MAKE A MATCH TECHNIQUE IN TEACHING READING COMPREHENSION REPORT TEXT

JOURNAL

By: ASRI PRATIWININGSIH NIM. 097.288

SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN PERSATUAN GURU REPUBLIK INDONESIA JOMBANG 2013

The Effectiveness of Make a Match Technique in Teaching Reading Comprehension Report Text

By : ASRI PRATIWININGSIH NIM. 097.288

Advisor:

M. Saibani Wiyanto, S.Pd, M.Pd.

SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN PERSATUAN GURU REPUBLIK INDONESIA JOMBANG 2013

MAKE A MATCH TECNIQUE IN TEACHING READING COMPREHENSION REPORT TEXT

BY: ASRI PRATIWININGSIH (097.288) ABSTRACT

Reading is one of language skill that should be mastered by the students. By reading students can add their knowledge and get much new information from the text. The objective of this research is to know whether Make a Match Technique was effective to teach reading comprehension report text. Most of students fail in reading comprehension. This caused by the teaching way was monotone. In this case, the students will bored and lose their motivation to read a text. So, the writer took Make a Match Technique to investigate whether it was effective in teaching reading comprehension report text. The research design that used is quasi experimental because the researcher did not have any chance to make new classes. The samples of this research were taken from the population of the eleventh grade students of SMAN 1 Ngimbang Lamongan in the 2012/2013 academic year. The subjects of this research are XI IPA 1 (experimental group) and XI IPA 2 (control group), each class consist of 30 students. In collecting data, the instrument used was in the form of multiple choice test which covered the subject matter of reading comprehension. Pretest was administered to both groups at the same day before the treatment. The different test used in posttest which was administered after the treatment to both groups at the same day and date. On the statistical computation for posttest by using independent t-test revealed that t-value is 2.938. It is bigger than tcritical value (2.024) at the level of significance of 0.05 for a one tailed test (t-value: 2.938 > t-critical value: 2.024). This indicates that the gain of reading comprehension means scores of experimental group is significantly higher than the gain of reading comprehension means scores of control group. Therefore, Ho was rejected and Ha was accepted. Key words: Reading comprehension, Make a Match Technique and Report Text

TEKNIK MAKE A MATCH DALAM PENGAJARAN PEMAHAMAN MEMBACA TEKS REPORT

OLEH: ASRI PRATIWININGSIH (097.288) ABSTRAK Membaca adalah salah satu kemampuan berbahasa yang harus dikuasai oleh siswa. Dengan membaca siswa dapat menambah pengetahuannya dan mereka akan mendapat informasi baru dari teks. Tujuan penelitian ini untuk mengetahui apakah teknik Make a Match efektif untuk mengajar pemahaman membaca teks report. Sebagian besar siswa gagal dalam pemahaman teks. Ini disebabkan dari cara mengajar yang datar. Dalam hal ini siswa akan merasa bosan dan kehilangan motivasinya untuk membaca teks. Jadi, 1 penulis menerapkan teknik Make a Match untuk membuktikan bahwa teknik Make a Match efektif dalam pembelajaran pemahaman membaca teks report. Rancangan penelitian yang digunakan adalah quasi experimental karena peneliti tidak mempunyai kesempatan untuk membentuk kelas baru. Sampel dari penelitian ini diambil dari populasi kelas XI siswa SMAN 1 Ngimbang Lamongan tahun ajaran 2012/2013. Subyek dalam penelitian ini adalah siswa kelas XI IPA 1(grup yang diteliti) dan XI IPA 2(grup yang dikontrol), setiap kelas terdiri dari 30 siswa. Dalam pengumpulan data, instrumen yang digunakan berbentuk tes pilihan ganda yang mencakup bahan pemahaman reading. Pretest diberikan kedua grup pada hari dan tanggal yang sama sebelum diberikan perlakuan. Perbedaan test yang digunakan di posttes, dilaksanakan setelah diberikan perlakuan pada hari dan tanggal yang sama. Dari perhitungan statistik nilai posttest dengan menggunakan independen t-test menyatakan t-value adalah 2.938. ini lebih besar dari nilai t-critical (2.024) pada tingkat yang berarti 0.05 pada satu bagian tes (t-value: 2.938 > t-critical value: 2.024). ini membuktikan bahwa perolehan nilai rata-rata pemahaman membaca pada grup yang diteliti lebih besar dari perolehan nilai rata-rata pemahaman membaca pada grup yang dicontrol. Untuk itu, Ho ditolak and Ha diterima. Kata kunci: Pemahaman membaca, teknik Make a Match dan teks Report. INTRODUCTION Reading is one of language skill that should be mastered by the students. By reading students can add their knowledge and get much new information from

the text. According to Harmer (2007: 68) Reading also has a positive effect on students vocabulary, knowledge, on their spelling and on their writing The point of all students problem in reading activities is about reading comprehension. Reading comprehension means making sense of what you read and connecting the ideas in the text to what you already know. (Harmer, 2007:74). The students get difficulty in comprehending the meaning and understanding the story of the text. This problem can be caused because students are slow reading. Students cannot recognize the words; get the main idea and specific information of the text. The teachers teaching way is another factor that makes the students fail in understanding the content of the text because the teacher cannot create a good condition in the classroom activities. The common ways that use by the teacher in teaching reading is asked the students to read the text individually, then read aloud the text and translate the sentences of the passage one by one. Then the teacher ask the students to answer the questions relate to the text. In this case for the high achiever will easy to understand the content of the text easily, but for the low achiever will feel difficult to get it. As a result, students will read slowly and need more time to understand the text. Finally, students will bored and lose their motivation to read a text. The other factor is the text itself. The teacher cannot give the appropriate text that can make students interest to read. There are many kinds of the text that can be read such as narrative text, recount text, descriptive text, report text, analytical exposition, and etc. One kind of the text that they read is report text because in Senior High School Standard Competencies report text has been learnt by eleventh grade students of Senior High School. According to Ahmad (2008:22) report text is a text that describes the way things are, with reference to a range of natural, man-made and social phenomena in our environment. The report text describes something in general. The report text that is used in this research is focus on particular of animal. Based on the students problem above, the English teacher should have an appropriate technique to make reading easier for the students. By applying good method, teaching reading will create the classroom livelier and it also help the teacher to transfer their knowledge. As a result, students will not get bored and

they will be motivated to finding the meaning of unfamiliar word text, in order to increase the students ability in reading especially in reading report text. Besides that, some previous study also mentions that the use of teaching method has a good effect to the students. It makes the students get better achievement, it also make students more understand about the material and interest to read a text. It covers in Durrotuls thesis, Estis thesis and Dwis thesis. Make a match is one of teaching method that includes in cooperative learning (Lindayani, 2011:117). According to Hamid (2011:228):
Make a match technique is interesting technique which used to review the material given before. But, the new material can also be taught in this strategy with note, the students given exercise to study the topic that will be taught first, so when enter the class they have had knowledge.

Make a match technique was developed by Lorna Curran(1994). One of the profits of this technique is the students look for their partner while learning a topic in interesting situation. There are some advantages of Make a Match Technique, they are; it can be increase students learning activity for their cognitive and physic, it can create a joyful learning because it is like a game, it can increase students comprehension about the material, it can increase students motivation in learning, etc. so, related to the advantages above, researcher conducts to use make a match method in teaching reading report text. RESEARCH METHOD The research design of this article was quantitative research. It means the writer used statistical analysis of numerical data. The writer used quasiexperiments which use control and experiment group but does not randomly assign participants to group. According to the Cresswell (2003:160), non equivalent pre-test and post-test control group is a quasi-experimental which is the experimental group A and the control group B are selected without random assignment. The writer chose quasi-experimental design because the researcher did not have any chance to make a new class. Ary (2010: 302) mentions quasi experimental design has ways to appear the relationship of independent and dependent variable. This article had one dependent variable and one independent variable. Independent variable in this article refers to the process of teaching

reading comprehension report text by using Make a Match Technique. The dependent variable is the students achievement in teaching reading comprehension report text by using Make a Match Technique. The population of this article was eleventh grade students of SMAN 1 Ngimbang. Then, the sample of this article was XI IPA 1 (experimental group) and XI IPA 2 (control group), each class consist of 30 students. The instrumentation that used in this article was test. Arikunto(2002:123) stated that Test is a series of questions or exercise or other means which one use to measure the skill intelligence knowledge or ability which had by individual or group. In this article, the writer tried to design the assessment task of reading by using interactive reading (cloze task and impromptu reading plus comprehension question). Here, the writer combined the macro skills of reading to make a good test. The writer used multiple choice forms which have 20 items. When the students answer is right, they will get 1 value. But if the students answer is wrong, they will get 0 values. The writer will describe the specification each number item in the table specification of variable indicators.
Table B.1: Specification table of variable indicator

Variable

Indicator

Sub-skill

Item numbers (pre-test)

Item numbers (post-test) 5,10,11

Reading comprehensi on

- Finding the specific information from text. - Identifying the language features of report text. the

1. Identifying the general information. 2. Identifying the purpose of the text. 3. Identifying the idea. 4. Identifying main

1,9,12

7,24

3,12,20,23

2,8,19,21

2,18,25

3,4,5,11,12

4,6,7,19,21

the

specific 10,23,13 8,13,22

information. 5. Identifying reference word meaning words context. 6. Identifying grammatical system. 7. Identifying a particular meaning different grammatical form. in or of from guessing the

15,16,17,18

14,15,16,17

6,14,20,25

1,9,24

Before given test to the students, the first step that was done by the writer was conduct try out. It used to measure the reliability and validity of the test. Pre and post test had validity, the writer used content and construct validity. According Ary et al (2006:227), There is no numerical index to indicate content validity. Evidence based on the content is mainly the result of a logical examination or analysis by content expert that shows whether the instrument adequately represents the content and objectives making up the domain. In this article, the writer used syllabus and table of variable as the content validity(for detailed see table B.1). Besides that, the writer also used construct validity to measure the think aspect of the students. Construct-related evidence of validity focuses on test scores as a measure of a psychological construct (Ary, 2006:231). In this article,

the writer analyzed the validity of pretest by using SPSS 16.0 program. After the writer analyzed using SPSS 16.0 program, from the twenty five items number there were five items was very low. Thus are number 1, 3, 10, 11 and 15. It means that thus items ware not valid. The number items that were not valid would be omitted by the researcher. As the SPSS 16.0 program result, the validity of posttest there were eight number items was very low. Thus are number 2, 3, 10, 12, 18, 19, 20 and 21. It means that thus items ware not valid. Here, five number items (number 2, 10, 12, 18, 19) that were not valid would be omitted by the writer. Then, three number items (number 3, 19, 21) that were not valid would be revised by the writer. Besides, pretest and posttest also had reliability. Test reliability is defined as the extent to which the results can be considered consistent or stable (Brown, 1996:185). According to Arikunto(2006:180), There are two kinds of reliability, they are external and internal reliability. In this article, the writer chose the internal reliability. To finding the reliability of the test, the researcher uses Kunder Richardson formula (KR21). As follow: r11 = ( k k1 Where: r11 k m Vt : The reliabilities of the instrument : The total of the questions : The average of the score : The total of variants ) ( 1 M(k - M)) kVt

In this article, there were twenty five numbers of items that was given in try out of test. After the researcher accounted the result of try out, the degree of reliability pretest was 0,725. It means that the reliability of pretest was moderate based on the Arikuntos interpretation table. So, the test can be used by the students to measure their comprehension. While, the reliability of posttest was similar with reliability of pretest. Here, the writer also used KR21 to count the

reliability of posttest. As the result of try out, the degree of reliability posttest was 0,724 (Has moderate criteria). It means the test can be used by the students to measure their comprehension. Procedure of Collecting Data The next step that should be done by the writer was collecting the data in order to get complete information. Here, the writer arranged some activities such as designing test, met the headmaster of SMAN 1 Ngimbang and met the English teacher to ask the schedule when the writer could do the experiment, then made a lesson plan to do the experiment. To help students get better score and achievement in reading report text, the researcher gave try out for students to know how the test is valid and reliable or not, did the experimental research that used some steps in teaching learning process to make this research well. Try out was given in class of XI IPA 3, because this class did not give treatment.

FINDING AND DISCUSSION In this article, the writer obtained the data from pretest and posttest. The pretest of the experimental and control group was conducted on the same day and date. It was conducted on Monday, February 4th, 2013. To be more specific, the test was given in the fifth and sixth period for control group (10.15 am 11.45 am) and in the seventh and eighth period for the experimental group (12.00 pm 13.30 pm). The test followed the schedule of each class. Then, the posttest was conducted in the same day and date also. It was conducted on Monday, February 11st, 2013. For details, the posttest was given in the fifth and sixth period for control group (10.15 am 11.45 am) and in the seventh and eighth period for the experimental group (12.00 pm 13.30 pm). The result of the pretest shows that the average score of experimental group is 70.17 and the average score of control group is 74.00. Then, the result of the posttest shows that the average scores for experimental group is

higher than the average score of control group. The average score of experimental group is 78.5 and the average score of control group is 73.67. In order to be clearly understood, the scores of the result of the posttest on students reading comprehension achievement for the control and experimental group is also presented in the form of the histogram on figure C1.
STUDENT'S READING COMPREHENSION
80
AVERAGE

75 pretest 70 65 posttest

Control group

Experimental group

Figure C.1 The Average Score of Students Reading Comprehension of Experimental and Control Groups

The next step was analyzed statistically the final data of the students reading comprehension scores in the posttest by using T-test. After analyzing the posttest using T-test, it is gotten the value of t is 2.938. After that, to investigate the difference means score of students reading comprehension between experimental and control groups, the next step was consulting t-value and t-critical. The level of significant was 0.05 (5%). Finally, based on the calculation using Ms. Excel (type =TINV(0. 05, 58) then press enter; the minimum t-critical value in level of significance is 2.024. Then, based on t-analysis on the posttest means score of students reading comprehension between experimental and control groups, the result of t value is 2.938. From the computation of the data t-value was higher than t-critical (2.938 > 2.024), it means that the means score of students reading comprehension in experimental group is significantly higher than the mean score of students reading comprehension in control group.

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From the finding, the results of the final data which have been derived from analysis of T-test by which Ho is rejected, and Ha was accepted. So, it concluded that Make a Match was effective to teach reading comprehension whether the students score be better. Before the period of the present study, the average score of the control group on pretest was 74.00, while the posttest was 73.64. The result shows that there is not improvement on the students score. The failure of achieving better scores on the posttest might be resulted by several reasons. First, most of the students in the control group are low motivated, only some of them are highly motivated. Second, the boredom cant be avoided by most of the students. On the other hand, the students on experimental group achieve better on their reading comprehension score. Their mean score on the pretest was 70.17, while their score in the post test was 78.50. They could exceed their pretest score by getting average 78.50 at the posttest measuring the reading comprehension achievement. The improvement on the posttest scores was significantly affected by several reasons. First, the implementation of the Make a Match in the treatment might be interesting as they never got before. As the students in the control group, some students in the experimental group are low motivated, but during the treatment the learning process is getting better and their motivation can be increased or at least remained. Second, the boredom can be avoided. CONCLUSION AND SUGGESTION This article was held of the eleventh grade students in SMAN 1 Ngimbang using test to collected the students score. Based on the research problem and the result of data analysis, it can be concluded that the reading comprehension score of students who are taught using Make a Match Technique get better achievement to understand report text in reading comprehension than those who are taught using Three Phase Technique. In

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addition, using Make a Match can improve the students reading comprehension especially in determining the main ideas, identify the purpose of the text, finding the general and specific information, identifying grammatical systems, identify reference word or guessing the meaning of the words based on the context and identify a particular meaning in different grammatical form. Based on the conclusion above, the writer gave some suggestions, such as For the Headmaster should give motivation for all of the English teacher and the students in teaching learning process. For the English teachers, by using cooperative learning especially Make a Match, teacher has effort to motivate the students interest in English especially reading comprehension. Besides, make sure students enjoy with the lesson and they are able to be active in the classroom activity. Then, for the students have to be more active in learning teaching process in order to increase their achievement and the students also should not be shy or afraid to ask their difficulties to the teachers in learning English. The last, for the other writers, this article is benefit to other writer and it can be continued for the next research because this article make students enjoy when study English.

BIBLIOGRAPHY

Arikunto, Suharsimi.2002. Procedure Penelitian Suatu Pendekatan Praktik. Jakarta: rineka cipta Ary, D.et al. 2006. Introduction to Research in Education, eight edition. New York. CBS College Publishing Brown, Douglas H. 2004. Language Assessment Principles and Classroom Practices. San Fransisco State University: America Brown, James Dean.1996. Testing in Language Programs. United States of America. New York Creswell, John. 2003. Research Design: Qualitative, Quantitative, and Mixed Method Approaches 3rd. USA: SAGE Publication, Inc Doddy, Ahmad. 2008. Developing English Competencies. Departrmen pendidikan Nasional Greenwood, John, et al. 1981. The Teaching of English as International Language a Practical Guide. New York: MC Graw Hill Companies. Hamid, M. Sholeh. 2011. Metode Edu Tainment. Jogjakarta. Harmer, Jeremy. 2001. The practice of English Language Teaching. England. Lindayani, D.A & M. Ali M. 2011. Manajemen Pembelajaran Inovatif. Iranti Mitra Utama: Surabaya Nunan, D. 1990. Second Language Proficiency Assessment and Program Evaluation in Sarinee Anivan (Ed), Issues in Language Programme Evaluation in the 1990s: Anthology Series 27 (pp. 46 59). Singapore: SEAMEO Regional Language Centre. Siregar, Syofian. 2010. Statistika Deskriptif untuk Penelitian. Jakarta: PT. Rajagrafindo Persada.

Appendix 1. T-test Score

Analysis of T-test Score by Using SPSS 16.0

Group Statistics Std. KELAS SCORE Experimental Group Control Group N 30 30 Mean 78.5000 73.6667 Deviation 6.03867 6.68675 Std. Error Mean 1.10250 1.22083

Independent Samples Test Levene's Test for Equality of Variances t-test for Equality of Means 95% Confidence Sig. (2F SCORE Equal variances .012 assumed Equal variances not assumed 2.938 57.407 .005 4.83333 1.64497 1.53984 8.12683 .913 2.938 58 .005 4.83333 1.64497 1.54056 8.12611 Sig. t df Mean Std. Error Interval of the Difference Upper

tailed) Difference Difference Lower

SURAT PERNYATAAN

Saya yang bertanda tanggan dibawah ini : Nama NIM Program Studi Judul : Asri Pratiwiningsih : 097288 : Bahasa Inggris : MAKE A MATCH TECHNIQUE IN TEACHING READING COMPREHENSION REPORT TEXT Dengan ini menyatakan bahwa journal article yang saya buat benar-benar karya saya sendiri. Apabila di kemudian hari terbukti saya melakukan tindakan meniru tulisan orang lain, saya bersedia dikenakan sanksi.

Jombang,

Maret 2013

Yang membuat pernyataan

Asri Pratiwiningsih NIM: 097.288