Rabu, 20 April 2011
Minggu, 17 April 2011
PROPOSAL KU TERBARU
TEACHING READING COMPREHENSION BY USING MIND MAPPING TO THE SECOND GRADE STUDENTS
AT SMA NEGERI BANGUN JAYA
1. Background
Reading as one of the four language skills which the main goal is to get or find out information from the written text. In reading, the students must comprehend all the contents and also the information of the text clearly. Reading is look at and understanding of something written text or printed. As Finocchiaro and Bonomo (1974:19), stated that reading is bringing and getting meaning from printed or written materials.
The best way to become a better reader is by reading a lot. The best reader is people who love to read and who read often. In order to understand and learn new things, students must be able to comprehend what they read, so they know how to obtain information and apply concepts to their learning process.
Although comprehension is important in reading, it is not sufficient. The students might have a flawless understanding as they read it, but forget much the information soon after. So, they should remember the material. Saleh (1997:41) state that the students can increase their knowledge by reading English books and other written materials, so the teaching and learning activities should concentrate on reading.
In this case, reading need comprehension, so in reading process the reader know what the text about. Hernowo (2004:51), explain that comprehension is part of our life. Every time, you make sense of your world. In fact, your brain could compare to every complicated computer. Information is constantly coming in about what you see, her, smell, touch, or taste. Your brain receives all the pieces of information, interprets them, and saves them.
Moreover, reading is a skill to understand a form of written language that has to be mastered by the students who learn English. Like in elementary school, junior high school, senior high school, and university. So, there are so many researchers have researched in reading comprehension in differences method or techniques. Some of them like: Teaching reading comprehension through group work activities to the eight year students of SMP Negeri Surulangun by Nofriani in 2009; Teaching reading comprehension by using picture and sentences matching to the seventh year students of SMP Negeri Terawas by Betty Astry in 2010; Teaching reading text in authentic material through communicative approach to the tenth year students of SMA Negeri 2 Muara Beliti Musi Rawas by Anita Sari in 2009; And many others, actually could not be said one by one.
Based on the researcher above, there are so widest of the reading in all element school, the writer will focus in senior high school. Reading in senior high school has an aim to increase the students’ ability in comprehending the text based on several genres. Besides, in Kurikulum Tingkat Satuan Pendidikan (KTSP), reading comprehension must be mastered by the students.
Being able to read in English is very important as we know that success in reading is necessary because it is a basic tool in education. In high school and college, reading ability becomes even more important. Through reading we acquire new ideas, obtain needed information, seek support for our ideas and broaden our interest. We can also get the message that writer has expressed. The purposes of teaching English as a foreign language in Indonesian is that learners can read grasp the idea and understand the book written in English.
If reading came naturally, teaching would be a much easier task. The people would learn to read as readily as they learn to speak. But in fact, reading must be taught and systematically, one small step at a time. That is why good teachers with the good teaching techniques are so important.
Actually, there are many teaching techniques to make easier in teaching and learning process. Here the writer interested in teaching reading by using mind mapping because he believes that it can be more effective to make the students master in reading comprehension. Mind mapping is a tool and a modern learning technique that arranges one’s visual ideas and tries to interconnect them. The technique is used to graphically arrange and link concepts with other concepts and issues. It’s a vast study that allows to create, capture, organize and communicate understood interactive visual representations of information and complex ideas.
In this study, the writer tries to describe the effectiveness of mind mapping in teaching reading comprehension. By doing this research, the writer wants to know whether or not teaching reading comprehension by using mind mapping is effective.
2. Formulation of the Problem
Based on the background above, the formulation can be stated in the following question “Is it effective to teach reading comprehension by using mind mapping to the second grade students at SMA Negeri Bangun Jaya in the academic year of 2010/2011?”
3. The Scope of the Research
The Scope of this study is limited only to the second grade students at SMA Negeri Bangun Jaya in academic year of 2010/2011. The technique of this teaching reading comprehension in this study is mind mapping. While, the text in this study is limited on the Narrative text.
4. The Objective of the Research
Based on the formulation of the problem above, the objective of this research is to find out whether or not it is effective to use mind mapping in teaching reading comprehension to the second grade students at SMA Negeri Bangun Jaya in the academic year of 2010/2011.
5. The Significance of the Research
The result of this research is expected to contribute something for the development of English teaching and learning process, especially to the students, the teachers of English and writer himself. They are as follows:
a. The students can develop their reading comprehension by using mind mapping. The students will be had treatments in studying reading comprehension by using mind mapping. They know a technique will get a technique that is easier in comprehending texts or books.
b. The teachers of English will get valuable information of the teaching reading comprehension by using mind mapping. They can read the result of this research and get a new technique in teaching reading comprehension. Beside it, the teachers of English will be know that there are so many techniques in teaching reading comprehension, especially by using mind mapping.
c. The writer will get more knowledge and experience in doing this research, especially about teaching reading comprehension by using mind mapping. The writer will know students’ motivation when they were learning reading comprehension at class. After that, the writer solves the students’ problems in learning reading comprehension by using a technique mind mapping.
6. The Operational Definitions
To avoid misunderstanding about this topic, it is important to define several terms used in this study. They are as follows:
a. Teaching
Teaching is transformation process of knowledge from the teacher to the students that uses technique to make the students understand about the material easily. Teaching in this study refers to Teaching Reading Comprehension by Using Mind Mapping to the Second Grade Students of SMA Negeri Bangun Jaya in the Academic Year 0f 2010/2011.
b. Reading Comprehension
Reading is exercise dominated by the eyes and the brain. The eyes receive messages and the brain, and then have to work out the significance of these messages. Reading as a thinking process which included decoding of symbol and applying the ideas derived from the symbols.
Reading comprehension is a process of understanding the written text in order to know the contents of it. Reading comprehension in this study refers to narrative text.
c. Mind Mapping
Mind mapping is one of techniques that can be used for teaching. A mind map is a diagram used to represent words, ideas, tasks, or other items linked to and arranged around a central key word or idea. Mind maps are used to generate, visualize, structure, and classify ideas, and as an aid to studying and organizing information, solving problems, making decisions, and writing. In this study, Mind Mapping is used in teaching reading comprehension of narrative text.
d. Effectiveness
Effectiveness is derived from the adjective “effective” which means it can get the title effect or procedure the intended result. The effectiveness is an improvement on the result of students’ score in pre-test to the post-test after given treatments of mind mapping.
7. Literature Previews
a. Theoretical Descriptions
In the related theories, the writer will present 1) the concept of teaching, 2) the concept of reading, 3) the concept of reading comprehension, 4) The Concept of Narrative Text, 5) the concept of teaching reading comprehension, 6) the concept mind mapping, 7) the benefit of mind mapping, 8) the process to make mind mapping, 9) teaching reading comprehension by using mind mapping.
1) The Concept of Teaching
Teaching is a profession that conducts by using combination of art, science, and skill. It is an art because it relies on the teacher’s creative of provision of the best possible learning environment and activities for himself.
There are several definitions about teaching. According to Page (2002:1-2) teaching is relationship between teacher and learner. The learner gets the benefit of the learning, while the teacher gets credit for the teaching. Teaching is introducing, providing and mediating experiences. Teaching is helping students make sense out of their experiences and helping them to harmonize, analyze, synthesize, discuss, compare, contrast, and discover personal meaning in the experiences. Teaching is also a communication procedure. It is our responsibility to communicate history to our history students.
According to Alvin (2006:6) states that teaching is the activity that tries to help someone to acquire change of the develop skill, attitude, deal with appreciation. According to Saleh ( 1997:20) teaching is learning centered and humanistic, that is the teacher who serves as guide in learning process, but it is the students who assume some responsibility for how much learning take place. Saleh (1985:34) states that teaching in mainly way of guiding students to obtain the amount and quality of experience which will help best develop their potential as human being.
According to Saleh (1985:38), the teacher does three principles activities to carry out the job. There are as follows:
a) Planning
Effective teaching demands thorough planning. Every teacher has to make a plan of lesson.
b) Implementation
The implementation of lesson plan is carried out in the classroom, it takes from of presentation and repletion drill and practice.
c) Evaluation
Evaluation should be based on instructional objectives and evaluates to find out the degree of accomplishment of objectives, without evaluate on both the teacher and the student will not know whether they are successful or not.
From the statements above, it can be concluded that teaching is one aspect of education, the style of teaching, approach the method of teaching and how to manage in the classroom.
2) The Concept of Reading
According to Rubin (1993:5), reading is a complex, dynamic process that involves the bringing of meaning and the getting of meaning from the printed page. Cooper et.al. (1986:239) states that reading is a process of constructing or developing meaning from printed text that is formed by two basic components, decoding and comprehension. Richard (1986:239) states that reading is the process of getting and understanding the meaning of some words from the text.
So, reading means not only the ability to pronounce the words but also understands and remembers about the writer message and able to decode words and their meaning when he or she reads. Reading defined as an individual’s total inter-relationship with symbolic information. Think of the learner as interacting with the environment, taking in information, integrating it, using it. Reading is also a communication process requiring a series of skills. As such reading is a thinking process rather than an exercise in eye movements.
3) The Concept of Reading Comprehension
Effective reading comprehension is the culmination of mastering vocabulary, phonics, fluency, and reading comprehension skills. Person having good comprehension skills is considered as active reader, with and ability to interact with the words by understanding its complete meaning and the concept behind it. Thus skill of reading comprehension distinguishes an active reader from a passive reader who just read the text without getting its meaning (Pakhare, 2009:8). Meanwhile, Hornby (1985:967) states that reading is to look at and understand the meaning of written or printed words or symbols. According to Haris (1964:19), that reading comprehension is the meaningful interpretation of printed or written verbal symbol as the result that represent of the interaction between the perception of graphics symbol that represent language and readers; language and skill and the knowledge of the world. According to Finocchiaro and Bonomo (1974:19), stated that reading is bringing and getting meaning from printed or written materials.
According to Pakhare (2010:1) reading comprehension teaching aims at:
a) To let better grasping of the context sequence and the characters narrated in text.
b) Certain parts of the text can confuse readers. Reading comprehension skills works on this aspect to get the clear idea of the meaning of the text.
c) Helps to create the questionnaire based on the text about its theme or idea. It often helps in better understanding of the said paragraph.
d) Experiences and predict the next probable event in the course based on the information has been given in the narration.
From the statements above, it can be concluded that reading comprehension means achieving, understanding, evaluating, and utilizing the information from the printed materials. The idea gained through and interaction between the reader and author.
4) The Concept of Narrative Text
Narrative text is the text that tells the reader about the past story. Narration is a story telling, to narrate is to tell a story and to give account of something that happened in time Farness (2006:9). It retells all the stages or steps of a happening, usually in detail so that the reader identify with what happened.
A narrative is a type of spoken or written text that tells a story of one character or more who face certain situations. There are various kinds of narratives such as fairy stories, mysteries, science fictions, romance, horror, etc. This type of text can be found in short story books, magazines, novels, movies etc. Narrative is popular because they present a plot which consists of complications and resolutions. They make people feel curious and anxious with the ends of the stories. The generic structure of narrative usually has four components (but the one is optional): a) Orientation, b) Complication, c) Resolution, and d) Re-orientation (it is optional).
a) Orientation: which sets the scene and introduces the participants (characters) of the story, the time and place the story happened (Who, what, when and where).
b) Complication: which a crisis or a problem arises, which usually involves the characters.
c) Resolution: which a solution to the problem (for better or worse). Here main characters find ways to solve the problem.
d) Re-orientation: it presents the summations consist of moral values and sometimes consist the solution.
5) The Concept of Teaching Reading Comprehension
Pilgrim (2010:1-2) explains types on teaching reading comprehension, they are:
a) Develop Vocabulary Powers
Without knowing what words mean, comprehension is impossible. So, we must focus on developing the word power of children. Teaching students to look for word meanings in the dictionary is important. A good practice is, to make children underline words, that they do not understand in the first reading and then discus them in class.
b) Do not Proceed Without Understanding
One good rule to follow in class is teaching children not to continue reading without understanding. Every sentence must be understood before they go for the next one. Make students feel free to ask their doubts if they do not understand.
c) Grasping the Heart of the Matter
Teach them how reading is made simpler when you understand the heart of the matter or the central idea of a passage. That way, they can easily connect and understand what binds all the sentences together and what is really being talked about.
d) Using Contextual Clues
One thing to teach students is that reading is a lot like detective work. You need to figure out the meanings of sentences through the context in which they are used. Teach them to question every line until the meaning is made clear, relevant to the context. It is all a matter of practice.
e) Visualizing What is Written
One of the simplest ways of mastering reading comprehension is visualizing what you read. Encourage students to visualize what they are reading. Especially, when you have given a story reading assignment, encourage children to visualize as they read. It is all about teaching reading strategies that help them to look beyond those black words printed on white and see the thoughts, images and ideas they represent.
From the types on teaching reading comprehension above, it can be concluded that teaching reading comprehension is processes transferring what about the material has gotten by the students, help them to understand what about the information if they have difficulties, to build up the students’ vocabulary, to build and visualize what the teacher and the students read, and guiding to develop the students’ potential.
6) The Concept of Mind Mapping
Tony Buzan, the originator of the technique, describes Mind mapping as a radiant, hierarchical thinking technique. By this he means that Mind Maps are built up by starting at the centre and radiating out to successive levels of detail. The generally take a hierarchical or tree branch format, with ideas branching into their subsections. Mind mapping allows for greater creativity when recording ideas and information, as well as allowing the note-taker to associate words with visual representations.
Mind mapping is a thinking technique. “It is great for note making – exploring your own thoughts, planning, organizing, thinking creatively, making associations and gaining insights - and for note-taking – recording information in meetings, discussion, lectures etc. or summarizing books and other written material”. (Buzan. 2010:12).
Mind mappings are diagrams that are used to represent ideas, words, tasks, etc. which are linked and centered around a keyword. They help in visualizing problems and help make decisions to reach to an innovative effective solution. Their four important characteristics are:
a) A central image that represents the subject
b) The important themes of the subject diversify from the central image known as main branches
c) Minor themes are linked to important (major) themes
d) A nodal structure connects all branches
So, mind mapping is the concept of our brain like a tree or map by starting in the centered and one topic branches to the sub topics. Mind mapping is a method for managing information thoroughly.
7) The Benefits of Using Mind Mapping
Hernowo (2004:121), there are many benefits gained by recording using a mind map.
The first is the Mind Map to increase the awareness of the way:
a) Seeing the big picture of a problem as well as see detailed information.
b) Given the complex information more easily such information has been grouped according to how someone considering including its relationship with the same or different subjects.
c) Overcoming the information that has been booming since arranged and grouped in such a way. Mentally it also makes a person more organized and coherent in understanding a problem.
Second, mind map also increase a person's ability to imagine, remember, concentrate, take notes, increase the interest and able to resolve the issue. This is achieved because the Mind Map teaches to see the issue as a whole and see its relations to another one. This is the most difficult in conventional records. Not only have that, with this note, the learning management become easier. New information can be added, connected, and at any time associated with pre-existing information.
The third, mind mapping stimulates one's creative side through the use of curved lines, colors and images. This made a note at once into a beautiful work of art. Mentally we will make it easier to remember. Mind map will stimulate the ability to compare the existing information in the form of fact, the idea of including statistical data.
The forth, mind map helps someone make an interesting record in a short time. In addition, the record is able to open a good understanding and the creative side to stimulate the emergence of new ideas and new insights, even when making the record itself. Mind maps can also explain the objectives, plans, ideas, and thoughts in a clear and structured.
8) The Process to Make Mind Mapping
Buzan (2010:15-16), explained the seven laws of mind mapping.
a) Start in the centre of landscape page.
Because starting from middle can give our brain to disseminate to all direction and to lay open free itself with interest natural.
b) Use an image or picture for your central idea.
A picture has a meaning of a thousand word and assist we use imagination. A central picture will be more draw, making we remain to focus, assisting we is have concentration, and activate our brain.
c) Use color throughout.
Color make mind mapping more vivid, adding energy to creative idea, and pleasant.
d) Connect mind branches to the central image.
e) Make braches curve and flow
f) Use just one key word per-line and notice how the words are the same length as the lines.
g) Use image throughout. How the images make the mind map more interesting and therefore memorable.
9) Teaching Reading Comprehension by Using Mind Mapping
There are some steps in teaching reading by using mind mapping. The steps are as follows:
a) The teacher prepares the material of reading text and a paper.
b) Divides the material reading text and a paper into the students.
c) The students read the material reading text and make mind mapping like the steps above.
(1) Read the material reading text
(2) Take a paper and arrange a mind mapping
(a) Take a paper landscape position;
(b) Find out central idea as guider in the centered form;
(c) Use an image or picture for your central idea;
(d) Make braches curve and flow;
(e) Use just one key word per-line and notice how the words are the same length as the lines;
(f) Use image throughout. How the images make the mind map more interesting and therefore memorable.
d) Commands to the students compile the material reading text.
e) Asks to the students to answer the question about the reading text by using a paper of mind mapping.
f) Checking the students’ answer.
b. Related Previous Study
The writer found a journal and a thesis which is supposed relevant to this topic he is going to investigate. The journal was written by Douglas Fisher was the title Text Mapping Plus; Improving Comprehension through Supported retellings. Based on the Douglas’ data (2010:425), Kelly Johnson regularly uses text mapping plus with her students. Employing a gradual release of responsibility model for introducing text mapping, including teacher modeling of good retelling skills and how to use a text map, Kelly has significantly improved her students’ performance. In term of achievement data 88% of her students progressed at least one full year on the state achievement test. This compares with 67% district wide. Although 18% of her students score ‘far below basic’ on their eight-grade test, none of them scored in the lowest category of performance on their ninth-grade test.
The writer found the similarity and difference between the topics he is going to investigate and the topic of Douglas Fishers’ journal. The similarity is investigating about mind mapping. The difference is the relevant journal investigated text mapping plus improving comprehension through supported retelling; the writer will investigate the effectiveness of teaching reading comprehension by using mind mapping.
On the other hand, the writer found a thesis which supposed to be relevant to his topic. The thesis was written by Khusniah, student of English Education Study Program at the Faculty of Teacher Training and Education of STKIP PGRI Lubuklinggau in 2009. The title of her thesis is “Teaching Reading Comprehension through Discussing the Scramble Paragraphs to the First Grade Students of SMA Negeri 2 Lubukliggau”. The result of her test were analyzed by using the matched t-test . She found that the result of matched t-test was 2.021. it exceeded the t-critical value (1.67). Based on the result of her data analysis, she found that students’ reading comprehension was satisfied because the t-obtained is higher than t-table. It means that is significantly effective to teach reading comprehension through discussion of scramble paragraphs to the first grade students of SMA Negeri 2 Lubuklinggau.
The similarities to the Khusniah’s thesis are both the topic is investigating about reading comprehension. Beside it, the writer found the differences between the topics. First, the difference is the relevant thesis investigated teaching reading comprehension thorough discussing of scramble paragraphs to the first grade students of SMA Negeri 2 Lubuklinggau; the writer will investigate the effectiveness teaching reading comprehension by using mind mapping at SMA Negeri Bangun Jaya. Second, the relevant thesis used a true experimental through the randomized pretest-posttest control group design, the writer will use a quasi-experimental method with one-group pretest-posttest.
8. Hypotheses
According to Hornby (2000:616), a hypothesis is something that assumed to be true for the sake of argument or as a starting point for an enquiring, although its truth has not been proved. In this study, the writer purposes two hypotheses namely null hypothesis (Ho) and alternative hypothesis (Ha). The hypotheses are formulated as follows:
a. The null hypothesis (Ho) is stated that it is not effective to teach reading comprehension by using mind mapping at SMA Negeri Bangun Jaya in the academic year of 2010/2011.
b. The alternative hypothesis (Ha) is stated that it is effective to teach reading comprehension by using mind mapping at SMA Negeri Bangun Jaya in the academic year of 2010/2011.
The hypotheses will be tested based on the empirical data. For testing the hypotheses, the writer will use the t-table (t-tab). Since the significance level is 95% (0.05) for one-tailed testing with df = 31, the tcritical value in the t-table is 1.697 (See Hatch and Farhandy, 1982:272). Based on the number of the students as the sample and the level of significance, the critical values of this research are as follow:
a. If the t-obtained is less than 1.697, the null hypothesis is accepted.
b. If the t-obtained equals or exceeds 1.697, the null hypothesis is rejected and consequently, the alternative hypothesis is accepted.
9. Method of Research
a. Research Design
The method in this investigation the writer will use a quasi-experimental method with one-group pretest-posttest. Dealing with this method, Sudrajat and Subana (1980:14), state that a quasi-experimental method is to approximate the condition of all relevant variables and involve in the experiment.
The diagram of this design is as follow:
TABLE 1
ONE GROUP PRE-TEST AND POST-TEST
| Group | Pre- Test | Treatment | Post- Test |
| Experiment | T1 | X | T2 |
(Sudrajat and Subana, 2001:99)
Where :
T1 = Pre- Test
X = Treatment
T2 = Post- Test
The steps which will be taken in doing this experiment research are as follows:
1) Surveying the related literature;
2) Identifying the research problems;
3) Formulating research hypothesis;
4) Constructing the experiments plan;
5) Giving the Pre- Test for a group of experimental;
6) Treat the experimental group with a special method;
7) Collecting the data by giving the Pos- Test for a group of experimental;
8) Writing the research report.
There are two research variables in this study, independent variable and dependent variable. First, the independent variable is using mind mapping because it can influence the students’ achievement in reading comprehension. Second, the students’ achievement in reading comprehension is dependent variable because it is influenced by the dependent variable.
CHART 1
RESEARCH VARIABLES
| Mind mapping |
| Students’ achievement in reading comprehension |
Independent variable (X) Dependent variable (Y)
b. Population and Sample
In this section, the writer will describe (1) population and (2) sample, as follows:
1) Population
Arikunto (2006:130) said that population is the whole subject research. Ary, et. al. (in Sukardi 2003:53) stated that population is all members of well defined class of people, events or subjects. In this study, the population will be all the second grade students at SMA Negeri Bangun Jaya in the academic year of 2010/2011.
The population of the investigation is described in the following table.
TABLE 2
POPULATION OF THE STUDY
| No | Class | Students |
| 1 2 3 | XI IA XI IS.1 XI IS.2 | 37 32 32 |
| Total | 101 | |
(Source: SMA Negeri Bangun Jaya in the academic year of 2010/2011)
2) Sample
Sukardi (2003:54), stated that the sample is any group of individual which is selected to represent a population. Sample is a part of representative of population investigated. From the explanation above the writer will take one class as the sample of this investigation. The writer will use the cluster random sampling to choose the sample.
The cluster random sampling is one of the techniques to choose a sample from the population has been given. It is choose one of sample by randomizing of group the sample. Before it, must be divided the population to be some parts. And then, identifying or names them. In this part the writer has three parts of population. Cluster random sampling will be done by writing the names of three classes from the second grade students at SMA Negeri Bangun Jaya in the small pieces of paper and then put them in the glass then mixed. Based on this technique, the writer got the students of the class XI IS 1 as the experimental group consisting of 32 students.
c. Techniques for Collecting the Data
1) Test
The data are collected by giving the students a test. There are two kinds of test; they are pre- test and post- test. The best used to know the students ability in reading comprehension. According to Hornby (1995:1233), a test is a short examination of knowledge or ability, consisting of question that must be answer or activities that must be carried out.
The test that is used in this research is an objective test and the writer will used one type of objective test, which are multiple choices. Multiple choices can be scored objectively and can measure learning out come directly. The test consist 35 items.
d. Techniques for Analyzing the Data
This study will find out the effectiveness teaching reading comprehension by using mind mapping. For this purposes, the data obtained will be analyzed through four techniques, they are: Individual Score, comparison to Minimum Mastery Criteria, the students’ categories score, and the Matched t-test.
1) Individual Score
Is = X 100
Where:
Is = Individual score
R = Total number of correct answer
N = Number of item test
2) Minimum Mastery Criteria
The minimum mastery criteria are as follow:
TABLE 3
MINIMUM MASTERY CRITERIA
| Standar Kompetensi/ Kompetensi Dasar/ Indikator | Kriteria Penetapan KKM | Jumlah Skor | KKM | ||||
| Komplek-sitas | Daya Dukung | Intake | Indikator | KD | SK | ||
| 5. Membaca | | | | | | | |
| Memahami makna teks fungsional pendek dengan esai sederhana berbentuk report, narrative, dan analiytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan. | | | | | | | |
| 5.2. Merespon makna dalam langkah retorika dalam esai yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan. | | | | | | | |
| · Mengidentifikasi makna kata dalam teks yang dibaca | 2 | 2 | 2 | 6 | 67 | | |
| · Mengidentifikasi komplikasi dalam sebuah cerita narasi | 2 | 2 | 2 | 6 | 67 | | |
| · Mengidentifikasi kejadian dalam teks yang dibaca | 3 | 2 | 2 | 7 | 78 | | |
| · Mengidentifikasi ciri-ciri dari benda/ orang yang dilaporkan | 3 | 2 | 2 | 7 | 78 | | |
| · Mengidentifikasi kasus yang dibahas dalam teks | 3 | 2 | 2 | 7 | 78 | | |
| · Mengidentifikasi argumen yang diberikan | 2 | 2 | 1 | 5 | 56 | | |
| · Mengidentifikasi langkah-langkah retorika dari teks | 2 | 2 | 2 | 6 | 67 | | |
| · Mengidentifikasi tujuan komunikasi teks yang dibaca | 2 | 2 | 1 | 5 | 56 | | |
| Jumlah = 569/9 = 63.22 | 63 | | |||||
(Source: SMA Negeri Bangun Jaya in the academic year of 2010/2011)
3) The Students’ Categories Score
The range of predicate score, the writer used the criteria at SMA students’ report book; they are presented in the table below:
TABLE 4
STUDENTS’ CATEGORIES SCORE
| Score range | Qualification |
| 91 – 100 | Excellent |
| 81 – 90 | Very Good |
| 71 – 80 | Good |
| 61 – 70 | Moderate |
| 51 – 60 | Enough |
| 41 – 50 | Low |
| 31 – 40 | Poor |
| 0 – 30 | Very Poor |
(Source: The students’ report book)
4) Matched t-test
The writer will calculate the means of score a quasi-experimental method with one-group pre-test-post-test to see whether or not. According to Fraenkel and Wallen (1983:199), there two form of t-test, at-test for dependent means and independent means. Thus, we may give our students pre-test and post-test hope to able to compare the two means. Formula of the matched t-test is as follow:
t-obt =
SD =
=
Where:
t-obt = t- obtained
= the students’ means correct answer in the pre-test
= the students’ means correct answer in the post-test
SD = Standard Deviation of the Set of Test Score
X = Correct answers
1 = Constant Number
= Standard error of difference
N = Number of test items
e. Accountability of the Research
1) Validity
According to Heaton (1989:159), validity means the degree to which a test measure what is supposed to which is intended. According to Heaton (1989:159-161), there are three aspect of validity corresponding to the three aims of testing may be content validity, face validity and construct validity.
In this study, the writer will use content validity. To make the test material having high degree of content validity, the writer referenced it to the curriculum or syllabus of SMA Negeri Bangun Jaya and also consulted them to his two thesis advisors in constructing them. By doing this, the writer hopes that the test materials really measure the students’ mastery in reading.
The following table will show the distribution of the test items.
TABLE 5
TEST SPESIFICATION
| No | Objectives | Items | Number of Items |
| 1 2 3 4 5 6 7 | Main Ideas Identify the Complications Identify the Events Identify the Things/ people Identify the Arguments Identify the Generic Structure Identify the Purposes | 5 6 3 12 4 3 2 | 12, 18, 27, 30, 33 3, 5, 9, 25, 29, 32 1, 14, 35 2, 4, 6, 8, 19, 20, 21, 23, 26, 28, 31, 34 7, 11, 13, 15 10, 16,22 17, 24 |
| Total | 35 | | |
2) Reliability
The reliability of the test material is evaluate thorough internal consistency reliability, it is measure to which the items or part of a test homogenous or consistent with each other (Heaton, 1989:162). To find out the reliability of the test, the writer will hold the try out test at SMA Negeri Sukakarya In this case, the will take the students from class XI I.A. To know the reliability of the test items, the writer will use Kuder Richardson 21 (KR-21) formula: The following is formula of the Kuder-Richardson (KR-21), (See Fraenkel and Wallen, 1993:149).
The formula is as following:
KR-21 =
SD =
Where:
KR-21 = Reliability Coefficient
K = Number of item in the test
M = Means of Test Score (Average Number of the students’
Correct answer)
SD = Standard Deviation of the Set of Test Score
X = Correct answers
N = Number of test items
1 = Constant Number
10. Tentative Organizing of the Thesis
Tentative, the organizing of the thesis will consist of:
Chapter I : Introduction
1.1. Background
1.2. Formulation of the Problem
1.3. The Limitation of the Problem
1.4. The Objective of the investigation
1.5. The Significance of the Study
Chapter II : Theoretical Framework
2.1. The Concept of Teaching
2.2. The Concept of Reading
2.3. The Concept of Reading Comprehension
2.4. The Concept of Narrative Text
2.5. The Concept of Teaching Reading Comprehension
2.6. The Concept of Mind Mapping
2.7. The Benefits of Using Mind Mapping
2.8. The Process to Make Mind Mapping
2.9. Teaching Reading Comprehension by Using Mind Mapping
2.10. Related Previous Study
2.11. Hypotheses
2.12. The Criteria for Testing the Hypotheses
Chapter III : Research Procedure
3.1. The Operational Definition
3.2. Method of Research
3.3. Population and Sample
3.3.1. Population
3.3.2. Sample
3.4. Technique for Collecting the Data
3.5. Test, Validity and Reliability
3.5.1. Test
3.5.2. Validity
3.5.3. Reliability
3.6. Technique for Analyzing the Data
Chapter IV : Finding and Interpretation
4.1. Finding
4.1.1. The Students’ score in the pre-test
4.1.2. The students’ score in the post-test
4.1.3. The calculation of matched t-test
4.2. Interpretation
Chapter V : Conclusion and Suggestion
5.1. Conclusion
5.2. Suggestion
11. Tentative Schedule
a. Preparation
a) Library research Nov 2010
b) Stating the problems Dec 2010
c) Making the design January 2011
d) Having Seminar April 2011
b. Data Collection
a) Pre-test and Pos-test May 2011
c. Analyzing the Data June 2011
d. Writing the Thesis
a) Writing the thesis draft chapter by chapter July 2011
b) Consulting the draft with advisor chapter by chapter July 2011
c) Having thesis seminar August 2011
d) Reproduction August 2011
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