs.
H. Hambali, S.Pd., M. Hum (PD IV).
3. Head of English Department, Erwin Akib, S.Pd.,M.Pd and the vice Amar
Ma’ruf, S.Pd.,M.Hum.
4. Supervisors who help very much from the beginning to the end of this work
(Dr. H. Bahrun Amin, M. Hum & Nur Qalby, SS., M. Hum.).
5. Head of Library, Muhammadiyah University of Makassar,
6. Head of Lembaga Penelitian Pengembangan dan Pengabdian Masyarakat
(LP3M), Muhammadiyah University of Makassar, Ir. Abubakar Idhan, MP.
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7. Mr. and Mrs. Lecturer English Education Study Program of the Faculty of
Teacher Training and Education Muhammadiyah University of Makassar who
has been to educate and equip writers with science during a lecture on the
bench
Special thanks also are given to the big family of SMP PGRI Barembeng
Gowa because of giving an opportunity to the researcher in did the research process
at school.
1. Headmaster of SMP PGRI Barembeng Gowa, H. Muh Amir, S. Pd., MM., and
the English teacher, Hamsinah, S.Pd. had given time and chance to researcher
for did the research.
2. All of the students of class VIII.2 and VIII.3 for the corporation and helping
while the teaching and learning process.
3. Especially for my beloved wife Nurhidayat Sulmah, S. Pd., Who has been loyal
with me, gave me the support to date and our baby Aisyah Nur Magfirah
Finally, by reciting Alhamdulillahi Robbil Alamin, the researcher has been
success to finish his work or research according to the target of time and also target
of the research, nothing left or forgotten to do.
Makassar, November 2014
Amri
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LIST OF CONTENTS
TITLE PAGE .............................................................................................................. i
APPROVAL SHEET ................................................................................................. ii
CONSELLING SHEET ............................................................................................ iii
SURAT PERJANJIAN ............................................................................................. iv
SURAT PERNYATAAN ........................................................................................... v
MOTTO AND DEDICATION ................................................................................... vi
ABSTRACT ............................................................................................................. vii
ACKNOWLEDGEMENT ...................................................................................... viii
LIST OF CONTENTS ............................................................................................... x
LIST OF TABLE ...................................................................................................... xii
LIST OF APPENDICES .......................................................................................... xiii
CHAPTER I INRODUCTION
A. Background ........................................................................................... 1
B. Problem Statement ................................................................................ 3
C. Objective of the Study .......................................................................... 3
D. Significance of the Study ...................................................................... 3
E. Scope of the Study ................................................................................. 4
CHAPTER II REVIEW OF RELATED LITERATURE
A. Previous Related Research Findings ..................................................... 5
B. Some Pertinent Ideas ............................................................................. 6
C. Reading Comprehension ...................................................................... 13
D. The Concept of Anticipation Guide Strategy ....................................... 17
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E. Conceptual Framework......................................................................... 22
F. Hypothesis ............................................................................................ 23
CHAPTER III RESEARCH METHOD
A. Research Design .................................................................................. 24
B. Variable of the Research....................................................................... 25
C. Population and Sample ......................................................................... 25
D. Instrument of Research ......................................................................... 26
E. Technique of Data Collection ............................................................... 27
F. Technique of Data Analysis................................................................. 28
CHAPTER IV FINDINGS AND DISCUSSION
A. Findings ............................................................................................... 30
B. Discussion ........................................................................................... 34
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion .......................................................................................... 37
B. Suggestion ........................................................................................... 38
BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE
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LIST OF TABLES
Page
Table 1 : The Result of the Students’ Pre Test and Post Test of ExperimentalGroup (VIII.3) .....................................................................................30
Table 2 : The Result of the Students’ Pre Test and Post Test Of ControlGroup (VIII.2) ................................................................................... 31
Table 3 : The Mean Score and Progress of the Students’ Pre Test and PostTest.......................................................................................................32
Table 4 : The Significant Different Between the Students’ Pre Test ...............33
Table 5 : The Significant Different Between the Students’ Post Test .............33
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LIST OF APPENDICES
Page
Appendix 1 : Instument Penelitian Pre Test and Post Test ..........................................
Appendix 2 : Lesson Plan ............................................................................................
Appendix 3 : The Classification of Students’ ...............................................................
Appendix 4 : The Attandance List ................................................................................
Appendix 5 : The Raw Score and Square .....................................................................
Appendix 6 : Pre Test Data Analyzing .......................................................................
Appendix 7 : Post Test Data Analyzing .......................................................................
Appendix 8 : T Table ...................................................................................................
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CHAPTER I
INTRODUCTION
A. Background
For any subjects, students will learn faster, and more effective if they have
mastered some important strategies such as how to focus concentration, record and
organize information effectively, prepare themselves for exam or final test, get the
information from a book without having read all the pages and remember something
quickly and effectively (DePorter, 2008).
Most of teachers think there is not enough time to teach these strategies to the
students. They want that the students master these strategies themselves and get
ready for the exam. It is important for the students to know and master all these
strategies, or at least some of them, before they come into the real teaching and
learning process in the classroom. These strategies determine the successful learning
process in the classroom. For instance, the students never been taught reading
comprehension specifically, how to get the information in a text or book, without
having to read the whole page.
In teaching reading, the teachers find some problems. Edythia (1998) states
that it is the fact that the students who study English may be fluent readers in their
native language, but they cannot transfer the skills in reading English. When they
read an English text, they tend to know or focus to the words rather than on the entire
text and they are laid to their dictionary, therefore they read slowly, word by word
and have lack of understanding the text.
Another problem that usually found in reading is the lack of motivation of the
students. This is happened because the students just asked to read a text without any
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previous expectation what the text is about. In classroom activity, in many traditional
schools the teachers teach students to read a text with their way; where the students
just open the text and read it. The recent researches find out that the reading with that
way is not effective because actually those students have several of prior knowledge
about the topic of the text. This prior knowledge determine how pass the students in
understanding of the reading text. Having information about this prior knowledge
can help students to improve reading comprehension and the teachers in designing a
classroom reading activity, because the only thing teacher should do is just
completing the prior knowledge and come into the real teaching. Moreover, teacher
not needs to start it from the beginning.
One of the effective ways to solve this problem is by applying Anticipation
Guide strategy. Anticipation guide is an effective way to activate prior knowledge
about a topic. Students must agree or disagree, know or not know about each
statement. This strategy creates interest, helps to guide students in setting a purpose
and encourages students to a higher level of thinking (Edythia, 1998).
The Anticipation Guide was first developed by Herber (1978) who suggested
that comprehension should be enhanced if students become actively involved in
making predictions about concepts covered in the text.
The use of the anticipation guide helps the teacher assess the amount of
background knowledge possessed by the group. If more background knowledge is
needed, a teacher can present this before the students read. With increased prior
knowledge, students should be able to make associations with the material to be read,
thus increasing understanding. The responses can also help the teacher correct any
misconceptions the students may have about a particular topic. Correcting
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misconceptions can prevent students from making an inaccurate interpretation of the
material presented in the textbook.
Referring to the description above, the writer is interested to find out “The
Effectiveness of Using Anticipation Guide Strategy in Improving Reading
Comprehension at the Second Year Students of SMP PGRI Barembeng Gowa”.
B. Problem Statement
In relation with the background mentioned above, the researcher formulates
the research questions:
1. How is the achievement of the students’ Reading Comprehension through
Anticipation Guide Strategy at the Second Year Students of SMP PGRI Barembeng
Gowa?
2. Is the Anticipation Guide Strategy effective in improving the students’ Reading
Comprehension at the Second Year Students of SMP PGRI Barembeng Gowa?
C. Objective of the Research
Based on the problems stated above the objective of the study as follows:
1. To find out the achievement of the students’ reading comprehension through
Anticipation Guide Strategy at the Second Year Students of SMP PGRI Barembeng
Gowa.
2. To find out the Anticipation Guide Strategy effective in improving the students’
Reading Comprehension at the Second Year Students of SMP PGRI Barembeng
Gowa.
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D. Significance of the Research
Generally, the finding of this research is expected to be an effort of changing
the classroom atmosphere of using anticipation guide strategy to improve their
reading ability. Moreover, the findings are also expected to provide useful
contribution the teachers to activate and organize students’ prior knowledge about a
text in the process of English learning.
E. Scope of the Research
This research is limited to the teaching of English to the second year students
of SMP PGRI Barembeng Gowa in academic year of 2014/2015. The researcher
focused his attention on improving the students’ ability to activate and organize prior
knowledge about a text in the process of learning using Anticipation Guide Strategy.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter deals with some previous research findings, some pertinent
idea, reading comprehension and the concept of anticipation guide strategy.
A. Previous Related Research Findings
1. Syahruddin (2000) in the research on teaching reading comprehension at
the second year students of SLTP 1 Bontonompo, concluded that SQ4R
method is valuable to help the students in learning English specially for
comprehending reading materials.
2. Ufrah (2009) concluded that by sustained silent reading can improve
reading comprehension at the first year students of Madrasah Aliyah
Madani Pao-Pao Gowa.
3. Ahmad Darussalam (2005) state that teaching reading comprehension
through cooperative learning is effective to the students at the second year
students of MAKN Daya Makassar.
4. Carrel (1899:1) state that the benefit of pre-questioning can help the
students to comprehend the reading text who have been taught about how
to identity main idea and pre-questioning can build the students’ interest
and motivation before students read the whole text.
Based on some basic related studies above, the researcher concluded that
some of students still have difficulties in reading comprehension. Some researchers
have used several methods to improve reading comprehension and most of these
methods shown positive result to the students.
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Tthe researcher used Anticipation Guide Strategy as a strategy to improving
the students’ reading comprehension. This strategy can help the teacher to activating
the student’s prior knowledge and can help teachers make good decisions about how
to increase students’ comprehension about the reading texts. Therefore, they can
improve the reading comprehension and cultivate a better reading habit.
B. Some pertinent Ideas
1. The concept of Reading
a. What is reading?
Reading is closely linked to other language processes that the
students acquire: listening, speaking, and writing. In general, reading can be
defined as the ability to gather meaning from printed symbols.
Lawrence (1976) states that reading is a process of giving meanings
to printed symbols and organizing these meaning in terms of the writer’s
presentation. The meaning of the words is based on the reader’s experiences
associated with the words.
Goodman in Nirwana (1968) stated that reading is interaction
between the writer and written language, through which the reader takes to
reconstruct a massage from the writer. Jeremy (1991) states that reading is
an exercise dominated by the eyes and brain. The eyes receive message and
the brain than has to work out the significance of those messages.
Three basic definition of reading have driven literacy programs in
the United States (Foertsch in Nirwana, 2008). According to the first
definition, learning to read means learning to pronounce words. According
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to the second definition, learning to read means learning to identify words
and get their meaning. According to the third definition, learning to read
means learning to bring meaning to a text in order to get meaning from it.
According to some various definitions above, we can conclude that
the basic of reading one of communication that we use between a writer as
senders massages and a reader as a receiver through written text or the
reader catches the idea. Moreover, for the researcher gives definition that
reading is a process to understand the text content and to get information.
b. Aims of Reading
A person may read for many purposes, and purpose helps to
understand more what people read. If he is reading for pleasure or reading
for pure recreation and enjoyment, he may read quickly or slowly based on
the either way he likes or feels. However, if reads for studying or setting
information such news, science or same line, which are part of his study or
assignment he does it very slowly and carefully.
According to Paul S. Anderson in Ikah (2006), there are seven aims
of reading, reading for details and fact, reading for main ideas, reading for
sequence or organization, reading for inference, reading for classifying,
reading for evaluating reading and for comparing of contest.
a) Reading for details and fact is reading to know what is done by the
subject of the story
b) Reading for main ideas is reading to get the problem statement.
c) Reading for sequence of organization is reading to know each part of
the story
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d) Reading for inference is reading to know what is the writer meant by
its story
e) Reading for classifying is reading to find unusual things
f) Reading for evaluating is reading to know the value of the story
g) Reading for comparing or contest is reading to compare the way of
life of the story with the way of life of the reader.
Bellafiore ini Ufrah (2009) said that the aim of reading is:
a) Reading for information
The type of reading includes materials generally classified as
nonfictions, such as sciences, social studies, current affairs, personal
opinions, technical matters and arts.
b) Reading for pleasure
Reading for pleasure aims at giving the reader through an
imaginative experiences and centers upon human concern such as
love, ambition, war, revenge, family life, etc. its purpose is to enable
and enrich the reader by Deepings his/her emotional life and
sharpening his/her sensitivity to life’s value.
From the statement above, the writer can conclude that people not
only read for pleasure, but also they want to gather information as much as
possible that relate to the whole aspects of life.
c. Levels of Reading
Reading has three levels that include:
a) Independent reading is a level of reading that must be capable of
easily decoding the words and understanding the content. In
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addition, to using material that is slightly more difficult than they
can read alone.
b) Instructional reading is a level of reading that requires some guidance
when reading the material and the appropriate level to use when
teaching reading.
c) Frustrational reading is a level of reading that damaging to student
and never is used other that in testing. In this case the reading
material which is too difficult make students frustrated (Jenny
Buley :2000).
Each of three levels considers:
1) Word recognition, which is the ability to decode and the word are
printed.
2) Comprehension, which are the ability to understand the meaning
intended by the writer.
3) Reading rate or speed (although rate is not s critical as word
recognition or comprehension.
d. Types of Reading
Wood in Ufrah (2009) indicated the types of reading that are
important categories as follow:
a) Skimming
Skimming is quickly running one’s eyes over a text to get the
gist of it. In skimming, a reader must ask himself what the text is
talked about. He must move his eyes quickly over the text, looking
especially at the main title, the beginning and the end, and the first
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sentence of paragraph. Skimming is a high-speed reading process and
involves visually searching the sentences of a page for clues to
meaning. Skimming is used to quickly identify the main ideas of a
text. When we read the newspaper, probably not reading it word-by-
word, instead scanning the text. Skimming is done at a speed three to
four times faster than normal reading. People often skim when they
have lots of material to read in a limited amount of time. Skimming
on its own should not be used when complete comprehension of the
text is the objective. Skimming is mainly used when researching and
getting an overall idea of the text.
b) Scanning
In scanning the reader must ask himself weather or not the text
contains what he is looking for and if any, he must find where is
located, he moves also his eyes more or less quickly over the text for
specific item. The scanning can be done to find name, date, static, or
facts in writing.
Kustaryo (1998) pointed out that scanning is reading technique
that a reader needs quickly in order to answer the give question. This
technique is very important for the reader to get the main point of
ideas concern with the given question.
c) Intensive reading
Intensive reading means reading shorter texts to extract
specific information. This activity is likely more to emphasize the
accuracy activity involving reading for detail. The process of scanning
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takes a more prominent role here than skimming. Reader is trying to
absorb all the information given, example: reading dosage instruction
for medicine.
e. Kinds of reading
According to Cook in Ufrah (2009), there are three kinds of
reading:
a) Reading aloud
Reading aloud is a kind of reading that is expressed orally
every word in the text. It aims to improve the students’ reading ability
in pronouncing the word, stressing the word, and having a good
intonation about every sentence in the passage. Through reading
aloud, there are advantages from things that teachers can evaluate how
far their students are in pronunciation, word stress and sentence
intonation. In a single reading class, a large group, small group, and
individual can do reading aloud. If the activity reading aloud is done
by group means that the teacher in this case, checkup the students’
ability in pronunciation and the stress of word and the sentence
intonation in-group. If it is done by the individually means that teacher
just check and evaluates the students’ ability individually.
The students who involved in reading aloud activity will get
progress because they always measure their own skill of pronunciation
and stressing the words that shown by the teacher in reading activity.
In this following moment, if the students make mistake in
pronouncing the words for example, teacher may correct them and the
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students will out in mind their teacher’s correction. It will help to give
the students advancement in dealing with reading aloud. In addition
reading aloud also helps to improve the word recognition.
b) Silent reading
Silent reading frequently practiced by reader who wants to
comprehend the text in reading comprehension process. Silent reading
means that the read by heart where there is no voice is expressed. This
type of reading is aims to find out the meaning given in the passage
not to practice the pronunciation of the words and how to express the
word in reading aloud. Reading silently needs a teacher too much
attention to what the student is reading because to gain the meaning
given in the following text, reader should have a full concentration. In
silent that started explicitly that is why during teaching process,
teacher usually takes control the classes while the students a are
reading to overcome the students problem in developing reading skill.
c) Speed reading
Speed reading is reading faster to get the ideas answering some
specific question. Speed reading need speed eyes (eyes speed) that help
to find the ideas very quickly. If someone’s eye speed is normal will
give him help in doing speed reading. If the eye speed is getting trouble,
it means that a reader will get trouble in speed reading. in apply speed
reading, teacher should evaluate the students about how far they are
finding out some certain ideas regarded to give questions his student’s
competence in reading comprehension (Smith, 1978).The three kinds of
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reading above can be used by the students in reading comprehension
based on situation. Reading aloud be used in teaching and learning
process in the classroom or it can be applied by the reader in their daily
life as their habit to read aloud. Silent reading commonly practice by
the students who need to comprehend the reading materials either in the
classroom or out the class, while speed reading commonly practiced by
the students to get ideas in the limited time or in answering some based
question on the text.
C. Reading Comprehension
1. Definition of Comprehension
Comprehension as it is currently viewed is a process by which reader
constructs meaning by interacting with the text (Anderson and Pearson,
1984). The understanding the reader achieves during reading comes from the
accumulated experiences of the reader, experiences that are triggered as the
reader decodes the author; words, sentences, paragraph, and ideas.
From the definition above, comprehension in this research concluded
that comprehension is the ability of students to understand what they read,
remember it and discuss it. Comprehension is the reason for reading or
understandable what the author wants to readers.
2. Definition of Reading Comprehension
Those are some definitions of reading comprehension, which have
been proposed by some experts. Smith in Ufrah (2009) stated that reading
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comprehension means the understanding utilizing of information and gained
through an interaction between reader’s and author and reader in which the
written language becomes the medium. Cook in Ufrah (2009) points out
reading comprehension are an interactive process between the text and the
reader prior knowledge.
Anderson and Pearson (1984) state that lack of comprehension of a
given passage may be accounted for in at least three ways that are: 1, the
reader does not have appropriate schemata; 2, the clues provided by the
author are not sufficient to suggest the appropriate schemata; 3, the reader
fine a consistent interpretation is not intended by the author.
According to Smith in Ufrah (2009) reading comprehension depends
on many factors; a. the reader’s ability to attend the printed idea; b, the
reader’s background knowledge to which new information must be added; c,
the quality of writing itself; d, the reader’s purpose or goal in reading
material. In this research, the reading comprehension understands of the text
idea where in reading there are some interaction between teacher and students
in classroom activity.
3. Factors Affecting Comprehensions
As it has already been shown, reading comprehension need some
intellectual ability to master it. There are four basic factors that influence the
students’ reading in comprehending written materials.
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a. Background Experiences
Students who have little experience may have some difficulties in
comprehending many ideas and activities with which other children are
familiar before they learn in school. For an example, a student who never
sees or hears about the mountain, and in some occasions dealing with it
will find the story hard to follow, so he must have experiences in his
background that enables him to bring personal meaning to the events an
feelings if the story.
b. Intellectual Abilities
Second aspect of comprehension is the students’ ability to think, it
all depends on his intellectual development. Although the teacher gives
the same textbook and same purpose of, the result of reading may be
different. The number of ideas that they understand and the depth of their
understanding will be largely dependent upon their general capacity to
learn. The slow learning or dull-normal students cannot be expected to
show same reaction or gain the same appreciations as the bright students
when they read together for pleasure or to gain information.
c. Language Abilities
The third aspect is the students’ language abilities, including
semantics or word meaning and grasp of syntax. Understanding of
semantics comes from experience with words in various, personally
meaningful settings. A grasp of syntax is needed to recover the structure
of the language, so the students have to master syntax which links deep
and surface structure.
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d. The purpose of reading
This fourth factor also determines the comprehension ability,
student could also have difficulties to understand the story if he reads it
with no particular purpose in mind. Comprehension is always directed
and controlled by the needs and purposes of an individual. If that so, they
must establish their own purpose before reading and commits the entire
story to memory.
4. Levels of comprehension
There are various levels of comprehension. Smith in Ufrah, (2009)
divides the comprehension skills into four categories they are:
1. Literal comprehension (reading the lines)
Literal comprehension refers to the idea and facts are directly
stated that one could go back in his passage and underlined the
information desired. The literal level of comprehension is
fundamental all reading skills at any level because the students must
understand first what the author said before he can draw on inference
or make evaluation.
2. Interpretative comprehension (reading between the lines)
This category demands a higher level of thinking ability
because the questions in the category of interpretation are concerned
with answers that are not directly stated in the text book, but are
suggested or implied to answer questions. At the interpretative level,
the reader must have ability and be able to work at various level of
abstraction.
17
3. Critical reading
Critical reading is evaluating written material comparing the
ideas discovered in the material with known standard and drawing
conclusions about their accuracy, appropriateness, and timeliness. It
also compares experience to elements in the new material such as
content, style, expression, information, and ideas of the author.
D. The Concept of Anticipation Guide Strategy
1. Definition of Anticipation Guide Strategy
According to reading expert Kate Kinsella (San Francisco
University) that anticipation guide is an excellent strategy for promoting
active reading, raising expectations about meaning, and helping students to
modify erroneous beliefs of something. The purpose of the anticipation guide
is to create a mismatch between what students may know and believe and
what is present in the text.
The anticipation guide, also called reaction or prediction statements,
is a teacher prepared instrument. This type of interactive strategy helps
students activate their prior knowledge by associating what they already
know with new information presented in the text. The Anticipation Guide
consists of five or more questions, usually true-false statements, related to the
topic to be covered. These short declarative statements reflect the world the
students live in or know about, avoiding abstractions. These questions relate
18
to the important factual concepts, not minor details in the reading. The
students have an opportunity to react or predict the answers to the questions.
The Anticipation Guide attempts to enhance students’
comprehension by having them react to a series of statements about a topic
before they begin to read or to engage in any other form of information
acquisition. It utilizes prediction by activating students’ prior knowledge, and
it capitalizes on controversy as a motivational device to get students involved
in the material to be read. The Anticipation Guide introduces the case study to
the students. It was designed to be used before the reading to prompt students
to think and to make predictions about the reading content. Students are
motivated to read more closely to discover the answers to topics in the guide
(Curriculum Resources on Human-Environmental Interactions, 2007).
2. The major purpose of Anticipation Guide Strategy
The Anticipation Guide (Readence, Bean, and Baldwin, 1995) is
designed to:
1) Activate students’ knowledge about a topic before reading.
2) Provide purpose by serving as a guide for subsequent reading.
3. The procedure of Anticipation Guide Strategy
Readence, Bean, and Baldwin (1995) recommend the following steps
to implement an anticipation guide:
1) Identifying the major concepts
The ideas to be learned by reading the text should be
determined by a careful perusal of the material and of the teacher’s
manual, if one is available. The step is analogous to what normally
19
happens in good lesson planning. The following example of
constructing and using an Anticipation Guide is adapted from one
provided by Readence (1995). Using a text entitled “Food and
Health”, the following concepts were identified:
a. Food contains nutrients that your body needs for energy, growth,
and repair.
b. Carbohydrates and fats supply energy.
c. A balanced diet includes the correct amount of all the nutrients
needed by your body.
d. Every food contains some calories of food energy.
2) Determining students’ knowledge of these concepts
In order to determine how the main concepts support or
challenge what the students already know, the teacher must consider
the students’ experiential background. The whole class, as well as
individual students, will have to be considered in this step. In our
nutrition example, socioeconomic level is one, but only one, factor
that may have a bearing on the kinds of statements that eventually
result.
3) Creating the statements
The number of statements to be created varies with the amount
of text to be read and, particularly, the number of concepts that have
been identified. In addition, the ability and maturity levels of the
students influence statement making. Three to five statements are
usually a good number to aim for. The most effective statements are
20
generally those in which the students have sufficient knowledge to
understand what the statements say, but not enough to make any of
them a totally known entity.
4) Deciding statement order and presentation mode
An appropriate order must be determined to present the guide.
Usually, the order follows the sequence in which the concepts are
encountered in the text, but that is subject to each teacher’s judgment.
The guide may be presented using the chalkboard, overhead, or a
paper sheet that is handed out individually. A set of directions and
blanks for student’s responses should be included. The directions must
be worded appropriately for the age and maturity level of the students.
5) Presenting the guide
Continuing with our Anticipation Guide example on nutrition,
the following guide is given the students:
Directions: Below are some statements about food and nutrition.
Read each statement carefully and place a checkmark
next to each statement with which you agree. Be
prepared to defend your thinking as we discuss the
statements.
1. An apple a day keeps the doctor away.
2. If you wish to live a long life, be a vegetarian.
3.Three square meals a day will satisfy all your body’s
nutritional needs.
4.Calories makes you fat.
21
When presenting the guide to students, it is advisable to read
the directions and statements orally. You should emphasize that
students will share their thoughts and opinions about each statement,
defending their agreement or disagreement with the statement.
Students can work individually or in small groups to formulate a
response.
6) Discussing Each Statement Briefly
A discussion ensues, with the teacher first asking for a show of
hands from student to indicate their agreement or disagreement. The
teacher tallies the responses. The discussion should include at least
one opinion on each side of the issue per statement. As other students
listen to the opinions offered, they can evaluate their own view in
terms of the others.
7) Reading the Text
Students are now told to read the text assignment with the
purpose of deciding what the author would say about each statement.
As they read, students should keep two things in mind:
their own thoughts and opinions as well as those voiced by others,
and the way in which what they are reading relates to what was
discussed.
8) Conducting Follow Up Discussion
After reading, the students may respond once again to the
statements. This time they should react in the light of the actual text.
Thus, the guide now serves as the basis for a post reading discussion
22
in which students can share the new information gained from reading
and how their previous thoughts may have been modified by what
they understand the reading to say. It should be made clear to the
students that agreement with the author is not mandatory.
E. Conceptual Framework
The conceptual framework of this researcher is illustrated as below:
a. INPUT : Refers to the reading material is a information to check and to
information employed by this strategy such as visualizing monitoring,
giving the statements of a text, therefore interaction of background
knowledge, making prediction about the text are essential for efficient
reading.
b. PROCESS : Refers to the teaching and learning of reading material by using
anticipation guide strategy, repetion, identifying word, and then
sentence in order to get the meaning. Then, the other teaching and
learning process are intended to help readers understand what the
they read.
c. OUT PUT : Refers to the students comprehension in reading through anticipation
guide strategy, after the teaching and learning process is influence
in improve the students reading comprehension.
23
F. Hypothesis
In this research, the research applies the hypothesis as follow:
a. Null Hypothesis (Ho); is the use of anticipation guide strategy significantly
not improve students’ reading comprehension.
b. Alternative Hypothesis (H1); is the use of anticipation guide strategy
significantly improve students’ reading comprehension.
INPUT
PROCEDURE
OUTPUT
READINGMATERIAL
TEACHING BYANTICIPATION
GUIDE STRATEGY
IMPROVEMENT OFLITERAL READINGCOMPREHENSION
MAIN IDEA SUPPORTINGDETAILS
24
CHAPTER III
RESEARCH METHOD
This chapter describes design, variable of the research, population and
sample, instrument of the research, procedure of collecting data and technique of
data analysis.
A. Research Design
In this research, the researcher applied Quasi-Experimental design. It
aimed to find out the effectiveness of anticipation guide strategy in improving
the students’ reading comprehension at the second year students of SMP
PGRI Barembeng Gowa. In this design involve two groups, the experiment
group and control group. Experiment group applied anticipation guide
strategy in treatment and the control group received usual treatment or
conventional way as the habitually of the teacher and students in learning
reading process. Both groups given pre-test and post-test as designed as
follows:
Research Design
Pre-test Treatment Post-testT1 X T2
Where:
T1 : Pre-test
X : Treatment by Anticipation Guide Strategy
T2 : Post-test
(Gay, 1981)
24
25
The figure above shows that T1 where were the students in both of
groups, experiment and control group each were given pre test to measure the
students prior knowledge about the reading comprehension. X as treatment,
where both of groups learned with anticipation guide strategy in experiment
group and with conventional way in control group. Then T2 where both of
groups were given post-test to measure their improvement after giving
treatment.
B. Variable of the Research
There are two variables in this research namely, independent and
dependent variable. Independent variable is using anticipation guide strategy
in reading and dependent variable is the student’s reading comprehension.
C. Population and Sample
a. Population
The population of this research was taken from the second year
students of SMP PGRI Barembeng 2014/2015 academic year. The total
number of population is 391 students that consist of ten classes they are
8.1-8.10.
b. Sample
The researcher used two classes as sample. These classes were
divided into experiment and control class. The researcher looked for 40
students as the sample of the research with 20 students as experimental
26
class in 8.3 and as control class in 8.2. The samples were selected
randomly.
D. Instrument of Research
The instruments that I used in this research are:
a. Test
This test was taken from reading text. It may from
newspapers, books, articles, internets, and magazines that use English.
In the test, the students were asked to read the text and then answer
the questions. It is an individual test. The test was consisted of
(fifteen) items of multiple choices, and (five) essay.
The test consists of pre-test and post-test. The students of
both groups were given pre-test before the treatment. Pre-test used to
find out the students’ ability in reading comprehension and was given
to the students at the first meeting before giving the treatment. Post-
test was used to know whether there is an improvement of the
students’ reading comprehension after being treated using the
Anticipation Guide Strategy.
b. Paper of Anticipation Guide
It consists of some statements about a topic before the
students begin to read or to engage in any other form of information
acquisition. It provides two responses. They are yes or no responses.
This paper was given to the students in experiment group at the
meeting when giving the treatment.
27
E. Technique of Data Collection
In collecting data, the writer used some procedures as follow:
1) The researcher distributed the pre-test to the students first. It was
aimed at finding out the students’ prior knowledge about reading text. The
pre-test was done at control class on September 15th 2014 and at experiment
class on September 16th 2014.
2) In the second meeting, the researcher entered experiment class on
September 17th 2014 and introduced Anticipation Guide Strategy and then
the researcher gave paper anticipation guide that including statements of the
material was entitled “ Nusa tenggara “. After guided by paper anticipation
guide, the students in experiment class read the text and discussed about their
responses. Finally, the students were answering the task according their
comprehension in the material. At control class, the researcher entered on
September 22th 2014 and gave same material with experiment class but by
using conventional way.
3) The procedures of the treatment in the third meeting on September
23th 2014, the fourth meeting on September 24th 2014 and the fifth meeting
on September 29th 2014 were the same, but the materials were different. The
material in the third meeting was entitled “Gorillas “, in the fourth meeting
was entitled “Puppets “and in the fifth meeting was entitled “Fruit and
Memory “.
4) The treatment in the sixth meeting on February 30th 2014 and the
seventh meeting on October 1st 2011 were the same, but the materials were
28
different. The material in the sixth meeting was entitled “Musical Instrument
“and in the seventh meeting was entitled “Our Body “. Level of materials
from the first treatment until the last treatment increased. It aimed to
improving student’s knowledge.
5) After treatment, the students at control and experiment class were
distributed a post-test to assess their improving of reading comprehension
during the learning process. The post-test was held on October 6th 2014 at
control class and on October 7th 2011.
F. Technique of Data Analysis
In analyzing, the data that was collected through the pre test and
post-test, the researcher used the procedures as follow:
1. Scoring the students’ correct answer of pre test and post-test
Students’ correct answerScore = x 100
Total number of items(Sudjana, 2008)
2. Classifying the score of the students’ answer into the following
measurement:
NO Classification Score
1
2
3
4
5
Very good
Good
Fair
Poor
Very poor
90 – 100
79 – 85
50 – 69
30 – 49
10 – 29
(Pusat Kurikulum, 2006)
29
3. Finding out the means score of the students’ answer by using formula:
N
XX
Where: X = Mean score
= Some of all score
N = Total number of students
(Gay, 1981)
4. The writer will use T-test to know whether there is significant different
between the two groups before and after giving the treatment, T-test
including as follows:
t =
Note:
SS1 = the sum of the square of experiment group
SS2 = the sum of the square of control group
N1 = total number of subjects of experiment group
N2 = total number of subjects of control group
X1 = mean score of experiment group
X2 = mean score of control group
(Gay, 1981)
30
CHAPTER IV
FINDING AND DISCUSSION
This chapter consists of two sections, the finding of the research and
discussion of the research. Based on the data analysis, it was found that as follows:
1. Finding
As explained before that one of the way to collect data was by
administering test. The test was done twice, namely pre-test and post-test. Pre
test, which had given before the treatment and the post-test, had given after
treatment.
1. The description of data collected through the test.
a. The frequency and the rate percentage of the students’ reading
comprehension, score obtained by the students in experimental group
were classified into some criteria and percentage as follow:
Table 1
The result of the students’ pre test and post-test
of experimental group (VIII.3)
No Classification Score Pre-Test Post-TestF % F %
1
2
3
4
5
Very Good
Good
Fair
Poor
Very Poor
90 – 100
70 – 89
50 – 69
30 – 49
10 – 29
1
11
8
-
-
5
55
40
-
-
9
11
-
-
-
45
55
-
-
-
Total 20 100 % 20 100 %
The classification of experiment group was shown in the table 1
above, it reveal that before giving the treatment anticipation guide strategy,
30
31
the result of pre test there were only 1 (5 %) out of students got very good
score, 11 (55%) students were got good and for the students were categorize
as fair got 8 (40%).
After giving the treatment by applying anticipation guide strategy,
the result of post-test the students’ score improved or strategy by the
researcher was effective. Those were 9 (45%) out of students got very good
improved , and the students got good 11 (55%) all of 20 the number of
students. It means that the students’ reading comprehension had improved
after accepting treatment by anticipation guide strategy.
b. Similar with the ranges score obtained by the students in experiment group
through the pre-test and post-test.
The frequency and the rate percentage of the students’ reading
comprehension, score obtained by the students in control group were
classified into some criteria and percentage as follow:
Table 2
The result of the students’ pre test and post-test
of control group (VIII.2)
No Classification Score Pre-Test Post-TestF % F %
1
2
3
4
5
Very Good
Good
Fair
Poor
Very Poor
90 – 100
70 – 89
50 – 69
30 – 49
10 – 29
4
11
5
-
-
20
55
25
-
-
4
12
4
-
-
20
60
20
-
-
Total 20 100 % 20 100 %
32
The table 2 above shown the result of pre test of the control group,
there were 4 (20%) out of 20 students got very good score, 11 (55%)
students got good and 5 (25%) were categorized fair. Then after giving
treatment usual reading habit (conventional way) or without Anticipation
Guide Strategy, the students’ score little improved, in which 4 (20%) in very
good classification, 12 (60%) students got good scores and 4 (20%) student
were categorized fair. It means that the students made progress after giving
the treatment without Anticipation Guide Strategy.
c. The students mean score and progress in experiment and control group.
After calculating the result of the students, pre test and post-test, the
mean score and progress of the both groups, experiment and control group
were presented in the following table below:
Table 3
The mean score and progress of the students’ pre test and post test
GroupMean Score Progress(%)
Pre-test Post-testExperiment 70,05 87,3 24,62
Control 78,15 80,6 3,14
The table 3 above shown that the students’ pre test score in the
experiment group (70,05) was almost same with control group was (78,15)
it revealed that the mean score were not different. While the means score of
the students’ post-test score in experimental group was (87,3) was higher
than control group was (80,6). It was different that the students’ mean score
of post-test were got in both of groups.
33
The students’ reading comprehension progress that was taught by
anticipation guide strategy in experiment group was (24,62%) and that were
taught without anticipation guide strategy or conventional way in control
group got (3,14%). The difference with between the students’ progress
experiment and control group were (21,48%). It means that the progress of
experiment group was greater than control. Researcher concluded that the
improvement with anticipation guide strategy is higher than with
conventional way.
2. Significant difference between the students’ pre test and post-test.
After calculating the result of the students’ mean score of both groups
experiment and control class were presented in the following table below:
Table 4
The significant different between the students’ pre test
Significance difference pre-test t-test value t-table value
Pre-test 1,142 2.021
The table 4 above that shown that the t-test value of the pre test (1,142)
and t-table was (2,021). Indicated that the value of the t-test was lower than the
value of the t-table. It means that the students’ reading comprehension is still
low.
Table 5
The significant different between the students’ post-test
Significance difference post-test t-test value t-table value
Post-test 2,233 2.021
34
Table 5 indicated that the value of the t-test (2,233) was higher than the
value of the t-table (2,021). It indicated that there was a significant difference
between the results of the students’ post-test.
3. Hypothesis Testing.
To find out the degree of freedom (df), the researcher used the following
formula:
df = n1 + n2 - 2
df = 20 + 20-2
df = 38
(Gay, 1981)
If the t-test value was higher than the t-table value for level of
significance 0.05 with degree of freedom 38, this alternative hypothesis would be
accepted.
For the in the level of significance (p) 0, 05 and df 38, the value of the t-
test (2,233) was higher than t-table (2,021). It means that H0 is rejected and H1 is
accepted. So the researcher concludes there was a significant difference between
the result of the students’ reading comprehension who were taught through
anticipation guide strategy and those who were not.
2. Discussion
The writer finding that applying anticipation guide strategy is more
effective to improve the students’ reading comprehension than the habitually of
students in reading or with conventional way, the writer would discuss the
students’ improvements in reading.
35
The improvement of students’ reading comprehension
The analysis of reading comprehension improvement, the writer found
that the students’ mean score increased 24,62% (the difference value between
post-test was (87,3) and pre test was (70,05) of experiment group) after they were
taught reading by applying anticipation guide strategy. The students’
improvement in reading comprehension also can be identified through the
classification of the students’ score before and after treatment.
Different with control group, the writer found that the students’ means
score increase 3,14% (the different value between post-test was (80,6) and pre test
(78,15) after they were taught reading with their reading habit or conventional
way. Therefore, progress between experiment group and control group was
(21,48%). It means that the progress of experiment group was greater than control.
Researcher concluded that the improvement with anticipation guide strategy is
higher than with conventional way.
The improvement of anticipation guide strategy can be seen also after
calculating the t-test value, then it compared with the value of the t-table (t- test
value was 2,233 > t-table value was 2,021).
The writer assumes that the applying anticipation guide strategy is really
effective and helpful to improve the students’ reading comprehension than the
use of conventional way.
The result of t-test value in reading test indicates that t-test values in
reading were higher than t-table value. This finding used to determine the
hypothesis that occurred in this research. As it stated that, the null hypothesis
(Ho) is rejected when the value of t-test was higher than the value of t-table or if
36
the use of anticipation guide strategy is not effective in improving the students’
reading comprehension than conventional way at the second year of SMP PGRI
Barembeng Gowa. In addition, the alternative hypothesis (Hi) is accepted if the
use of anticipation guide strategy is more effective in improving the students’
reading comprehension than conventional way at the second year of SMP PGRI
Barembeng Gowa. Therefore, in this research, automatically the alternative
hypothesis (Hi) is accepted and the null hypothesis (Ho) is rejected.
37
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter consists of two sections. The first section deals with the
conclusion and the second one deals with suggestion.
1. Conclusion
Based on the finding on the discussion, the researcher concludes that the
teaching reading through anticipation guide strategy is more effective to improve
the students’ reading comprehension than conventional way. By using this
strategy, the students became easy and enjoy in understand a reading material.
The score that they got in pre-test experiment proved it class was 70,05
and in post-test was 87,3. It means that there was a progress score after the
students got treatment through anticipation guide strategy.
There was a significant difference between the both means scores of
experimental and control groups. The mean score post-test of experimental group
was 87,3 and the mean score post-test in control group was 80,6. When these
scores were counted using t-test analysis at level of significance 0.05 and df (38) it
was found that t-test was higher than t-table, that was 2,233 > 2.021. It means that
the students’ reading comprehension that had got treatment using anticipation
guide strategy different with the students’ reading comprehension that got
treatment without anticipation guide strategy.
Learning about reading text through anticipation guide strategy is an
effective way to improve students’ reading comprehension. By using this strategy,
the students became easy to understand the reading English text and students are
aware about their prior knowledge.
37
38
2. Suggestion
Based on the conclusion above, the researcher proposes the following
suggestions:
a. The English teacher should be more creative to choose strategy in teaching
reading, so that the students will be more interested and motivated to study
English.
b. The English teacher should apply this strategy as a way to improve
students reading comprehension.
c. The English teacher should give more helps the students in teaching
reading through anticipation guide strategy.
d. Using anticipation guide strategy should be applied in learning reading
materials to develop the students’ reading comprehension.
Finally, the writer realizes that this thesis still far fro perfect, so the writer
really hopes this thesis can be a meaningful contribution for the teacher of English
as well as students and further writers.
39
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CURRICULUM VITAE
AMRI, was born on September 12th, 1990 in
Taipajawaya. He is the fourth from four brothers from
the marriage of her parents H. Hamdjah and Hj.
Yasseng. In 1998 the writer registered as student
elementary school, SD Negeri Barembeng II and she
graduated in 2003. The next in the same year the writer
registered as a student in SMP PGRI Barembeng and graduated in 2005. Then the
writer registered in senior high school, SMA Negeri 1 Bontonompo and graduated
in 2008. Then in the same year, the writer registered to study of English
Department in Makassar Muhammadiyah University.
