Download teaching reading using communivative approach at the first grade

TEACHING READING USING COMMUNIVATIVE APPROACH
AT THE FIRST GRADE STUDENTS OF SMP N 4 GUNUNGHALU BANDUNG BARAT
Candrika Septi Wahyuni
08220425
E-mail :[email protected]
English Education Study Program Language and Arts Departement
STKIP Siliwangi Bandung
ABSTRACT
The objective of this research entitled ‘’ Teaching Reading using Communicative Approach at the first Grade of
SMPN 4 Gununghalu‘’was to find out whether or not Teaching Reading using Communicative Approach was
effective to improve students’ reading comprehension ability. This research applied posttest only control group
design and quantitative method. The population this research was 60 of seventh grade students at SMPN 4
GununghaluBandung Barat and the sample was entire population which was divided into two groups (control and
experiment group). Each group consisted of30 students. The instrument used in this research was a test. The data of
this research were collected by giving only posttest to both groups. The collected data was analysed using t-test
formula. The results of data analysis showed that:mean score of posttest in experimental group was 7.7666, mean
score of posttest in control group was 5.8. The t-observed was 3.142 and the table with df 58 and level of
significance at 0,05 (5%) was1.866. Based on the data analysis above, the alternative hypothesis of this research
was accepted because the t-observed was bigger than the table ( 3.142≥1.866). It also meant thatTeaching Reading
using Communicative Approach was effective to improve the students’ reading comprehension ability.
Key word : teaching, reading, communicative approach.
A. Background
Recently, the flow of information keeps coming from one place to other places in the world. A suitable media
which is always used for communication of information is language. By language we can communicate to each
other directly or indirectly as well as obtain pieces of information from each other.
In other word by using language, people can express their thought and feelings.
Discussing about language, English is one foreign language which is learned in Indonesia. It is used
internationally and become the key to international science, technology and commerce. In Indonesia English has
become one of the compulsory subjects in secondary school.
In the teaching of English, reading skill becomes the more crucial point compared with the other skill i.e. listening,
speaking, and writing. It is mentioned in the 2006 curriculum of SLTP/SMU that the language skill to be covered
are listening, speaking, reading, and writing with special emphasis on reading skill.
As a language skill, reading is obviously the most important one by which we can get pieces of information on
technology, education, kind of news, etc. That is why the students are required to be able comprehending English
well in order to enrich their knowledge.
In teaching reading, many difficulties are faced by students, e.g. they cannot find the meaning of
sentences/word,
they cannot understand the massage of the writer, etc. Therefore the teacher must give
motivation and have some efforts to overcome those problems. This study entitled “Teaching Reading using
Communicative Approach “is aimed the problems.
B. THEORITICAL FOUNDATION
It be explain about the effectiveness of language teaching, definition of teaching, definition reading, definition
teaching reading, and teaching reading using communicative approach.
1. Teaching is “ an exiting job, many references help teacher to get some solution of problem in teaching
learning process”. (Brown, 1995)
2. Reading is defined as“ active attempt to understand a writer massage”(Smith:1963)
3. The communicative approach or communicative language teaching (CLT) is the name which was given to a
set of beliefs which included not only a re-examinarion of what aspects of language to teach, but also shift in
emphasis in how to teach.Activities in communicative language teaching typically involve students in read or
realist communication, where the accurary of the language they use is less important that successful
achievement of the communicative task they are performing. (Harmer:1994)
C. REASEARCH METHODOLOGY
In this part there will be discussed about research design, research method, research population and sample,
research instrument. research data collection, research data analyzing, and research procedure
1. Research Method
The main purpose of the research was to find out whether with using communicative approach was effective in
teaching reading
This research used quantitative method. Quantitative study is an experiment design has hypothesis trough the use
objective instrument and statistical analysis
Research Instrument
This instrument that were used for gathering the data was posttest. Experimental group was given teaching
reading using communicative approach
2. Research Population
According to Burns (1995:65), “ population is an entire group of people or object or events…” the population
of the research was the first grade of SMP NEGERI 4 Gununghalu. They were nine classes, each class consisted
30 students.
3. Research Sample
According to Burns (1995:65), “ population is any part of population regardless of whether it is representative or
not “
Sample of the research were two classes which were selected by using cluster sampling technique. They were 7-A
and 7-B. each class consisted of 30students, Class 7-A was experimental and class 7-B was control group. In the
research, the researcher taught reading in 7-A using communicative approach.
Table 3.1
Population Research
NO
1
2
CLASS
NAME
7-A
7-B
TOTAL
STUDENT
30
30
60
4. Research Data Collection
In collecting the data, the writer obtained the data from the posttest. The posttest gave to experiment class and
control group.
5. Research Data Analysis
For analysis the data, the research used the formula as follow :
The mean
To calculate the average score of the posttest result given the experimental and the control group using the
following formula:
∑
=
X
= refers to the mean of sample
∑X
= refers of the total amount of all individual observation of x
N
= refers to the total number of observation
6. Standard Deviation
To calculate the standard deviation of scores of the two group using the formula :
SD =
∑(
)
SD
= Standard Deviation
X
= the sum of score
Xa
= the mean of sample
N
= the number of observation
Standard Error
To calculate the Standard Error using the formula :
S ( Xe – Xc) =
+
S ( Xe – Xc) = refers to the standard error of deferences between the mean
Xe
= refers to the mean of the experimental
Xc
= refers to the mean of the control group
Se
= refers to the standard deviation the experimental
Sc
= refers to the standard deviation the control group
Ne
= refers to the number of the experimental sample
Nc
= refers to the number of the control group
T – Observed
To calculate t-observed using the formula :
Tabs
= (
( Hatch and Hossein, 1982 : 115 )
)
Tabs = T-observed
Xe
= refers to the mean of experimental group
Xc
= refers to the mean of control group
S ( Xe-Xc ) = refers to the standard error of different between the mean
D. RESEARCH OF PROCCEDURE
The research was conductive one week period with three meeting:
The treatment student of the experiment class and the control class on June 4th-6th,2012
The posttest students of the experimental class on June 7th-8th,2012
The posttest student of the control class on June 8th-11 th,2012
Table 4.1
Pre-test and Post-test Scores of the Experimental Class
No
1
NAME
Post-test
2
AGUNG RAHMAT
3
AHMAD IRFAN
8
4
AHMAD S MUJI
6
5
AI LINDA
8
6
AI LISNAWATI
9
7
ANGGI GIANA
6
8
ARI FAUZI
7.5
9
DEDE YULIANI
7.5
10
DIKDIK SAPUTRA
7
11
GUNAWAN
9
12
IPIT PATIMAH
7
13
IRNA SUMARNI
10
14
JENAL MUTAQIN
6
15
JOKO SUSILO
4
16
LILIS KARLINA
8
17
M.DEDE M
9
18
M,IDAN IRAWAN
7
19
MISBAHUL HARON
10
20
M.RIFALDI
5
21
NURLELA
7.5
22
RIDWAN SADILI
7
23
RIKI SAPUTRA
7
24
SAEPULOH M
4
25
SINTA AMELIA
8
26
SITI NURAENI
4
27
SITI NURLINA
6
28
SITI SUMIATI
9
29
SONIA HANDAYANI
7
30
TETI
9
7
ABDUL AZIS
7.5
∑233
Table 4.2
Pre-test and Post-test Score of the Control Class
No
NAME
Post-test
1
AGUNG N
2
AI FITRI
3
AI FITRIYANI
4
AIDAH
5
AISYAH NURHA
6
ANGGI AHMAD
7
ANGGI DATIA
8
ASEP G
9
ASTRI TRIYANI
7
7.5
8
6
8
9
6
7.5
7.5
10
CUHAYATI
11
DANDI
12
DEDE YUSUP
13
DIKI PERMANA
14
HANIFAH
15
HASIM ARIPIN
16
IIS RAHMA
17
IQBAL FAUJI
18
KARTIKA SARI
19
MISBAHUL
10
20
M.RIFALDI
5
21
NURLELA
7.5
22
RIDWAN SADILI
7
23
RIKI SAPUTRA
7
7
9
7
10
6
4
8
9
7
24
SAEPULOH M
4
25
SINTA AMELIA
8
26
SITI NURAENI
4
27
SITI NURLINA
6
28
SITI SUMIATI
9
29
SONIA HANDAYANI
7
30
WATI
9
∑174
Group
N X
Communicat
ive
Conventiona
l
3
0
3
0
Mean
Posttest
7.7
666
5.8
Table 4.3
The Data Analysis of Experimental and Control Group
S
(
d
f
−
2. 0.6 5 1.8 3.14
79 2
8 66
1. 0.6 5 1.8 3.14
99 2
8 66
Table 4.4
The Improvement of the Mean Score
EGrou Group
Improve
p
ment
7.7666
5.8
1.866
Data Analysis Posttest
A posttest was carried out the order to gain the data of the students entire behavior, especially reading
ability on the two group.
The Distribution ofScore and Calculation on the Posttest Data Analysis
The Experimental Class
- To Calculated the Mean
X
=
Y
=
= 7.7666
-
To Calculate Standard deviation
=
∑(
=
.
√
– .
=
= √7.667
= 2.79
-
To calculate Degree of Freedom
DF = ( N1 = N2 ) – 2
= ( 44 + 44 ) – 2
= 60 – 2
= 58
Control Class
- To Calculated the Mean
=
=
= 5.8
-
To Calculate Standard deviation
=
=
=√
∑(
– .
= √3.9655
= 1.99
- To calculate Degree of Freedom
DF = ( N1 = N2 ) – 2
= ( 44 + 44 ) – 2
= 60 – 2
= 58
To Calculate Standard Error
S=(
−
)=
= √2.79 + 1.99
30
30
+
X
Y
=
√7.7841 + 3.9601
30
30
= √02594 + 1.320
= √0.39147
= 0.626
To Calculate T – Observed
=
=
= 3.14
(
−
−
√7.7666 −5.8
0.626
The Conclusions
The mean the experimental class was bigger than the mean of control class (3.14>1.87). the difference
was 1.27
at the significance level at 0.05 with of 58. The difference was 0.47the result of the research showed that
T-observed was 3.14, the T-critical value at the significance level at 0.05 with the of was 1.87. Based on
the data above, teaching communicative approach was more effective, it also mean that the alternative
hypothesis was accepted and the null hypothesis was rejected.
The Suggestions
It is good for a teaching to motivate students to read what they want without being worried about
producing errors. The teachers are expected to be the facilitators and motivators not to be the decision
makers.
It is advisable for a teacher to use communicative approach in teaching reading.
BIBLIOGRAFI
Burns (1995:65), “ population is any part of population regardless of whether it is representative or not “
Brown, (1995) Teaching is “ an exiting job, many references help teacher to get some solution of problem
in teaching learning process"
Hatch and Hossein, (1982 : 115 )To calculate t observed using the formula
Smith. (1963) Reading is defined as“ active attempt to understand a writer massage”