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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

1MAKE 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 t-critical 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

2TEKNIK 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 daricara mengajar yang datar. Dalam hal ini siswa akan merasa bosan dan kehilangan motivasinya untuk membaca teks. Jadi, penulis menerapkan teknik Make a Matchuntuk 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 yangsama 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-testmenyatakan 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

1

3the 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

4they 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 METHODThe research design of this article was quantitative research. It means the

writer used statistical analysis of numerical data. The writer used quasi-

experiments 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

5reading 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)

Reading

comprehensi

on

- Finding the

specific

information

from the

text.

- Identifying

the

language

features of

report text.

1. Identifying

the general

information.

2. Identifying

the purpose

of the text.

3. Identifying

the main

idea.

4. Identifying

1,9,12

7,24

2,8,19,21

3,4,5,11,12

5,10,11

3,12,20,23

2,18,25

4,6,7,19,21

6the specific

information.

5. Identifying

reference

word or

guessing the

meaning of

words from

context.

6. Identifying

grammatical

system.

7. Identifying a

particular

meaning in

different

grammatical

form.

10,23,13

15,16,17,18

6,14,20,25

8,13,22

14,15,16,17

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,

7the 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 ) ( 1 M(k - M))

k 1 kVt

Where:

r11 : The reliabilities of the instrument

k : The total of the questions

m : The average of the score

Vt : The total of variants

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

8reliability 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

9higher 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.

65

70

75

80

AVE

RAG

E

Control group Experimental group

STUDENT'S READING COMPREHENSION

pretest

posttest

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.

10

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

11

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

KELAS N Mean

Std.

Deviation Std. Error Mean

SCORE Experimental

Group30 78.5000 6.03867 1.10250

Control Group 30 73.6667 6.68675 1.22083

Independent Samples Test

Levene's Test for

Equality of

Variances t-test for Equality of Means

F Sig. t df

Sig.

(2-

tailed)

Mean

Difference

Std. Error

Difference

95% Confidence

Interval of the

Difference

Lower Upper

SCORE Equal

variances

assumed

.012 .913 2.938 58 .005 4.83333 1.64497 1.54056 8.12611

Equal

variances

not

assumed

2.938 57.407 .005 4.83333 1.64497 1.53984 8.12683

SURAT PERNYATAAN

Saya yang bertanda tanggan dibawah ini :

Nama : Asri Pratiwiningsih

NIM : 097288

Program Studi : Bahasa Inggris

Judul : 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

ARTICLE's cover.docarticle.docreferences.docappendix ..docxSURAT PERNYATAAN.docx