TEACHING READING COMPREHENSION BY USING TEXT FEATURE WALKS (TFW) TO
THE ELEVENTH GRADE STUDENTS OF
SMA NEGERI LUBUKLINGGAU
1.
Background
A language has a very important role in social,
intelligent, and emotional development of life. Therefore, language learning is
expected to enable students to know themselves and their culture well. English
as an International language is a means of communication. This communication is
defined as students’ ability to understand and to express information, thought,
feeling, and to develop knowledge, technology, and culture.
The communication,
in specific, means the ability to create discourse. In applied teaching, it has
been common to divide language into the four skills’: listening, speaking, reading,
and writing Cameron, L (2001:17). Those four language skills must be considered
as important things for the students’ success. Therefore, the writer considers
and takes those skills are integrated and related each other. However, in this
study, the writer will only focus on reading skill.
The fundamental goal to any reading
activity is to understand what is read. It means that everyone is expected to
learn to read because being able to read is essential in human’s life. By
reading, people can understand the information sent or read from the printed
pages, such as internet, newspaper, magazines, journals, articles, and various
types of report.
However, some facts show that the eleventh grade students’ reading
comprehension of SMA
Negeri 5 Lubuklinggau is still low. Based on the result of interview that the writer obtained
from the teacher of English at the school, it was found out that there were some
problems in comprehending the text well, the problems were: (1) it might happen
because some words in reading texts were not familiar with the students.
Therefore, it was difficult for students to pronounce the words correctly, (2) in reading text, the
students also had a quite high motivation but it still depended on the
situation. Sometimes, they were not interested anymore in learning reading
though they had been seriously learnt English before, and (3) the students did
not have self confidence pay attention to the lesson when they tried to
interpret the passages word by word. As a result, their interpretation had no
sense. Finally, the techniques that the students had, it was not so various,
especially in reading comprehension.
Furthermore,
the data also show that among of 33 students, there were only 18 students or 54.55%
who passed the Minimum Mastery Criteria (MMC) 70 of reading comprehension while
the rest of 15 students or 45.45% who did not pass the Minimum Mastery Criteria
(MMC) 70. Based on the score of the students number who passed the MMC above,
the writer took conclusion that the students’ reading achievement should be
increased.
Based on the problems above, the
writer attempts to apply a technique called Text Feature Walks (TFW). This technique is expected to
make the students’ reading comprehension get improvement. According to
Kelley
and
Clausen-Grace (2010:193), Text Feature Walks is a
technique that almost similar to Picture Walks;
it maximizes the use of part of the story which is not the main
body such as
table of contents, index, glossary, headings, bold words, sidebars,
pictures and
captions, and labeled diagrams.
The results of the previous studies applying
Text Features showed that this strategy did enhance reading comprehension and
subsequent learning of most students. For example, the study done by Bademan
(2009:39), which focused on the use of Text Features in Science, Social
Studies, and Reading Classes showed that there were improvements in the
comprehension of low-level readers and standard-level readers and it helped increase
students test scores.
The writer hopes this technique
will be effective to be applied in teaching reading comprehension. Then, the
writer will conduct a research entitled “Teaching Reading Comprehension by
using Text Feature Walks (TFW) to the Eleventh
Grade Students of SMA Negeri 5 Lubuklinggau in the academic year of 2015/2016.
2. The Formulation of the Problems
The problem of the study is formulated
in the following question: “Is it significantly effective to teach Reading
Comprehension by using Text Feature Walks (TFW) to the Eleventh Grade Students of SMA Negeri 5
Lubuklinggau in the academic year of 2015/2016?”.
3. The Scope of the Research
The limitation of the problems will be focused on
the following points:
a. The students of this study refer
to Eleventh Grade Students of SMA Negeri 5 Lubuklinggau in the academic year 2015/2016.
b. The material of reading that
will be investigated in this study is analytical exposition.
c. The strategy which will be used for
teaching reading is Text Feature Walks (TFW).
4. The Objective of the Research
Based on the problem above, the
objective of the study is to find out whether or not it is significantly
effective to teach reading comprehension by using Text Feature Walks (TFW) to
the Eleventh Grade Students of SMA Negeri 5 Lubuklinggau.
5. The Significances of the Research
The writer hopes that the result of
this study will be meaningful for the following people in improving and
contributing the teaching of reading and to give good implication below:
a. The Students
This study will help the students
to develop their reading skill and help
them to comprehend
reading text.
b. The Teacher of English
The teacher of English can have an
alternative technique in improving the activity of teaching English especially
in teaching reading comprehension.
c. The
Writer
The writer can get better experiences
and knowledge in conducting this study. They will give a valuable knowledge and
experience in implementing a new technique in teaching reading comprehension.
d.
The Further Research
The further researches will take the result of this study
as a reference for conducting the other research and it can make a good result
in the further research.
6. Operational definition
To avoid misinterpretations
in this study, some terms are defined operationally.
a. Teaching
Teaching is transferring knowledge and skill to the students
about something. The activity of teaching must be occurring in the process of
students learning and a process of teacher in demonstrating materials. In this
study, teaching refers to teaching reading comprehension.
b. Reading Comprehension
Reading comprehension refers to the ability to
comprehend or make meaning from written text by understanding, evaluating,
utilizing of information and giving the idea through and interaction between
reader and author. In this study, reading comprehension refers to the student’s
ability to comprehend the reading of analytical exposition.
c. Text Feature Walks (TFW)
Text Feature Walks are the technique used to help
students in predictions, questions, and connections related to informational
text features such as table of contents, index, glossary, headings, bold words,
sidebars, pictures and captions, and
labeled diagrams.
7. Literature Review
a.
Theoretical
Descriptions
1)
The
Concept of Teaching
According
to Halliwell (1992:11), teaching language to students means the ways how to
establish set of skills and characteristics of the students and then to learn
another language, equally basic things in teaching refers to the following four
needs: (a) the need to be active in exploring and to move about freely, using
the sense in experimenting with a variety of subjects and materials, (b) the
need to develop various means of communication: language, art, music, and other
media, (c) the need to feel pride in their own achievements, to gain indolence,
to develop self confidence, to handle problems with increasing competence, and
to deal with human relationship, (d) the need to play, to have adequate
recreation, to pursue interest, and to enjoy spontaneous laughter, joy and
humor.
Teaching is transformation process of knowledge from the teacher to
the students that is used strategy or technique in order to make the students
understand about the material. Teaching is an activity which is implemented by
a teacher, giving knowledge to the students. According to
Moore (2005:5), teaching is the actions of someone who is trying to assist
others to reach their fullest potential in all aspects of development. It means
that in teaching the teacher tries to help the students study in order to get
their knowledge and skill.
Briefly,
it can be concluded that teaching is the activity in showing and helping the
students how to learn reading by using Text Feature Walks (TFW) and the ability
of students to be more active and experiment, so that students can improve
competency in learning to read.
2)
The
Concept of Reading Comprehension
Reading
comprehension is the process of understanding the printed words to find
information. The RAND Reading Study Group (RRSG) (2002:11) states that comprehension
is the process of simultaneously extracting and constructing meaning through
interaction and involvement with written language.
Furthermore, Linse (2006:71) affirms that reading comprehension
refers to reading for meaning, understanding and entertainment. The statement
is to emphasize the readers to get the meaning of the text and understand about
the writer means in comprehend the text. It can be assumed that in doing
reading activity, the readers have several purposes. It can be as an activity
to get knowledge and information; however this activity can be done for
enjoyment and get pleasure.
According to Richads, et.al (1992:306), there are different type
of reading comprehension used. The following are commonly referred to: (a)
literal comprehension is reading in order to understand, remember, or recall
the information explicitly contained in a passage, (b) inferential
comprehension is reading in order to find information which is not explicitly
stated in a passage, using the reader’s experiences and intuition, and by
inferring (inferencing). And (c) critical or evaluative comprehension is
reading in order to compare information in a passage with the reader’s own
knowledge and values.
Based
on the definition above, we can define that reading is a very important
activity for people to get various information and a process of delivering
information from a text. Reading in this study is defined as the process of
getting and understanding the meaning of some words from the text. Reading is
the process of understanding the message through familiarity with the
vocabulary and grammatical structure. It means that the suitability of
linguistic difficulty of reading text should be considered.
3)
The
Concept of Text Feature Walks (TFW)
Text
feature walk is a structure that addresses all parts of an expository text
minus the main body using predicting, questioning and connections (Kelley &
Clausen-Grace,2008:11). For this study this term was operationalized to mean a
technique involving the teacher and students taking turns leading dialogue to
predict, question, summarize and clarify misleading or complex sections of the
text. The intentional dialogue between the students is structured around
predictions, questions, and connections related to informational text features
such as table of contents, index, glossary, headings, bold words, sidebars,
pictures and captions, and labeled diagrams, intended to help students
understand non-fiction reading material.
Furthermore,
according to
Akhondi, Malayeri, and Samad (2011:38), text features make it easier for students
to find and manage the important information in the text. Akhondi et al. (2011:38)
further state that presenting information in the form of text features helps
students hold each bit of information in their short-term memory and then they can
process it or connect it to background knowledge and store it in their
long-term memory.
Another
opinion is also stated by Hanson and Padua (2010:38), Text Features becomes
strategic readers; students can use their knowledge of Text Features and apply
the ideas they got to their writing. Furthermore, Dickson, Simmons, Kame‘enui
(1995:39) who conducted the similar study also found out that when students
gained understanding of how to use text features and text structure as a strategy,
their reading comprehension.
Finally,
Ruddell (2009:40), as cited in Kelley & Clausen-Grace, 2010:41) recommends
these following three things for reading strategies: (1) give students chance
to communicate with the text, (2) intentionally lead the students while they read
in the text, and (3) assist student to make connection to their reading and the
content learning. One of the reading strategies that does these three things is
the Text Feature Walk (Kelley & Clausen- Grace, 2010:41). The Text Feature
Walk is a technique that follows a protocol similar to the Primary Picture
Walk. Kelley and Clausen-Grace (2008, as cited Kelley & Clausen-Grace, 2010:41)
state, When students enter the intermediate grades, they are required to read
more textbooks and informational texts to learn, but reading textbooks and informational
texts can be difficult for students due to the higher level vocabulary and
concept-dense content. In addition to these complexities, expository nonfiction
also contains numerous text features that supplement and present important content
that the student must read in order to fully comprehend.
Based on the experts opinions above it can be
concluded that Text Feature Walks is a technique used in comprehending an
analytical exposition by involving the students to think all the purposes
language features, then the students have chance to communicate with the text, lead the
students intentionally while they read in the text, and assist them to make
connection to their reading and the content learning.
In
Addition to the benefits already discussed, the text feature walks is an
engaging structure that builds students interest in learning and enhances their
construction of meaning . This type of active learning is important for both
vocabulary acquisition (Kibby, 1995; Nagy & Scott,2004; Rupley,Logan, &
Nichols, 1998:192) and content learning. Ruddell (2009:192) recommended that
reading strategies do three things: (1) provide students with the opportunity
“to interact and transact with the text” (p.220) , (2) purposefully guide the
students as they read in the content area, and (3) help students to integrate
their reading with content learning. The text feature walk accomplishes all
three of these goals.
4. The Concept
of Analytical Exposition Text
Analytical
exposition text is one of texts that must be learned and mastered by the
students of Senior High School in Indonesia. The characteristics of Analytical
exposition text are as follows (Pardiyono, 2004:23) :
a.
Social
functions: to persuade readers or listeners that something in the case
b.
Schematic
structure: thesis, arguments, reiteration/summing up
Language features: focus on generic, non human participants, use of
simple present tense, use of temporal and causal conjunctive relations, and use
of mainly material or action clauses, some passives to theme right.
Based on the 2006 curriculum syllabus
(see Appendix B), the second year of senior high school are expected to be able
to identify the generic structure of two genres of exposition texts, they are analytical
exposition and hortatory exposition. Analytical exposition is
one classified type of hortatory exposition in the text genre. Both analytical
exposition and hortatory exposition present argument for supporting the issued
thesis. What makes them different from one to each other is the last stage of
the text, which the analytical exposition will end with reiteration. On the
other hand, hortatory exposition will close with recommendation. Analytical
exposition will try to influence the reader by presenting some arguments to
prove that the writer’s idea is important.
Furthermore, hortatory exposition
will try to persuade the reader how should or should not do concerning the
writer’s idea.
The Generic Structure of Analytical Exposition
The generic structure of analytical exposition has three components: Thesis, arguments
and, reiteration (Sundayana, 2007:42).
1. Thesis
Thesis is introducing the topic and indicating
the writer’s position or it is the main topic of discourse in analytical
exposition.
2. Arguments
Argument is explaining the arguments
to support the writer position, the arguments are the heart of an analytical exposition
and explaining the other arguments support the writers position more. Arguments
are some points of pro and con about statement. They also called as arguments
for and argument against. Both of the groups elaborate the issue.
3. Reiteration
Reiteration is restating the
writer’s position or it is the writer’s thesis, which is re-stated in another
word. The purpose is to strengthen the thesis.
5)
The Procedure of Teaching Reading Comprehension by using Text Feature Walks
(TFW)
According
to Fountas and
Pinnell (2006:12), teaching reading comprehension by using Text Feature Walks
(TFW) can be implemented through the
following steps:
1. Text
divisions.
The
teacher asks the students identify how the text is organized and presented.
Some examples include chapters, sections, introductions, summaries, and author
information.
2.
Organizational tools and sources of information.
The teacher asks the students understand the
information. Some examples are titles, table of contents, index, headings and
subheadings, glossary, pronunciation guide, and references.
3. Graphics.
The
teacher explains the information that makes students easier to understand because
of its visual representation, or enhances what was written in the text. Some
examples of graphics are diagrams, charts and tables, graphs, maps, labels,
photographs, illustrations, paintings, cutaway views, timelines, and captions.
4. Font size or
formatting style.
These
include boldface, italic, or a change in font signals the reader that these
words are important.
5. Layout.
The
teacher asks the students to point important information. Some examples are
insets, bullets, and numbers that point readers to important.
b.
Related Previous Study
In this study, the writer found a thesis
which is relevant to writer’s study. It was “Using Text Feature Walks to Help
Students Comprehend Expository Text to the Eleventh Grade students of SMA Negeri
3 Palembang”. The thesis was written by Jelita Purnamasari et al in 2015.
There are several similarities between
this study and Purnamasari’s study. The similarities are: (1) both studies use
the same technique, that is, Text Feature Walks, and (2) both studies teach the
same skill, that is, reading comprehension, and (3) both studies use the same
method of research, that is, experimental method. The differences are (1) the
number of sample used, Purnamasari was about 29, but the writer will take 33
students as the sample, (2) the material taught, Purnamasari taught 2 texts,
they are Analytical Exposition, and Hortatory exposition texts but the writer
will teach Analytical Exposition text only, and (3) Purnamasari’s study used 40
Questions and the writer will use 20 questions.
The
result of Purnamasari’s thesis showed that paired sample t-test revealed that
the mean score of post-test was higher than the mean score of pretest. The mean
score for pre-test was 58.88, while the post-test mean score was 84.31. Table 1
also shows that mean difference between pretest and posttest was 25.43, and the
p-value was .000, suggesting that the mean difference was significant. Based on
the results of the pre-test and post-test and the paired sample t-test, it can
be concluded that teaching reading comprehension of expository text by using Text
Feature Walks has a significant effect on students’ reading comprehension.
Specifically, the result of the data analyses of the students’ comprehension in
reading expository texts showed that there was an increase in the mean score of
the post-test. It means that the strategy used in this study could help students
in comprehending the expository texts.
8. Hypotheses
According
to Richards, et. al. (1985:132), a hypothesis is a speculation concerning other
observed of expected relationship among phenomena. In this study, the writer
formulates two hypotheses namely the null hypothesis (Ho) and the alternative
hypothesis (Ha). In detail, they are as follow:
a. The
null hypothesis (Ho) it is stated that it is not significantly effective to
teach reading comprehension by using Text Feature Walks (TFW) to the Eleventh Grade
Students of SMA Negeri 5 Lubuklinggau in the academic year 2015/2016.
b. The
alternative hypothesis (Ha) it is stated that it is significantly effective to
teach reading comprehension by using Text Feature Walks (TFW) to the Eleventh
Grade Students of SMA Negeri 5 Lubuklinggau in the academic year 2015/2016.
The
hypotheses will be tested based on the empirical data. In testing the
hypothesis the writer will use the t-table since the degree of freedom (df) is
32 (33-1) with 95 % (0.05) significance level for one-tailed test. The
t-critical value in the t-table is 1.697 (Hatch and Farhady, 1982:272). If the
t-obtained is less than 1.607, the null hypothesis will be accepted. On the
other hand, if the t-obtained equals or exceeds 1.697, the null hypothesis is
rejected and consequently, the alternative hypothesis will be accepted.
9. Method of the Research
a. Research Design
In doing this research the
writer will apply a pre-experimental method, Tuckman (1987:128) states that a
pre-experimental method is an experiment that does not meet all the
requirements necessary for controlling the influence of extraneous variables.
In doing this, the writer will use
one group pre-test and post-test design. The design is as follows:
Table
1
One
Group Pre-test and Post-test Design
|
Pre
– test
|
Treatment
|
Post
– test
|
|
O1
|
X
|
O2
|
Where:
: Pre-test
X : Treatment
: Post-test
(Hatch
and Farhady, 1982:64)
The pre-experimental design is
administered to one group of students. It means that this study does not
compare the group which is not though reading comprehension by using Text
Feature Walks (TFW) . In doing the research, the write will take the steps as
follows:
1) Surveying the related literature;
2) Identifying the research problem;
3) Formulating research hypotheses;
4) Constructing the experiments plan;
5) Giving the pre-test for a group experimental;
6) Treat the experimental group;
7) Collecting the data by giving the post-test for a
group of experimental;
8) Analyzing the data and drawing conclusion;
9) Writing the research
report.
b. Research Variables
There were two variables in this
research, namely: independent variable and dependent variable. Hatch and
Farhady (1982:14) state that independent variable is the major variable which
you have to investigate. It is the variable which is selected, manipulated and
measured by researcher. Dependent variable is the variable which is observed
and measured to determine the effect of independent. In this study, the
independent variable was “Text Feature Walks (TFW)” and the dependent variable
is the student’s achievement in the speaking skill. The following chart shows
the research variables:
Chart
1
Research
Variables
|
Text
Feature Walks (TFW)
|
|
The
Students Achievement in the
reading comprehension
|
Independent
variable Dependent variable
Independent Variable Dependent
Variable
b. Population and sample
1) Population
The population is any set of items, individual etc which
share some common and observable characterized from a sample (Richards, et.,al,
1985:223). It means to compare test score across a sample of a population of
the students.
The population of this study is the eleventh grade students
of SMA Negeri 5 Lubuklinggau in the academic year 2015/2016. At this school,
there are six classes of the eleventh grade students with the total number of
the population are 202 students. The distribution of the population can be seen in the following table.
Table 2
The Population of the Study
|
NO
|
Classes
|
Number
of students
|
|
1.
|
XI.IPA 1
|
33
|
|
2.
|
XI.IPA 2
|
34
|
|
3.
|
XI.IPA.3
|
33
|
|
4.
|
XI.IPS.1
|
35
|
|
5.
|
XI.IPS.2
|
33
|
|
6
|
XI.IPS.3
|
34
|
|
|
TOTAL
|
202
|
(SourceSMA Negeri 5 Lubuklinggau in
the academic year of 2015/2016)
2) Sample
Sample is a group of which
information is obtained. It is selected in such a way that it represents the
larger group (population) from which it is obtained (Fraenkel and Wallen,1993:79).
The sample of this study was taken from the population by using cluster random
sampling method. Fraenkel and Wallen (1993:84) state that cluster random
sampling is the selection of individual rather than group. All individuals is a
cluster are included in the sample.
The steps taken to choose the sample
of this study were as follows: first, the writer wrote the name of six classes
on some six small pieces of papers. Then, the writer rolled the papers and put
them in a glass; finally, the writer shook the glass and took one of them
randomly. From this technique the writer got class XI.IPA 3 as sample of this
study consisted of 33 students.
c. Techniques for collecting the Data
To collect the data
for this study, the written test will be used. Hornby (1987:1042) state that
test means some examination or trial of something to find out quality, volume
and composition. The test is used because it is considered as the most reliable
way to get some information. There was one kind of test to measure the
students’ achievement in comprehension, it was multiple choice tests. However
the test will be administered twice: they are pre-test and post-test. The
pre-test will be given before and the post-test will be given after the
experiment is done.
In doing a research on teaching reading comprehension by
using Text Feature Walks (TFW) strategy the writer will use multiple choice
tests. In the test, the students are given 2 texts. The total amount of the
test items in which the students were required to answer was 20 questions. The
students will answer the question in 45 minutes.
d. Techniques for analyzing the Data
There are three technique that will be used in analyzing
the data obtained, they are (1) individual score, (2) conversion of the score,
and (3) matched t-test.
1) Individual Score
To find out the individual score the writer will use the
following formula:
i
Where:
S: Individual Score
R: Total Number of Correct Answer
N: Number of Test Items
2)
Minimum
Mastery Criteria
In order to know the scores were converted, the writer will use
conversion of individual score by using the Criteria of Minimum Mastery of
reading at SMA Negeri 5 Lubuklinggau.
Table 3
The
Minimum Mastery Criteria
|
Standard Kompetensi
|
Memahami
makna teks fungsional pendek dan esai sederhana berbentuk analytical exposition teks dalam
konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
|
||||
|
Membaca
|
|
||||
|
Kompetensi
Dasar
|
Merespon
makna dan langkah-langkah retorika dalam retorika dalam esai sederhana secara
akurat, lancar dan berterima dalam kontek kehidupan sehari-sehari dan untuk
mengakses ilmu pengetahuan dalam teks berbentuk analytical exposition.
|
||||
|
Indikator
|
Kriteria Penetapan KKM
|
Jumlah
Skor
|
KKM
|
||
|
Kompleksitas
|
Daya
Dukung
|
Intake
|
Indikator
|
||
|
· Menemukan
informasi secara umum dalam teks
|
2
|
2
|
3
|
|
78
|
|
· Menemukan
ide-ide pokok dalam teks
|
2
|
2
|
2
|
|
67
|
|
· Menemukan
informasi secara detail dari teks
|
2
|
2
|
2
|
|
67
|
|
· Menterjemahkan
makna dari kata-kata yang ada di teks
|
2
|
2
|
2
|
|
67
|
|
Jumlah
skor indicator=279/4=70
Minimum
mastery criteria in this standard competency is 70
|
|||||
(Source:
SMA Negeri 5 Lubuklinggau in the academic year of 2015/2016)
3) Matched t-test
To
find out whether it is significantly effective or not to use group
investigation in teaching reading, the writer will use matched t-test.
The formula was
presented below:
Where:
tobt: The t-obtained
:
The Students’ Mean Score of Post-Test
:
The Students’ Mean Score of Pre-Test
: The Standard
Errors of Differences
is obtained by
using the following formula :
SD calculated by using the following
formula:
Where:
n:
Number of Students
D:
Difference of Students’ Scores
(Hatch
and Farhady, 1982:116)
e.
Accountability of the Research
1) Validity
The
validity of the test material is estimated through the content validity. It is
a form of validity, which is based on the degree to which a test adequately and
sufficiently measures the particular skill or behavior (Richards, et. al.,
1985:61). Validity refers to the extent to which the result of an evaluation
procedure serves that the particular used for which they are intended. The test
will be used to test the reading achievement of the eleventh grade students of SMA
Negeri 5 Lubuklinggau.
The
writer devises the test items in accordance with the table of specification of
the test.
|
26
|
Test Specification
|
Indicator
|
Material
Tested
|
Topic
|
Item number
|
Kind of test
|
|
|
The
students are able to understand and answer the text of analytical expositio
 n
correctly |
Reading
of analytical exposition with the titles
1.”
Smoking”
2.”the
importance of English Language”
|
To
find out the main idea of the text.
|
5
|
Multiple
choice
|
|
|
To
find out general information of the text.
|
5
|
||||
|
To
find out detailed information of the text.
|
5
|
||||
|
to
find out the interpretation of the
meaning
|
5
|
||||
|
Total Number of Test Item
|
20
|
||||
In
addition, the writer will use Pearson
Product Moment to know the empirical validity such as statistical,
(Arikunto, 2006:170). The formula is as follow:
Where:
rxy= Coefficient correlation
X= Score per item
Y= Total Score
N= Total of students number
To know the result of empirical validity, the writer
used on the criterion is
shown below:
|
No
|
Score Range
|
Criterion
|
|
1.
|
rxy
< 0,00
|
Invalid
|
|
2.
|
0,00 <rxy < 0,20
|
Very low
validity
|
|
3.
|
0,20 <rxy < 0,40
|
Low validity
|
|
4.
|
0,40 <rxy < 0,60
|
Medium
validity
|
|
5.
|
0,60 <rx y< 0,80
|
Good validity
|
|
6.
|
0,80 <rxy< 1,00
|
High validity
|
(See
Suherman and Sukjaya. 1990:147)
2)
Reliability
Reliability deals with the
stability of the test result. It means that a test will be reliable if it gives
the same result when it is given on different occasion or when it is used by
different people. A reliable test is consistent and dependable. Nunan, (1992:14)
states that reliability is the consistency and reliability of research.
Internal reliability refers to consistence of data collection, analysis, and
interpretation. Reliability is a necessary characteristic of any good test for
it to be valid at all a test must first be reliable as a meaning instrument
(Heaton, 1989:162), Reliability means the stability of test score, attest
cannot measure anything will unless it measures consistently (Haris, 1979:14).
Brown (1987:220), states that a reliability test is a test that is consistent
and dependable. In this case, the writer holds a try out to class X.1 in the same school which
consists of 20 students. After that, the result of try out test is measured by
using KR21 formula. The following is Kuder-Richardson 21 (KR21) formula: (Fraenkel
and Wallen, 1993:194).
In which:
KR21: Kuder_Richardson
Reliability Coefficient
K :
Total Number of Test Item
M :
Means of the Value
SD :
Standard Deviation
In addition, according to Heaton (1988:177) the
formula for calculating
SD (Standard Deviation) can be seen as follow:
In which:
N :
Number of Test Items
X : The
Score of Test Items
(Fraenkel
and Wallen, 1993:166)
3) Items
Discrimination Index
The
discrimination index of an item indicates the extent to which the item
discriminates between the testes, separating the more able testes from the less
able. The following is formula of index discrimination, (Heaton, 1989:180).
D =
Where:
D
= Discrimination index
U
= Upper group
L
= Lower group
To
know the result of item discrimination index, the writer will use on the
criterion is shown below:
|
No
|
Score Range
|
Criterion
|
|
1.
|
D ≤ 0.00
|
Failed
|
|
2.
|
0.01< D ≤
0.20
|
Bad
|
|
3.
|
0.21 < D ≤
0.40
|
Moderate
|
|
4.
|
0.41< D ≤
0.70
|
Good
|
|
5.
|
0.71 < D ≤
1.00
|
Excellent
|
(See
Suherman and Sukjaya. 1990:202)
4) The Index of Difficulty
The
index of difficulty of an item simply shows how easy of difficulty the
particular item proved in the test. The index of difficulty is generally
expressed as the fraction (or percentage) of the students who answer the item
correctly. The following is formula index difficulty, (Heaton, 1989:178).
FV =
Where:
FV
= Index of difficulty
R
= Represents the number of correct answers
N
= Total student number
To
know the result of item difficulty, the writer will use the criterion is shown
below:
|
No
|
Score Range
|
Criterion
|
|
1.
|
FV ≤ 0.00
|
Very
difficulty
|
|
2.
|
0.00 < FV ≤
0.30
|
Difficulty
|
|
3.
|
0.31 < FV ≤
0.70
|
Medium
|
|
4.
|
0.71 < FV
< 1.00
|
Easy
|
|
5.
|
FV = 1.00
|
Very Easy
|
(See
Suherman and Sukjaya. 1990:213)
10.
Tentative Organization of the
Research Proposal
Tentative organization
of this research proposal with comprises:
Chapter I : Introduction
consists of background, the problems, the objective, the signification,
hypotheses and criteria hypotheses.
Chapter II : Theoretical
framework consists of the concept of teaching, the concept of reading, the
concept of Text Feature Walks (TFW), the procedure of teaching reading by using
Text Feature Walks (TFW), related previous study, and hypothesis.
Chapter III : Research
procedure consists of operational definition, method of research, population of
research, sample of research, technique for collecting the data and technique
for analyzing the data.
Chapter IV : Finding
and interpretation consists of data distribution, the students’ score in the
pre-test, the students score in the post-test, the result of matched t-test
calculation and interpretation.
Chapter V : Conclusion
and Suggestion.
11. Tentative Schedule
a.
Preparation
1)
Library research February,
2016
2)
Stating the problem March,
2016
3)
Making the Design March,
2016 – April, 2016
4)
Having Seminar April,
2016 – May, 2016
b.
Data
Collection
1)
Giving Pre-test July, 2016
2)
Doing the Treatment July,
2016
3)
Giving Post-test August, 2016
c.
Analyzing
the Data August,
2016
d.
Writing
the Thesis
1)
Writing the thesis draft chapter by
chapter August, 2016
2)
Consulting the draft with advisors August, 2016 – September, 2016
3)
Having thesis examination September,
2016
e.
Revision September,
2016
f.
Reproduction October,
2016
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