THE EFFECT OF USING READ, ENCODE, ANNOTATE, AND PONDER (REAP) STRATEGY TOWARDS STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT FOR THE EIGHTH GRADE AT SMP YPI DARUSSALAM 1 CERME
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Institusion
Universitas Muhammadiyah Gresik
Author
HASANAH, USWATUN
Subject
English Education
Datestamp
2019-08-23 02:35:13
Abstract :
In this study, the researchers investigated to find out significant effect of using Read, Encode, Annotate, and Ponder (REAP) strategy in teaching reading comprehension. The design from this study was quasi experimental research design because the class can?t be random and used twice test (pre-test and posttest). The test (pre test and post test) given for experimental group and control group. The population in this research was eighth grade of junior high school of YPI Darussalam 1 Cerme. The sample of this research, the researcher took two classes that consisted of 8 E class and 8 F class, and Every class consisted of 32 students and the total students was 64 students. The researcher applied this research from March 20th, 2016 until April 26th, 2016. The text used by the researcher is narrative text about legend and fairy tales. Reading tests was given to know whether there is significant effect or not in using REAP strategy to the students? reading comprehension. In this research, the researcher gave treatment for experimental group by using REAP strategy and for control group the researcher give by used KWL strategy. After the data was collected, the researcher analyzed the data using T-test to know the effect of REAP strategy in reading comprehension. The result of the t test showed that the probability or the significant value was 0.00. While t table value for the respondent was 0.05. The t test was lower than the level of significant (0.00 < 0.05). The result of this research showed that there was a significant difference between the students who were taught using REAP strategy and the students who was KWL strategy in teaching reading comprehension of narrative text. From the result of this research aside, it could be concluded that there was significant effect between the used of REAP strategy and with KWL strategy in the students? reading comprehension. Based on the research finding, REAP strategy had significant effect toward students? reading comprehension of narrative text at eight grade of junior high school of YPI Darusslam 1 Cerme. The researcher suggested for English teacher to apply REAP strategy as alternative strategy in teaching reading comprehension and provide interesting strategy, material or build fun situation in the classroom So, the learners are interested and motivated to join in teaching reading comprehension. The researcher hope, REAP strategy can support in learning activities. For the students, this strategy helps students to read and comprehend the text easily. Based on that, it expected to students can study fun and enjoy able in teams or groups. For the next researcher, this research gets the information of REAP strategy as references for the other reader and the next researcher. Besides that, the researcher had weakness and far from perfect. It is necessary complete the research. In here, the researcher expected to the next researcher to develop the research with REAP strategy with the different students level, skill, and areas.
In this study, the researchers investigated to find out significant effect of using Read, Encode, Annotate, and Ponder (REAP) strategy in teaching reading comprehension. The design from this study was quasi experimental research design because the class can?t be random and used twice test (pre-test and posttest). The test (pre test and post test) given for experimental group and control group. The population in this research was eighth grade of junior high school of YPI Darussalam 1 Cerme. The sample of this research, the researcher took two classes that consisted of 8 E class and 8 F class, and Every class consisted of 32 students and the total students was 64 students. The researcher applied this research from March 20th, 2016 until April 26th, 2016. The text used by the researcher is narrative text about legend and fairy tales. Reading tests was given to know whether there is significant effect or not in using REAP strategy to the students? reading comprehension. In this research, the researcher gave treatment for experimental group by using REAP strategy and for control group the researcher give by used KWL strategy. After the data was collected, the researcher analyzed the data using T-test to know the effect of REAP strategy in reading comprehension. The result of the t test showed that the probability or the significant value was 0.00. While t table value for the respondent was 0.05. The t test was lower than the level of significant (0.00 < 0.05). The result of this research showed that there was a significant difference between the students who were taught using REAP strategy and the students who was KWL strategy in teaching reading comprehension of narrative text. From the result of this research aside, it could be concluded that there was significant effect between the used of REAP strategy and with KWL strategy in the students? reading comprehension. Based on the research finding, REAP strategy had significant effect toward students? reading comprehension of narrative text at eight grade of junior high school of YPI Darusslam 1 Cerme. The researcher suggested for English teacher to apply REAP strategy as alternative strategy in teaching reading comprehension and provide interesting strategy, material or build fun situation in the classroom So, the learners are interested and motivated to join in teaching reading comprehension. The researcher hope, REAP strategy can support in learning activities. For the students, this strategy helps students to read and comprehend the text easily. Based on that, it expected to students can study fun and enjoy able in teams or groups. For the next researcher, this research gets the information of REAP strategy as references for the other reader and the next researcher. Besides that, the researcher had weakness and far from perfect. It is necessary complete the research. In here, the researcher expected to the next researcher to develop the research with REAP strategy with the different students level, skill, and areas.
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