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The effect of shared reading strategy on students' reading comprehension at

grade VIII of secondary school 6 pariaman, West Sumatera College for
Teachers and Science of Education

Article · April 2016

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INTERNATIONAL JOURNAL OF ORIGINAL RESEARCH Volume : 2 | Issue : 5 | May 2016

ARTICLE : EDUCATION

The effect of shared reading strategy on

students’ reading comprehension at grade VIII
of secondary school 6 pariaman, West
Sumatera
Authors: Novi Gusneli1, Muhammad Kristiawan2, Nova Asvio2,
Hafulyon2
1
College for Teachers and Science of Education Yayasan, Dharma Bakti Lubuk Alung
Pariaman, West Sumatera

State Institute of Islamic Studies Batusangkar, West Sumatera

2

ABSTRACT
In this experimental research the researchers found out the effect of shared reading
strategy on students’ reading comprehension. The total sample were 35 students
of grade VIII 3 as experimental class and 35 students of grade VIII 1 as control
class. This research was conducted in eight meetings by shared reading strategy in
experimental class and questioning strategy in control class. The results revealed
that the students’ mean score of experimental class who were taught by shared
reading strategy was higher than students’ mean score of control class who were
taught by questioning strategy.

Corresponding Author: Novi Gusneli; Key words: Shared Reading Strategy, Reading Comprehension, Secondary School
College for Teachers and Science of
Education Yayasan Dharma Bakti Lubuk Article ID: IJOR10614MS
Alung Pariaman, West Sumatera

Citation: Gusneli N, Kristiawan M,

Asvio N, Hafulyon. The effect of
shared reading strategy on students’
reading comprehension at grade VIII INTRODUCTION
of secondary school 6 pariaman, West
Sumatera. Int J Original Res 2016; 2 (5):
229-235.
Snow (2002:11) states that reading comprehension is the process of constructing the
meaning through interaction and involvement with written language. In addition,
Conflict of Interest: None reading comprehension entails three elements: 1) The reader who is doing the
comprehending 2) The text that is to be comprehended 3) The Activity in which
Copyright: © 2016, Novi Gusneli
et al. This is an open access article comprehension is a part. The process this interaction depends of the availability of
distributed under the terms of the quality of content and strategies in teaching learning process.
Creative Commons Attribution License,
which permits unrestricted use,
Based on the explanation above,reading comprehension is how the reader understands
distribution, and reproduction in any the text. To understand the meaning of the text, the reader must understand the
medium, provided the original author meaning of the words, sentences, paragraph as well as sense relationship among the
and source are credited.
ideas on the text.
Klingner et, all (2007:8) views the reading comprehension as a complex process

Int J Original Res 2016; 2 (5): 229-235.

INTERNATIONAL JOURNAL OF ORIGINAL RESEARCH Volume : 2 | Issue : 5 | May 2016

that involves many interaction between readers and what they know about the text
(previous knowledge, strategy use) as well as variables related to the text itself such as ;
interest in text and understanding of text types. It means that, reading comprehension
requires the reader should have knowledge to understand the text and how strategy
in reading to be applied which can help the reader to figure out the information from
the text.
Based on the explanation above, it can be concluded that reading comprehension
is a complicated process, which involves all aspect of human though and how the
reader’s that understanding about the text about what they have read with strategy,
knowledge and give the text must fit with level of the reader. Besids that, teaching and
assessment can help understand the text.
According to Dorn and Soffos (2005:30), shared reading is an excellent complement
to guide reading and comprehending strategies to be needed for independent
reading. The researcher concludes that shared reading strategy help the students
in comprehending the text when they are reading. The students are able to read
independently.
On other hand, Moss and Loh (2010:18) analysed shared reading is a strategy that
scaffold student reading the textbooks they may not read themselves. Shared reading
is a way to introduce for students how to read well, but also teach them the way to
gain the deep understanding from what they read.
Based on some definition above, the writer concluded that, shared reading strategy is
a strategy used to help students when the students find difficult or not able to read and
increases the ability of students in reading. This strategy makes reading process easier
for the students to get the point from the text and get new words or new vocabulary.
So that the students inceases ability for reading independent.
Narrative text is kind of genre which tell about the story that comes from the people
imagination. This text has purposes to entertain and to amuse the reader. According
to Knapp and Watkins (2005:220) that narrative text is not only to entertain readers,
although it is done in the process of reading. However, this text also has moral and
social value, especially if the story raises a social issue that happens in society. So, a
teacher needs to select appropriate story in teaching and learning process because
good narrative text can help teacher to improve students’ morality through message
getting in the text.
Furthermore, Pardiyono (2007:94) points that narrative text is the kinds of text that
re-tells the activity and event in the past that show the experience problematic and
resolution by purpose to amuse and give positive moral to the readers. He also adds
that there is generic structure of this text, they are Orientation (what seemed to be
problematic, when it happen, participants and personal attitudes), Sequence of events
(description of the problematic events), Resolution and Coda (the positive values of
the content of story).
The generic structure of Narrative text are Orientation, it introduces the participants
and setting, Complication is a crisis or problem arises, Resolution is the crisis or
problem is solved, Coda is a moral or message (optional). Meanwhile, Pratyasto
(2012:39) states that narrative text is kind of text to tell series of events from time to
time that are translated from the initial event triggering the crisis and then reach a
resolution. There are three generic structure: orientation means introducing what is
in the story, the topic of the story, the characters involved in it, when, and where the
story took place. Complication means events that befall characters. Resolution means
it is the part where the characters solve the problems that arise because of conflicts.
Based on the explanation above, the researcher can conclude that narrative text is
an imaginative story to entertain readers, amuse, teach a lesson or moral, explain
something or make a comment. It can be the legend, fables, fairy tales, and other.
Generally, they are divided into orientation, sequence of problematic events, and
solution. Orientation is about opening paragraph where the characters of the story

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INTERNATIONAL JOURNAL OF ORIGINAL RESEARCH Volume : 2 | Issue : 5 | May 2016

are introduced. The sequence of problematic events is known as complication, where

the problems in the story developed. Solution is about how the problem is solved, it
can be happy ending or sad ending.
Recount text is a kind of text in which the content tells about the events and activities
that happened to someone’s experience. This text is organized by using simple past
tense, because the events or activities happened in the past time. Aadditionally,
recount text has purposes to inform and entertain the readers. According to Knapp and
Watkins (2005:223) states that recount is the simplest text type in genre of narrative.
It can be analyzed that recount text and narrative text have similarity in which it tells
about past activities. However, there is a difference between the texts. Narrative text
is a past story that has problem-solution in the text, while recount text just informs
the sequence of past event.
In addition, Pardiyono (2009:64) states that rhetorical structure for this text are
orientation, record of event and re-orientation. Orientation presents the writer’s
introduction about the activities that will be told. Record of event is sequence of
activities which tells past activities that are described orderly. Re-orientation is closure
of events.
Moreover, Pratyasto (2012:3) states that recount text is a kind of the text that connect
the events to aim to give information or entertain to the reader. Beside that, recount
text is the writer which will remind again his activities in the past time and tell it orally
or in written form. The events should be told based on the real chronological order.
Finally, the researcher concludes that recount text only presents past events or
activities. The activities are events that truly happened to the writer and they are
told orderly. This text has rhetoric structures: orientation, record of event and re-
orientation. In orientation, the writer introduces his experience. Record of event,
the writer tell what happened in a chronological order, and re-orientation, the writer
closure of events.
In this research, the reseacher choosed the genres based on syllabus and curriculum,
when selecting texts for reading, teachers typically look for the narrative and recount
text that is appropriate for the reading level of the students. That is also cross curricular
and relevant in its nature.

RESEARCH METHOD
The design of this research was an experimental research. It was supported by Gay
(2009: 240) states that experimental research is the only type of research that can test
hypotheses to establish cause-effect relations. In this research, the researcher applied
quasi experimental design.
According to Gay (2009: 258) quasi experimental design allows the researcher take the
samples in group. The researcher took two classes, one class functions as experimental
class that would the treated by using shared reading strategy on students’ reading
comprehension and the other one as control class which would be treated by using
Questioning strategy.
Arikunto (2010: 174) adds that sample is a part of the population. Before researcher
took the sample, she checked the data with some steps; first, checked the normality.
Second, checked the homogeneity. Last, took the sample by lotteries. The researcher
got the result that class VIII.1 as a control class with 35 students and class VIII.3 as an
experimental class with 35 students.
The instrument of this research was reading test in the multiple choices. There were
four important elements that must be taken into account in constructing the research
instrument, validity, reliability, item difficulties, and item discrimination.
The result of analysis for item difficulties and item discrimination, the researcher

Int J Original Res 2016; 2 (5): 229-235.

INTERNATIONAL JOURNAL OF ORIGINAL RESEARCH Volume : 2 | Issue : 5 | May 2016

found five items discarded they were (2, 7, 23, 25, and 28), because these items got
difficult, easy, and poor classification. Then, among 30 items tried out, were used for
25 items for pre- test and post- test.
The data in this research were collected from pre-test to experimental class and
control class, gave treatment for both experimental class and control class, and gave
post-test to know the students’ reading comprehension.To analyze the students’ score
in pre-test and post-test, this research used hypothesis testing by using SPSS version
15.

RESEARCH FINDING
After doing pretest, the researcher taught reading to the students by using Shared
reading strategy in several times and followed by posttest. The data of pretest, it was
found that the pre-test score for experiment class had the highest score 52 and the
lowest 80, where the sum of score 2364, mean score was 67.54 and standard deviation
was 9.76 . The control class had the highest score was 72 and lowest score 64 where
the sum of score was 2364 and mean was 61.48 and standard deviation was 6.65. It
can be seen on the table below:
Table 1: The Total Score of Pre-Test

Class N The highest The lowest T o t a l Mean Starndard

Score Score Score Deviation
Experimental 35 80 52 2364 67.54 9.76
Control 35 72 64 2364 61.48 6.65

The post-test score for experimental class had the highest score 84 and the lowest
60 where the sum of score 2540 mean was 72.57 and standard deviation was 6.66.
The control class had the highest score was 80 and lowest score 60, where the sum of
score was 2432 and mean score was 69.48 and standard deviation was 8.29. It can be
seen on the table below:
Table 2: The Total Score of Post-Test
Class N The highest The lowest T o t a l Mean (X ̅) S t a r n d a r d
Score Score Score Deviation
(Sd)
Experimental 35 84 60 2540 72.57 6.66
Control 35 80 60 2432 69.48 8.29

After that, the result of Hypothesis Testing was calculated by using SPSS version 15. It
can be seen on the table below:
Table 3: The summary of Hypothesis Testing
Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Paie 1 Experiment class 72.57 35 6.661 1.126
Control class 69.49 35 8.294 1.402
Paired Samples Correlations

N Std. Deviation Std. Error Mean

Pair 1 Experimental & control class 35 6.661 1.126

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INTERNATIONAL JOURNAL OF ORIGINAL RESEARCH Volume : 2 | Issue : 5 | May 2016

Paired Samples Test

Paired Differences
95% Confidence
Interval of the
Difference
Mean S t d . Std. Error Lower Upper T Df S i g .
Deviation Mean (2-tailed)
Pair1 Experimental 3.086 9.310 1.574 -.112 6.284 1.961 34 .058
class - Control
Class

Based on the data analysis, this research found that ‘t’ observed was bigger than ‘t’
table, the value of t observed is 1.96 > 1.69 at the degree 58 and level of significant
95 % or α =0.05. It means that, the hypothesis of this research was accepted. It can
be concluded that, the class that has been taught by using shared reading strategy
give better effect on reading comprehension then class that has been taught by
questioning strategy.

CONCLUSION
Based on the research finding, it can be concluded that shared reading gave significante
effect on students’ reading comprehension. It can be seen from mean score both of
experimental and control class. The students’ mean score of experimental class who
were taught by shared reading strategy was higher than students’ mean score who
were taught by questioning strategy.

SUGGESTION
Based on the result of this research, there are some suggestions a) to get better effect
on the students’ reading comprehension, shared reading can be applied in teaching
and learning process. There are some advantages of using shared reading, such as
shared reading will encourage the ability of prediction in reading. Students can predict
or guess word by word through shared activity with their friends or their teacher; b)
teacher and students can create learning activity and bring it to the classroom. Shared
reading increase the students’ reading comprehension. They can take and give their
vocabulary with their friends through shared; and c) in teaching and learning process,
English teachers should consider the students’ motivation, ability and pay attention
to the low students, because they need more guidance during the classroom activity.

REFERENCES
1. Arikunto, Suharsimi. (2010). Research Procedure A Practical Approach.Bandung: Alfabeta
2. Dorn J. Linda., and Soffos Carla.2005. Teaching for Deep Comprehension.London : Acid-free
paper.
3. Gay, L. R. et all. (2009). Educational Research: Competencies for Analysis and Application.
4. Knapp & Watkins. (2005). Handbook on Differentiated Instruction for Middle and High School.
USA: Prentice Hall
5. Klingner, Janette K., Sharon Vaugh., and Alison Boardman. 2007. Teaching Reading
Comprehension to Students with Learning Difficulties. New York: The Guilford Press.
6. Moss, Barbara., and Loh S. Virginia. 2010. 35 Strategies for Guiding Readers through
Informational Text: The Guilford Press.
7. Pardiyono. (2007). Teaching Genre Based Writing. Bandung: Remaja Rosdakarya

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INTERNATIONAL JOURNAL OF ORIGINAL RESEARCH Volume : 2 | Issue : 5 | May 2016

8. Pratyasto. (2013). Genre of the Text. Jakarta: Bumi Aksara

9. Prayitno,Duwi. (2012). Fast Learning on Statistical Data by using SPSS.Bandung: Remaja
Rosdakarya
10. Snow, Catherine E. 2002. Reading for Understanding: Toward an R&D Program in Reading
Comprehension: RAND.

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