THE EFFECT OF LITERATURE CIRCLES STRATEGY AND CONTENT FAMILIARITY ON STUDENTS’ READING COMPREHENSION OF ANALYTICAL EXPOSITION TEXT (A Quasi-experimental Research at the Eleventh Grade of SMKN 1 Bojongpicung Cianjur)
A THESIS
By: TUTI ADAWIYAH 21140140000014
GRADUATE PROGRAM OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2018 M/1439 H
ABSTRACT
Tuti Adawiyah. The Effect of Literature Circles and Content Familiarity on Students’ Reading Comprehension (A Quasi-experimental Research at the Eleventh Grade of SMKN 1 Bojongpicung Cianjur), 2018.
The objectives of this study were to obtain the empirical evidences of the effect of Literature circles and content familiarity on students‟ reading comprehension at the eleventh grade of SMKN 1 Bojongpicung Cianjur in academic year 2016-2017. This research used Quasi-experimental Design by using pretest-posttest nonequivalent groups design with cluster random sampling. There were two classes consist of 84 students taken as sample. Each class consisted of 42 students from class XI TKJ 1 as Controlled group and 42 students from class XI TKJ 2 as Experimentalal group. The findings of this research were: (1) there was significant difference of reading comprehension between students who were taught by Literature circles and those who were taught by Direct Instruction strategy, (2) there was interactional effect of teaching strategy and content familiarity on students‟ reading comprehension, (3) there was significant difference of reading comprehension score between students with high content familiarity who were taught by Literature circles and those who were taught by Direct Instruction strategy, (4) there was no significant difference of reading comprehension score between students with low content familiarity who were taught by Literature circles and those who were taught by Direct Instruction strategy. Based on these findings, it can be concluded that Literature circles and content familiarity influence students‟ reading comprehension.
Keywords: Literature Circles Strategy, Content Familiarity, Reading Comprehension.
ABSTRAK
Tuti Adawiyah. Pengaruh Strategi Lingkar Sastra dan Pengetahuan Isi terhadap Pemahaman Membaca Siswa (Sebuah Penelitian Eksperimen Semu pada Siswa Kelas XI SMKN 1 Bojongpicung Cianjur), 2018.
Penelitian ini bertujuan untuk mendapatkan bukti empiris tentang pengaruh Strategi Lingkar Sastra dan Pengetahuan Isi terhadap pemahaman membaca siswa di kelas sebelas SMKN 1 Bojongpicung Cianjur tahun pelajaran 2016 – 2017. Penelitian ini menggunakan desain Quasi-eksperimen dengan pola pretest-postest dan menggunakan sampel cluster random. Sampel penelitian ini adalah dua kelas yang berjumlah 84 siswa. Masing-masing kelas terdiri dari 42 siswa dimana kelas XII TKJ 1 sebagai kelas kontrol dan XI TKJ 2 sebagai kelas eksperimen. Hasil yang diperoleh dari penelitian ini adalah (1) terdapat perbedaan pemahaman membaca yang signifikan antara siswa yang diajar dengan menggunakan strategi Lingkar Sastra dan siswa yang diajar menggunakan strategi Pengajaran Langsung, (2) terdapat pengaruh interaksi antara strategi pembelajaran dan pengetahuan isi terhadap pemahaman membaca siswa, (3) terdapat perbedaan pemahaman membaca yang signifikan antara siswa dengan pengetahuan isi tinggi yang diajar menggunakan strategi Lingkar Sastra dan siswa yang diajar menggunakan strategi Pengajaran Langsung, (4) tidak terdapat pemahaman membaca yang signifikan antara siswa dengan pengetahuan isi rendah yang diajar menggunakan strategi Lingkar Sastra dan siswa yang diajar menggunakan strategi Pengajaran Langsung. Berdasarkan temuan, maka dapat disimpulkan bahwa strategi Lingkar Sastra dan pengetahuan isi sangat berpengaruh terhadap pemahaman membaca siswa.
Kata Kunci: Strategi Lingkar Sastra, Pengetahuan Isi, Pemahaman Membaca.
انًهخص
حٕحٙ انعذٚٔت. اسخشاحٛجٛت انُفٕر ٔانًعشفت انًحخٕٚبث األدة سٚى ضذ انقشائٙ انطالة )A انبحٕد انخجشٚبٛت شبّ فٙ انذسجت Bojongpicung 1XI SMK سٛبَجٕس( 8112.
ْذفج ْزِ انذساست نهحصٕل عهٗ األدنت انخجشٚبٛت حٕل حأرٛش األدة سٚى ٔاسخشاحٛجٛت انًعشفت انًحخٕٖ عهٗ انقشاءة ٔانفٓى نهطالة فٙ انصف انحبد٘ عشش Bojongpicung 1SMK سٛبَجٕس انعبو انذساسٙ 8112 - 8112. ْزِ انذساست اسخخذاو انخصًٛى شبّ انخجشٚبٙ يع أًَبط انقبهٙ-انبعذ٘ ٔاسخخذاو انكخهت أخز انعُٛبث انعشٕائٛت. عُٛت يٍ ْزِ انذساست ْٙ فئخٍٛ يٍ 28 طبنبب. حخأنف كم فئت يٍ 88 طبنبًب ، حٛذ ٚكٌٕ انصف انزبَٙ عشش 1TKJ كفئت ححكى ٔ 8XI TKJ كفئت حجشبت. ٔكبَج َخبئج ْزِ انذساست ) (1 ُْبك اخخالفبث فٙ فٓى انقشاءة بشكم كبٛش بٍٛ انطالة ٚذسس ببسخخذاو سٚى األدة اسخشاحٛجٛت ٚٔذسس انطالة ببسخخذاو اسخشاحٛجٛت انخذسٚس انًببشش، )8( ٔجٕد حأرٛش انخفبعم بٍٛ اسخشاحٛجٛبث انخعهى ٔانًعشفت يٍ يحخٕٚبث االسخٛعبة انقشائٙ نذٖ انطالة )3( ُْبك اخخالفبث فٙ انقشاءة ٔانفٓى بشكم كبٛش بٍٛ انطالة ببنًعشفت انًحخٕٖ يٍ أعهٗ يسخٕٖ فٙ حذسٚسٓب ببسخخذاو اسخشاحٛجٛت سٚى األدة ٔانطالة ٚذسس ببسخخذاو اسخشاحٛجٛت انخذسٚس انًببشش، )8( ال حٕجذ عالقت راث دالنت انقشاءة ٔانفٓى بٍٛ انطالة ببنًعشفت انًحخٕٖ يٍ أقم حذسس اسخخذاو اسخشاحٛجٛت ٚخى حذسٚس انذٔائش األدبٛت ٔانطالة ببسخخذاو اسخشاحٛجٛبث انخعهٛى انًببشش. ٔاسخُبدا إنٗ انُخبئج، فإَّ ًٚكٍ أٌ َخهص إنٗ أٌ اسخشاحٛجٛت ٔيعشفت يحخٕٚبث حأرٛش خطبببث سٚى عهٗ االسخٛعبة انقشائٙ نذٖ انطالة.
انكهًبث انًفخبحٛت: االسخشاحٛجٛت األدبٛت األدبٛت ، يحخٕٖ انًعشفت ، انقشاءة انقشائٛت.
ACKNOWLEDGEMENT
Praised be to Allah, Lord of the world, who has given the writer His blessing, love, and compassion to complete her postgraduate thesis. Peace and salutation be upon to the prophet Muhammad SAW, his family, his companion and his adherence. It is a pleasure to acknolwedge the help and contribution to all of lecturers, institution, family and friends who have contributed in different ways hence this thesis is processed until it becomes a complete writing. This postgraduate thesis is submitted as the final requirement in accomplishing the degree of M.Pd., at Master Program of English Education Faculty of Educational Sciences of Syarif Hidayatullah State Islamic University Jakarta. Fisrt of all, the writer would like to express her great honor and deepest gratitude to her adavisor, Siti Nurul Azkiyah, M.Sc., Ph.D., and for her examiners Dr. Alek, M.Pd, Dr. Ratna Sari Dewi, M.Pd., and Dr. Fahriany, M.Pd.,whose scholarly suggestionss and critical remarks have enabled the writer to refine this thesis. She also conveys special gratitude to her beloved husband Dede Sulaeman, M.Pd., her daughter Almira Anastasya Shaliha, and her parents H. Atik Djarkasih, BcHk and Hj. B. Aminah, who motivated her in accomplishing this thesis. The writer‟s sincere gratitude also goes to: 1. Prof. Dr. Ahmad Thib Raya, M.A., the dean Faculty Educational Sciences. 2. Dr. Fahriany, M.Pd., the head of English Education Master Program, Faculty of Educational Sciences. 3. Unang Setiawan, S.Pd, M.M.Pd, the headmaster of SMK Negeri 1 Bojongpicung Cianjur. 4. All the lecturers in Master Program of English Education who had transferred their knowledge, guidance and encouragement. 5. All the teachers in SMK Negeri 1 Bojongpicung for their understanding and support. 6. All of her firends in Master Program of English Education and all of the people who participated in the process of the thesis that the writer could not mention one by one. May Allah bless them all.
Jakarta, July 2018 The Writer
TABLE OF CONTENTS
COVER PAGE ...... i ENDORSEMENT SHEET ...... ii APPROVAL BY THESIS SUPERVISOR ...... iii APPROVAL BY THESIS EXAMINER ...... iv STATEMENT OF ORIGINALITY ...... v ABSTRACT ...... vi ACKNOWLEDGEMENT ...... ix TABLE OF CONTENTS ...... x LIST OF TABLES ...... xiv LIST OF FIGURES ...... xv LIST OF APPENDICES ...... xvi
CHAPTER I INTRODUCTION...... 1 A. Background of the Study ...... 1 B. Identification of the Problem ...... 8 C. Limitation of the Problem...... 8 D. Formulation of the Problem ...... 8 E. Objectives of the Research ...... 9 F. Significances of the Research ...... 10
CHAPTER II LITERATURE REVIEW ...... 11 A. Reading Comprehension...... 11 1. The Nature of Reading Comprehension ...... 10
2. The Process of Reading Comprehension ...... 14 3. Reading Comprehension Model ...... 16 4. Reading Comprehension Level ...... 17 5. Factors Affecting Reading Comprehension ...... 18 6. Reading Comprehension Difficulties ...... 20 7. Teaching Reading Comprehension Strategies ...... 22 8. Reading Comprehension Assesment ...... 24 B. Analytical Exposition Text ...... 27 1. The Nature of Analytical Exposition Text ...... 27 2. The Purpose of Analytical Exposition Text ...... 27 3. The Generic Structure of Analytical Exposition Text ...... 27 4. The Language Features of Analytical Exposition Text ...... 29 5. Difficulties in Comprehending Analytical Exposition Text ...... 30 C. Instructional Strategy ...... 30 D. Literature Circles ...... 31 1. The Nature of Literature Circles ...... 31 2. The Characteristics of Literature Circles ...... 32 3. The Puprose of Literature Circles ...... 33 4. The Strengths of Literature Circles ...... 33 5. The Roles in Literature Circles ...... 34 6. The Steps in Literarure Circles ...... 36 7. Assesment in Literature Circles ...... 36 8. Literature Circles in Teaching Reading Comprehension ...... 37 E. Direct Instruction Strategy ...... 38 F. Content Familiarity ...... 40 1. The Nature of Content Familiarity ...... 40 2. The Components of Content Familiarity...... 43 3. The Function of Content Familiarity ...... 44
4. Content Familiarity Assesment ...... 44 5. Content Familiarity in Teaching Reading Comprehension ...... 45 G. Previous Related Study ...... 46 H. Conceptual Framework ...... 48 I. Theoretical Hypotheses ...... 50
CHAPTER III RESEARCH METHODOLOGY ...... 51 A. Research Method and Design ...... 51 B. Place and Time of the Research ...... 52 C. Population and Sample ...... 52 D. Research Instruments ...... 53 1. Reading Comprehension Test ...... 54 2. Content Familiarity Questionnaire ...... 55 E. Validity and Reliability ...... 56 1. Reading Comprehension Validity and Reliability Test ...... 58 2. Content Familiarity Validity and Reliability Test ...... 59 F. Data Analysis Technique ...... 59 1. Descriptive Statistics ...... 59 2. Test Data Analysis Requirements ...... 59 3. Statistical Hypotheses ...... 61
CHAPTER IV FINDINGS AND DISCUSSION ...... 62 A. Research Findings...... 62 1. Data Description ...... 62 a. Reading Comprehension Test ...... 63 b. Content Familiarity Questionnaire ...... 69 c. Literature Circles Strategy with High Content Familiarity ...... 70 d. Literature Circles Strategy with Low Content Familiarity ...... 71
e. Direct Instruction Strategy with High Content Familiarity ...... 73 d. Literature Circles Strategy with Low Content Familiarity ...... 74 2. The Prerequisite Test for Data Analysis ...... 77 a. Normality Test ...... 77 b. Homogeneity Test ...... 78 3. The Testing of Hypotheses ...... 79 B. Discussion ...... 84
CHAPTER V CONCLUSION AND SUGGESTION ...... 88 A. Conclusion ...... 88 B. Suggestion ...... 89
REFERENCES...... 90 APPENDICES ...... 103
LIST OF TABLES
Table 2.1 The Basic Organizational of Analytical Exposition Text ...... 28 Table 2.2 The Example of Analytical Exposition Text ...... 29 Table 3.1 Research Design...... 51 Table 3.2 The Blue Print of Reading Comprehension Test ...... 55 Table 3.3 The Blue Print of Content Familiarity Qustionnaire...... 56 Table 3.4 Reliability Coefficient ...... 58 Table 4.1 Students‟ Group Description...... 62 Table 4.2 Students‟ Reading Comprehension Pre-test Scores in Experimental and Controlled Class ...... 63 Table 4.3 Students‟ Reading Comprehension Post-test Scores in Experimental and Controlled Class ...... 66 Table 4.4 The Gain Score of Reading Comprehension in Experimental and Controlled Class ...... 69 Table 4.5 The Frequency Table of Students‟ Content Familiarity Questionnaire in Experimental and Controlled Class ...... 69 Table 4.6 The Fequency Table of Students‟ Reading Comprehension Score by Using Literature Strategy with High Content Familiarity ...... 70 Table 4.7 The Fequency Table of Students‟ Reading Comprehension Score by Using Literature Strategy with Low Content Familiarity ...... 72 Table 4.8 The Fequency Table of Students‟ Reading Comprehension Score by Using Direct Instruction Strategy with High Content Familiarity ...... 73 Table 4.9 The Fequency Table of Students‟ Reading Comprehension Score by Using Literature Strategy with Low Content Familiarity ...... 75 Table 4.10 Descriptive Statistics ...... 77 Table 4.11 Test of Normality ...... 78 Table 4.12 Test of Homogeneity of Variance ...... 79
Table 4.13 ANOVA Test ...... 80 Table 4.14 LSD Test ...... 81
LIST OF FIGURES
Figure 2.1 Conceptual Framework ...... 49
Figure 4.1 The Graph of Reading Comprehension Pre-Test of Experimental Class ...... 64
Figure 4.2 The Graph of Reading Comprehension Pre-Test of Controlled Class ...... 65
Figure 4.3 The Graph of Reading Comprehension Post-Test of Experimental Class ...... 67
Figure 4.4 The Graph of Reading Comprehension Post-Test of Controlled Class ...... 68
Figure 4.5 The Graph of Reading Comprehension by using Literature Strategy with High Content Familiarity ...... 71
Figure 4.6 The Graph of Reading Comprehension by using Literature Strategy with Low Content Familiarity ...... 73
Figure 4.7 The Graph of Reading Comprehension by using Direct Instruction Strategy with High Content Familiarity ...... 74
Figure 4.8 The Graph of Reading Comprehension by using Direct Instruction Strategy with Low Content Familiarity ...... 76
LIST OF APPENDICES
Appendix 1 Reading Comprehention Instrument ...... 104
Appendix 2 Content Familiarity Instruments...... 115
Appendix 3 English Syllabus ...... 117
Appendix 4 Lesson Plan of Literature Circles Strategy ...... 121
Appendix 5 Lesson Plan of Direct Instruction Strategy ...... 126
Appendix 6 Pictures Documentation of Literature Circles Activity ...... 130
Appendix 7 Students‟ Reading Comprehension Pre-Test Scores of Experimental Class ...... 131
Appendix 8 Students‟ Reading Comprehension Pre-Test Scores of Controlled Class ...... 133
Appendix 9 Students‟ Reading Comprehension Post-Test Scores of Experimental Class ...... 135
Appendix 10 Students‟ Reading Comprehension Post-Test Scores of Controlled Class ...... 137
Appendix 11 Students‟ Content Familiarity Scores of Experimental Class ...... 139
Appendix 12 Students‟ Content Familiarity Scores of Controlled Class...... 141
CHAPTER I INTRODUCTION
This chapter presents about background of the study, identification of the problem, limitation of the problem, formulation of the problem, objectives of the research and significances of the research. A. Background of the Study Language, both spoken and written, is a tool to convey and share meaning, message, information, ideas and perspectives. As spoken language, written language also has the power to take the mind to different places, times and events. It can inform and develop knowledge, provide us with new vocabularies and provoke new ways of thinking. For these reasons, one should be able to understand what the messages are conveyed by written language. In other words, he/she knows what it means to read, to process text meaning through some process of interaction with texts. When written messages are succesfully understood, reading can be a wonderfully inspiring, enjoyable and transforming experience. Reading is one of the necessary skills in learning English since it can determine the students‟ success in learning. It is a vital skill to function in today‟s society, to find a good job, to discover new things, to explore the creative side of people, and to develop mind, imagination and good self image. The ability to read texts in form will contribute a great advantage for English learners in exploring his/her lifelong skill to be used both at school and throughout life. As stated by Kucukoglu (2013, p. 1) that reading is a lifelong skill which is considered as a cornerstone for one‟s success in school and life because without the ability to read well, opportunities for personal fulfilment and job success inevitably will be lost. As a one of language skills, English reading skill is a complex process. It is a complex ability to extract, or build, meaning from a text (Grabe, 2008, p. 8). It purposes to costruct meaning that involves a variety of processes that begins on the visual identification of the lettters and to the understand of the content of the text messages. Capellini (2015, p. 15) states that the process of reading occur some skills are considered essential, namely language, attention to understand and interpret written language, auditory memory, visual memory, identifying words, contextual and structural analysis of language, logic synthesis, vocabulary, comprehension and fluency in reading. In other words, reading is a complete process that involving some abilities of understanding, interpreting, memorizing, identfying, comprehending and having fluency in reading the content of text messages.
Comprehending a text is not just understanding word meaning and language structures, but also involves reader‟s cognitive abilities to interpret symbols and information. Snow (2002, p. 11) states that reading comprehension is the process process of simultaneously extracting and constructing meaning. It involves abilities to recognize words, use many vocabularies, process sentences, interpret meaning and use comprehension strategies. The process of exctracting and constructing meaning needs cognitive skills that allow the reader to generate text comprehension. It has similar view with Oakhill, Cain and Lebro (2015, p. 1) ideas that reading comprehension is a complex task, which requires the orchestration of many different cognitive skills and abilities. It is very important, nit just for understanding text, but for broader learning, success in education, and employment. In English language teaching, especially in Indonesia, it is critically important to the development of students‟ reading skill, the improvement of their knowledge and the optimalization of their education because they need it to enable them in comprehending a lot of books and references written in English. Moreover, in Indonesia educational system nowadays, reading comprehension plays important role because it is a part of school literacy program which has been prevailed by the government since July, 2015 (Minister of Education and Culture Regulation No.21 Year 2015 about Character Building and School Literacy Program) where students are developed to have literacy skills in reading, writing and thinking by using printed, visual, digital and auditory information and knowledge sources. It is appropriate with Zwiers (2010, p. 3) views that reading comprehension is a vital component of literacy. Despite the fact that comprehension is so important to the learning process, many Indonesia students find the skill difficult. As assumed by Vaughn (2011, p. 90) that comprehending text is a challenging goal for teenagers as they continually struggle with reading for understanding. Good readers can identify strcuture, monitor understanding, make predictions, personal connections to ideas and concepts, and summarize through words and writing. These abilities are still difficult to be mastered by many Indonesia high school students especially for vocational high schools where the English rapid reading of Indonesian vocational students is 120-150 words per minutes before they are trainned and the average reading comprehension skill of vocational high school students is 50% (Armin, 2012, p. 18). Several findings reveal that Indonesia students face difficulties in reading academic texts and have low abilityi in reading comprehension. The World Bank document (2011) shows that the average score of reading comprehension
skill of Indonesia students is Indonesia students is 51,7, under Philiphine (65,1), Thailand (65,1) and Singapore (74,2). Beside that, the PIRLS (2011) reports that the reading comprehension skill rank of Indonesian students is at 41 from 45 countries. While the PISA (2012) result shows that the reading comprehension ability level of Indonesian students is 64 from 65 countries. Furthermore, this fact can be seen on the students‟ low scores in reading comprehension in daily test, mid-term test, final test and National examination. Lacking proficiency in reading, many students are denied participation reading and subject-matter instruction that focuses on the construction of meaning and understanding because they are pulled out of classrooms for remedial and corrective reading instruction Concerning with students‟ reading comprehension skill development based on 2013 English Curriculum for Vocational High School (SMK), the government has determined the Base Competency for cognitive aspect in which students are able to analyze the social function, text structures and language features of written texts, and they are able to communicate the written texts for psychomotoric aspects (2013 English Curriculum Revision, The Ministry of Education and Culture, p. 3). In other words, the vocational high school students should have abillities in analysing and communicating English texts which are grafted in syllabus. The two competencies are still difficult to be accomplished well to students of SMK Negeri 1 Bojongpicung Cianjur, West Java. A pre-eliminary study has been carried out in this school through interview, observation and test. Based on the unstructured th interview with the English teachers that held on February 27 , 2016 concerning about reading comprehension test, there was some difficulties probably faced by students in reading activities. First, the students have good knowledge of words and sentences but they fail to understand longer reading materials. Second, they are difficult to concentrate as they read especially in understanding non-fiction texts. Third, some of students are lazy to read the non-fiction texts. Fourth, the problem related to the strategy, the methodology, and the technique of teaching reading used by the teacher. While the result of observation shows that the students were seldom to participate reading activities so the process of teaching and learning especially is not interest and make students bored. And from the TOEIC test result that was conducted in 2016 shows that reading comprehension skill of 1.120 students is 67% at Novice level, 22, 51,07% at Elementary level, 0,5 % at Intermediate level and 24,37% is ungraduated (ERC, 2016). For overall, it can be concluded that the average of students‟ reading comprehension skill of SMKN 1 Bojongpicung is in low achievement level.
According to Alderson (2000, p. 32), there are two main factors affect reading comprehension, the reader and the text. The reader‟s factors consist of knowledge (schemata and background knowledge), skills and abilities (recalling word meanings, drawing inferences from the content, recognising a writer‟s purpose, tone and mood, and following the structure of the passage), motivation (a purpose for reading, interest in the content, self efficacy), strategies, and stable characteristics (eye movements, speed of word recognition, automacity of processing, sex, age, and personality). The factors of text include topic and content, text type and genre, literary and non-literary texts, text organisation and text readability. Furthermore, Chard (2008, pp. 396 - 408) points out that to comprehend a text is not a simple process, there are some typical causes which then arise towards students‟ difficulty in reading comprehension. First, the reader, such as language delay and difficulties, early reading difficulties leading to fluency problems, lack of knowledge about the world and the words, Second, the activity or strategy they used in reading comprehension such as they lack of comprehension strategies and lack of skill in applying strategies appropriately. The last, the text they read in which they are difficult in understanding text structures and language features. However, from the reading aspects described by the experts above, it can be concluded that reading comprehension consists of three elements: the reader, the text and the activity or strategy for reading. In the term of reader, one should think of what is being brought to the act of reading – the ability, knowledge, and experience of the reader. When considering text, all printed or electronic reading material is included, and the activity encompasses the purpose, process and consequences or outcomes of reading. The reader, the text and the activity define what occurs in the context that shapes and is shaped by the reader.. Considering those problems above, this study is not going on to discuss the whole factors. This study only focused on some factors, in this case, the instructional strategy of reading comprehension and reader‟s knowledge. The first problem come from the strategy of teaching reading comprehension that make them feel bored and have low participation in reading comprehension activities. In teaching learning process, reading strategies which are facilitated by the teachers has not still given significant impact yet to their good comprehension. The second factors come from students as readers. Nuttal (as cited by Snow, 2002, p. 16) points out that reading difficulty is generally experienced when the readers are lack of background knowledge and have limited vocabulary. It is related to students‟ knowledge about the world and the words, and their familiarity with the content of
the text. Therefore, this study addresses the reading comprehension strategy and students‟ content familiarity as two potential factors causes the reading comprehension problems faced by the students. One of the potential factors that cause the problems is dealing with the teaching reading strategy used by teachers. Students should be taught with effective instructional models and strategies to minimize their lacking proficiency in reading comprehension and improve their self-confident in English teaching and learning. In the fact, many teachers are still confused to apply some effective strategies that really encourages the students to read actively and critically. Most of them tend to use the strategy which is mostly teacher-centered approach rather than student- centered. The tecaher-centered reading strategy has been seen in teaching and learning activity where the teacher often directly asked students to answer certain questions or to give their opinion on the text. Although sometimes teachers ask students to work in group, but they mostly assign their students to work in groups without considering the students‟ involvement and responsibility indiviadually. Maybe only two or three members of group were really active in the discussion. Therefore, it is necessary to encourage students in doing the reading tasks in group so they can help each other in completing the given tasks and they can solve the individual‟s problem together and make interesting, enjoyable and meaningful reading activities. McNamara (2004, p. 24) points out that to assist with comprehension, readers should use a variety of reading strategies. The strategies will support them to generate text comprehension to the level required. One alternative of teaching reading strategies that can be used in engaging students‟ reading comprehension is literature circles. Literature circles strategy is designed as a way to enable students to make choices about their readings and explore their ideas in small, peer-led discussions. It is one form of emergent literacy instruction that encourages students to become information literate, independent learners and socially responisble citizens (Maureen, 2007, p. 39). It is also called as peer-led student group, or book clubs. Furthermore, literature circles strategy is a collaborative reading activity done in small groups, where students are supported to be more actively involved in the discussion. The students in groups choose the same story, text, article, or book. Then, each student is given a role to be accomplished for effective reading comprehension of a text/book. After they finished their roles, they operate peer-led text/book discussions. During discussion, thereby providing a support framework for the discussion. The teacher‟s role is facilitating them in doing literature circles. He/she offers guidance and support to students as they apply strategies while interacting with each other and with the text.
Literature circles are designed as a way to enable students to make choices about their readings and explore their ideas in small, peer-led discussions. Due to the various activities and roles in the learning steps, literature circles also can expands learners' discourse through the four skills: speaking, listening, reading and writing simultaneously. Daniels (2006, p. 5) states that literature circles have been a valuable addition to many students‟ experiences, helping to grow more self- sustaining, lifelong reader. This reading strategy is very meaningful for literacy habit and students‟ sefl-development. In other words, literature circles strategy is the process of reading, analyzing, creating, writing, discussing and presenting that plays a significant roles on students‟ development. Beside the strategy, another important factor that potentially causes the students‟ problems in reading comprehension is students‟ internal factors related to their schemata especially content schemata or content familiarity. In teaching reading comprehension, teachers are still less attention on students‟ content familiaity of a text in reading class. Content familiarity, as also known as content schemata, is a part of background knowledge. Acording to Alderson (2000, p. 23), one of important factors that influence reader‟s comprehension is background knowledge or previously acquired knowledge. It is related to the knowledge that the reader already has before they meet new information. Carrel & Eisterhold (as cited by Lebkatem, 2012, p. 46) states that background knowledge is cannot be separated from schema theory, a theory that propose the important of schemas in language comprehension. Schemas are high level structures taht encapsulate one‟s knowledge about everything connected with a particular object or event. These schemas represent the general knowledge which aids the understanding of conversations and texts, as well as real-life events. Furthermore, according to this theory, there are three types of background knowledge readers process, that are formal, linguistic and content schema. Formal schema refers to background knowledge associated with the rhetorical organizational structure of the text, linguistic schema is related to readers‟ existing language proficiency in vocabulary, grammar and idiom, and content schema refers to background knowledge about the content of the text. To sum up, content familiarity is reader‟s knowledge about the the content of texts. Both literature circles strategy and students‟ content familiarity are investigated to develop students‟ reading comprehension. A large number of students who struggle with reading and some lack interest and other simply have difficulty understanding what they are reading. In order for students to become stronger in the area of reading comprehension where they feel engaged and
motivated by the texts they read, they should be trainned an intensive strategy by concerning their content familiarity. Therefore, it is important to apply appropriate reading strategy in order to help students comprehend the text easily. Regarding with English teaching in vocational school, many vocational English teachers are worried about the effectivenes of instructional strategies they used in teaching reading after the prevailing 2013 English curriculum in which English materials for vocational high school students is same as senior high school. The materials consist of various texts that required vocational students to have reading comprehension skill, which is different with the previous curriculum (KTSP 2006) where reading comprehension has not been a main focus of English teaching in vocational high school. There are several texts should be learned by vocational high school students namely narrative, recount, descriptive, procedure, factual report, analytical exposition, biography, and news item text. The test items of National Examination also contains reading comprehension questions related to the text. It can be a challenge not only for students but also for teachers. It is necessary to teach reading comprehension using an effective strategy that can assist students‟ reading comprehension. This research began by assuming that literature circles can give positive effects on students‟ reading comprehension regarding with their content familiarity. The researcher was interested in exploring how the literature circles strategy and content familiarity influences students‟ reading comprehension beacuse at the eleventh grade students of SMK Negeri 1 Bojpngpicung Cianjur, their reading comprehension is still low and needed to be fostered, especially in reading analytical texts. Students are still difficult to comprehend because there is variation in the text organization, the content and vocabularies may be less familiar, and need to use their deep thinking to understand some ideas or arguments. They have had less experience with this type of text, and also have more difficulty in reading it. Referring to explanation above, the researcher tried to conduct an experimental study pertaining on the effects of literature circles strategy and content familiarity on students‟ comprehension of analytical exposition texts at the eleventh grade of SMK Negeri 1 Bojongpicung Cianjur academic year 2016-2017.
B. Identification of the Problem Based on the background of the study, the problems can be identified as follows: 1. Analytical exposition text is difficult to be understood because it contains unfamiliar specific vocabulary and there is often insufficient background information to make sense of new information. 2. Students are often failured to comprehend analytical exposition text because they should have sufficient abilities in analyzing ideas and arguments. 3. Students‟ reading interest and reading habit are still in low level that proved by their preference in spending their spare time to chat in social media or play online game than read some books or other informational sources. 4. Instructional strategies used in teaching reading comprehension are still lack of stimulating students‟ critical thinking and reading motivation. It can be seen from learning activities that teacher asked students to read some texts then answer the questions related to the texts. 5. Teaching and learning process that considering students‟ content familiarity is still weak, that proved by the minimal effort used by teachers in encouraging students to be more active in reading comprehension activities.
C. Limitation of the Problem Based on the identification of the problems, the problems of this research was limited to investigate the effectiveness of using literature circles strategy and students‟ content familiarity on their reading comprehension of analytical exposition text at the eleventh grade of SMKN 1 Bojongpicung in the Academic Year of 2016/2017.
D. Formulation of the Problem Considering problem of reading comprehension the students encounter, the writer formulated the problem as follows: 1. Was there any different effect on students‟ reading comprehension score between those who were taught by Literature Circles Strategy (LCS) and those who were taught by Direct Instruction Strategy (DIS)? 2. Was there any interactional effect of teaching strategy and content familiarity on students‟ reading comprehension? 3. Was there any different effect of reading comprehension score between students with high conten familiarity students who were taught by Literature Circles Strategy (LCS) and those who were taught by Direct Instruction Strategy (DIS)?
4. Was there any different effect of reading comprehension score between students with low content familiarity students who were taught Literature Circles Strategy (LCS) and those who were taught by Direct Instruction Strategy (DIS)?
E. Objectives of the Research Based on the formulation of problem above, the objectives of the research can be identified as follows: 1. to obtain empirical evidence about the the different effect on students‟ reading comprehension between those who were taught by Literature Circles Strategy (LCS) and those who were taught by Direct Instruction Strategy (DIS). 2. to obtain empirical evidence about the interactional effect of teaching strategy and content familiarity on students‟ reading comprehension 3. to obtain empirical evidence about the difference in reading comprehension between students with high content familiarity who were taught by Literature Circles Strategy (LCS) and those who were taught by Direct Instruction Strategy (DIS). 4. to obtain empirical evidence about the difference in reading comprehension between students low content familiarity who were taught by Literature Circles Strategy (LCS) and those who were taught by Direct Instruction Strategy (DIS).
F. Significances of the Research The results of the present research were expected to give some significances not only theoretically but also practically. 1. Theoretical Significance Theoretically, this research was determined to students, teachers and other researchers. First, for students, it could help them to comprehend analytical exposition text. Second, for teachers, it gave information related to teaching strategy could be used in reading comprehension to improve teaching quality. Third, for other researchers, it could increase the knowledge related teaching strategy, content familiarity, and reading comprehension. 2. Practical Significance Firts, for teachers. It gave the alternative solution in teaching reading primarily in analytical exposition text. Second, was for students. It asssisted them to solve their problems in reading comprehension of analytical exposition texts and it could help them to develop their creative thinking skills. Third, was for the institution of SMKN 1 Bojongpicung Cianjur. It could be benefecial regarding to improve the education qual
CHAPTER II LITERATURE REVIEW
This chapter presents theoretical considerations which may serve as a basis in investigating the problem of this study. It comprises reviews of reading comprehension, literature circles and content familiarity. In detail, this chapter describes about the concept, process, difficulties, affecting factors and assesment of reading comprehension. This chapter also explains the definition, characteristics, purpose, strength, steps, roles, importance, and assement of literature circles. Beside that, this chapter also describes about the definition and assement of contennt familiarity. In addition, to build thinking framework, some previous studies which look into issues concerning the effects of literature circles and content familiarity on students‟ comprehension are also briefly talked about and in which later, the hypotheses of this study will be formulated.
A. Reading Comprehension 1. The Nature of Reading Comprehension Reading is the interaction process between a reader and a text. Caldwell, (2008, p. 4) defines reading as the process of simultaneously extracting and constructing meaning thought interaction and involvement with written language. When a reader is reading a text, there is a dialogue process between the reader and the author and during this dialogue, the reader should generate the questions to help anticipate meaning, search for information, respond intellectually and emotionally, and infer ideas from and explain further the content of text. It is clear information that the reader have to construct the meaning of what they are reading in effort to get ideas and perception in written text. Therefore, the interaction can make the readers can enlarge their knowledge and their fluency in reading skill, as stated by Alyousef (2005, p. 2) that interactive reading process leads the reader to achieve reading fluency. Reading skill is important in learning process. It is needed by the students both for their personal development and academic achievement. For students‟ personal development, reading is an important activity for expanding knowledge of language. Patel and Jain (2008, p. 114) state that reading is not only a source of of information and pleasurable activity but also as a means of consolidating and extending one‟s knowledge of the language. Reading skill help students to activate their activate prior knowledge, apply what they know to new situations, analyze, evaluate and synthesize. The National Endwoment for the Arts (2007) explained that once students have mastered the ability to read they will be able to have access to a wider breadth of language that they can use in their oral and written communications. Clearly, by mastering reading skill students will have a better
chance in developing themeselves. In other words, the better reading skill is the better thinking skill of the students, while thinking skill is needed in every aspect in students‟ self-development include their language development. Reading skill is also needed by the students for their academic achievement. In reaching better academic achievement, students need to have a good reading skill. For example, students who want to pass the national examination are supposed to have a good reading skill in comprehending different kinds of texts for the exam. That case shows that reading is one of the crucial skills for students‟ academic achievement, as proposed by Anderson (2003, p. 10) that reading is the main factor that determines students‟ success in their learning. It means that the lack of students‟ mastery in reading will influence their whole learning. Snow (2002, p. 11) points out that there are three elements involved in reading process. There are the reader, the text and the activity. These elements are interrelated each other and what build the reading activity itself. The reader is at the central of the learning. The difficulty of a text depends on the reader‟s ability. The readers must have complex cognitives to comprehend the text. The text is also has a big influences on the readers‟ comprehension. However, the text might be easier to be understood if the reader has a proper background knowledge about the topic. The third element is the activity. It is related to what the reader do in comprehending a text. Reading comprehension is the main purpose of reading activity. It means that the activity is done to achieve the success of reading and make the reader get comprehension well. According to Veeravagu, et.al (2010, p. 205) state that the success of reading can be seen from the comprehension that the reader gains over the text. Comprehension is a complex process than the other process of cognitive process. It requires thinking about our own reading process. When the readers read a text, they need to think hard to get the understanding of the text. Blachowiz and Ogle (2008, pp. 27─36) states that comprehension is a motivated, powerful, constructive, skillful, strategic, self-monitored, and self-regulated process. A good comprehender is indicated from some characteristics such as having high motivation and powerful attention, constructing his/her knowledge and skill, using effective reading strategies and involves his/her self-evaluation of knowledge and learning and taking steps to “fix up” comprehension when diffuclties are encountered. Regarding with the definition of reading comprehension, some experts define reading comprehension as cognitive skill, active thinking process, mental process and complex process. As a cognitive skill, reading comprehension is an activity of gaining information from printed text with the ability of transferring
information into new interpretation using the words of the readers. Stobaugh (2012, p. 18) defines the comprehension as the most cognitive skill that indicated from its high order thinking process. Readers use their thinking and knowledge to identify words, process sentences, interpret meaning and construct the information of the texts. Reading comprehension is also called as an active thinking process. It is a process of making meaning and understanding from the text. Westwood (2008, p. 31) states that in reading comprehension process, a reader construct meaning to form a deeper understanding of concepts, facts, ideas and information presented in the text. He/she tries to interpret, infer, summarize and explain the content of a text to get deep understanding. Beside it, reading comprehension is also considered as the mental process. This process related to how the reader use his/her brain to comprehend the reading text. According to Clarke (2014, p. 16), reading comprehension is the process of connecting meaning from word by word and can make unite of meaningful sentence. This process involves reader‟s brain to connect and cosntruct meaning. Oakhill, et.al, (2014, p. 11) also define reading comprehension as the product of processes that operate during reading to create a mental representation of the situation described by the text. Furthermore, reading comprehension is defined as a complex process which requires the orchestration of many different cognitive skills and abilities. According to Snow (2004, p . 12), comprehending means learning and it becomes the major concern or goal of reading, whether in teaching or inidvidual context. It involves the basic lower level process like decoding to higher level skills involve syntax, semantics and discourse or even integrating ideas of the text. It is not simple process because the readers build up or extracting new knowledge in their mind. Regarding with the prior knowledge, Smith (2003, p. 19) argues that comprehension is the ability in building understanding, both of a particular text and the more global concepts around which it is built. The reader‟s comprehension towards the text is also showed by relating their prior knowledge to the text so that the text becomes more meaningful for them. McNamara (2004, p. 28) also defines reading comprehension as a process which is marked by the process of the interpretation of the information in the text, the use of prior knowledge to interpret this information and, utimately, the construction of a coherent representation or picture in the reader‟s mind of what the text is about. It is also supported by Israel and Duffy (2009, p. 3) that describe reading comprehension as the capability to use context and prior knowledge to aid reading and to make sense what one reads and hears. In detail, Alyousef (2005, p. 12) states that there are six general components
of comprehsion ability namely automatic recognition skills, vocabuary and structural knowledge, formal discourse structure knowlwedge, content/world background knowledge, synthesis and evaluation skills/strategies and metacognitive knowledge and skills monitoring. Considering of the theories explored in this chapter dealing with reading comprehension, it can be concluded that reading comprehension is a complex cognitive skill, involving many sub skills, processes and knowledge sources in constructing meaning or information of a text.
2. The Process of Reading Comprehension Reading comprehension is an intentional, active, and interactive process that occur before, during and after a person reads a particular piece of writing. When a person reads a text, he/she engages in a complexity of cognitive process. Barnes (as cited in Santi and Reed, 2015, p. 2) assumes that the pocess of reading describe the iterative and dynamic processes used to construct representations of the text during reading. According to Braten and Stromso (2007, p. 196), reading is oftent described as an interactive processs, where comprehension is a result of joint eforts from the author and the reader. The author has formulate the content so that is interpretable, whereas the reader must mobilize the skills and knwoledge needed to comprehend the text. In reading comprehension process, the reader actively engages in a variety of simultaneous processes, as stated by Kintsch and Kintsch (2005, p. 7) that comprehension is not a single unitary process. According to Ambruster, Lehr and Osborn (2001, p. 6), there are two elements that make up the process of reading comprehension, they are vocabulary knowledge and text comprehension. To undertsand a text, the reader must be able to comprehend the vocabulary used in the text. if the individual words do not make the sense then the overall content will not either. In addition, to be able to understand each distinct word in a text, the reader also has to be able to put them together to develop an overall conception of what is read. It is text comprehension. Text comprehension is much more complex and varied that vocabulary knowledge. Patel and Jain (2008, pp. 114─116) state that there are some stages of reading comprehension, they are recognition stage, structuring stage and interpretation stage. Recognition stage occurs where the learner simply recognizes the graphic counterparts of the phonological items. He/she is simultaneously using his/her awareness and understanding of phonemes and phonics. Structuring stage in which the learner sees the syntactic relationship of the items and understands the
structural meaning of the syntactical units. He/she uses his/her knowledge of structural pattern and tries to get the meaning of the syntactical items. Interpretation stage occurs where the learner comprehends the significance of a word, a phrase or a sentence in the overall context of the discards. It is the highest level in the process of reading. Griffiths (2011, p. 7) points out that comprehension processes result in three levels of representation of a text‟s meaning. First is the sentence level representation (sometimes called the surface level), which is literally a word-for- word rendering of the text being read. Second is the proposition level of representation, in which the reader extracts the core ideas from the literal text. With word meaning available, syntax is parsed to establish relations between words leading to construction proposition level meaning. Third is the situation model, which is the highest level representation of the text‟s meaning and represents the integrated situation described in a text. Furthermore, Caldwell (2008, pp. 5─7) proposes some processes of reading comprehension in six stages as follows: 1) Perceptual and conceptual decoding process In this first process, the reader moves from the words on the page to meaning in the mind. Decoding process involving both perceptual and conceptual components. The reader recognizes individual words, using memory and knowledge of letter and sound patterns, and matches the resulting pronounciations to meaning. 2) Connecting idea units, recognizing details and forming the microstructure The reader connects these words into “chunks of meaning” or idea units, which are often referred to as proposition. 3) Arriving at the passage gist or main idea (the macrostructure) The reader continues to read, he/she eventually arrives at the gist of passage, often referred to as the macrostructure. 4) Using the microstructure and macrostructure to identify important ideas (the text base) The microstructure is often conceptualized as the details and the macrostructure as the main ideas. Kintsch and Kintsch (2005, p. 8) argues that good comprehension involves the recognition and recall of important idea units, not insignificant ones. 5) Integrating the text base with prior knowledge, making inference and building a situation model (idiosyncratic to each individual)
The text base remains close to the text or the author‟s meaning. The reader integrates the text with his/her prior knowledge, which can involve visual images, emotions, and personal experiences. In short, the reader cosntruct inferences based on information present in the text and his/her own prior knowledge. 6) Learning Remembering the situation model and using it some way at a later time. To sum up, the process of reading comprehension is incredibly complex and multifaceted that involves several stages namely decoding process or sentence level where readers recognize the text perceptually and conceptually, structuring process or proposition level in which readers connect their knowledge to understand meaning of small units and main ideas, and interpreting process or situation model that occurs when readers integrate the text with their prior knowledge to construct and inference the content of the text in overall.
3. Reading Comprehension Model The model of reading comprehension is a theory of what is going on in the reader‟s eyes and mind during reading and comprehending (or miscomprehending) a text. Generally, there are various processes which derive from the three models or approaches to reading process: bottom-up, top –down and interactive or integrated model. a. Bottom-Up Model Bottom-up model refers to processing based on what is in the stimulus array reaching the sense organ. Brown (2007, p. 358) argues that in bottom-up processing, readers must first identify linguistic signals such as letters, morphemes, syllables, words, phrases, gram matical cues, or discourse markers. Then they use their mental data processing device to put these signals in order. During the data processing students need to know the complexities of the language system. Hudson (2007, p. 33) describes that bottom-up processing occurs when a reader constructs or decode meaning from letter, words, phrases, clauses, and sentences by processing the text into phonemic unit that represent lexical meaning. The bottom-up model emphasizes the linguistics clues, builds literal comprehension of a text. In other words, bottom-up processing happens when someone tries to understand language by looking at individual meanings or grammatical characteristics of the most basic units of the text, (e.g. sounds for a listening or words for a reading), and moves from these to trying to understand the whole text.
b. Top-Down Model Top-down processing refers to processing based on what is already in the mind or the brain. Hood et.al (2006, p. 2) argue that top-down processing emphasizes the reconstruction of meaning rather than decoding of form. It means that the top-down model focuses on the importance of background knowledge and builds global comprhehension. The top-down is also closely tied to the concept of schemas in second language acquisition. Brown (2007, p. 358) explains top-down model as conceptually driven processing in which we draw on our intelligence and experience to understand a text. In other words, top-down model draw on readers‟ previous knowledge (schemas) to interpret a text. c. Integrated Model Integrated model refers to the integration of the previous models, which suggest that a reader relies on different aspects of bottom-up and topd-down skills and strategies (Anderson, 2000, pp. 2─3). According to this model, reading is an interactive process between a reader and a text which collaborative with processing strategies; bottom up and top down strategies. Farris (2004, p. 324) states that integrative model is a process between the words of a writer and the mind of a reader during which meaning is constructed. This process is consist of decoding and understanding written text process to combine information from reader‟s background knowledge and experiences with texts as written language to build meaning. It ha similar view with Grabe and Stoller (2001, p, 33) who argue that the integrative process occurs when the reader‟s knowledge allow him/her to comprehend and interpret the information appropriately. The knowledge includes word knowledge (vocabulary) as well as thinking and reasonig with comprehension variety according to text features and reader „s characteristics.
4. Reading Comprehension Levels Comprehension is not only about the reader‟s ability to answer the questions related to the text. Snow (2002, p. 10) states that comprehension is heavily dependant on the reader‟s oral language abilities, understanding word meanings and the ability to engage with the text in deep level. According to Berry (2005, p. 5), reading comprehension is divided into three major levels namely literal reading, interpretive reading and applied reading. a. Literal Reading Literal reading is considered as the lowest level of comprehension level. It is also calledas literal comprehension. Fanou (2015, p. 2) defines literal reading as the reader‟s ability to gain meaning from the print. In which, readers are prevented
from all possibilites of understanding the text, of comprehensing it in such a way as to interpret it, to manipulate it and to answer questions relating to its content. In other words, literal comprehension involves what author is actually saying. The reader needs to understand ideas and information explicitly stated in the reading material. b. Interpretive Reading Interpretive reading is also known as inferential comprehension. King (2007, p. 268) defines interpretive reading as deep comprehension that is indicated by a highly coherent, richly integrated, and plausible representation. It deals with what the author means by what is said. The reader must simply read between the lines and make inferences about things not directly said. It is about what is implied, not what stated. c. Applied Reading Applied reading is a level of comprehension that more complex than the previous level. It is the integration of all reading comprhension levels. Berry (2005, p. 7) states that in this level, readers are facilitated to criticize, identify and consider the authors‟viewpoints, atitudes, the authority of texts and their messages, and infer motives characters and themes. Therefore, this level is often called as critical comprehension level. It concerns itself with why the author says what he or she says. This high level of comprehension requires the reader to use some xternal criteria from his/her own experience in order to evaluate the quality, values of the writing, the author‟s reasoning, simplification and generalizations.
5. Factors Affecting Reading Comprehension Reading comprehension take places with two main influencing factors: internal and external factors (Sadeghi, 2007, p. 199). Internal factors refers to everything related to the readers such their cognitive abilities and strategies, background knowledge and affective characters such as perception, belief, motivation and problem solving strategies (Dorn and Soffos, 2005, p. 6). The readers also bring their capabilities and experiences (Snow, 2002, p. xiv) and metacognitive Controlled or the ability to monitor and reflect on his/her own level of understanding while reading (Tankersley, 2003, in Toba, 2009). The external factors is concerned with text, context and writer variables. The text, includes printed or electronic one with such elements as text modality and text characerstics i.e lexical density, structural compelexity (Snow, 2002, p. xiv). The context consists of situational elements e.g the time and the place of reading as well as the larger socio-economic context. It is text processing operations (reading
process) and the reader‟s reconstructed message (meaning) (Benhardt, 1999 in Hedgcock and Farris, 2009, p. 28). It is the activity involving the purposes, process and consequence in the act of reading (Snow, 2002 p. xiv). The third variable refers to the text producer (Sadeghi, 2007, p. 199) or the writer. Meanwhile Cain, et.al, (2003, p. 35) state that comprehension is influenced by three factors, namely linguistic factors, cognitive factors, and social factors. Linguistic factors means the ability of decoding, vocabulary and syntactic knowledge, cognitive factors refers to working memory, monitoring, and the ability to establish inferences and social factors, involving the circumstances under the reading occurs (social context, objectives, motivations, and expectations of the reader), but also the previous knowledge of the reader and his/her social and cultural experiences (Baleghizade and Babapour, 2011, p. 10) Furthermore, Alderson (2000, p. 32) states that there are two main factors affect reading comprehension, the reader and the text. The factors of reader are consist of knowledge (schemata and background knowledge), skills and abilities (recalling word meanings, drawing inferences from the content, recognising a writer‟s puprose, tone and mood, and following the structure of the passage), motivation (a purpose for reading, interest in the content, self efficacy), strategies, and stable characteristics (eye movements, speed of word recognition, automacity of processing, sex, age, and personality). While the factors of text include topic and content, text type and genre, literary and non-literary texts, text organisation and text readability. Those factors proposed by many language experts are generally interrelate and interact with each other in reading comprehension within a larger socio- cultural context that shapes and is shaped by the reader throughout the process of reading. All the factors also vary in numerous ways depending on taks, motivation, goals and language abilities.
6. Reading Comprehension Difficulties Reading comprehension is a complex process because when someone is reading, he/she use their eyes and brain to gte the meaning of the author‟s messages. Reading is also usually means dealing with language messages in written or printed form that invoves processing language messages not only
information and entertainment, but also knowledge (Patel and Jain, 2008, p. 114). Sometimes, for some students of English as foreign or second language, reading seems difficult because they have to transfer their mother language to the target language in understanding a text. Reading comprehension is a complex process that many readers often face many difficulties in reading. Chard (2008) states that to comprehend a text is not a simple process. To comprehend a text, the readers have to repeat continually and connect each word, sentence or page of what they have read before (Willis, 2008, pp. 126─127). While Wallace (2012, pp. 98─99) assume that to achieve the comprehension, the reader must know the vocabulary and syntax, form and work form of a schema, generate images, summarize, draw inferences, and monitor the comprehension. According to Alderson (2000, p. 34) points out six big problems commonly faced by readers in comprehending a text, they are: 1) The relationship between intelligence and the ability to read Since general intelligence is the most important factor in readiness for reading, it is obvious that intelligence tests are useful for appraising certain phases of readiness to read. In teaching reading comprehension, teacher should adjust the task to his capabilities to grow his power toward reading. 2) Word recognition Students may get difficulty in reognizing the word as they read. It is caused by the differences in syntactical patterns of the students‟ native language and the target language (Aebersold, 2007, pp. 12 - 13). To understand a text, students have to know the words meaning based on the context of the sentence. They are usually look up dictionary to find out the words meaning and they feel confused if the meaning is not appropriate with a sentence. That is why teacher may explain to introduce new words thorugh illustrating toward familiar words which students have known first. 3) Oral reading Reading orally of a selection text is particularly difficult for the reader to increase his understading, since he does not only sees but also hears what he reads (Nuttal, 2005, p. 31). Thus, overemphasis on oral reading may also make a reader so self-conscious while reading to others that his concentration may be on how, rather that on what, he reads. 4) Insufficient background for reading a selection It means that lack of experience background may cause poor comprehension of what is being read. It may seem self-evident that, if readers do nt know the
language of the text, then they will have agreat difficulty in processing the text, indeed in studies of first language reading, the language knowledge of the reader is often taken for granted (Alderson, 2000, p. 34). That is called as schema theory. In preparing for reading, students are mentally access their schemata on the incoming reading topic and consider what they already know. Typically, the students who gain sufficient knowledge about many reading selections, they are able to connect the information they have with the incoming text, so it would be heplful for constructing their comprehension in reading. 5) Failure to adjust reading techniques to reading purpose and type of reading materials Appropriate techniques should be taught for reading of specific types of material whenever new material is assigned (Hudson, 2007). 6) Lack of appropriate teacher guidance To succeed comprehension process, teacher should provide students with a purpose of reading, make the whole activity more interesting and effective, and know how well they are reading (Ur in Boer and Dallmann, 2000, p. 134). While Fanou (2015, pp. 2 - 4) points out three difficulties are often faced by readers, they are: a. Literal Comprehension Difficulties The first kind of difficulty the reader of a text may be confronted with is related to literal comprehension. He/she may not understand the text and hardly know what the words used in it are all about. Alptekin & Ercetin (2011, p. 242) state that the literal level of reading comprehension is essentially captures surface code features and text-base meanings explicitly stated in the text as well as the connecting devices that bind these text constituents locally. With such a difficulty, readers are prevented from all possibilities of understanding the text, of comprehending it in such a way as to interpret it, to manipulate it, and to answer questions relating to its content. So the first thing needed for comprehending a text is the capacity of reading it literally. Generally, there is in a text some information that is not explicit and which the reader with no prior knowledge may not understand easily. King (2007, p. 269) argues that writers generally leave some material implicit in their text as they assume that the reader will easily figure it out (infer it) from the text. This “figuring out” of implicit information is called inferencing and is considered to be a central part of the comprehension process. b. Literal Reading and Inferential Comprehension Literal comprehension may help achieve inferential comprehension which involves a deep understanding of the content of a text. It is even difficult to
separate literal understanding from inferential comprehension (Perfetti, Landi, & Oakhill, 2007, p. 234). For King (2007, p. 268), whereas literal (shallow) comprehension of a text reflects a minimally coherent mental representation, deep comprehension is indicated by a highly coherent, richly integrated, and plausible representation. c. Domain knowledge and inferential comprehension When learners have no (or limited) knowledge of the domain the text to be read is concerned with, reading comprehension tasks are rather difficult for the learners who generally try – most of the time unsuccessfully – to process reading comprehension texts literally. Text-based processing is not enough to help understand a text (input) effectively, process it (intake) and provide appropriate production (output). Based on the problems discussed by the experts above, it can be inferred that some problems faced by students in achieving reading comprehension are mainly consist of three aspects namely linguistic, background knowledge or schemata and reading comprehension strategies. The last two problems will be focus of the study due to students with sufficient background knowledge and use appropriate reading comprhension strategy are more able to connect information they have with upcoming one and successfully construct their reading. In other hand, insufficient background knowledge with lack of reading comprehension strategies are still become barrier to understand the content of a text.
7. Teaching Reading Comprehension Strategies According to Hibbard and Wagner (2013, p. 8), teaching reading is a complex process involving decoding skills, fluency and reading comprehension. Traditionally, reading comprehension was narrowly thought to encompass answering some multiple-choice questions after reading a reading passage. While this may be one form of reading comprehension, it is not comprehensive and does not take into account the stages of reading comprehension, requirements for understanding different genres of text, or understanding text when read silent versus orally, as stated by Evans, et al., (2009, p. 13). In the context of English teaching and learning, reading comprehension strategies can be applied to improve students‟ comprehension and make the teaching and learning process are more effective. Comprehension strategies indicate how readers conceive a task how they make sense what they read, and what they do when they do not understand. In sort, such strategies are processes used by the learners to enhance reading comprehension and overcome comprehension failures.
Teaching reading comprehension require strategies that can be defined as deliberate actions for students to establish and enhance their comprehension. Regarding to teaching reading comprehension, Gibbons (2002, p. 34) proposes three reading activities which should be consider by teacher when teaching reading comprehension, namely pre-reading, whilst-reading and post-reading activities. Pre-reading activity consist of questions in which the reader is required to find the answer from the text. The objectives of this activity are to activate students‟ background knowledge, to provide any language preparation and to motivate the learners to read the text. Brainstorming, content maapping, title predicting, illustrate sequencing, story telling, and existing sharing knowledge are examples of pre-reading activities. Whilst-reading activity refers to activities which intended to help students to understand the specific content and to perceive the rethorical structure of the text. This stage can be done by modeled reading, skimming and scanning the text, rereading for detail, summarizing the text, discussion in pairs or group and more. Post-reading activity refers to activities consist of questions which follow a text which offer the chance to evaluate students‟ understanding of text. Cloze test, jumbled sentences, true/false questions and questioning the text can be done in this stage. Duke (2002, p. 212) proposes six individual comprehension strategies to tecah readers, they are prediction, think aloud, text structure, visual representation, summarization, and questioning. Prediction is used to activate prior knowledge, previewing and over viewing. Think aloud is making what thought is audible and public while reading. Text structure refer to activities in organizing undestanding and recalling important ideas through the structure of texts. Visual representation is used to aid in comprehension ans recall. Summarization is summarizing what has been read by following a set of step-by-step procedures. And the last, question is asking questions to readers about what they are reading, whether this occurs before, during or after the reading. While Fan (2010, p. 19) writes that comprehension strategy instruction which focuses on teaching reading strategies to students can help readers become strategic and more self-regulated learners seems not only promising but also necessary. Having similar idea about reading comprehension strategies, Singhal (2012 p. 13) proposes six strategies that within the broad context of reading comprehension strategies,. These strategies can more appropriatley be called substrategies: cognitive, memory, compensation, metacognitive, affective and social.
a. Cognitive strategies are used to transform or manipulate the language. In more general terms this includes note taking, formal practice with the specific aspects of the target language such as sound and sentence structure, summarizing, paraphrasing and translating. b. Memory strategies are used to help the learners to remember and retrieve information are referred to as memory strategies. c. Compensation strategies include skills such as inferencing, guessing while reading, avoiding communication partially or tay, adjusting or approximating the message, coining words, using synonyms, and using reference materials such as dictionaries. d. Metacognitive strategies help learners to plan, arrange and evalate their own learning. e. Affective strategies used to lower anxiety and encourage learning. f. Social strategies are those that involve other individuals in the language learning process. They refer to cooperating with peers, questioning, asking for correction and receiving feedback. In other words, these strategies vary depending on the language area or skill to be mastered. Task requirements help determining strategy choice. In short, based on the strategies proposed above, direct isntruction which is effectively applied in many language classrooms derived from collaborative approach involving teacher and students and among students. Literature circle is a kind of teaching strategies based on collaborative principles that believed can improve students‟ participation and engage.
8. Reading Comprehension Assessment Comprehension is a highly individual process, and assessing it is far more complex than many decision makers lead us to believe. To climb inside a reader‟s mind and accurately “measure”the quality, speed, and durability of the countless connections and processes that occur during his or her interaction with text is impossible. Cain, Oakhill and Bryant (2001, p. 27) argues that the most important measures of the performance of reading are related to how much and how the student understand a text and identifying processes and processing underlying to the comprehension. Altough reading comprehension process is normally silent, internal, private and quite evidently difficult to understand (Alderson, 2000, p. 4), a teacher is supposed to have reading comprehension assesment to measure the success of reading instruction. Alternative approach in examining the process of reading, Alderson argues, is to inspect the product of reading and, often, to
compare that product with the text originally read. The product of reading is meaning or comprehension as a reflection of reader‟s mind (Dorn and Soffos, 2005, p. 2), and as an evident when readers are able to interpret and evaluate events, dialogues, ideas, and information, able to connect information to what they already know, able to adjust current knowledge to include new ideas or look at those ideas in a different way and able to determine and remember the most important point in the reading (Wallace, et.al, 2012, p. 170). Pearson and Hamm (2005, as cited in Caldwell, 2008, p. 35) describe the genesis of what educators should asses in regard to comprehension. They conceptualize comprehension as involving two major factors: word knowledge and reasoning, then these factors are sorted into the following general categories: remembering word meaning, recognizing word meaning in context, understanding explicitly stated content, connecting ideas, drawing inferences, following passage organization, recognizing literary devices, and understanding the author‟s purpose, mood and tone. Alderson (2000, p. 32) classify reading comprehension test into three levels namely literal comprehension which involves surface meanings, interpretive or referential comprehension in which, students go beyond what is said and read for deeper meanings, and critical reading whereby ideas and information are evaluated. While Brown and Abeywickrama (2010, p. 3) confirm that the set of comprehension questions should cover the certain features like topic, main idea, phrases in context, inference, grammatical features, detailed information, supporting ideas, and vocabulary in context. According to Zwiers (2010, p. 13), to assess students‟ reading comprehension, it can be taken from the aspects of comprehension habits, they are 1) organizing text information by sculpting the main idea and summarizing, 2) Connecting to background knowledge, 3) Making inferences and predictions, 4) Generating and answering questions, 5) Understanding and remembering word meanings, 6) Monitoring one‟s own comprehension Considering the type of reading to be perfomed and the desired types of comprehension skills to be taped, a teacher as the test constructor needs to have careful though of assesment method (Cohen, 2004, p. 226), or techniques (Hughes, 2003, p. 11). Since no best method for all purposes of the test (Alderson, 2000, p. 203), the teacher should pick up the more appropriate one, fitting the objectives of the test. Although the teacher is not sure whether one item has succeeded or not in measuring certain skill of reading, at least the teacher is aware that the item is approximately measure the skill (Hughes, 2003, p. 136).
Furthermore, some techniques used in assesing students‟ reading comprehension (Alderson, 2000, p. 204 - 206) are discrete-point versus integrative techniques, cloze test and gap-filling tests, multiple choice questions, alternative objective techniques (matching techniques, ordering tasks and editing test), alternative integrated approaches (the C-test, the cloze elide test, short-answer test, the summary test and the gapped summary) and Information-transfer techniques. Blachowiz and Ogle (2008, p. 65) affirms nine techniques of reading comprehension assesment, namely Classroom fluency snapshot, Running Records, Informal Reading Inventories, Cloze Passages, Story Map/Selection Map, Story , Thinks-Alouds, Retelling Checklist, Double-Entry Journal and Comprehension Rubric. There are at least four techiques of testing reading comprehension identified by reading experts. They are: 1) Communicative test wherein reading test integrates other language skills (Cohen, 2004, pp. 227 - 228), 2) Fixed response formats: multiple choice and alternatives to it (Cohen, 2004, p. 233), 3) Structured-response formats: the cloze test (completing a text wherein some words are deleted) (Cohen, 2004, p. 234) or gap filling (Alderson, 2000, p. 207), the C-test (continuing the two or three initial letters to be an appropriate word (Alderson, 2000, p. 229) and recall protocols or fress recall test: writing what is remembered after reading (Alderson, 2000, p. 230) and 4) computer based testing (Cohen, 2004, p. 249). Further, in this study, multiple choice items with four options are utilized. These items oftentimes require higher-level thinking (Curriculum Associates, 2007, p. 9). To make sure that the items are effective, five item format checklists from Brown (2005, p. 47) are considered in constructing. In constructing the items, i) all distractors are made plausible, ii) needless redudancy is avoided in the options, iii) the ordering of the option carefully considered, iv) the correct answers are randomly assigned, and, the last, v) the distracters “none of the above” or “A and B” only are avoided.
B. Analytical Exposition Text 1. The Nature of Analytical Exposition Text
In the syllabus of 2013 English Curriculum for Senior/Vocational High School, there are some types of texts or genres that should be learned by students. There are narrative text, recount text, descriptive text, procedure text, factual report text, analytical exposition text and news item text. Analytical exposition text is listed on the eleventh grade syllabus in Basic Competence number 3.4 for cognitive (knowledge) aspect and 4.14 for psychomotoric (skill) aspect. The analytical exposition text is one of genres stated in English curriculum for the second grade of Vocational High School students in fourth semester. It is one kind of expository texts, beside hortatory text. Expository text means a text that express the opinion, idea, or argument of the writer based on the phenomena or the topic. It contains accurate facts and explanations related to the world using a variety of different forms of organization. Martin and Rose (2008, p.118) define expository as a kind of text or genre that elaborates the idea/thesis about the phenomenon surrounding and its thesis is expounded and argued for. In addition, exposition means the way to give explanation or analyzing to the text or paragraph that supported by Controlledling idea with information, facts, and illustration.
2. The Purpose of Analytical Exposition Text The primary purpose of analytical exposition text is to gain information. Nalasco (2009, p. 16) points out the purposes of analytical exposition are to persuade the reader or listener that there is something that, certainly, needs to get attention, to analyze a topic and to persuade the reader that this opinion is correct and supported by arguments. An exposition text is then generally used to describe, reason out or analyze non-fictional issue or information.
3. The Generic Structure of Analytical Exposition Text Research has shown that there is a strong relationship between the reader‟s understanding of the text structure and reading comprehension (Armbruster and Osborn, 2002, p. 15). Understanding text structure as one of reading comprehension processes can affect the sucess of reading. Martin and Rothery (2008, p. 23) state that analytical exposition has generic structure of exposition genre; Thesis, Argument and Conclusion. a. Thesis Thesis is the part of the text in which the writer states his/her position. It introduces the topic and show writer‟s position; outlines of the arguments to be presented. b. Arguments
It is concerned with information provided to justify the writer‟s position. It consists of point that states the main argument, and elaboration that develops and supports each point of argument. c. Conclusion It is the part of the text where the thesis and arguments can be briefly stated. It also called as reiteration (restatement) that restates writer‟s position. The organization of analytical exposition of text can be seen in Table 2.1 as follows: Table 2.1 The Basic Organizational of Analytical Exposition Text
Part Description The first paragraph in which the author grabs the reader‟s Introduction Paragraph attention (lead) and tells the reader what the entire piece (Thesis) will be about (topic sentence). A number of paragraphs, each with a broad yet distinct main idea sentence, which explains what the paragraph is about, followed by a variety of supporting details. (Often times teachers require three paragraphs in the body of the Body of the Piece piece, however, two well-developed paragraphs, or 4, 5, (Arguments) or 6, paragraphs work equally as well - the key is for the author to write as many paragraphs as needed to fully explore the topic. Requiring three paragraphs can result in a formulaic, one size fits all approach that limits the author.) The final paragraph which creatively reiterates the main Conclusion ideas and restates the thesis or topic sentence in a general (Reiteration) way. This may be accomplished in a straightforward, although not literal repetition, or it may be implied.
3. The Language Features of Analytical Exposition Text Each type of text has special features depending on the nature of the text itself and so does analytical exposition text. Anderson (2003) proposes that the language features usually found in an expository text include:
a. Use relational process: relationships between and among people and caring about people. b. Use external conjunction: Enhancing by linking to real world events. c. Use internal conjunction; Elaborating and itemizing steps in an argument (finally, secondly, next, finally). d. Use causal conjunction: the cause of an event e. Use contrastive conjunction: but, nevertheless f. Use simple present tense: e.g Bruno is quiet boy g. Focus on generic human and non-human participant: e.g car, pollution h. Use mental process: It is used to state what the writer thinks or feels about something i. Need material processes: It is used to state what happens j. Use of relational processes: e.g it is important k. Use modal verbs: e.g we must preserve l. Use modal adverbs: e.g certainly we.. m. Use passive sentence The example of analytical exposition text is shown in Table 2.2 as folows:
Table 2.2 The Example of Analytical Exposition Text
Title Cars should be banned in the city Cars should be banned in the city. As we all know, Introduction Paragraph cars create pollution and cause a lot of road deaths and (Thesis) other accidents. Firstly, cars as we all know, contribute to most of the pollution in the world. Cars emit a deadly gas that causes illnesses such as bronchitis, lung cancer, and triggers off asthma. Some of these illnesses are so bad that people can die from them. Secondly, the city is Body of the Piece very busy. Pedestrians wander everywhere and cars (Arguments) commonly hit pedestrians in the city, which causes them to die. Cars today are our roads biggest killers. Thirdly, cars are very noisy. If you live in the city, you may find it hard to sleep at night, or concentrate on your homework, and especially talk to someone. In conclusion, cars should be banned from the city for Conclusion (Reiteration) the reasons listed.
4. Difficulties in Comprehending Analytical Exposition Text Most vocational high school students feel bored when they should read analyatical exposition text because it is not as interesting as narative or recount text. Reading comprehension of analytical exposition text needs more critical thinking process because they should understand the statements and arguments of the writer. Students must have some abilities to read critically, able in making inference, and conclude the author‟s view in the text. Analytical exposition texts can be difficult to be comprehended because there is variation in the text organization, the content may be less familiar, and there may be a high proportion of technical terms (Vaughn, 2006). The students get difficulties to identify the generic structures because they have lack ideas to express and explore in argument of this text. They have no the possible new information to transform when they read the text and answer the question given. As the result, they are found to behave difficulties to identify what the text tell about, explore the arguments and find the solutions in the end of the text. They are also having problems in identifying the language features of analytical exposition text. Therefore, teacher should facilitate them to interact more productively with expository texts, discuss the texts and guide them in understanding the different features and expectations of expository texts.
C. Instructional Strategy Instructional strategy is a method of delivering instructions that is intended to help students achieve the learning objectives. Some strategies that are more suited up to help achieve the objectives of the lessons are teacher directed such as lectures, recitation, questions and practices. Others more interactive such as various group and discussion methods. Still other strategies are more students directed, these often emphasize inquiry and discovery. The selection of proper instructional strategy ensures the achievement of the stated instructional objective effectively. According to Farooq (2012, p. 161), instructional strategies are used in the presentation of lesson to help the students learn by ensuring the smooth delivery of the instruction. It is a process by which an instructional module, instructional phase or an entire course is delivered. Nwachuku (2005, p. 9) states that instructional strategies are decisions about organizing people, materials and ideas to provide learning. It is often described as both the teaching method and the materials used in the process of teaching. Instructional strategies determine the approach a teacher may take to achieve
learning objectives. Some of these instructional strategies include demonstration, discussion, inquiry and lecture among others. According to Onweh and Akpan (2014, p. 80), instructional skills are the most specific category of teaching behaviours. They are necessary for procedural purposes and for structuring appropriate learning experiences for students. These include such techniques as questioning, discussion, directing giving, explaining and demonstrating. Hence, students learn by doing, making writing designing, creating and solving.
D. Literature Circles 1. The Nature of Literature Circles Literature circles are a form of literacy engagement used in many classrooms today. There are many forms of literature circles, but essentially they are small, discussion groups consisting of students who are reading the same topic. According to Daniels (2002, p. 1), literature circles as a small, temprorary, discussion groups in which everyone in the group has chosen to read the same story, poem, article, or book. While reading, each member prepares forspecific responsibilities during discussion time with notes needed to perform these tasks. Cameron et.al (2012) explain that literature circles are led mostly by students, while the teacher remains in the background and performs only basic controlled function. Thus, literature circle is a student-centered teaching. Literature circles can be defined as peer-led student group (Pearson, 2010, p. 15 Fountas & Pinnel, 2001, p. 12) in which they read with an opportunity to discuss content. It also often called as a form of book clubs (Casey, 2008, p. 21; Florio-Ruane & George, 2001, p. 12). In other words, literature circles are group of reading in which the students read their own reading, note the important things of their reading, then they report what they have tought about it in the discussion with the peers regularly (Blum, et al., 2002). It means that literature circles are student centered activity which enable student to be actively involved in the group of discussion based on the same books or text they read then they report what they have read in the group meeting. Classroom teachers, who have implemented literature circles for the students to provide them the activities which challenge not only their reading skill but also their speaking, listening and writing skill. Literature circle is a complete activity that includes all the skills but the center of the activity mostly to improve students‟ reading skill. Its method offers the different approach of reading, lets the students talk free about their readings, and they take responsibility through the roles that
enable them actively involved and engaged their reading (Daniels, 2004). To sum up, literature circle is a form of literary engagement in which students are placed in a small groups and encouraged to read with a focus and then report on and discuss what they read, determining what and why is significant for themselves. In this reading group, the students meet regularly, and their roles or responsibilities change at each session or meeting. They are an effective way to help motivate students to read. When the group finishes reading and discussing the text, group members determine the manner in which to share their comprehension in a whole- class setting. From the explanation above, it can be concluded that literature circle is a complete activities that include all the skills but the center of these activities mostly to improve students‟ reading skill. Literature circle method lets the students talk freely about their readings and exchange their understanding about the same readings. It is a fun way that students get to work with other people, they get to read the books and then they get to write about them.
2. The Characteristics of Literature Circles Literature circles can be used to help students learn several skills. Nichols (2006, p. 95) argues that the students need to learn strategies for holding themselves and others accountable, inviting and expecting quiet members to contribute, and monitoring the purposefulness of their talk and the negotiation of meaning. And the alternative way to explore those skills is by participating in literature circles discussion. Daniels (2002, p. 18) confirms that there are “11 key ingredients” for literature circles: 1) Students choose their own books. 2) Small temporary groups are formed, based on book choice. 3) Different groups read different books. 4) Groups meet on a regular, predictable schedule to discuss their reading. 5) Kids use written or drawn notes to guide their reading and discussion. 6) Discussion topics come from the students. 7) Group meetings aim to be open, natural conversations about books, so personal connections, digressions, and open-ended questions are allowed. 8) The teacher serves as a facilitator, not a group member or instructor. 9) Evaluation is by teacher observation and students self-evaluation. 10) A spirit of playfulness and fun pervades the room. When books are finished, readers share with their classmates, and then new groups form around new reading selection.
3. The Purpose of Literature Circles The purpose of literature circles is to guide students to develop understanding of particular concepts as they explore the text and meaningfully participate in small group discussion (Straits, 2007, p. 12). Daniels (2002, p. 6) claim that literature circles contribute to the development of skillful and toughtful readers at all grade levels. Readers collaborate to build conversational skills for talking about texts in personal and thoughtful ways. Literature circles can also function as a method of helping students generate their own ideas about what they read and provide conversational structures that help students and teachers break away from typical discourse patterns (Brabham & Villaume, 2000, p. 10). They can gradually enable students to take responsibility for reading, comprehending, interpreting, developing discussion of text, and engaging in increasingly more complex levels of reading and thinking. While Whitaker (2012, p. 221) points out that literature circles can be effective for improving reading comprehension and the enjoyment of reading which could boost motivation. Therefore, it can be concluded that literature circles aims to develop students‟ reading comprehension through discussion activities.
4. The Strengths of Literature Circles Literature circles also have been used in many countries to pormote reading for enjoyment. Allan, et al., (2005) proposes literature circles offer the potential to promote reading for enjoyment by harnessing the social networks that exist within the peer group. The approach promotes readings as an active and desirable social activity, rather than essentially private and individual one. The teacher encourages relatively free-flowing, expressive talk in which students articulate both literary and affective responses to their reading. In other researches, it had found that students‟ comprehension is increased as well as their higher-level of thinking and their quality responses to text after joining literature circles (Young, 2014). It is also discovered that using literature circles could increase positive social learning opportunities in the classroom. Gilbert (2000) added the goal of conducting literature circles is for students to be polite, listen to on another, engage in conversation about their books, and learn from one another. Furthermore, Hill, Johnson & Noe (1995 in Nolasco, 2008) stated that there are several benefits of literature circles, namely: 1) Encourage students to love literature and raise students‟ positive attitudes in reading.
2) Give students opportunity to be actively involved in the discussions and to have talks and interaction among the member of the group related to the text. 3) Students are trained to work collaboratively but to finish their job individually as they have responsibility to work their own task based on the selected roles. 4) Students have opportunity to explore literature from different perspective since they choose the book and the role they want to use in literature circles. It also can be concluded that working with litearature is a journey through the human life in experience (Gilbert, 2000) in which students are directed to be polite, listen to one another, engage in conversation, and learn from one another. Dawson and Fitzgerald (2000) add that literature circles program recognizes the diversity in students preferred learning styles and provides strategies to cater for these individual strategies. Furthermore, Daniels (2006) said that student gets much more “airtime” and feels less risk in a whole-class discussion.
5. The Roles in Literature Circles The specific characteritics in literature circles strategy are typically called as literature circles role. Roles are usually assigned to members of the literature circle to allow the group function productively and to help members remain focused on the chosen book or text. The discussion groups in literature circles is hold regularly with members rotating roles each session. Upon completing their selected reading, group share their interpretations of the text with classmates. This student-centered instructional techniques enables each student to participate, regardless of his/her reading level. The students lead text discussions in their small groups and the techer acts as mediator and facilitator. Students are individually assigned roles they must assume that are reflected in the tasks they must accomplish and discuss when meeting with their group. There are many roles used for literature circle groups, but the roles most often utilized include the Connector, Word Wizard, Artful Artist, Passage Picker, and Question Asker (Marshall, 2006, p. 9). The purpose of the roles is to give students a focus for reading, as well as a task to help them through their own comprehension of the text.
a. The Connector The Connector is the student responsible for making connections between the text and the real world. He/she connects what was read to their life, feelings and experiences. Students could connect the text to events that happened at school or
community, to current events, to similar events at other and places, to other people, or other problems. They also can connect the text or book that was read by the same authors or on the topic. b. The Word Wizard (Vocabulary Enricher) The Word Wizard is the student who responisble in charge of finding vocabulary in the text. The Word Wizard can identify words he or she does not know, finds interesting, or thinks are important to the story. He/she focuses on vocabulary from the story. The student with this role should look for puzzling or unfamiliar words, mark them in the book, and then later look up the definition. When it is time for the discussion, this role should help other members explore the words. c. The Artful Artist (Illustrator) The Artful Artist is responsible for visualizing what is happening in the story and turning that mental image into a drawing to share with the rest of the group. He/she draws some kind of picture that related to the reading. The illustration can be a sketch, cartoon, diagram, flowchart or stick-figure scene. d. The Passage Picker (Literary Luminary) The Passage Picker‟s role is to find sections of the text that are important, interesting, or possibly difficult to understand. These passages are shared with the reading group and discussed. He/she selects quotations or special sections of the book for the group to discuss. Students can make a note about anything that was funny, puzzling or interesting and write down why each one was picked. e. The Question Asker (Questioner) The person in the group responsible for creating questions to ask of other group members is the Question Asker. The questions can have answers that come directly from the text, or can be questions to ask other group members, or even questions that can only be answered by the author. Eventually students are guided away from strict, assigned roles; but initially, these roles provide structure and focus for participating in a literature circle. He/she writes down questions they have about the book. This could mean things they were wondering about as they read the story, questions they had about what was happening, or questions about the meaning of particular words. All of these roles were designed to support purposeful reading of any text, to enact the key principles of collaborative learning, and to initiate student-led discussion.
In each meeting the students complete a different role, but generally the roles are designed to aid students in either generating their own, in-depth understandings a concept or expanding and drawing connections to the concept.
6. The Steps in Literature Circles Dawson and Fitzgerald (2000) state that there are three steps in literature circles, namely initial phase, discussion phase and concluding phase. a. Initial phase The step includes the session to give students the introduction to the book or the text. In this step, teacher provides texts, books, or articles to elect by the students based on their preferences and guides them to choose the book or text and forms small group that consist of students who have same book/text preference. b. Discussion phase This step consist of activities that all the students do with their group such as reading, negotiating, and discussing. c. Concluding phase It refers to the presentation of roles done by the students after they finish all the task-based roles. They present their work or their journal in front of all members, respond to part of the text, and give opinion for their friends‟ role in the presentation. This step is ended by choosing the roles that students want to do for the following literature circles meeting.
7. Assesment in Literature Circles According to Thomas, (2013, p. 46), literature circles procedure can be mesured by these conducting oral re-telling, comprehension test, semi structured interview to students, and Rhody Secondary Reading Attitude survey to obtain the data of students‟ response in literature circles participation. Ulbrich (2009, pp. 18- 21) confirms that there are multiple measures are used to find out if literature circles positively influenced comprehension, namely journal response-rubric based Bloom‟s Taxonomy of Cognitive Learning Domains (Knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation), teacher checklist, and student questionnaire. Further, the best assement to asses literature circles activities consist of teacher observation, group evaluation and self-evaluation (Daniels, 2002). Assement measures that can be used to monitor and evaluate literature discussion
groups include using a daily stamp, videotapes or audiotapes, teacher observation, student self-assesmnets and reading logs. The observation can be the foundation for how assessment is completed as part of the literature discussion group. Morris and Perlenfein (2003) explained that observations of individuals and groups of students can offer a rich information on how a student interact with other members in the group and the level of understanding he or she has of the text. Accordingly, not only observation that is conducted as the assessment of literature circles implementation but also questionnaire, interview, and document analysis.
8. Literature Circles in Teaching Reading Comprehension In relation with the aforementioned reading comprehension theory, it is relevant to use literature circles as a media in teaching reading since the students choose roles they want to do in the literature circles and each roles give students opportunity to practice the reading strategies. The following is the elaboration of the relation between reading comprehension strategies and literature circles roles. 1) As connector, students apply top-down strategy in reading the text (Grabe, 2003) as they use their background knowledge to understand the text. In relevance with reading level, the connector activates inferential reading in which they connect their own experiences with the text. 2) Questioner gives students opportunity to give questions to their friends. This role activates the literal reading in which the students questioning the content of a text. 3) Literary Luminary highlights funny, puzzling, interesting and important parts of the text. It means students read the text by using inferential reading in which they form an opinion or guess that some parts are interesting. 4) The job of the illustrator enables students to read using literal level when they create images based on the text they read. 5) The role of a Word Wizard is to focus on the vocabulary in the text. It means he/she read the text in the inferential level.
E. Direct Instruction Strategy Direct instruction is the use of expilict teaching strategy, usually to teach a specific skill. It is a teacher-centered method, meaning the teacher stands in front of
a classroom and presents the information. The model illustrates the transition of the responsibility for the learning process from teacher to student. During the stages daily restropect and presentation, the teacher is in cotrol. Before students are able to be resposible for their own learning, they need help and assisstance from the teacher. During guided pracice, the responisbility gradually shifts from teacher to student. As an instructional strategy, Direct Instruction typically focuses on accomplishing instructional targets by providing training on skills that are closely related to the targets. Further, it requires well-planned, neat, and organized lessons. Training provided usually revolves around small modules where teacher directs the instructional process depending on the skills acquired, providing a set of procedures that fit with instructional targets and arrange the environment accordingly. Kinder, et al., (2005, p. 15) states that the main goal of this strategy is to reach with students to the mastery level before learning a new skill. Rosenshine and Stevens (as cited by De Jagger, 2002, p. 9) state that Direct Instruction strategy consist of some activities that teachers taught well-structured and expository material. They are summarising previous learning, explaining goals, providing instruction in small steps with a lot of questions, providing guided practice, providing inidvidual seatwork, monitoring seatwork, and providing feedback and a summary. In appplying the Direct Instruction strategy, teacher start their lessons with daily retrospection. The teacher summarises past learning, discusses the homework or tasks the students made indepedently, and activates prior knolwledge. When students do not have enough prior knowledge, the teacher will have to teach the required knowledge and skills before he starts to present new subject matter. The daily review provides additional practice and overlearning for previous learned materials, and allows the teacher to reteach and to provide corrections in case of misunderstanding. The presernattion of new knowledge and skills starts with a description of the lesson objectives. Next, an effective teacher presents the subject matter in small steps, giving several examples and using clear language. During the presentation, the teacher regularly checks whether the students understand the new subject matter. At the end of the presentation, summaries and stresses the most important parts of the new knowledge and skills. Next, the teacher offer the students sufficient time for practising the knowledge or skill under guidance. The goal of this guided ractice is processing the new information through active practising. The teacher gives short and clear assignments, asks numerus questions, keeps all students involved, and makes the feel successfull.
The phase of guided practice continues until most students understand the new information, and are able to perform new skills. This means that they are ready to work on assignments independently. These assignments resemble the tasks the students worked on in the guided practice phase. The teacher makes sure that they can start working immediatley and work without interruptions. The students are allowed to help each other when they experience problems. The teacher makes clear that their work will be corrected. Preferably this correction takes place as soon as possible for feedback purposes. Preiodical restropect takes place at least once a week. It is necesary to recapitulate new knowledge and skills, because people ten to forget what they have learned. Feedback should take place continuosly and frequently. Teachers correct mistakes immediately and explain why answers are right or wrong. It is very important that teachers often reinforce students positively (De Jagger, 2000, p. 11). The literature review showed that this instructional strategy had developed as a result of many thoughts and arguments that together formed the rationale of the so-called Direct Instruction strategy. As argued by Marzano and Pollock (2001, p. 25) that the arguments covered three fields: skills and system analysis, social behavioral modeling, and Direct Instruction research studies. High level skills are analyzed to component part, and training will provided sequentially until reaching the mastery level practicing an intricate skill. According to Halahan, et.al (2007, p, 32) the Direct Instruction strategy relies on the behavioral approach in which instructions are given explicitly and sequentially when a skill is to be learned, or instructional models are presented without any distractions. This strategy is focused on procedures followed by teachers and the curriculum and identify specifically and explicitly what skills need to be learned step-by-step, instead of leaving students to their own experience. This, of course, improves and accelerates learning in students. Kinder et.al (2005, p. 21) states that Direct Instruction is based on two basic principles, namely 1) all students can learn when taught correctly, regardless of past history and background and 2.) all teachers can be successful if given effective teaching materials and presentation techniques. There have been many studies on Direct Instruction showing that the two principles are achievable in any classroom when implemented correctly. While Ganz and Flores (209, p. 27) points out that Direct Instruction shares characteristics with other behavioral approaches in the following ways; a.) through task analysis, program skills and tasks are broken into components parts and taught to mastery; b.) there are sets of teacher behaviors and procedures such as the provisions of instruction (model, lead, test), and immediate
corrective feedback (model, correct response, lead, test); c.) students engage in repeated practice with the correct response; and d.) program procedures are designed so that the learning environment and teacher behaviors set the stage for effective learning.
F. Content Familiarity 1. The Nature of Content Familiarity Understanding the concept of content familiarity is cannot be separated from a schema theory. This theory was developed by cognitive scientists concerning the understanding of how comprehension occurs. It is introduced by Barlett (in Li Ke, 2009, p. 2) and developed by Rumelhart (in Murcia, 2001, p. 156) that proposes schema theory as a basically theory of how knowledge is mentally represented in the mind and used. It decsribes the process of comprehension is under the idea that input upon pre-existing knowledge so that a match is made (Martinez, 2012, p. 70). In other words, schema theory has become a fundamental theory of the cognitive process that involves one‟s ideas and perception in reading comprehension. Schema is the technical term used by cognitive scientist to describe how people process, organize and store information in their heads. Hudson (2007, p. 141) points out the term of “schema” is sometimes used as a singular term with “schemata” as the plural noun form. According to Myers (2005, p. 105), schemata are frameworks for organizing and remembering about a topic. When someone read a text, he/she brings his/her own ideas or information in understanding the text. Nguyen (2012, p. 10) describes schemata as abstract bodies of “pre-owned” information which have an essential role in the reading process. The background knolwedge or information which have possesed by a reader will influence the process of reading he/she does. The similar view has poposed by Brown (2001, p. 25) that schemata are what the reader brings information, knowledge, emotion and culture to the printed word. The reader involves their mind, feeling and experience into their comprehension process. Furthermore, Al-Issa (2006, p. 41) points out that schema is a collection of default ideas, principles and judgements about events and locations. It relates to human memory which enccompasses general knowledge about everything connected with a particular object or event. Based on the views of several experts above, it can be concluded that schema is general impression of a reader in reading a text, that consist of a cognitive structure of preconcived ideas, a framework representing some aspects of the world, or a system of organizing and perceiving new information.
Schema theory is an explanation of how readers use prior or backgroud knowledge to comprehend and learn from text. It has a major impact on reading instruction. It describes the process by which readers combine their own background knowledge with the information in a text to comprehend that text and also describes in detail how the existing knowledge or schemata of the learner interacts with the reading task and illustrates how a student‟s knowledge and previous experience with the world is crucial to deciphering a text. The prior knowledge has a signifficant role in students‟ understanding of a text, as Guthrie (2008, p. 11) stated that comprehension without prior knowledge is impossible. Prior knowledge is directly influences the understanding of what is read. The more a reader knows about a topic, the more likely it will be that he/she can comprehend what is written about it. The National Research Council (2000, p.236) also states definitively that all learning involves transfer from previous experiences and prior knowledge. Transfer of learning occurs when the student is motivated by the topic, motivated to learn, has previous knowledge on the subject, and knows how to connect new information to existing information. It also supported by Marzano (2004, p. 1) who proposes that background or prior knowledge is one of the strongest indicators of how well they will learn new information relative to the content. Beside other factors such as the skill of teachers, student‟s interest, and the content complexity, prior knowledge has been a very important factor because the reader has developed this prior knowledge through experiences throughout their life and it is retrieved from long-term memory and allows the reader to have discussions about the next text prior to reading. In sum, the background knowledge has major impact on reading instruction and considered as one of the external factors in language comprehension that has been formalized as schema theory. Brantmeier (2003, p. 2) defines content schema or content familiarity as the knowledge relative to the content domain of the reading passage that the reader brings to a text. The importance of previous knowledge in reading from a cognitive point of view is that reading is the construction of meaning from the written passage. To arrive at understanding, a reader connects information from the written passage with previous knowledge (i.e knowledge of language, the structure of text, topic knowledge, and world knowledge). Familiar content knowledge or content familiarity greatly influences students' ability to comprehend text and discourse. As argued by Pearson (2000, p. 16) that students answered more questions correctly and gave more idea units in their free recalls when they found the content to be familiar. Lauer (2002, p. 64) also points out that content familiarity influences the inferences a person makes about the text is being read. It is also supported by
Snyder (2012, p. 18) that the use of reading strategies which focus on activating content familiarity also improve text comprehension. Readers rely on content familiarity in order to fill in the gaps in text that lacks cohesion and coherence. To summarise, content familiarity was found to have greatly facilitated the comprehension performance of both the low- and the high-ability students. According to Carrel (in Li, 2007), schema theory consist of three components namely Linguistic Schemata, Formal Schemata and Content Schemata. Linguistic schemata refers to readers‟ existing language proficiency in vocabulary, grammar and idiom. Formal schemata are the organizational forms and rhetorical structures of written texts. They include knowledge of different text types and genres, and also include the knowledge that different types of texts use text organization, language structures, vocabulary, grammar and level of formally differently. Content schemata refers to the background knowledge of the content area of a text, or topic of a text. They include topic familiarity, cultural knowledge and previous experience with a field. The third types of schema theory above showed that how existing knowledge of the reader is crucial to get comprehension well. As a component of schema theory, content schemata, or also called as content familiarity, prior knowledge or background knowledge, has crucial influence in comprehension process. Many linguists define content familiarity as the knowledge related to the content domain of the text. Brown (2001, p. 26) states that content schemata is what we (reader) know about people, the world, culture and the universe. Readers connect their background knowledge to the content of a text. Weaver (2007, p. 3) also defines content schemata is the background knowledge “a reader brings to a text”. In other words, content sschemata is a part of background knolwedge that contains what reader know and bring when they read a text. Content familiarity deals with the knowledge related to the content domain of the text. As proposed by Lee (2007, p. 237) that content familiarity is the degree of interaction between the reader‟s domain knowledge and textual content. This assumption has similar view with Spires and Donley (as cited in Snyder, 2012, p. 5) who point out that that content familiarity refers to the various level of prior knowledge, or familiarity, with the content they encounter in text. However, from most content familiarity defined by the experts briefly elaborated above, it can be concluded that content familiarity is all the chunks of information that a reader has gained through a lifetime of direct and indirect experience. The reader needs to use their background knowledge or content familiarity regarding to the topic of a text and to know the content area of a text in order to comprehend it.
2. The Components of Content Familiarity Alderson (2000, pp. 44─ 45) distinguishes three components of content familiarity namely knowledge of subject matter or often called as topic familiarity, knowledge of the world, and cultural knowledge. a. Knowledge of Subject Matter (Topic Familiarity) Topic familiarity is related to one‟s familiarity to subject of knowledge. Engin and Seven (2011, p. 2) defines topic familiarity as the familiarity of a subject of a discussion, a talk, a programme, an essay, or a conversation. In reading activities, topic familiarity is described as students‟ topic knowledge and their familiarity with the concepts represented by the unknown words have been introduced as other factors contributing to learning (Mahdavy, 2011, p . 208). In other words, topic familiarity is what reader knows about a topic of a text. According to Lee (2011, p. 2), students‟ reading about topics with which they are familiar comprehend and recall more important and correct textual information better than those who are unfamiliar with the content of the text, which indicates that prior knowledge exers a positive effects on measures of reading comprehension. A reader will comprehend a text better if he/she has prior knowledge of the subject being discussed. Someone with no knowledge about the topic being discusses would be unlikely to have pragmatic competence on the passage and would have difficulties in pronouncing the words. Reading texts provide to study vocabulary, grammar, punctuation, and the way to construct sentences, paragraphs, and texts. However good reading texts must be able to introduce interesting topics stimulates discussion. On the other hand, when readers face with a text, he/she should be able to construct their prior knowledge regarding the subject or topic of the text being discussed. b. Knowledge of the World All language processing requires world knowledge. It means one‟s knowledge of the world. Hirsch (2003, p. 28) points out that world knowledge is an essential component of reading comprehension, because every text takes for granted the readers‟ familiarity with a whole range of unspoken and unwritten facts about the cultural and natural worlds. Gilbert (2014, p. 2) calls this phenomenon as „ filling in perception” and it has to do with the way our brains store experiences, not as whole but instead as main ideas which can later be reweave, rather than recalled. Briefly, is about perception to something and one‟s experiences. If someone has more knowledge about something around, he/she certainly are able to comprehend a text related to something he/she has known.
c. Cultural knowledge Schema theory hold strongest in the area of background cultural knowledge. It is related to all one‟s know that characterize a particular culture. Acording to Shirzadi (2015, p. 26), cultural knolwedge is defined as a device to reconstruct the meaning of a text through making a reference to the related cultural scripts (Shirzadi, 2015, p. 26). It can include information that can serve to explain why people are and behave in certain way. Getting familiar with economical, po;itical, social and historical information of a particular culture will help us in understanding a text. The three components of content schemata above explained how crucial it works in readers‟ mind. Readers need prior knowledge, cultural knowledge, experiences, perception and also familiar with the topic in order to get comprehension as well as possible.
3. The Function of Content Familiarity Furthermore, Alderson (2000) have defined the three functions of the content familiarity. First, schemata provide the basis for filling the gaps in a text: no message is ever completely explicit and schema permits a coherent interpretation through inferential elaboration. Second, schemata contain the reader‟s interpretation of an ambiguous message. Third, it is by establishing a correspondence between things known, as represented by schemata, and the given in a message, that readers monitor their comprehension and know whether they have understood the text. Perhaps the central function of schemata is in the construction of an event, object, or situation.
4. Content Familiarity Assessment Many experts propose some procedures or techniques to asses the content familirity. Martinez (2014, p. 77) provided a questionnaire to determine whether or not participants were familiar with the different texts, they were asked at the end of the test to evaluate their knowledge of the content on a five-point scale from “ I knew a lot about the topic” to “ I did not know anything about the topic at all.” Similar procedures was also used by Al-Shuma (p. 7) to measure the content familiarity where respondents were given some texts to be read and asked them to complete a form of questionnaire related to the text by using five-point scale; completely new knowledge, mostly new knowledge, half new and half old knowledge, mostly old knowledge and completely old knowledge.
According to Lebkatem (2012, p. 48), to measure students‟ content familiarity can be done by giving questionnaire or test. For the questionnaire, it can use Content Familiarity Questionnaire adopted from Chiramaree (Snyder, 2012, p. 77) in which to determine whether or not the participants were familiar with the different texts, they were asked at the end of the test to evaluate their knowledge of the content by one five-point scale i.e, strongly agree, agree, undecided, disagree, strongly disagree.
5. Content Familiarity in Teaching Reading Comprehension Research on the theory of schema had great impact on understanding reading comprehension in ESL and EFL. It made clear the case that understanding the role of schemata in the reading comprehension process provides insights into why students may fail to comprehend text material. Content familiarity or content-prior knowledge is an essential variable to examine when considering the reading comprehension. Every reader has different abilities in reading comprehension based on the level of their prior knowledge. According to Pang (2008, p. 2), there is a variety of terms in delineating different types of readers. These dichotomous modifiers include proficient versus less proficient, high and low, successful versus unsuccessful, fluent versus non-fluent, skilled versus unskilled, fast versus slow, and good versus poor readers. In relation with content familiarity, Schonwetter, Clifton and Perry (2002, p. 62) affirm the characteristics of students‟ content familiarity with the difference between content- familiar students and content-unfamiliar students based on their experiences and expressiveness about a text. The process of content schemata refers to the knowledge that relative to the content domain of reading materials, which is the key to the understanding of a text. Studies proved that content schemata affect comprehension and remembering more than formal schemata do for text organization. Readers remembered the most when both the content and rhetorical forms were familiar to them while unfamiliar content may cause more difficulties in correct comprehension. Theoretically, there is great deal with evidences that indicates a relationship between content schemata and reading comprehension. Thus, it can be said that content schemata has an important role in reading process since the readers have awareness to construct and recall their background knowledge of the topic in the text. In teaching reading comprehension, students have varying levels of prior knowledge, or familiarity, with the content they encounter in text. This prior knowledge includes general knowledge that students have gained from personal
experience as well as domain-specific knowledge (Adams, Bell, and Perfetti in Snyder, 2012, p. 19). Students‟ understanding of a text depends on how much related schema they posses while reading. Consequently, readers‟ failure or confusion to make sense of a text could be caused by their lack of appropriate schemata or familiarity that can easily fit with the content of the text. It means that a reader‟s comprehension depends on his/her ability to relate the information he/she gets from the text with his/her pre-existing background knowledge. In a paper by Swaffer (in Rezaei, et.al, 2012, pp. 2 - 3) it is mentioned that schema knowledge can be more influential in reading comprehension than word knowledge. Further in the article, she claims that content familiarity facilitate language recognition, recall of concepts and inferential reasoning. While Afflerbach (Al-Shumameri, 2010, p. 10) shows that familiarity with the reading content enhance the reconstruction of the main idea. Furthermore, Brantmeier (2003, p. 27) emphasizes that content familiarity can be an extremely significant factor in affecting L2 comprehension. To sum up, content familiarity can be assumed as an essential factor that leads to successful language learning allowing learners to engage in reading comprehension process and meaningful communication.
G. Previous Related Study Several studies found that the use of literature circles strategy and content familiarity have positive impact on reading comprehension. First, a research conducted by Aldrich (2011) entitled Literature Circles: The Impact that They have upon Reading Comprehension in Intermediate Level Classroom, was focused on literature circles and the impact that they have over a student‟s reading comprehension in intermediate level classroom. Literature circles are a great way to use the skills of guided reading and apply them into working with others. When the students learn from their peers, they are able to obtain more information than just reading a book or an article on their own. Literature circles it was abundantly clear in which they were becoming more engaged in the conversations and readings. Another research has been investigated by Marshall (2006) in his study The Effect of Participation in Literature Circles on Reading Comprehension. He found that Literature Circles is an effective way to improve reading comprehension and can be a successful approach to readinng instructions. It was also proved by Nolasco (2009) in his research entitled Effects of Literature Circles on Students’ Comprehension in Reading Expository Texts that literature circles may be an effective cooperative learning strategy when reading expository, scientifc texts.
Besides, there are also some studies related to the effect of content familiarity on students‟ reading comprehension. Al-Shumaimeri (2006) has investigated The Effect of Content Familiarity and Language Ability on Reading Comprehension Performance of Low and High-Ability Saudi Tertiary Students Studying English as Foreign Language. He has explored the relative effects of content familiarity and language on low and high ability students‟ comprehension performance. The result show that prior knowledge of content seems to have facilitated the reading comprehension of the low ability students, while greater language ability may have helped high ability students in their performance on the unfamiliar passage. Another relevant study was done by Rezai and Barati (2012) in their research The Effect of Content Familiarity and Test Format on Iranian EFL Test Takers’ Performance on Test of Reading Comprehension. They found that the test takers had a significantly better performance on content familiar and content unfamiliar tests and sub tests. From those previous researches above, it can be concluded that the Literature Circles strategy is a good strategy for increasing reading comprehension. Related to this research, there are similiarities and differences. The similarities are both of those researches are examining the teaching strategy with focus on improving reading comprehension. The researches showed how to implement literature circles in English classroom and affect to the students‟ achievement in reading comprehension. Beside it, other researches are examining personal factors as important aspects that influence students‟ achievement in learning English. The factors maybe from external or internal factors. One of these factors is students‟ content schemata or content familiarity that a part of background knowledge. Different with the previous studies mentioned above, this research was not only focused on the implementation of literature circles srategy in improving reading comprehension but it also discussed on content familiarity that affect students‟ reading comprehension. This study was also focused on the comparation of the impelementation result between Literature Circles strategy and Direct Instruction strategy. This study also more focus on the specific comprehension of analytical exposition text that taught at the eleventh grade of vocational high school.
H. Conceptual Framework Based on theories and some previous researches elaborated, it can be conceptualized that reading comprehension is a complex activities, which requires
many different cognitive skills and abilities. It is one of the important skills that should be owned by students, not only as a source of information and pleasurable activity, but also as a means of consolidation and extenders one‟s knowledge of the language. In addition, reading comprehension is active cognitive process which could be influenced by internal factors and external factors. Internal factors include cognitive abilities, background knowledge and affective characters. While external factors refer to text, context and writer variables. Text includes text modality and text characteristics, context consists of situational elements and activity, and writer refers to text producer. One of internal factors that affect students reading comprehension is background knowledge or prior knowledge. It is also known as content familiarity. Content familiarity refers to background knowledge which associated with the content of text. It is defined as personal knowledge structures in the cognitive domain of the learner that has central function in its construction of an object, event or situation. To assess students‟ content familiarity, it can be seen from its components namely topic familiarity, previous experience and cultural knowledge. Moreover, the other factor that can influence reading comprehension is activity as a part of context. One of reading activities which can be done by teachers to maintain students‟ comprehension in reading is literature circles. Literature circle is mainly reading activity done by students in which they discuss one or a text in a small group. It is a student-centered instruction which promotes various reading activities for students across all different grade levels. It can give positive effects on students‟ reading comprehension. Both literature circles and content familiarity affect reading comprehension in which if students‟ learning process in reading are facilitated with literature circles strategy and they are familiar with the content of text used in reading, they will have good comprehension in reading English passages or texts. Conceptual framework can be seen in Figure 2.1 below:
Problems: 1. Students‟ reading comprehension is still low 2. Lack of using collaborative and cooperative learning approach in teaching reading comprehension 3. Teaching and learning process regarding to the internal factor (content familiarity) is still weak
Factors affecting reading comprehension
External Factor: Internal Factor: Reading Activity/Teaching Strategy Content Familiarity
Literature Circles Direct Instruction Strategy Steps: Steps: Initial Phase Daily restropection Discussion Phase Presentation Concluding Guided practice
Reading Comprehension of Analytical Exposition Text Indicators: 1. Understanding the Meaning : Ability to identify words in context, to identify social function, language features, and text structure of the text, to identify the reference, and to identify some detailed information from the text. 2. Responding to the meaning: Ability to find topic/main idea, to find arguments, to find author‟s view, to make inference and to make draw conclusion.
Figure 2.1 Conceptual Framework
I. Theoretical Hypotheses There are some hypotheses tested in this research. Those hypotheses were elaborated such as follows:
1. Students who were taught by Literature Circles Strategy was higher than those who were taught by Direct Instruction Strategy 2. There were interactional effects between Literature Circles Strategy and content familiarity on students‟ reading comprehension 3. Students with high content familiarity and who taught by Literature Circles Strategy is higher than those who were taught by Direct Instruction Strategy 4. Students with low content familiarity and who taught by Literature Circles Strategy is higher than those who were taught by Direct Instruction Strategy.
CHAPTER III RESEARCH METHODOLOGY
This chapter presents the methodology in conducting the research. This chapter provides research methodology, the place and time of the research, population and sample of research, research instruments, data validation, the technique of data collection, the technique of data analysis and statistical hypotheses.
A. Research Method and Design This research used a quasi-experimentalal study that means that no selection in the population, with the pre-test and post-test Controlled group design. This typical pre-test and post-test designs examined up to now involve observations or measurements taken immediately before and after treatment. There were two groups in this study, experimentalal group and Controlled group. The experimentalal group is given the treatment of the research (Literature circles), while the Controlled group is taught by the Direct Instruction strategy in which there is no treatment received by this group. The design used treatment by level 2 x 2 factorial design that consists of two independent variables and one dependent variable. First variable was Literature
Circles (LC) strategy as first independent variable (X1), the second variable was Content Familiarity (CF) as second independent variable (X2), and the third variable was students‟ reading comprehension as a dependent variable (Y). The design as described in Table 3.1.
Table 3.1 Research Design
Teaching Strategy (A) Content Familiarity (B) Direct Instruction Literature Circles (A1) Strategy (A2) High (B1) A1B1 A2B1 Low (B2) A1B2 A2B2
Note:
A1 : The students were taught by Literature Circles Strategy (Experimental group) A2 : The students were taught by Direct Instruction Strategy (Controlled group) B1 : The students with high content familiarity level B2 : The students with low content familiarity level A1B1 : The students with high content familiarity level in Experimental group A1B2 : The students with low content familiarity level in Experimental group A2B1 : The students with high content familiarity level in Controlled group A2B2 : The students with low content familiarity level in Controlled group
B. Place and Time of the Research The research was conducted at SMK Negeri 1 Bojongpicung Cianjur. It is located on Jalan Darmaga Sukaratu Bojongpicung Cianjur. This school is chosen for some reasons. First, the average ability of the students‟ reading comprehension in this school is still low. It is based on the their English reading scores in the previous semester and TOEIC test. Second, this school has not been investigated yet by the similar research. And the last, this school was accessible to the researcher for investigating the area of concern. The time in conducting this research was in the academic year of 2016 – 2017 and started around July, 2016 to finish.
C. Population and Sample 1. Population In terms of population, the research was limited to the eleventh grade students of SMK Negeri 1 Bojongpicung Cianjur academic year 2016-2017 that consist of 14 classes in which around 35 - 42 students for each class. The classes are divided into five majors, ATPH, TPHP, TKJ, TKR and AK. There are five classes of ATPH with 152 students, three classes of TPHP with 113 students, three classes of TKJ with 125 students, two classes of TKR with 73 students and two classes of AK with 81 students. So the amounts of population are 544 students.
2. Sample The sample of this study was determined by cluster random sampling technique that used when natural groups are present in a population that subdivided into clusters or groups and random samples are then collected from each group. Creswell (2012) states that in this sampling tecchnique, research subject in the population are mixed so that all subjects are considered equal and every member of
selected groups have similar characteristics and probability. In this study, the sample was taken based on similar characteristics namely 1) the same background of students, meaning that there weas no distinction in classifying students based on thier ranks, 2) the same material of English subject for all majors of eleventh grade in vocational high school, 3) English subject time allocation for all majors is 2 hours or 90 minutes in a week, 4) the English score of their final semester test was quite similar, and 5) the teachers taught in the eleventh grade has the same educational background. By drawing the eleventh classes to be taken as Controlled class and experimental class, there were two classes taken as sample of the research, namely XI TKJ 1 class comprised of 42 students, as Controlled class which taught using Direct Instruction strategy and XI TKJ 2 class comprised of 42 students, as experimental class that taught using Literature Circles. The two classes received the material on reading comprehension of analytical exposition, with the same time allocation. The material provided in accordance with that specified in the curriculum. The data in this study were obtained by giving questionnaire on students‟ content familiarity before the class began and by giving the pre-test and post-test of reading comprehension for experimentalal group and Controlled group. Fequency of meetings in this study was eight times meeting (eight weeks). One meeting was conducted for pre-test, six meetings for giving the subject matter related to analytical exposition text, and one meeting for the post- test. Each meeting was conducted once a week for 90 minutes.
D. Research Instrument Information needed in this research involves data of reading comperehension and content familiarity. Redaing comprehension data was obtained from the test that used to gain information related to the reading comprehension in multiple choice in order to be easier in administering and investigating students‟ reading comprehension. While content familiarity data was obtained through questionnaire while reading comprehension was obtained through test. The questionnaires on content familiarity used Content Familiarity Questionnaire adopted from Chiramaree (Snyder, 2012, p. 77). It consists of 20 questions and the score of each question was 1-5 (1= strongly disagree, 2=disagree, 3=undecide, 4=agree, 5=strongly agree).
1. Reading Comprehension Test
a. Conceptual Definition Reading comprehension of analytical exposition text is students‟ comprehension competence about analytical exposition text which covered of two categories for reading comprehension, there are understanding meaning and responding to meaning (Rosenshine, 1995, in Azkiya, 2010). For reading comprehension inidcators, the test was modified based on the indicators of analytical exposition text as stated in eleventh grade syllabus of English 2013 Curriculum. Understanding meaning consisted of four indicators: identifying words meaning in context, identifying social function and text structure, identfying reference, and identfying some specific or detailed information from the text. While responding to meaning consisted of four inidcators: identifying a topic or main idea, finding arguments, finding author‟s view, making inference and drawing conclusion. b. Operational Definition Reading comprehension of analytical exposition text was operationally measured through a score gained by the student from obejctive test, consist of : (1) identifying words meaning in context, (2) identifying social function and text structure, (3) identfying reference, (4) identfying some specific or detailed information from the text, (5) identifying a topic or main idea, (6) finding arguments, (7) finding author‟s view, (8) making inference and (9) drawing conclusion. The test is deisgned in form of mulitple choices. It consisted of 25 questions with five answer items to be chosen. In other words, operationally, the students will be given certain passage to be read and understood and then they must answer by choosing one of five options A, B, C, D and E related to some questions. The blue print of reading comprehension measurement showed in the following table:
Table 3.2
The Blue Print of Reading Comprehension Test of Analytical Exposition Text
Kind of Question No Aspects Indicators Total Test Number Students are able to Multiple 5,6, 25 3 identify words in context choice test Students are able to identify social function Multiple 10, 15 2 and text structure of the choice test Understanding text 1 Meaning Students are able to Multiple 9, 19 2 identify the reference choice test Students are able to identify some specific or Multiple 1, 4, 17 3 detailed information choice test from the text Students are able to find Multiple 2, 3, 13 , topic/ main idea in the 4 choice test 20 text Students are able to find Multiple 8, 16, 21, 4 arguments in the text choice test 22 Responding to 2 Students are able to find Multiple meaning 11, 23 2 author‟s view in the text choice test Students are able to Multiple 7, 14, 18 3 make inference choice test Students are able to draw Multiple 12, 24 2 a conclusion choice test Total 25
2. Content Familiarity Questionnaire a. Conceptual Definition Content familiarity is the background knowledge of a reader that he/she is familiar with the content of a text both in general and specific knowledge. It covers knowledge of subject matter/topic, knowledge of the world and cultural knowledge. b. Operational Definition Students‟ content familiarity in this study refers to the students‟ score obtained from the questionnaire. The questionnaire concerning (1) their familiarity with the reading topic, (2) knowledge of the world and (3) cultural knowledge. To asses students‟ content familiarity, the researcher uses the rubric
scale of content familairity questionnaire adopted from Richgels (1987, in Jalilehvand and Samuel, 2014, p. 20). The questionnaires on students‟ content familiarity were developed on a five Likert scale. The five responses include: Strongly Agree (SA), Agree (A), Undecided (U), Disagree (D) and Strongly Disagre (SD). The blue print of the students‟ content familiarity instruments is as follows:
Table 3.3 The Blue Print of Content Familiarity Questionnaire
No Aspects Indicators Number Total Recalling his/her Knowledge of previous 1, 3 Subject knowledge/information 1 7 Matter/Topic Choosing familiar 2 Familiarity topic Focus on the idea 4, 5, 6, 7 Understanding the text 8, 9, 11, 12 Imagine beyond the 7,10, 16 text Connecting experience 14,17, 20 Previous to the text 2 13 Experience Making predictions 13 Overcoming limited 15 knowledge Sharing life experience 19 with friends Cultural Reading preference 21, 22, 23, 24, 3 5 Knowledge 25 Total 25 (Adapted from Alderson, 2000)
E. Validity and Reliability Validity and reliability are two important components of a research. Validity refers to an appropriateness, meaningfulness, correctness and usefulness of the inferences a researcher makes (Fraenkel, Wallen and Hyun, 2011, p.147). It is the accuracy of a research instrument or gauge of a concept that is measured, so that this instrument will have the correct validity. While reliability is the consistency of the scores obtained-low consistent they are for each individual from some
administration of an instrument to another and from one set of items to another (Fraenkel, et.al, 2011) In this research, the validity of reading comprehension instrument dan the questionnaire of content familiarity were done through piloting the test to students which are not included as the research. After piloting the test, the test and the questionnaire were calculated by Point Biserial Coefficient formula as follows:
rpbi = √
Note :
rpbi = Correlation Coefficient Xp = Average score item for true answer(1) Xq = Average score item for false answer (0) St = Standard Deviation p = Proportion for category 1 q = Proportion for category 2
While for the reliability of reading comprehension test and content familiarity questionnaire, they were counted by using Kuder-Ricahrdson‟s formula called KR- 20, as follow:
( )
Note:
: Reliability score Vt : Total variance score k : Number of Questions : Subject Proportion who got score 1 q : Subject Proportion who got score 0
The detail information of reliability coefficient (rpbi) which is modified from J.P Guilford, as shown in Table 3.4
Table 3.4 Reliability Coefficient Reliability Coefficient Interpretation 0.90 ≤ r11≤ 1.00 Very high 0.70 ≤ r11≤ 0.90 High 0.40 ≤ r11≤ 0.70 Medium 0.20 ≤ r11≤ 0.40 Low 0.00 ≤ r11≤ 0.20 Very Low
1. Reading Comprehension Validity and Reliability Test This test was aimed to measure the comprehension test of students in reading English texts. There were 41 twelfth grade who were chosen as participants in try out test. The test of reading comprehension was conducted in multiple-choice test. There were 30 test items applied to consider the validity of the test. Each of the question consist of 5 choices for students to consider, they are A, B, C, D and E. The maximum score of the test is 100 and the minimum one is 0. To judge the validity of each item could be seen from the column corrected item-total correlation
(r) compared with rcount . If the score is above the rtable ( r rcount > rtable), the item was valid or otherwise using α = 0.05. On the contrary, If the score is under the rtable ( r rcount < rtable), the item was invalid. Based on the result of trying out the instruments of reading comprehension, it can be concluded that are 5 items were considered invalid; they are questions number 4, 8, 11, 12 and 27. These questions are invalid because the score is under the r rtable. Then, there were 25 valid questions and the rest 5 questions were dropped. This valid questions were then used as the research instrument to collect the reading comprehension variable. Then, these questions were given to the participants of the research. After determining the validity test, then the reliability was tested to know whether the data are reliable or appropriated to be applied to the students. If the reliability score ( ) is higher than 0.7, the reliability of the instrument is sufficient. However, if the reliability score ( ) is lower than 0.7, the reliability of the instrument is unreliable. SPPS is used to help calculating the reliability of the instrument. The result of reliability testing found that the test is reliable for the participants showing that the data obtained score 0,916 which means that the data have high realibility. This score is “very high” in reliability testing ranging for the
score 0.90 – 1.00. Thus, it can be concluded that reading comprehension test was valid and reliable to be applied as a research instrument.
2. Content Familiarity Validity and Reliability Test Content familiarity questionnaire was conducted to know the students‟ level in familiar with reading text. There were 25 statements developed that firstly formulated into some points such as explained in Table 3.3. The questionnaire was set in closed statements where participants are asked to give respond by choosing the point scale. To judge the validity of each item could be seen from the column corrected item-total correlation (r) compared with rcount . If the score is above the rtable ( r rcount > rtable), the item was valid or otherwise using α = 0.05. On the contrary, If the score is under the rtable ( r rcount < rtable), the item was invalid. After a the validity test, there were 22 statements were accepted as valid questionnaire and the rests are invalid. The invalid statements are statements number 5, 17, and 24. These invalid items were dropped from the test. Then, the scores obtained were tested using Cronbach Alpha Method to calculate the reliability. Based on trying out of content familiarity questionnaire which had been done to 40 students, the result obtained showed that the data have reliability value 0.943. it means that the data is considered having “very high” in reliability testing ranging for the score 0.90 – 1.00. Thus, it can be concluded that the content familiarity questionnaire that given to the students was credible based on the norm of validity and reliability.
F. Data Analysis Technique 1. Descriptive Statistic In this descriptive analyisis, the data obtained will be analyzed to get an overvew of the study result. The data will be presented in the amount of descriptive statistics such as the average (mean), the median, the highest frequency (mode), and standard deviation. 2. Test Data Analysis Requirement Data analysis will be conducted uisng a method of quantitative statistical methods. Data analysis techniques used in this study ANOVA 2 (two) ways ot two- dimentional analysis of variance. Before carrying the ANOVA, first tested with the requirements of normality and homogenity.
a. Normality test Normality test of data research is performed on five group data: (1) Literature circles, (2) content familiarity, (3) content-familiar students‟ reading comprehension resulting from literature circles strategy, (4) content-unfamiliar students‟ reading comprehension resulting from Direct Instruction Strategy, (5) content-unfamiliarity students‟ reading comprehension resulting from Direct Instruction Strategy.
Data that is considered normal if the price Fobserved < Ftable tested with a significance level as for linear data if Fobserved < Ftable tested with a significance level . In this research, to test the normality of the data, the computation is performed with the assistance of SPSS version 20.0 for windows. Based on the criteria of this program, the data is normal if p value (Sig) > 0.05 which means H0 is accepted and on the contrary H1 is rejected (data is distributed normally). The score of p value (Sig) is the number on the column of Sig from the table of normality test outcome by using SPSS program. In this case, the method used is Kolmogorov – Smirnov. b. Homogeneity Test Homogeneity of the test is designed to test the version of the normal distribution of the population, the homogenity of the test will be carried out by the Levenu‟s test. Research data that has been collected from homegenous population if adequate significance or Fobserved < Ftable. It can be concluded that the data is homogeny or otherwise. The homogeneity test for te data of reading comprehension is performed by using Levene‟s test in the significant level of 5%. The criteria were set as follows:
If the Sig value (Levene‟s test) > 0.05 means that H0 is accepted and H1 is automatically rejected. On the contrary, the Sig value (Levene‟s test) < 0.05 means that H1 is accepted and H0 is automatically rejected. Refer to the table 3.6 above, it can be seen that the Sig (p value) for reading comprehension was 0.161. It means that p value is bigger than 0.05. It means that
H0 is accepted and H1 is automatically rejected, which implies that data comes from homogenous population. According to both normality test and homogeneity test revealed above, it can be concluded that the prerequisite test which are needed before processing the data by using ANOVA test are already fulfilled.
3. Statistical Hyphotheses - Hypothesis 1 :
Ho : µA1 ≤ µA2 (There was no significant different effect of students‟ reading comprehension who were taught by Literature Circles and those who were taught by conventional teaching).
H1 : µ A1 > µ A2 (There was significant different effect of students‟ reading comprehension who were taught by Literature Circles and those who were taught by conventional teaching). - Hypothesis 2 :
Ho : AxB = 0 (There was no interactional effect of literature circles and content familiarity on students‟ reading comprehension).
H1 : AxB ≠ 0 (There was an interactional effect of literature circles and content familiarity on students‟ reading comprehension). - Hypothesis 3 :
Ho : µA1B1 ≤ µA2B1 (Students with high content familiar who were taught by Literature circles strategy were lower than those who were taught by Direct Instruction Strategy)
H1 : µA1B1 ≤ µA2B1 (Students with high content familiar who were taught by Listerature circles strategy are higher than those who were taught by Direct Instruction Strategy) - Hypothesis 4 :
Ho : µA1B2 ≤ µA2B2 (Students with low content familiar who were taught by Listerature circles strategy are higher than those who were taught by Direct Instruction Strategy)
H1 : µA1B2 ≤ µA2B2 (Students with low content familiar who were taught by Listerature circles strategy are lower than those who were taught by Direct Instruction Strategy)
CHAPTER IV FINDING AND DISCUSSION
This chapter presents the findings of the research including the data description, data analysis, hypotheses testing and discussion. These processes are conducted to answer all the research questions in the formulation of the problem so the result is set and can be concluded. A. Research Finding 1. Data Description The research was conducted at the eleventh grade students of SMKN 1 Bojongpicung academic year 2016/2017. The experimental class was XII TKJ 2 consists of 42 students, and the Controlled class was XII TKJ 1 also consist of 42 students. In this study, there were three variables: teaching strategy, content familiarity and reading comprehension. Teaching strategy (A) and content familiarity (B) as independent variables then reading comprehension (Y) as dependent variable (as shown in Table 4.1). There were two kinds of instruments used to collect the data, test and questionnaires. The test was reading comprehension test, while the questionnaire was content familiarity questionnaire. The data of this research was taken from the pre-test and post-test in each group. Desriptive analysis of the data performed to determine the range of the data, the average, median, mode, and standard deviation.
Table 4.1 Students’ Group Description
Group Description A1 Students who were taught by Literature Circle (Experimental Class) Students who were taught by Direct Instruction Strategy (Controlled A2 Class) B1 Students who have high content familiarity B2 Students who have low content familiarity A1B1 Literature Circle with high content familiarity A1B2 Literature Circle with low content familiarity A2B1 Direct Instruction strategy with high content familiarity A2B2 Direct Instruction strategy with low content familiarity
a. Reading Comprehension Test Reading comprehension is one of variables measured in this research. This variable was measured through testing students‟ reading comprehension on analytical exposition text that given to them. There were exactly 25 valid questions provided for the students to answer. The test was conducted to experimental class and Controlled class. Because the research was designed in pretest and posttest design, so the test was given to students in twice, before and after the teaching and learning process for each class. 1) Reading Comprehension Pre-test The pre-test was applied to know the students‟ reading comprehension ability of analytical exposition text before they got the teaching of analytical exposition text material. It was conducted to the students both in the Controlled class and the experimental class. The scores from the two classes (see Appendix) were calculated in frequency distribution table as described in the following table:
Table 4.2 Students’ Reading Comprehension Pre-Test Scores in Experimental and Controlled Class
Experimental Class Controlled Classs Score Frequency % Frequency % 85 – 100 0 0.00 0 0.00 70 – 84 6 14.29 10 23.81 60 – 69 13 30.95 3 7.14 < 60 23 54.76 29 69.05 42 100 % 42 100%
The Table 4.1 above shows the pre-test scores of reading comprehension both form experimental and Controlled class. The range of score is based on the knowledge assesment range score in 2013 Curriculum. The pre-test was done by using instrument with multiple choice test and total items were 25 questions. For each question, the correct answer was graded 1 and incorrect answer was graded 0, therefore the maximum score was 25 and the lowest was 0. Respondents treated in the experimental class were 42 students and in the Controlled class was also 42 students. From the experimental class, the score that mostly obtained by the students was under 60. They were obtained by 23 students (54.76%) from 42 students. It means that they were in low level. While 13 students (30.95%) obtained
the reading comprehension score in the range of 60 – 69 or sufficient level, and 6 students (14.29 %) obtained the scores of 70 – 84 or in good level. None from 42 students achieve the range scores of 85 – 100 or very good level. From the empiric scores, it was found that the highest score in this class was 80, the lowest score was 24, the mean was 51.33 and standard deviation was 16.192. The mean 51.33 indicated that the average score for the students was still low. The standard deviation 16.192 indicated that the answer given by the students in the experimental class was relatively same. To make it clear, it could be seen in the following histogram:
Figure 4.1 The Graph of Reading Comprehension Pre-Test of Experimental Class
In the Controlled class, based on the Table 4.2, the score that mostly obtained by the students was under 60. They were obtained by 29 students (69.05%) from 42 students. It means that they were in low level. While 3 students (7.14%) obtained the reading comprehension score in the range of 60 – 69 or sufficient level, and 10 students (23.81 %) obtained the scores of 70 – 84 or in good level. None from 42 students achieve the range scores of 85 – 100 or very good level. From the empiric scores, it was found that the highest score in this class was 84, the lowest score was 20, the mean was 51.24 and standard deviation was 16.192.
The mean 51.33 indicated that the average score for the students was still low. The standard deviation16.721 indicated that the answer given by the students in the experimental class was relatively same. To make it clear, it could be seen in the following histogram:
Figure 4.2 The Graph of Reading Comprehension Pre-Test of Controlled Class
2) Reading Comprehension Post-Test The post-test was applied to know the students‟ reading comprehension ability of analytical exposition text after they were given a teatment or the teaching of analytical exposition text material using Direct Instruction strategy for the Controlled class, and the treatment of Literature circles implementation for the experimental class. The scores from the two classes (see Appendix) were calculated in frequency distribution table as described in the following table:
Table 4.3 Students’ Reading Comprehension Post-Test Scores in Experimental and Controlled Class
Experimental Class Controlled Class Score Frequency % Frequency % 85 – 100 2 4.76 0 0.00 70 – 84 21 50.00 10 23.81 60 – 69 8 19.05 3 7.14 < 60 11 26.19 29 69.05 42 100 % 42 100%
The Table 4.3 above shows the post-test scores of reading comprehension both form experimental and Controlled class. The range of score is based on the knowledge assesment range score in 2013 Curriculum. The pre-test was done by using instrument with multiple choice test and total items were 25 questions. For each question, the correct answer was graded 1 and incorrect answer was graded 0, therefore the maximum score was 25 and the lowest was 0. Respondents treated in the experimental class were 42 students and in the Controlled class was also 42 students. From the experimental class, the score that mostly obtained by the students was in the range score of 70 - 84. They were obtained by 21 students (50.00%) from 42 students. It means that they were in good level. While 8 students (19.05%) obtained the reading comprehension score in the range of 60 – 69 or sufficient level, and 11 students (26.19%) obtained the scores of 70 – 84 or in low level. There were 2 students (4.76 %0 who obtained the range scores of 85 – 100 or in very good level. From the empiric scores, it was found that the highest score in this class was 92, the lowest score was 40, the mean was 69.52 and standard deviation was 13.013. The mean 69.52 indicated that the average score for the students was still low. The standard deviation 13.013 indicated that the answer given by the students in the experimental class was relatively same. To make it clear, it could be seen in the following histogram:
Figure 4.3 The Graph of Reading Comprehension Post-Test of Experimental Class
In the Controlled class, based on the Table 4.3, the score that mostly obtained by the students was under 60. They were obtained by 29 students (69.05%) from 42 students. It means that they were in low level. While 10 students (7.14%) obtained the reading comprehension score in the range of 60 – 69 or sufficient level, and 10 students (23.81 %) obtained the scores of 70 – 84 or in good level. None from 42 students achieve the range scores of 85 – 100 or very good level. From the empiric scores, it was found that the highest score in this class was 84, the lowest score was 24, the mean was 52.14 and standard deviation was 16.938. The mean 52.14 indicated that the average score for the students was still low. The standard deviation 16.938 indicated that the answer given by the students in the experimental class was relatively same. To make it clear, it could be seen in the following histogram:
Figure 4.4 The Graph of Reading Comprehension Post-Test of Controlled Class
3) Gain Score Gain score is defined as the difference between test scores obtained from a measurement instrument betwen two or more testing occasion. It used to evaluate the effect of treatment and to find variables that correlate with change for developing a criterion variable in answering research questions. Based on the data of students‟ reading comprehension pre-test and post-test scores in Controlled class and experimental class, it is obvious that the students‟ reading comprehension in the Controlled class and in the experimental one was different. The difference as presented in the following table:
Table 4.4 The Gain Score of Reading Comprehension in the Experimental Class and the Controlled Class
Statistical Experimental Controlled Class Difference Difference Term Pre-test Post-test Pre-test Post-test Mean 51.33 69.52 18.19 51.24 52.14 0.90 Minimum 24.00 40.00 16.00 20 24 4.00 Maximum 80 92 12.00 84 84 0.00
Referring to the data in the Table 4.4 above, it could be described that in the experimental class, there was increase 18.19 in the mean score, 16.00 in the minimum score and 12.00 in the maximum score. Whereas, in the Controlled class, there was increase 0.90 in the mean score, 4.00 in the minimum score and no increase in the maximum score. In summary, these result show that the increase point of the mean in the esperiment class (18.19) was higher than the increase point of the mean in the Controlled class (0.90). In other words, the students who experienced Literature Circles strategy in learning reading comprehension of analytical exposition text performed better than the ones in the Controlled class. b. Content Familiarity Questionnaire Content familiarity is the second variables measured in this research. The data were obtained by applying the questionnaire to the students in Controlled class and experimental class. The result culd be seen in the following table:
Table 4.5 The Frequency Distribution of Students’ Content Familiarity Score in Controlled and Experimental Class
Experimental Class Controlled Classs Score Frequency % Frequency % 80 - 100 9 21.43 6 14.29 66 - 79 26 61.90 25 59.52 < 65 7 16.67 11 26.19 42 100 % 42 100 %
From the data in the Table 4.5 above, in the experimental class, there were 9 students who have high content familiarity, 26 students who have medium content familiarity, and 7 students who have content familiarity in low level. While in the Controlled class, consist of 42 students, there were 6 students who have high content familiarity, 25 students who have medium content familiarity, and 11 students who have content familiarity in low level. c. Literature Circles Strategy with High Content Familiarity (A1B1) The data in this group was taken from the reading comprehesion post-test scores that obtained by the students who have high content familiarity. The calculation result as shown in the following table:
Table 4.6 Frequency Table of Reading Comprehension by Using Literature Circles Strategy with High Content Familiarity
Valid Cumulative Score Frequency Percent Percent Percent Valid 78 2 11.8 22.2 22.2 80 1 5.9 11.1 33.3 84 4 23.5 44.4 77.8 92 2 11.8 22.2 100.0 Total 9 52.9 100.0 Missing System 8 47.1 Total 17 100.0
As the Table 4.6 show, the data for reading comprehension score was done by using instrument with the objective test (multiple choice tests) and the total items provided are 25 questions. For each question, the correct answer will be graded 1 and the incorrect answer will be graded 0. Hence, the maximum score will be 25, while minimum score will be 0. Respondents treated by Literature Circles strategy with high content familiarity were 9 students. The empiric score stated that the highest score was 93 and the lowest score was 80. Furthermore, mean was 88.44, median was 89.00, mode is 80, standard of deviation was 4.351 and variance was 20.528. The mean 88.44 indicated that the average score was very good. The standard of deviation 4.351 indicated that the answers given by students using
Literature Circles strategy with high content familiarity were relatively the same. To make it clear, it could be seen in the histogram presented below.
Figure 4.5 Reading Comprehension by using Literature Circles strategy with High Content Familiarity d. Literature Circles Strategy with Low Content Familiarity (A1B2) The data in this group was taken from the reading comprehesion post-test scores that obtained by the students who have low content familiarity. The calculation result as shown in the following table:
Table 4.7 Frequency Table of Reading Comprehension by Using Literature Circles Strategy with Low Content Familiarity
Valid Cumulative Score Frequency Percent Percent Percent Valid 52 3 17.6 42.9 42.9 56 2 11.8 28.6 71.4 68 2 11.8 28.6 100.0 Total 7 41.2 100.0 Missing System 10 58.8 Total 17 100.0
The Table 4.7 presents the reading comprehension score that obtained from the objective test (multiple choice tests) with total items provided are 25 questions. For each question, the correct answer will be graded 1 and the incorrect answer will be graded 0. Hence, the maximum score will be 25, while minimum score will be 0. Respondents treated by Literature Circles strategy with low content familiarity were 8 students. The empiric score stated that the highest score was 65 and the lowest score was 56. Furthermore, mean was 61.25, median was 62.00, mode is 62, standard of deviation was 3.059 and variance was 9.357. The mean 61.25 indicated that the average score was in sufficient level. The standard of deviation 3.059 indicated that the answers given by students using Literature Circles strategy with low content familiarity were relatively the same. To make it clear, it could be seen in the following histogram and polygon presented below:
Figure 4.6 Reading Comprehension by using Literature Circles strategy with Low Content Familiarity
e. Direct Instruction Strategy with High-Content Familiarity The data in this group was taken from the reading comprehesion post-test scores that obtained by the students who have high content familiarity. The calculation result as shown in the following table:
Table 4.8 Frequency Table of Reading Comprehension by Using Direct Instruction Strategy with High Content Familiarity
Valid Cumulative Score Frequency Percent Percent Percent Valid 76 1 5.9 16.7 16.7 80 4 23.5 66.7 83.3 84 1 5.9 16.7 100.0 Total 6 35.3 100.0 Missing System 11 64.7 Total 17 100.0
Scoring the data for reading comprehension is done by using instrument with the objective test (multiple choice tests) and the total items provided are 25 questions. For each question, the correct answer will be graded 1 and the incorrect answer will be graded 0. Hence, the maximum score will be 30, while minimum score will be 0. Respondents treated by Direct Instruction Strategy with high content familiarity were 6 students. The empiric score stated that the highest score was 85 and the lowest score was 81. Furthermore, mean was 82.83, median was 82.50, mode is 82, standard of deviation was 1.472 and variance was 2.167. The complete result gained from calculation can be seen below. The mean 82.83 indicated that the average score was good. The standard of deviation 1.472 indicated that the answers given by students using Direct Instruction Strategy with high content familiarity were relatively the same. To make it clear, we can see the display of histogram and polygon presented below.
Figure 4.7 Reading Comprehension by using Direct Instruction Strategy with High Content Familiarity f. Direct Instruction Strategy with Low Content Familiarity The data in this group was taken from the reading comprehesion post-test scores that obtained by the students who have hlow content familiarity. The calculation result as shown in the following table:
Table 4.9 Frequency Table of Reading Comprehension by Using Direct Instruction Strategy with Low Content Familiarity
Valid Cumulative Score Frequency Percent Percent Percent Valid 24 2 11.8 18.2 18.2 32 2 11.8 18.2 36.4 36 2 11.8 18.2 54.5 40 1 5.9 9.1 63.6 44 3 17.6 27.3 90.9 56 1 5.9 9.1 100.0 Total 11 64.7 100.0 Missin Syste 6 35.3 g m Total 17 100.0
As can be seen from the data in the Table 4.9 that scoring the data for reading comprehension is done by using instrument with the objective test (multiple choice tests) and the total items provided are 25 questions. For each question, the correct answer will be graded 1 and the incorrect answer will be graded 0. Hence, the maximum score will be 25, while minimum score will be 0. Respondents treated by Direct Instruction Strategy with low content familiarity were 11 students. The empiric score stated that the highest score was 65 and the lowest score was 54. Furthermore, mean was 60.09, median was 60.00, mode is 60, standard of deviation was 3.048 and variance was 9.291. The complete result gained from calculation can be seen below. The mean 60.09 indicated that the average score was relatively sufficient. The standard of deviation 3.048 indicated that the answers given by students using Direct Instruction Strategy with low content familiarity were relatively the same. To make it clear, we can see the display of histogram and polygon presented below.
Figure 4.7 Reading Comprehension by using Direct-Instruction Strategy with Low Content Familiarity (A2B2)
All description above can be seen in the table of Descriptive Statistics below:
Table 4.10 Descriptive Statistics
A1B1 A1B2 A2B1 A2B2 A1 A2 B1 B2 N Valid 9 7 6 11 16 17 16 17 Missing 8 10 11 6 1 0 1 0 Mean 84.00 57.71 80.00 37.45 74.19 67.76 72.50 52.47 Std. Error of 1.732 2.740 1.033 2.868 3.842 2.837 3.681 5.411 Mean Median 84.00 56.00 80.00 36.00 81.00 65.00 78.00 44.00 Mode 84 52 80 44 57 65a 84 80 Std. Deviation 5.196 7.251 2.530 9.512 15.368 11.697 14.724 22.31 1 Variance 27.00 52.57 6.400 90.47 236.16 136.81 216.800 497.7 0 1 3 3 6 65 Skewness .605 .983 .000 .289 -.112 .394 -.318 .331
A1B1 A1B2 A2B1 A2B2 A1 A2 B1 B2 Std. Error of .717 .794 .845 .661 .564 .550 .564 .550 Skewness Kurtosis -.515 - 2.500 .115 -1.970 -1.638 -1.498 -1.656 1.077 Std. Error of 1.400 1.587 1.741 1.279 1.091 1.063 1.091 1.063 Kurtosis Range 14 16 8 32 38 31 40 60 Minimum 78 52 76 24 56 54 52 24 Maximum 92 68 84 56 94 85 92 84 Sum 756 404 480 412 1187 1152 1160 892 Per 25 79.00 52.00 79.00 32.00 57.25 56.50 56.00 34.00 cen 50 84.00 56.00 80.00 36.00 81.00 65.00 78.00 44.00 tile 75 88.00 68.00 81.00 44.00 87.75 81.00 84.00 80.00 s a. Multiple modes exist. The smallest value is shown
2. The Prerequisite Test for Data Analysis The prerequisite tests of X1, X2, and Y variables are one of the requirements must be accomplished in order to make the regression analysis or hypotheses test done well. Normality and homogeneity test must be done before ANOVA test conducted. Normality test was aplied to represent research sample. The test was done as hypotheses test which was required that the sample must be normal. And the homogeneity test was assumed that the score of dependent variable (Y) was categorized, based on the equation of independent variable score (X1) and (X2).
a. Normality test Normality test of data research is performed to find out the data as distributed normaly or not. The normality test method used was Kolmogorov-Smirnov method with significance level as the rule to accept or reject the normal test. Normality test as done in both experimentalal and Controlled class by using statistical hypothesis formula as stated below:
Data that is considered normal if the price Fobserved < Ftable tested with a
significance level as for linear data if Fobserved < Ftable tested with a significance level . In this research, to test the normality of the data, the computation is performed with the assistance of SPSS version 20.0 for windows. Based on the
criteria of this program, the data is normal if p value (Sig) > 0.05 which means H0 is accepted and on the contrary H1 is rejected (data is distributed normally). The
score of p value (Sig) is the number on the column of Sig from the table of normality test outcome by using SPSS program. In this case, the method used is Kolmogorov – Smirnov. The computation of normality test can be seen on the table below: Table 4.11 Test of Normality
A1B1 A1B2 A2B1 A2B2 N 9 7 6 11 Normal Parametersa,,b Mean 84.00 57.71 80.00 37.45 Std. Deviation 5.196 7.251 2.530 9.512 Most Extreme Absolute .278 .308 .333 .155 Differences Positive .278 .308 .333 .155 Negative -.167 -.215 -.333 -.118 Kolmogorov-Smirnov Z .833 .814 .816 .513 Asymp. Sig. (2-tailed) .491 .521 .518 .955 a. Test distribution is Normal. b. Calculated from data.
According to Table 4.11 above, it is seen that scores on Sig column by using Kolmogorov-Smirnov method for each group are mentioned consecutively: 0.833, 0.814, 0.816, and 0.513. which means all the p value score for each group are bigger than 0.05. Hence, H0 is accepted and H1 is automatically rejected. In other words, it may be concluded that all data from the sample of this research have been distributed normally. b. Homogeneity Test Homogeneity of the test is designed to test the version of the normal distribution of the population, the homogenity of the test will be carried out by the Levenu‟s test. Research data that has been collected from homegenous population if adequate significance or Fobserved < Ftable. It can be concluded that the data is homogeny or otherwise. The homogeneity test for te data of reading comprehension is performed by using Levene‟s test in the significant level of 5%. The result of homogeneity computation can be seen on the Table 4.12 below:
Table 4.12 Test of Homogeneity of Variances
Levene Statistic df1 df2 Sig.
3.262 3 29 .036
The hypotheses for homogeneity test were set as follows:
H0 = Data comes from homogeneous population H1 = Data comes from non-homogenous population
The criteria were set as follows:
If the Sig value (Levene‟s test) > 0.05 means that H0 is accepted and H1 is automatically rejected. On the contrary, the Sig value (Levene‟s test) < 0.05 means that H1 is accepted and H0 is automatically rejected. Refer to the table 4.12 above, it can be seen that the Sig (p value) for reading comprehension was 0.036. It means that p value was smaller than 0.05. It means that H1 is accepted and H0 was automatically rejected, which implies that data comes from homogenous population. According to both normality test and homogeneity test revealed above, it can be concluded that the prerequisite test which are needed before processing the data by using ANOVA test are already fulfilled.
3. The Testing of Hypotheses Hypothesis testing was intended to determine the proposed null hypotheses
(H0) tested at certain significance level. Two way ANOVA analysis was performed and because in this study to be obtained was how much influence that occurs between the two independent variables and the dependent variable. Hypotheses testing was done consecutively, starting from the first hypotheses that the Literature Circles strategy was more effective than Direct Instruction Strategy toward reading comprehension, the second hypothesis was the students who have high content familiarity have better reading comprehension than those who have low content familiarity, the third hypothesis was there was interactional effect between teaching strategy and content familiarity toward reading comprehension.
The analysis of reading comprehension variable is performed by using two tailed ANOVA test with the assistance of SPSS 20.0 for windows. The result of ANOVA test then continued to extended test to find out the level of significance among groups significantly (simple effect). In other words, the extended test was performed to find out which group contributes more to students‟ reading comprehension according to the teaching strategy and the level of content familiarity. The analysis of reading comprehension variable was done by using two tailed ANOVA test. It can be seen in the following table:
Table 4.13 ANOVA TEST Tests of Between-Subjects Effects
Dependent Variable: Y Source Type III df Mean F Sig. Sum of Square Squares Corrected 23652.247a 9 2628.027 17.815 .000 Model Intercept 384890.045 1 384890.045 2609.10 .000 5 TS 17362.929 7 2480.418 16.814 .000 CF 13.159 1 13.159 8.890 .007 TS* CF 83.015 1 83.015 .563 .455 Error 13129.107 89 147.518 Total 456097.000 99 Corrected 36781.354 98 Total a. R Squared = .643 (Adjusted R Squared = .607)
Based on the data in the Table 4.12, if p-value > 0.05 means that H0 is accepted and H1 is rejected. But if if p-value < 0.05 means that H1 is accepted and H0 is accepted. Furthermore, to test the hypotheses of group interaction that used LSD test, it can be seen in the following table:
Table 4.14 LSD Test
Dependent Variable: (Y) (I) (J) 95% Confidence Interval GROUP GROUP Mean Std. Sig. Lower Upper Difference (I- Error Bound Bound J) A1B2 27.19* 1.620 .000 23.89 30.50 A1B1 A2B1 5.61* 1.757 .003 2.02 9.20 A2B2 28.35* 1.499 .000 25.29 31.41 A1B1 -27.19* 1.620 .000 -30.50 -23.89 A1B2 A2B1 -21.58* 1.801 .000 -25.26 -17.91 A2B2 1.16 1.549 .460 -2.00 4.32 A1B1 -5.61* 1.757 .003 -9.20 -2.02 A2B1 A1B2 21.58* 1.801 .000 17.91 25.26 A2B2 22.74* 1.692 .000 19.29 26.20 A1B1 -28.35* 1.499 .000 -31.41 -25.29 A2B2 A1B2 -1.16 1.549 .460 -4.32 2.00 A2B1 -22.74* 1.692 .000 -26.20 -19.29 Based on observed means. The error term is Mean Square (Error) = 11.115. *. The mean difference is significant at the .05 level.
Referring to the result analysis as seen as on the Table 4.13 and Table 4.14, testing of hypotheses was elaborated as follows:
a. Hypothesis 1 “There was significant difference on students‟ reading comprehension score between those who were taught by Literature Circles Strtaegy (LCS) and those who were taught by Direct Instruction Strategy (DIS)”.
H0 : µA1≤ µA2 H1 : µA1 > µA2
Based on hypothesis testing criteria, if the value Sig > 0.05, it means that H0 is accepted and H1 is automatically rejected. On the other hand, if the value of Sig < 0.05 it means that H0 is rejected and H1 is automatically accepted.
From the analysis result in the Table 4.13, it was found that p-value for teaching strategy was 0.000 < 0.05 and Fo= 16.814 > Ft = 3.23. It shows that that p-value for teaching strategy was smaller than 0.05 and Fo was bigger than Ft. It means that H0 was rejected. It can be concluded that there was significant difference of reading comprehension score between students who were taught by Literature Circles strategy and those who were taught by Direct Instruction strategy. In other words, students‟ reading comprehension score who were taught by Literature Circles strategy was higher than those who were taught by Direct Instruction strategy. b. Hypothesis 2 “There was interactional effect on teaching strategy and content familiarity on students‟ reading comprehension score”.
H0 : AxB = 0 H1 : AxB ≠ 0
Based on hypothesis testing criteria, if the value Sig > 0.05, it means that H0 is accepted and H1 is automatically rejected. On the other hand, if the value of Sig < 0.05 it means that H0 is rejected and H1 is automatically accepted. From the analysis result in the Table 4.13, it was found that p-value for teaching strategy was 0.007 < 0.05 and Fo= 8.890 > Ft = 3.23. It shows that p- value for teaching strategy was smaller than 0.05 and Fo was bigger than Ft. It means that H0 was rejected. It can be concluded that there interactional effect between teaching strategy and content familiarity on students‟ reading comprehension. In other words, teaching strategy and content familiarity has a very significant role on students‟ reading comprehension. Teaching strategy effects on content familiarity and content familiarity will effect on students‟ reading comprehension. c. Hypothesis 3 “There was significant difference of reading comprehension score between students with high content familiarity who are taught by Literature Circles Strategy (LCS) and who are taught by Direct Instruction Strategy (DIS)”.
H0 : µA1B1 ≤ µA2B1 H1 : µA1B1 > µA2B1
Based on hypothesis testing criteria, if the value Sig > 0.05, it means that H0 is accepted and H1 is automatically rejected. On the other hand, if the value of Sig < 0.05 it means that H0 is rejected and H1 is automatically accepted. From the analysis result in table 4.14, it was found that t0 (A1B1xA2B1) = 0.003 < 0.05, showing that the p-value was smaller than 0.05. It means that H0 is rejected and H1 is automatically accepted. It can be concluded that there was significant difference of reading comprehension score between students with high content familiarity who were taught by Literature circles strategy and those who taught by conventional teaching strategy. In other words, students‟ reading comprehension with high content familiarity was higher than those who were taught by Direct Instruction strategy. d. Hypothesis 4 “There was no significant difference of reading comprehension score between students with low content familiarity who are taught by Literature Circles Strategy (LCS) strategy and who are taught by Direct Instruction Strategy (DIS)”.
H0 : µA1B2 ≥ µA2B2 H1 : µA1B2 < µA2B2
Based on hypothesis testing criteria, if the value Sig > 0.05, it means that H0 is accepted and H1 is automatically rejected. On the other hand, if the value of Sig < 0.05 it means that H0 is rejected and H1 is automatically accepted. From the analysis result in Table 4.14, it was found that t0 (A1B2xA2B2) = 0.460 > 0.05, showing that the p-value was bigger than 0.05. It means that H0 is accepted and H1 is automatically rejected. It can be concluded that there was no significant difference of reading comprehension score between students with low content familiarity who were taught by Literature circles strategy and those who taught by Direct Instruction Strategy. Even though there was no significant difference, but there was positive result on students‟ reading comprehension with low content familiarity. In other words, students‟ reading comprehension with low content familiarity who were taught by literature circles was higher than those who were taught by Direct Instruction Strategy.
B. Discussion The aim of this research is to find the effect of teaching strategy and content familiarity toward students‟ reading comprehension of analytical exposition text at eleventh grade of SMKN 1 Bojongpicung Cianjur. There are several possible explanations for the result of the research, as described below: First result indicated that there was difference of reading comprehension score between students who were taught by Literature Circles strategy and those who were taught by Direct Instruction Strategy. The analysis result found that p- value for teaching strategy was 0.000 < 0.05 and Fo= 16.814 > Ft = 3.27. It means that H0 was rejected. In other words, reading comprehension of students who were taught by Literature Circles strategy was higher than those who were taught by Direct Instruction Strategy. It can be concluded that Literature Circles strategy is better than Direct Instruction strategy because it can improve students‟ score in reading comprehension of analytical exposition text. There are many kinds of instructional strategy in teaching reading comprehension. One of them was Literature Circle strategy. Literature Circle strategy is a strategy that encourage reading comprehension through small groups discussion with different roles for each member of a group. In teaching reading using Literature circles strategy, students are facilitated to be more actively in group discussion that includes the process of reading, analyzing, creating, writing, discussing and presenting. It can help to build students motivation and comprehension in their interaction with the text. The teacher implemented literature circles by letting the students to choose the text based on their preference, grouping the students based on their text preference, explaining and modeling the literature circles procedures to the students and conducting Literature Circles discussion that includes three main phases namely initial pahse, discussion phase and concluding phase. In the initial phase, there were two process that teacher did in the classroom. First, the teacher provided the text selection and second, the teacher grouped the students based on their text selection. The teacher gave three texts to all student to read and choose. The students are given thirty minutes to read. Before the students read the texts, the teacher gave the guidance for the students to read the texts an drank the text based on the students‟ preference. After that, the activity is continued to explainig and modelling. These activities were conducted by the teacher after the students had their group and before the students started the literature circles discussion. At this activity students showed their enthusiasm in working with their group. The second phase is discussion phase. The students selected the roles in
literature circles group. The roles are an ilustrator, summarizer, wordwizard, literary luminary, and questioner. After the students choose one role, they finished the task based on the role in one meeting. Every students had different things to do that were based on their roles. Ecah student was focus on text, asked for clarification and discussing with their friends. After the member in the group finished their task, their next job was to present and explain their task based on the roles they chose. In this activity, the students also showed their active participation. The students‟ active participation during literature circles referred to students communication in the group discussions. The last is concluding phase. Concluding meeting involved all students from the focus and non-focus group students. For overall, Literature circles strategy is effective to improve students‟ reading comprehension that can be seen from students‟ active participation that was represented by students‟ willingness to read the text, the increase of students‟ amount of the reading and the active communication in the Literature circles discussion. They also maintained the interaction in the group. Working in the group eased the problem that the students faced during literature circles. In addition, students claimed that their reading comprehension has improved since they joined the literature circles. The result of this study has same findings with the previous work in this field. The finding of current study is consistent with those of Nuryati (2009) who found that the literature circles program was successful to some extents to enhance the students‟ reading comprehension, vocabulary, listening, speaking and writing skills. Moechram and Sari (2014) has also conducted a study which the main focus was the use of literature circles in EFL setting. Their findings showed that literature circles can develop students‟ skills in literary analysis, improve their comprehension toward reading and help students reflect on their study as well. Second result indicated that there was interactional effect between teaching strategy and content familiarity on students‟ reading comprehension. It was found that p-value for teaching strategy was 0.007 < 0.05 and Fo= 8.890 > Ft = 3.23. It shows that p-value for teaching strategy was smaller than 0.05 and Fo was bigger than Ft. It means that H0 was rejected. It can be concluded that there interactional effect between teaching strategy and content familiarity on students‟ reading comprehension. In other words, teaching strategy and content familiarity has a very significant role on students‟ reading comprehension. Teaching strategy effects on content familiarity and content familiarity will effect on students‟ reading. Some previous study supported that content familiarity is related to reading comprehension ability. As Martinez (2013) found that content familiarity significantly affected the students‟ overall comprehension of the text. Knowledge
of text content can facilitate reading comprehension during the encoding/decoding process by providing a knowledge structure to which readers can compare and fit pieces of incoming information. In literature circles activity, students used different ways to construct their reading understanding towards the text, such as focusing and concentrating to the reading, asking question to their friends and the teacher as well as using dictionary or internet to find information related to the text. Experiencing literature circles had increased the students‟ knowledge beyond the content of the text. Third result indicated that there was significant difference of reading comprehension score between students with high content familiarity who are taught by Literature Circles strategy and who are taught by Direct Instruction Strategy. It was found that t0 (A1B1xA2B1) = 0.003 < 0.05, showing that the p-value was smaller than 0.05. It means that H0 is rejected and H1 is automatically accepted. It can be concluded that there was significant difference of reading comprehension score between students with high content familiarity who were taught by Literature circles strategy and those who taught by conventional teaching strategy. In other words, students‟ reading comprehension with high content familiarity was higher than those who were taught by Direct Instruction strategy. Every reader has different abilities in reading comprehension based on the level of their prior knowledge. Content familiarity or content-prior knowledge is an essential variable to examine when considering the reading comprehension. This study proved that students who have high content familiarity and taught using Literature circles got higher reading comprehension than students who were taught by Direct Instruction strategy. The students with high content familiarity have a sufficient knowledge and familiar enough with the content of the text and they are also facilitated by literature circles strategy that explored their background knowledge. Fourth result indicated that there was no significant difference of reading comprehension score between students with high content familiarity who were taught by literature circles strategy and those who were taught by Direct Instruction
Strategy. It was found that t0 (A1B2xA2B2) = 0.460 > 0.05, showing that the p- value was bigger than 0.05. It means that H0 is accepted and H1 is automatically rejected. It can be concluded that there was any difference of reading comprehension score between students with low content familiarity who were taught by Literature circles strategy and those who taught by Direct Instruction Strategy, but not signifficant. Even though there was no significant difference but from the students‟ pre-test and post-test scores, Literature Circles have positive
impact to improve students‟ reading comprehension with low content familiarity. However, a reader will comprehend a text better if he/she has prior knowledge of the subject being discussed. Someone with no knowledge about the topic being discusses would be unlikely to have pragmatic competence on the passage and would have difficulties in pronouncing the words. From the result above, it can be described that experimental class was better than Controlled class. Students in the experimental class could answer all indicators of reading comprehension given and obtained better scores. The use of Literature Circles strategy gave positive effects higher than Direct Instruction strategy and it was good strategy for reading comprehension. The successful of the experimental class because they were facilitated to enjoy the learning process that focused on student-center approach and learning preferences. To sum up, from the findings result, Literature circles strategy was accepted to increase students‟ reading comprehension score of analytical exposition text for students who have high content familiarity. It also can be implemented to teach students who have low content familiarity but should be encourage with other supported factors that can activate the content familiarity or background knowledge of those students.
CHAPTER V CONCLUSION AND SUGGESTION
This chapter presents the conclusions of the research findings based on the questions proposed in Chapter one and some suggestions. The first part concerns with conclusions that built up based on the data analysis in Chapter IV. The second part reveals some recommendations addressed for educational stakeholders, teachers, students and those who are interested in conducting further research about literature circles and content familiarity.
A. Conclusion Based on the result of hypothesis testing and data analysis in previous chapter, it can be concluded as follow First, there was significant different effect of Literature Circles strategy on students‟ reading comprehension score between those who were taught by Literature circles and those who were taught by Direct Instruction Strategy. It means that Literature circles strategy have high positive effect in teaching reading comprehension. Second, there was interactional effect on teaching strategy and content familiarity on students‟ reading comprehension score. Interactional effect means that students‟ score can be influenced by two factors, teaching strategy and content familiarity. Teaching strategy used by teacher would influence students‟ learning outcomes and students‟ condition. Content familiarity influenced students in comprehending the text, so both the two factors have interaction each other to students‟ score. Third, there was significant different effect of reading comprehension score between students with high content familiarity who were taught by Literature Circles strategy and who are taught by Direct Instruction Strategy. In other words, students‟ reading comprehension with high content familiarity who were taught by literature circles would be more confident, enjoy and easy to comprehend a text because they have sufficient knowledge about the text. Fourth, there was no significant different effect of reading comprehension score between students with high content familiarity who are taught by Literature Circles strategy and who were taught by Direct Instruction Strategy. It means that there were different impact but not significant between students who have low content familiarity taught by Literature Circles and those who were taught by Direct Instruction Strategy. The students with low content familiarity should be
encouraged to activate their background knowledge so they can be better in comprehending a text.
B. Suggestions Based on the conclusion of the study, it can be delivered some recommendation as follows: First, for the students. The students should have high motivation to read, because by reading, they can get many information so they can improve their background knowledge and more familiar with any information. Second, for the teachers. Teaching reading comprehension using literature circles need more time and should be conducted continually to see the improvement in terms of students‟ reading comprehension They must be able to select a good strategy that can activate students‟ background knowledge especially in teaching reading comprehension for students who have low content knwoledge or unfamiliar with the content of reading passages. Beside it, they are also asked to encourage their students to have a godd habit in reading. Third, for school. The school must be able to facilitate all aspects related to the teaching and learning process. Literacy program is one effective program that can encourage students and teachers to be more active in reading program, more literate with any information, and more aware with any challenges and changes. Fourth, for other researchers. It is recommended for the future researchers who are willing to conduct literature circles in their classroom to find interesting topic for the text or book that relatable to the students‟ level of knowledge, students‟ age, and students‟ interest. It is also recommended to have more than one teacher in the classroom to join the group discussion as it was hard to manage groups in one meeting by only one teacher.
REFERENCES
Aebersold, J. A., & Field, M. L. (2005). From Reader to Reading Teacher: Issues and Strategies for Second Language Classrooms. Cambridge, NY: Cambridge University Press.
Alderson, J.C. (2000). Assesing Reading. Cambridge: Cambridge University Press.
Aldrich, M. (2007). Literature Circles: The impact that they have upon Reading Comprehension in Intermediate Level Classrooms. Cambridge: Cambridge University Press
Al-Issa, A. (2006). Schema Theory and L2 Reading Comprehension: Implications for Teaching. Journal of College Teaching & Learning.Vol.3 No.7. Retrieved from https://www.researchgate.net/ on February 13, 2016.
Alptekin, C. and Ercetin, G. (2011). The Effects of Working Memory Capacity and Content Familiarity on Literal and Inferential Comprehension in L2 Reading. TESOL Quarterly. Vol. 45, No. 2. Retrieved from https://pdfs.semanticscholar.org. on March 5, 2016
Al-Shumaimeri, Y.A.N. (2006). The Effects of Content Familiarity and Language Ability on Reading Comprehension Performance on Low and High-ability Saudi Tertiary Students Studying English as a Foreign Language. J.King Saud University. Vol. 18 No. 2. Retrieved from https://www.researchgate.net/ on March 5, 2016
Alyousef, H.S. (2005). Teaching Reading Comprehension to ESF/EFL Learners. The Reading Matrix Vol. 5, No. 2, September 2005. Retrieved from www.readingmatrix.com. on February 13, 2016.
Anderson, N.J. (2003). Scroling, Clicking, and Reading English. The Reading Matrix. Vol.3. No.3, November 2003. Retrieved from www.readingmatrix.com on June 20, 2016
Ashrafzadeh, A., et.al (2015). The Effect of Familiarity with Content Knowledge on Iranian Medical Students‟ Performance in Reading Comprehension Texts: A Comparative Study of Medical and TEFL Students. Journal of Language Teaching and Research, Vol. 6, No. 3. Retrieved from www.academypublication.com on October 29, 2016
Baleghizadeh S, Babapour M (2011).The effect of summary writing on reading comprehension and recall of EFL students. Nera J. 47(1):44-48. Retrieved from www.sciencedirect.tcom on August 21, 2016.
Benabdallah, A. (2012). The Effects of ESP Courses and Content Familiarity on the Students Reading Comprehension and Language Proficiency. Tlemcen: Abu-Bekr Belkaid Univeristy.
Bernadowski, C. and Morgano, K.. (2011). Teaching Historical Fiction with Ready-Made Literature Circles for Secondary Readers. California: Libraries Unlimited.
Berry, J. 2005, Levels of Reading Comprehension. (Online), http:www.sc4.edu, acccesed September 12,2016
Blachowicz, Camille. & Ogle, Donna. 2008. Reading Comprehension-Strategies for Independent Learners. New York: Gulidford Press
Blum. T.H., Laura L.R., And Yacom, J.Y. (2002). Literature Circles A Tool for Self-Determination in One Middle School Inclusive Classroom. Vol 23, Issue 2. 2002. SAGE Journals. Retrieved from www.reserachgate.net on September 10, 2016
Bos, C.S and Vaughn, S. (2006). Strategies for Teaching Studets with Learning and Behaviour Problems. London: Pearson.
Brantmeier, C. (2003). Does gender make a difference? Passage content and comprehension in second language reading. Reading in a Foreign Language, Vol 15 No 1 April 2003. Retrieved from http:/eric.ed.gov on June 20, 2016.
Brown, H.and Abeywickrama, P. (2010). Language Assessment: Principles and Classroom Practices. London: Pearson Education
Brown, J. (2001). Principles of Language Learning and Teaching. 5th Edition. London: Pearson.
Brozo, W.G and Flynt, E. Sutton. Content Literacy: Motivating Students to Read in the Content Classroom: Six Evidence-Based Principles. The Reading Teacher. Vol. 62 No. 2 October 2008. Retrieved from http:/eric.ed.gov. on April 17, 2016 Caldwell, J.S (2008). Comprehension Assesment: A Classroom Guide. London: The Guilford Press..
Capellini, S.A and Pinto, C. (2015). Reading Comprehension Intervention on Program for Teachers from 3rd Grade Student. Brazil: Procedia – Social and Behavioral Sciences 174, pp 1339─1345. Retrieved from www.sciencedirect.com on January 2, 2016
Casey, H.K. (2008). Enganging the Disengaged: Using Learning Clubs to Motivate Struggling Adolescent Readers and Writers. Journal of Adolescent and Adult Literacy 52 (4): 284 – 294. Retrieved from www.sciencedirect.com on May, 2016
Chia-Hui, L. (2002). Literature Circles. Teacher Librarian. Feb 2004; 31, 3. Retrieved from https://www.ericdigests.org on July 16, 2016.
Chou, P. Tze-Ming. (2011). The Effects of Vocabulary Knowledge and Background Knowledge on Reading Comprehesion on Taiwanese EFL Students. Electronic Journal of Foreign Language Teaching. Vol. 8 No. 1. Retrieved from www.sciencedirect.com on June, 27 2016
Clarke, P.J, Truelove, E., Hulme,C. and Snowlinng, M.J. (2014). Developing Reading Comprehension. West Sussex: John Wiley & Sons.
Cohen, L. (2004). The pathophysiology of letter-by-letter reading. Neuropsychologia. Vol 42 Issue 14. Retrieved from www.sciencedirect.com on September 13, 2016
Covert, K. (2009). Literature Circles and Their Effect on Students Motivation and Reading Comprehension. Digital Commons of Brockport.
Cresswell, J.W. (2000). Researh Design – Qualitative & Quantitaive Approaches. California: Sage Publication.
Daniels, H. (2002). Literature Circles : Voice and Choice in Book Clubs and Reading Groups. 2nd Edition. Ontario: Pembroke Publishers Limited.
Dorn, L.J and Soffos, C. (2005). Teaching for Deep Comprehension: A Reading Workshop Approach. Maine: Stenhouse Publisher.
Duke, N.K. (2002). Effective Practice for Developing Reading Comprehension. In What Research Has to Say about Reading Instruction, 3rd Edition. New York: International Reading Association.
Engin, A.O and Seven, M.A. (2005). The Effects of Background Knowledge, Interest and Topic Familiarity on Reading. Kafkas University.
Fan, Y.C (2010). The Effect of Comprehension Strategy Instruction on EFL Learners‟ Reading Comprehension. Asian Social Sciences Vol 6 No 8 2010. Retrieved from http://www.ccsenet.org on September 13, 2016.
Fanou, C.C. (2015). Reading Comprehension in LSP Classes: Content Familiarity, Literal Reading and Inferential Comprehension. International Journal of English Language Teaching. Vol.3 No.3. Retrieved from www.eajournals.org/ on July 16, 2016.
Farooq, G. et, al. (2012). Effects of Intsructional Strategies on Academic Achievement in a High Senior General Science Class. International Journal of Business and Social Science Vol. 3 No. 5; March 2012. Retrieved from http://ijbssnet.com on April16 2016.
Fraenkel, J.R., Wallen, N.E., and Hyun, H. (2011). How to Design and Evaluate Research in Education. San Francisco State University: McGraw Hill.
Ganz, J. B., & Flores, M. M. (2009). The Effectiveness of Direct Instruction for Teaching Language to Children with Autism Spectrum Disorders: Identifying materials. Journal of Autism and Developmental Disorders, 39(1), 75-83. Retrieved from https://www.researchgate.net/. On May, 18, 207.
Gibbons, P. (2002). Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom. New Hampshire: Heinemann
Gilakjani, A.P and Ahmadi, S.M. (2011). The Relationship between L2 Reading Comprehension and Schema Theory: A Matter of Text Familiarity. International Journal of Information and Education Technology, Vol. 1, No.2. Retrieved from www.sciepub.com/reference/ on November 4, 2016.
Gilbert, J. (2011). Reading, Risk, and Reality: College Students and Reading for Pleasure. Association of College and Research Libraries. Vol 72 No 5, 2011. Retrievd from https://crl.acrl.org/ on September, 1, 2016
Grabe, W. (2008). Key Issues in L2 Reading Development. CELC Symposium.
Grabe, W., and Stoller, F.L. (2013). Teaching and Researching Reading. 2th Edition. New York: Routledge Taylor & Francis Group.
Halahan, D., Lloyd, J. Kaufman, T. (2007). Learning Difficulties: Concept, Nature, Therapeutic Learning. Amman : Dat Al Fekr
Hammadou, J. (2007). The Impact of Analogy and Content Knowledge on Reading Comprehension. New York: Rotledge Taylor and Francis
Hedgcock. J., and Ferris, D. (2009). Teaching Readers of English: Students, Texts and Contexts. New York: Routledge.
Hibbard, K.M., and Wagner, E.A. (2013). Assesing and Teaching Reading Comprehension and Writing, 3-5. New York: Routledge.
Hirsch, E.D. (2003). Reading Comprehension : Requires Knowledge—of Words and the World. Texas: Spring
Hock, M. and Mellard, D. (2005). Reading Comprehension Strategies for Adult Literacy Outcomes. Journal of Adolescent & Adult Literacy; Nov 2005; 49, 3. Retrieved from https://kuscholarworks.ku.edu/. On September 29, 2016.
Hood, M. (2004). Visual and Auditory Temporal Processing and Early Reading Development. International Journal of Research and Practice. Vol 10 Issue 3 August 2004. Retrieved from https://onlinelibrary.wiley.com. on May 20, 2016.
Hsu, J.T. Reading without Teachers: Literature Circles in an EFL Classroom. National Kaohsiung First University of Science & Technology
Huang, Chin-Cheng. (2010). University Students’ Vocabulary Knowledge, Content Knowledge and Reading Comprehension. National Pingtung University of Science and Technology.
Hudson, T. (2007). Teaching Second Language Reading. Oxford: Oxford University Press
Hughes, Atrhur. 2003. Testing for Language Teacher – Second Edition. United Kingdom: Cambridge University Press
Hwang, Bih-Chu. (2007). Applying Schema Theory to the Teaching of Reading. Spectrum: Studies in Language, Literature, Translation, and Interpretation, Vol. 2, 169-183. Retrieved from https://www.unc.edu on October 16, 2016.
Israel, S.E and Duffy, G.G (2009). Handbook of Research on Reading Comrehension. New York: Routledge
Jalilehvand, M. and Samuel, M. (2013). Content Familiarity and Gender-Neutral Texts in Foreign Language Reading Comprehension. The Malaysian
Online Journal of Educational Science Vol. 2 No 1. Retrieved from https://eric.ed.gov on May 20, 2016.
Keshavarz, M.H, et.al. (2007). Content schemata, linguistic simplification, and EFL readers‟ comprehension and recall. Reading in a Foreign Language Journal. Vol.11 No 1. Retrieved from https://www.researchgate.net/ on Februari 10, 2016
Kinder. D., Kubina, R., & Marchand-martella, N. (2005). Special Education and Direct Instruction: An Effective Combination. Journal of Direct Instruction, 5 (1), 1-36. Retrieved from https://www.nifdi.org/research/journal-of-di. On July 12, 2017
King, A. (2007). Beyond literal comprehension: A strategy to promote deep understanding of text. In D. S. McNamara (Ed), Reading comprehension strategies: Theories, interventions, and technologies (pp. 267-290). Hillsdale, N. J.: Lawrence Erlbaum.
Kintsch, E., & Kintsch, W. (2007). Guided Practice in Technology-based Summary Writing. Mahwah, NJ: Erlbaum.
Kucukoglu, H. (2013). Improving Reading Skills through Effective Reading Strategies. Procedia- Social and Behavioral Sciences 70 (2013) pp. 709 – 714. Retrieved from www.sciencedirect.com on January 25, 2016.
Lauer, K.D. (2002). The Effect of Text Structure, Content Familiarity, and Reading Ability on Second’s Grader Comprehension Text. Columbia: Columbia University.
Lebkatem, W. (2012). Incidental Vocabulary Acquisition through Newspaper Reading: The Impact of Content Familiarity. Songkla University.
Lee, S.H. (2011). Korean National Korean National Strategy for Library Development and Reading Promotion for Children and Young Adults Literacy and Reading Section with National Libraries . IFLA Conference 2011. Retrieved from www.researchgate.net on January 25, 2016
Li Xiao-hui, Wu Jun and Wang Wei-hu. (2007). Analysis on Schema Theory and Its Influence on Reading. Us- China Foreign Language, 2007. Vol.5 No.11. Retrieved from https://www.researchgate.net/ on March 7, 2017.
Li, Ke. (2013). Content Schemata and Reading Comprehension. Xinjiang Normal University.
Lin, Y. H and Chern, C.L. (2014). The Effects of Background Knowledge and L2 Reading Proficiency on Taiwanese University Students‟ Summarization Performance. Contemporary Educational Research Quarterly December, 2014, Vol.22, No. 4, pp. 149-186. Retrieved from https://www.jstor.org/ on August 10, 2016.
Lindsay, L. (2014). The Effect of Direct Instruction of Reading Strategies On the Student Achievement in the Intermediate Grades .Goucher College.
Mahdavy, B. (2011). The Role of Topic Familiarity and Rhetorical Organization of
Marshall, J.C. (2006). The Effects of Participation in Literature Circles on Reading Comprehension. University of Miami.
Martin, J. R., & Rose, D. (2008). Genre relations: Mapping culture. London: Equinox.
Martin, J. R., & Rothery, J. (2008). Writing project report No.2. Working Papers in Linguistics
Martinez, Ana C.L. (2014). Analysis on the Effect on Content Familiarity and Gender on English as a Foreign Language Reading Comprehension by Spanish University Students. Porta Linguarum 21. Retrieved from https://www.jstor.org/ on January 10, 2016.
Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom Instruction That Works.Research Based Strategies for Increasing Student Achievement, (2nded). USA: A SCD, McREL
Marzano, R.J.(2004). Building Background Knowledge for Academic Achievement. Alexandria: Association for Supervision and Curriculum Development (ASCD). Maureen, O. (2007). Looking into Literature Circles. School Library Journal; Oct 2001; 47, 10. Retrieved from https://www.researchgate.net/ on March 10, 2016.
McNamara, D.S. (2004). Reading Comprehension Strategies: Theory, Intervention and Tecnologies. New Jersey: Erlbaum
Miranda, A. (2015). The Effects of Literature Circles on Non-Fiction Readingn Comprehension and Self-Perception of Reading Skills. New York : The State University of New York.
Mohammadi, M.P, and Abidin, M.J.Z. (2013). Test-taking Strategies, Schema Theory and Reading Comprehension Test Performance. International Journal of Humanities and Social Science Vol. 1 No. 18. Retrieved from www.ijhssnet.com/journals on March 23, 2016
Moore, D. W. (2011). Direct Instruction: Targeted Strategies for Student Success.Arizona State University. U.S.A
Moore, D.W. (2009). Reading Comprehension Strategies. Best Practices in Secondary Education.
Moreillon, J. (2007). Collaborative Strategies for Teaching Reading Comprehension. Chicago: American Library Associaton..
Nodoushan, M. A. (2003). Text Familiarity, Reading Tasks, and ESP Test Performance : A Study on Iranian LEP and non-LEP University Students. The Reading Matrix. Vol. 3. No. 1. 2003. Retrieved from www.readingmatrix.com. On February 12, 2016.
Nolasco, J.L. (2008). Effects of Literature Circles on the Comprehension of Reading Expository Texts. Caldwell College.
Nunan, D. (2001). Second Language Teaching and Learning. Foerign Language Teaching and Research Press.
Nuttall, C.(2005). Teaching Reading Skills in a Foreign Language. Oxford, UK: Macmillan Education. Nwachukwu, CE. (2005). Designing appropriate methodology in Vocational and Technical Education in Nigeria. Enugu: University Trust Publishers.
Oakhill, J. V., Cain, K., & Bryant, P. E. (2003). The dissociation of word reading and text comprehension: Evidence from component skills. Language and Cognitive Processes, 18(4), 443-468. . Retrieved from www.researchgate.net on August 21, 2016.
Oakhill, J., Cain, K. and Elbro, C. (2015). Understanding and Teaching Reading Comprehension: A Handbook. London: Routledge.
Onweh, V.E and Akpan, U.T (2014). Instructional strategies and students‟ academic performance in electrical installation in technical colleges in Akwa Ibom State: Instructional skills for structuring appropriate learning experiences for students. International Journal of Educational Administration and Policy Studies. Vol. 6(5), pp. 80-86, June, 2014. Retrieved from https://files.eric.ed.gov/fulltex on April 20, 2016
Pang, J. (2008). Research on good and poor reader characteristics: Implications for L2 reading research in China. Reading in a Foreign Language. Vol. 20 No 1, April 2008. Retrievd from https://eric.ed.gov on August 5, 2018.
Patel, M.F. and Jain, P.M. (2008). English Language Teaching: Methods, Tools and Techniques. Jaipur : Sunrise Publishers & Distributors
Pearson, D.P. (2010). Reading First: Hard to Live With-Without. Journal of Literacy Research, 42: 10-108, 2010. Retrieved from https://www.jstor.org/ on July 10, 2016.
Purifico, J. (2015). Literature Circles: In Class and Online Discussions. Rowan University Digital Works.
Rezaei, O. et.al. (2012). The Effect of Content Familiarity & Test Format on Iranian EFL Test Takers’ Performance on Test of Reading Comprehension. International Journal of Applied Linguistics & English Literature. Vol. 1 No. 4. Retrieved from https://files.eric.ed.gov/fulltex on March 19, 2016
Sadeghi, K. (2007). The Key for Successful Reader-Writer Interaction: Factors Affecting Reading Comprehension in L2 Revisited. The Asian EFL Journal Quarterly. Vol 9 Issue 3, September 2007. Retrieved from www.researchgate.net on August 11, 2016.
Sanders-Brunner, M. (2004). Literature Circles. School Library Media Activities Monthly; Mar 2004; 20, 7. Retrieved from https://www.jstor.org/ on October 10, 2016.
Santi, K.L and Reed, D.K. (2015). Improving Reading Comprehension of Middle and High School Students. London: Springer International Publishing
Schonwetter, D.J, et.al. (2002). Content Familiarity: Differential Impact of Effective Teaching on Student Achievement Outcomes. Research in Higher Education, Springer, Vol. 43, No. 6. Retrieved from https://www.jstor.org/ on November 10, 2016.
Shirzadi, D. (2015). Psycholinguistic Analysis of Topic Familiarity and Translation Task Effects on Incidental Vocabulary Learning: an Iranian Context. English Literature and Language Review, Academic Research Publishing Group, vol. 1(7), pages 56-62, 10-2015 retrieved from https://ideas.repec.org/a/arp/ellrar/2015 on August 5, 2016
Shuying, A. (2013). Schema Theory in Reading. Academy Publisher: Theory and Practice in Language Studies, Vol. 3, No. 1, pp. 130-134, January 2013. Retrieved from https://www.researchgate.net/ on February 20, 2016
Smith, F. (2003). Understanding Reading: A Psycholinguistic Analysis of Reading and Learning to Read. 5th edition. New Jersey: Taylor & Francis e- Library.
Snow, C. (2002). Reading for Understanding: Toward an R&D Program in Reading Comprehension. Santa Monica, CA: RAND
Snyder, A.E. (2012). The Effects of Graphic Organizers and Content Familiarity on Second Graders’ Comprehension of Cause/Effect Text. Columbia: Columbia University.
Sotoudehnama, E. and Asadian, M. (2011). Effect of Gender-Oriented Content Familiarity and Test Type on Reading Comprehension. The Journal of Teaching Language Skills. Vol 3 No 2. Retrieved from jtls.shirazu.ac.ir/article on February 16, 2016
Stein, D. and Beed, P.L. (2004). Bridging the Gap between Fiction and Nonfiction in the Literature Circle Setting. The Reading Teacher, Vol. 57, No. 6 (Mar., 2004), pp. 510-518. Retrieved from https://www.jstor.org. On September 15, 2016 Steineke, N. (2002). Reading and Writing Together: Colaborative Literacy in Action. New Hampshire: Heinemann
Stobaugh, J. (2012). World Literature. Arizona: New Leaf Publishing Group.
Straits, W., & Nichols, S. (2006). Literature circles for science. Science and Children, 44(3), 52–55.
Strong, S.J. (2012). Literature Circles in ELT. ELT Journal. Volume 66/2 April 2012. Retrieved from https://fisherpub.sjfc.edu/cgi/viewcontent.on March 17, 2016
Tabatabei, O. and Shakerin, S. (2013). The Effect of Content Familiarity and Gender on EFL Learners‟ Performance on MC Cloze Test and C-Test. International Journal of English Language Education. Vol. 1 No. 3. Retrieved from www.sciencedirect.com on February 3, 2016 Texts in L2 Incidental Vocabulary Acquisition. International Conference on Education and Educational Psychology (ICEEPSY 2011). Procedia - Social and Behavioral Sciences 29 (2011) 208 –217. Retrieved from www.sciencedirect. com on September 5, 2016.
Thomas, D.M. (2013). The Effect of Literature Circles on the Reading Achievement of College Reading Students. Middle Tennessee University.
Tsui, Y. (2002). The Effect of English Ability, Vocabulary Knowledge, and Content Familiarity on Comprehension Performance and Strategy Usage of High School Readers Learning English as a Foreign Language. Columbia: Columbia University.
Tugman, H. (2010). Literature Discussion Groups and Reading Comprehension. Michigan University.
Ulbrich, A.J. (2013). The Impact of Literature Circles of the Comprehension and Motivation to Read Sixth-Grade Students in a Middle School Reading Classroom. Wichita State University. US-China Foreign Language. Volume 5, No.11. Retrieved from www.sciencedirect.com on July 4, 2016.
Veeravagu, J., Muthusamy, C., Marimuthu, R., & Subrayan, A. (2010). Using Bloom‟s Taxonomy to gauge students‟ reading comprehension performance. Canadian Social Science, 6 (3), 205-212. Retrieved from www.linkspringer.com on July 10, 2016
Villaume , S. K. , & Brabham , E. G. ( 2003 ). Phonics instruction: Beyond the debate . The Reading Teacher , 56 , 478 – 482
Wallace, R. (2012). Comprehension and Sociocultural FactorsTeaching Reading in English as a Foreign Language. The Asian Conference on Arts &Humanities 2015. The International Academic Forum
Whittaker, C.R. (2011). Integrating Literature Circles into Cotaught Inclusive Classroom. Sage Journals. Vol 47, Issue 4, 2012.
Willis, J. (2008). Teaching the Brain to Read: Strategies for Improving Fluency, Vocabulary, and Comprehension. Alexandria: Association for Supervision and Curriculum Development.
Woolley, G. (2011). Reading Comprehension: Assisting Children with Learning Difficulties. Berlin: Springer
Young, C.J. (2015). Complexity of Literature Circles in Social Constructivism. McKinney.
Zwiers, J. (2010). Building Reading Comprehension Habits in Grade 6-12. NewYork: International Reading Association Inc.
APPENDICES
APPENDIX 1 : Reading Comprehension Instrument
READING COMPREHENSION TEST Name/No :______Class :______
Text 1 The text is for number 1 to 3 Read the text carefully then answer the questions based on the text!
Use of Formalin and Other Additives in Foods The use of formalin and other dangerous preservatives in food has been serious problem for three reasons. Firstly, formalin is not for human beings, but it is for biological specimens and experimentals. Formalin in Biology is a 10% solution of formaldehyde in water which is usually used as a disinfectant or to preserve biological specimens. Thus, it is not for food preservatives. Of course when it is used for food preservative, it will be very dangerous to human‟s body. The second reason is that there is no tight Controlled from the government. This condition makes the people‟s health is really in a threat. When the Controlled is weak and the use of formalin was spread wide all over the Indonesian regions, and these days it has really happened, the citizen's bodies will be badly contaminated with the poisons. Fish or food traders still sell their products which contain formalin and dangerous preservatives. Can you imagine that our digestive system absorbs the substance that should be for the human and animal corpses? Considering the reasons, we can make a conclusion that the use of formalin and other preservatives is really a serious problem if it is not resolved immediately. Adapted from : English National Examination 2015
1. Why is formalin dangerous for human‟s body? a. It is not food preservatives b. It is a disifectant for human beings c. It is used to preserve biological beings d. It is 10% solution of formadehyde in water e. It is Controlledled flighty from the governemnt
2. The main idea of paragraph 2 is... a. The human‟s bodies will be harmful after consuming the formalin b. The government has not Controlledled the use of formalin firmly c. The weak Controlled of using formalin is not threatening the human d. The human‟s bodies will be harmful after consuming the formalin e. The use of formalin is known all over the regions
3. Based on the facts above, the writer suggest that... a. People have to avoid consuming formalin in their food b. The use of formal dehyde is necessary to Controlled the food c. People should add 100% solution of formaldehyde in water d. The food preservative is required to make the food delicious e. Food seller is supposed to pour formalin for vegetables and food products
Text 2 The text is for number 4 to 6 Read the text carefully and answer the questions!
The Government Should Provide Rehabilitation Program for Drug Users Drug users are actually ill people who need help. Rehabilitation is one of the main things they should get. Instead of punishing drug users in prisons, the government should provide rehabilitation for them. Most users are actually victims of persuasive peddlers and they suffer from consuming the drugs. Therefore, by rehabilitating them, we are actually helping them out from traps, which they might acidentally step on. If we only arrest drug users and send them to jail, this doesn't solve the problem as drug users will still be addicted unless proper rehabilitation is imposed to them. Providing rehabilitation programs for drug users and forcing them to participate in the programs is better than only arresting them and doing nothing to their illness. Only drug dealers, traffickers, and wholesalers should be imprisoned.
Adapted from: Interlanguage: English for Senior High School Students XI”. Joko Priyana, dkk. Pusat Perbukuan Departemen Pendidikan Nasional 4. Sending the drug users to prison is not a good solution because... a. They can‟t consume harmfuld drugs b. They are treated normally c. They may still be infected with harmful drugs d. They can be freed as soon as possible e. They are given the whole recovery program
5. “ Therefore, by rehabilitating them, we are actually helping them out from traps, which they might acidentally step on.” (Paragraph 2) The word “them” refers to... a. Peddlers b. Drugs c. Drug users d. Victims e. Programs
6. "...drug users will still be addicted unless proper rehabilitation is imposed to them." (Paragraph 3). The underlined word is closest in meaning to ... a. Influenced b. Treated c. Forced
d. Burdened e. Implemented
Text 3 The text is for number 7 to 9
Read the text carefully and answer the questions!
Integrated Pest Management There is no best way to deal with pests in agriculture. Pesticides which are commonly used may cause many problems. I think combining different management operations is the most effective way to Controlled pests. Firstly, the chemicals in the pesticides may build up as residues in the environment and in the soil which absorbs the chemicals. This reduces the quality of farm product. Secondly, pests can gradually become resistant to pesticides. This means that newer and stronger ones have to be developed. Lastly, some pesticides affect non target plants and animals such as fish and bees. This affects the ecology and environment as well. So, understanding of ecology of an area helps a lot in pest Controlled. Pesticides should be chosen and applied carefully so that they don't affect the ecological balance and environment. Therefore, integrated pest management is a safe and more effective option to fight pest in agriculture and livestock. Adapted from: https://englishahkam.blogspot.co.id/2012
7. Which of the following is not directly affected by pesticides used? a. Plants b. Ecology c. Animals d. Environment e. Human Beings
8. What can you say about paragraph two and four? a. The fourth paragraph supports the idea stated in paragraph two b. Both paragraphs tell about the disadvantages of using pesticides c. Both paragraphs tell about how pesticides affect the quality of farm products d. The statement in paragraph is contrary to the statement in paragraph four e. The second paragraph tells about the effects of using pesticides on animals mentioned in paragraph four
9. “Secondly, pests can gradually become resistant to pesticides”. (paragraph 3) The word resistant in the sentence above means … a. weak b. fragile c. damage d. unaffected e. unbalanced
Text 4 The text is for number 10 to 12
Read the text carefully and answer the questions!
Dust Bin To improve comfort and cleanliness at our school, a number of dust bins should be increased. When we look at classrooms, school corridors and school yard, there are paper mineral water cups, straws, and napkins here and there. The condition of uncleanliness and discomfort really hinders learning and teaching environment. Litters thrown carelessly cause disease, especially empty plastic cup or glasses. They can be filled out with water coming from the rain. This can be placed for dengue mosquitoes to spread out. Besides, these rubbish can deteriorate the scene. Well painted wall and green school yard do not mean anything litters are scattered everywhere. Anyway I notice that most of the students in our school have responsibilities for the school environment. They put their litters on the proper places. But some are not diligent enough to find the dust bins. The numbers of dust binds in our schools are not enough. Ore dust bins should be put beside each of steps, outside of the classrooms, and some more also the corridors. Probably one dust bin should be in every ten meters. So when students want to throw away their litters, they can find the dust bins easily.
When school is equipped with sufficient dust bins, we do not have problems of freak and discomfort any more. Our school will be very clean and become a nice place to study. Adapted from: English National Examination 2006
10. The purpose of the text is to … readers to do something good. a. Inform b. Explain c. Describe d. Entertain e. Persuade
11. What is the writer‟s argument on a sufficient number of dust bins? a. They can prevent litters b. They can save janitor‟s energy c. Students are asked to clean them d. They make school environment neat e. Students can throw garbage away easily
12. What is the writer‟s suggestion? a. To buy more dustbins b. To hire more gardeners c. To use dustbins efficiently d. To ask parents to give more dustbins e. To ask students to clean the school yard
Text 5 The text is for number 13 to 15 Read the text carefully and answer the questions!
Global Warming Global warming is a phenomenon used to describe the gradual increase in the temperature of Earth‟s atmoshphere and oceans. Global warming is not a new problem but lately people are acknowledging that we are facing a serious problem. Climate change is apparent everywhere. Failed crops, economic slowdown, and deforestation are among the several impacts of global warming. First of all, there is irrefutable that human activities have changed the atmosphere of our earth. Since the time we have been industrializing, we started polluting our waters and air, and have been releasing greenhouses gases that contribute to global warming. Secondly, there is evidence of extensive deforestation being carried out in Indonesia and other tropical countries around the world. The impact of climate
change is noticeable throughout Asia-Pacific, either during hot days or too, much rain acompanied by wind and thunderstorm. This has started to affect the economy as well. Furthermore, the shifting weather patterns have made it difficult for farmers to grow crops. A recent study has hown that due to unpredictable weather patterns, there have been lot of failed crops (Reuters, 2007). In conclusion, global warming is not a new problem nor are we solely responsible for it. But as the citizens of the world, we have to take every possible action to help overcome this issue. It is not only for us but also for all the generations to follow. Adapted from : English Textbook for XI Grade, Kemendikbud, 2014
13. The text gives us information about …. a. The danger of global warming b. The ways to increase global warming c. The effects of global warming d. The impacts of climate change e. The importance of knowing global warning
14. Why is global warming severe problem? a. It is a phenomenon of the Earth temperature b. It causes climate change, failed crops, economic slowdown and deforestation c. It destroys the earth atmosphere d. It releases a danger greenhouses gases e. It affects the human style
15. The generic structures of the text above are... a. Thesis statement – Arguments - Reiteration b. Thesis statement – Arguments - Recommendation c. Orientation – Complication - Resolution d. Identification – Description e. General Classification - Identification
Text 6 The text is for number 16 to 19 Read the text carefully and answer the questions!
Even though many people think that national activities are usually concentrated in big cities, village people can still receive information, education and entertainment through television. Take the national and the world news for example. These programs generally give its viewers the latest information on
national and international events. By watching news programs, village people can keep abreast of what‟s happening on the other side of the world. Other programs featuring the animal kingdom, farm life, cultural events, and health issues educate the villagers on various aspects of life. These programs can certainly broaden their horizons and hopefully give them fresh ideas on how to improve their standard of living. Programs such as music, film series, quizzes, and dance shows with their entertaining nature provide visual enjoyment. Relaxing at home while enjoying free entertainment is something villagers usually look forward to after a day of hard work. So, television really offers a lot of benefits to villagers. It gives them access to information, education, and entertainment, thus widening their horizons. Adapted from: www.caramudahbelajarbahasainggris.net/2015
16. What is the topic of the text? a. Progress of television programs for villagers b. Kinds of television programs for people in village c. Watching television is interesting for villagers d. Television‟s programs concentrated in big cities e. Benefit of television programs for villagers
17. Which ones are included to educational programs of television for villagers? a. animal kingdom, farm life and culture event b. national and world news of events c. film series, quizzes and dance shows d. national news of event and dance shows e. film series and world news of events
18. Television really provides many advantages to the villagers because..... a. it can broaden people‟s knowledge and horizons in big cities b. it gives visual enjoyment through its educational programs c. it can give them information, education and entertainment d. it gives fresh ideas of how to improve standard of life through its quizzes e. it gives only free entertainment for villagers after a day of hard work
19. “Village people can still receive information, education and entertainment through television.” The underlined word is closely in meaning with ….. a. acquire b. change c. produce d. publish e. den
Text 7 The text is for number 20 to 22 Read the text carefully and answer the questions!
Illegal Logging is really a problematic case in this country. There are three reasons why it is the case. Firstly, the illegal logging has threatened the people who live in the countryside around or under the area. The bald forest or hills make a big danger when the rainy seasons come. The great quantity of water can create landslides since there are no enough trees to hold the water and land. We have seen the landslide disasters which happened in many areas in Indonesia. The number of the areas struck by landslide has increased. The second reason is that the unControlledled trees felling seems to go on without any significant effort of the government to stop it. According to some news sources in Newspaper and news program on TV, the activities of illegal cutting of the trees in some regions are actually known by the government officers. The police and local government let them cut the threes because they are given much money for themselves. They do not think their actions endanger the people around the forests. Therefore, it can be said that illegal logging is illegal but known by the officers. The third is that the illegal logging of the forest trees can destroy the natural ecosystem. When the forest trees are continuously cut and the rein forestation is not done as the rule, the natural ecosystem is in a terrible danger. The system which is formed by the interaction between a community of organisms, including humans and animals, and their physical environment will be threatened. Human beings in several villages have been killed. Wide areas of farms are destroyed by the piles of mud and thousands of farm animals are killed and lost. Who are suffering ? Based on the given reasons, unControlledled illegal logging is a serious problem that needs to be solved immediately by both the government and citizens as the owners of the forest. Adapted from: www.caramudahbelajarbahasainggris.net/2015
20. The main idea of first paragraph is... a. Illegal logging can destroy the natural ecosystem b. There is no significant effort of the government to stop illegal loging c. Illegal logging has threatened the people who live in the countryside d. The bald forest make a big danger when rainy season come e. Illegal logging is a problematic case in Indonesia
21. Which of the following statement is TRUE according to the text? a. Lanslides disasters are caused by the great quantity of trash b. The government has many efforts to stop illegal logging
c. Natural ecosystem is a kind of physical environment d. It is urgently needed a solution to stop illegal logging e. Wide areas of farms are damaged by the stacks of wood
22. The following risks are caused by illegal logging, EXCEPT... a. Threatening people around the forest b. Suffering the government officers c. Increasing landslide disasters d. Damaging natural ecosystem e. Killing thousands of farm animals
Text 8 The text is for number 23 to 25 Read the text carefully and answer the questions!
Circuses Should Not Use Animals Animals should not be used in circus. The environtment where they perform and their living conditions are usually inapproriate. Tigers, for example, which naturally live in wilderness, must perform tricks on a narrow stage and spend their lifetime in small cage. Besides, the living condition of the circus animal are poor. They live in a cramped condition most of the time. They actually need more space to roam. They also do not have freedom to live with their own kind. We should ban the use of animals in circus and their confinement there. Adapted from: English National Examination 2016
23. Why does the writer consider circus inappropriate place to live for animals? a. it resembles the animal‟s natural habitat b. it is the place where the animals are tortured c. it is the place to get public amusement d. it provides animals bad food e. it costs animal ill condition
24. According to the text .... a. Tigers are the most suitable animals to perform tricks b. The animals are not suitable to live in a cramped places c. the highlight of the circus is on the animals d. the animals are the main performers in the circus e. animals receive ill treatment in a circus
25. “They live in a cramped condition most of their time”. (paragraph 3) The underlined word is closest in meaning to .... a. clean and neat b. poor and spacious c. wide and crowded d. large and quite e. dirty and messy
Key Answer :
1. a 2. b 3. a 4. c 5. c 6. c 7. e 8. b 9. d 10. e 11. d 12. a 13. c 14. b 15. a 16. e 17. a 18. c 19. a 20. e 21. d 22. b 23. b 24. b 25. b
APPENDIX 2 : Content Familiarity Questionnaire
CONTENT FAMILIARITY QUESTIONNAIRE
No/Initial :…………………………….. Kelas :……………………………..
Petunjuk 1. Bacalah setiap pernyataan berikut dan beri tanda ceklis (√) pada pilihan yang tersedia untuk setiap alternative jawaban yang sesuai dengan pendapat Anda. 2. Alternatif jawaban yang tersedia adalah: SS : Sangat Setuju S : Setuju R : Ragu-ragu TS : Tidak Setuju STS : Sangat Tidak Setuju
Pilihan Jawaban No Pernyataan SS S R TS STS 5 4 3 2 1 Topic Familiarity (Subject of Knowledge) Saya mengingat apa yang sudah saya ketahui 1 saat membaca sebuah teks 2 Saya senang memilih topik yang sudah familiar Saya mampu mengingat informasi dengan 3 mudah Saya dapat menghubungkan ide bacaan dengan 4 mudah 5 Saya mampu focus pada pikiran utama Saya senang berbagi ide tentag topik bacaan 6 dengan teman Saya senang berdiskusi tentang pengetahuan yg 7 dimiiki dengan teman ketika sedang mengidentifikasi pikiran utama Previous Experience Saya suka membaca berita yang memuat opini 8 dan argument Saya mampu membayangkan topik bacaan 7 yang berhubungan dengan pengalaman saya Saya senang memberikan komentar saat 9 membaca teks 10 Saya mampu membayangkan informasi yang
ada di dalam teks 11 Saya mampu memahami bacaan dengan baik 12 Saya mampu membaca dengan cepat Saya mampu mengatasi keterbatasan 13 pengetahuan kebahasaan Saya mampu menghubungkan isi teks dengan 14 pengetahuan yang dimiliki Saya mampu memprediksi isi teks dengan 15 mudah Saya mampu membayangkan topic bacaan 16 tentan fenomena sekitar Saya mampu mengkonfirmasikan prediksi saya 17 dengan pengetahuan yang dimiliki Saya menggunakan pengetahuan saya untuk 18 memahami bacaan Saya senang mendiskusikan bacaan tentang 19 pengalaman hidup dengan teman Saya senang menghubungkan pengalaman saya 20 dalam memahami bacaan Cultural Knowledge Saya senang membaca teks yang berhubungan 21 dengan budaya saya Saya tertarik dengan teks yang berhubungan 22 dengan lingkungan saya Saya senang membaca teks dengan topik 23 tentang negara saya Saya senang membaca teks yang berhubungan 24 dengan kebiasaan saya Saya dan teman lebih senang memilih topic 25 dalam negeri daripada luar negeri
APPENDIX 3 : English Syllabus for XI Grade
ENGLISH SYLLABUS 2013 CURRICULUM
Mata Pelajaran : BAHASA INGGRIS Kelas : XI Kompetensi Inti :
KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai kaidah keilmuan
Materi Alokasi Sumber Kompetensi Dasar Pembelajaran Penilaian Pembelajaran Waktu Belajar 3.10 Menganalisis Teks eksposisi Mengamati KRITERIA PENILAIAN 16 JP Buku Teks fungsi sosial, analitis tentang Menyalin dengan tulisan tangan Tingkat pemahaman fungsi wajib struktur teks, dan topik yang hangat yang rapi beberapa teks eksposisi sosial teks teks eksposisi Keteladanan unsur kebahasaan dibicarakan umum analitis tentang topik yang hangat analitis tentang topik yang ucapan dan dari teks eksposisi Fungsi sosial dibicarakan umum dari berbagai hangat dibicarakan umum. tindakan guru analitis tentang topik Menyatakan sumber, dengan menggunakan ejaan Tingkat kelengkapan dan menggunakan yang hangat pendapat tentang dan tanda baca dengan benar. keruntutan pemahaman isi setiap tindakan dibicarakan umum, berbagai topik Membaca dan mendengarkan teks pesan teks eksposisi komunikasi
sesuai dengan secara analitis dan eksposisi analitis tersebut untuk analitis tentang topik yang interpersonal/ konteks bertanggung jawab memahami isi pesannya. hangat dibicarakan umum. transaksional penggunaannya. Struktur text Dengan bimbingan guru, siswa Tingkat ketepatan unsur dengan benar 4.14 Menangkap (gagasan utama mengidentifikasi fungsi sosialnya, kebahasaan: tata bahasa, dan akurat makna dalam teks dan informasi struktur teks (termasuk a.l. gagasan kosa kata, ucapan, tekanan Contoh teks dari eksposisi analitis rinci) utama dan informasi rinci) dari teks kata, intonasi, ejaan, tanda sumber otentik tentang topik yang Menyebutkan eksposisi analitis tersebut. baca, kerapihan tulisan Sumber dari hangat dibicarakan topik serta Menanya tangan. internet, seperti: umum pandangan atau Dengan bimbingan dan arahan guru, Sikap tanggung jawab, www.dailyengli posisi penulis siswa menanyakan dan kerjasama, cinta damai, sh.com tentang topik tsb mempertanyakan tentang fungsi dan percaya diri yang http://americane secara umum sosial, struktur teks, dan unsur menyertai tindakan nglish.state.gov/ Menyebutkan kebahasaan dari setiap teks eksposisi memahami isi pesan teks files/ae/resource serangkaian analitis tersebut. eksposisi analitis tentang _files argumentasi, Mengumpulkan Informasi topik yang hangat http://learnengli secara analitis, Secara kolaboratif, siswa mencari dibicarakan umum. sh.britishcounci yang masing- dan mengumpulan beberapa teks l.org/en/ masing diawali eksposisi analitis dari berbagai CARA PENILAIAN: https://www.go dengan pernyataan sumber, termasuk dari internet, film, Kinerja (praktik) ogle.com/ pendukung dan koran, majalah, buku teks, dsb. Menganalisis isi pesan teks penjelasannya. Membaca rujukan dari berbagai eksposisi analitis tentang Menyimpulkan sumber, termasuk buku teks, untuk topik yang hangat dengan mengetahui fungsi sosial, struktur dibicarakan umum. menyebutkan teks, dan unsur kebahasaan dari teks Observasi: kembali eksposisi analitis. (penilaian yang bertujuan pandangan dan Membaca semua teks eksposisi untuk memberikan balikan posisinya. analitis yang telah terkumpul tsb., secara lebih cepat) Unsur secara lebih cermat dengan cara Observasi terhadap kebahasaan mengidentifikasi dan menyebutkan: tindakan siswa berusaha
Kosa kata terkait fungsi sosial setiap teks memahami dan dengan topik yang jenis atau golongan dari obyek yang menganalisis isi pesan teks dibahas dipaparkan eksposisi analitis tentang Tata bahasa terkait nama, bagian-bagian, sifat dan topik yang hangat dengan perilaku yang umum ditemukan/ dibicarakan umum. penyusunan dilihat Observasi terhadap argumentasi, a.l. kosa kata, tata bahasa, ucapan, kesungguhan, tanggung Simple Present tekanan kata, ejaan, tanda baca yang jawab, dan kerja sama Tense, kata kerja digunakan siswa dalam proses be, have, dan kata Menalar/Mengasosiasi pembelajaran di setiap sambung seperti Membandingkan fungsi sosial, tahapan. first, similarly, struktur teks, dan unsur kebahasaan Penilaian diri: finally, dsb. dari beberapa teks eksposisi analitis Pernyataan siswa secara Penggunaan yang telah dikumpulkan dari tertulis dalam jurnal nominal singular berbagai sumber tersebut di atas. belajar sederhana dan plural secara Memperoleh balikan (feedback) dari berbahasa Indonesia tepat, dengan atau guru dan teman tentang hasil analisis tentang pengalaman tanpa a, the, this, mereka tentang fungsi sosial, belajar menganalisis teks those, my, their, struktur teks, dan unsur kebahasaan eksposisi analitis tentang dsb secara tepat yang digunakan dalam teks eksposisi topik yang hangat dalam frasa analitis yang mereka baca. dibicarakan umum, nominal Mengomunikasikan termasuk kemudahan dan Ucapan, tekanan Menyampaikan beberapa teks kesulitannya. kata, intonasi eksposisi analitis sederhana yang Tes tertulis Ejaan dan tanda telah dibaca atau dibuat sendiri Membaca teks yang baca kepada teman-temannya, dengan menuntut pemahaman Tulisan tangan cara antara lain membacakan, tentang teks eksposisi Topik menyalin/menulis dan menerbitkan analitis tentang topik yang Institusi, benda, di majalah dinding, bertanya jawab, hangat dibicarakan umum.
binatang dan membahas pandangan masing- Portofolio gejala/peristiwa masing tentang isi teks eksposisi Kumpulan hasil analisis alam dan sosial analitis, dsb. tentang beberapa teks terkait dengan Berupaya membaca secara lancar eksposisi analitis tentang mata pelajaran lain dengan ucapan, tekanan kata, topik yang hangat di Kelas XI, intonasi yang benar dan menulis dibicarakan umum yang dengan dengan ejaan dan tanda baca yang telah dibuat. memberikan benar, serta tulisan yang jelas dan Lembar soal dan hasil tes keteladanan rapi. tentang perilaku Membicarakan permasalahan yang jujur, disiplin, dialami dalam memahami teks percaya diri, eksposisi analitis dan menuliskannya kerjasama dan dalam jurnal belajar sederhana bertanggung dalam bahasa Indonesia. jawab.
APPENDIX 4 : Lesson Plan of Literature Circles Strategy
LESSON PLAN 1 LITERATURE CIRCLES STRATEGY
School : SMK Negeri 1 Bojongpicung Subject : English Class/Semester : XI/4 Main Topic : Analytical Exposition Text Time Allocation : 2 x 45 minutes
A. CORE COMPETENCE 3. Understanding, applying and analyzing factual, conceptual and procedural knowledge based on students‟ curiosity about science, technology, art, culture, and humanities by humanity insight, nationality and statehood that related to the causes of phenomena and events, and also applying procedural knowledge on specific studies with their interests and talents in solving problems 4. Processing, reasoning, and presenting both in concrete and abstract realms related to the development of students‟ learning independently at school, and able to use any methods based on scientific rules
B. BASIC COMPETENCE 1. Analyzing the social function, text structure, and language features of analytical exposition texts on commonly spoken topics in accordance with the context use 2. Capturing meaning in an analytical exposition text on commonly spoken topics
C. INDICATORS 1. Identifying the social function, text structure, and language features of analytical exposition text 2. Identifying main idea, references, and stated/unstated information of analytical exposition text 3. Identifying meaning in analytical exposition text
D. LEARNING GOALS 1. After observing the examples, students are able to understand the characteristics of analytical exposition texts appropriately 2. After discussing and practising, students are able to identify main idea, references, and stated/unstated information information of analytical exposition text correctly
3. After discussing and practising, students are able to identify meaning in analytical exposition text main idea, references, and stated/unstated information of analytical exposition text correctly.
E. LEARNING MATERIAL Analytical Exposition Text 1. Social Function: Giving opinion about any topics analytically and responsibility 2. Language Features Vocabulary Grammar - Verb, simple present tense, past tense - Conjunction : first, similarly, finally, etc - Singluar dan plural : a, the, this, those, my, their, detc Pronounciation and Intonation Spelling and punctuation
F. LEARNING METHOD Literature Circles 1. Initial Phase a. Text Selection and Students Grouping b. Explaining and Modelling 2. Discussion Phase a. Selecting the roles in literature circles b. Finisihing the role-based tasks c. Having a discussion related to the task 3. Concluding Phase a. Presenting the task b. Making conclusion
G. MEDIA, TOOLS AND SOURCES Media : Text, hand out Tools : Overhead Projector Sources : English Textbook, Students‟ Worksheet, Internet etc.
H. LEARNING ACTIVITIES
STAGE LEARNING ACTIVITIES TIME
- Greeting and praying - Checking students condition and attendance list - Aperception (students get information about the relationship between the Opening previous materias and the current 10 minutes material - Students get information about leraning purposes, competency, significances and activities of material will be studied 1. Initial Phase a. Text Selection and Students Grouping - Teacher gives texts to all students to read and choose - Teacher gives guidances to read the texts - Students are given ten minutes to read the texts - Teacher asks students to reread all texts and rank the test based 70 minutes Main Activities on the students‟ preference - Teacher gives students another ten minutes to read and rank each text - Teacher forms students group based on their preference of text b. Explaining and Modelling - Teacher explains and models the literature circles procedures - Teacher and students read the
blurb and summarized what the texts are about - Teacher asks students to sit with their group and choose their team leader 2. Discussion Phase - The team leader of each group divide and organize literature circles roles for each member - Each students do their role-based tasks in group - Students present their task based on the roles they choose - Students discuss about their role- based tasks in the group
3. Concluding Phase
- Students make a conclusion about the text and their roles - Teacher and students conclude the 10 menit material - Teacher checks their comprehension Closing about the material - Teacher asks students to find out other analytical exposition texts
I. ASSESMENT a. Cognitive Assesment (Reading Comprehension) Design
NO INDICATORS TECHNIQUE FORM INSTRUMENT Understanding 1 Written Test Multiple Choice meaning Terlampir Responding to the 2 Written Test Multiple Choice meaning
Approved Cianjur, 2017 Headmaster of SMKN 1 Bojongpicung Researcher
Unang Setiawan, S.Pd, M.M.Pd TUTI ADAWIYAH NIP. 19590210 198703 1 006
APPENDIX 5 : Lesson Plan of Direct Instruction Strategy
LESSON PLAN DIRECT INSTRUCTION STRATEGY
School : SMK Negeri 1 Bojongpicung Subject : English Class/Semester: XI/4 Main Topic : Analytical Exposition Text Time Allocation: 2 x 45 minutes
A. CORE COMPETENCE 3. Understanding, applying and analyzing factual, conceptual and procedural knowledge based on students‟ curiosity about science, technology, art, culture, and humanities by humanity insight, nationality and statehood that related to the causes of phenomena and events, and also applying procedural knowledge on specific studies with their interests and talents in solving problems 4. Processing, reasoning, and presenting both in concrete and abstract realms related to the development of students‟ learning independently at school, and able to use any methods based on scientific rules
B. BASIC COMPETENCE 1. Analyzing the social function, text structure, and language features of analytical exposition texts on commonly spoken topics in accordance with the context use 2. Capturing meaning in an analytical exposition text on commonly spoken topics
C. INDICATORS 1. Identifying the social function, text structure, and language features of analytical exposition text 2. Identifying main idea, references, and stated/unstated information of analytical exposition text 3. Identifying meaning in analytical exposition text
D. LEARNING GOALS 1. After observing the examples, students are able to understand the characteristics of analytical exposition texts appropriately 2. After discussing and practising, students are able to identify main idea, references, and stated/unstated information information of analytical exposition text correctly
3. After discussing and practising, students are able to identify meaning in analytical exposition text main idea, references, and stated/unstated information of analytical exposition text correctly.
E. LEARNING MATERIAL Analytical Exposition Text 1. Social Function: Giving opinion about any topics analytically and responsibility 2. Language Features Vocabulary Grammar - Verb, simple present tense, past tense - Conjunction : first, similarly, finally, etc - Singluar dan plural : a, the, this, those, my, their, detc Pronounciation and Intonation Spelling and punctuation
F. TEACHING METHOD AND STRATEGIES Direct Instruction Strategy 1. Daily Restropection 2. Presentation 3. Guided Practice 4. Conclusion
G. LEARNING ACTIVITIES
Stage Activities Time
- Opening - Greeting Daily - Asking the students‟ condition 10 minutes Restropection - Checking the List attendance - Aperception - Explaining learning goals Lecturing
Presentation and - Teacher stimulates students to find the 70 minutes Guided Practice definition of analytical exposition text and retell with their own words - Teacher gives a preview of analytical
exposition text
Translating
- Teacher gives an example of analytical exposition text - Teacher asks students to read the text aloud - Teacher asks students to translate the text
Grammatical Rules
- Teacher explains the grammatical rules in the analytical exposition text - Teacher asks students to identify the grammatical rules in the text - Teacher asks students to make a sentence using grammatical rules inoral and written.
Memorizing
- Teacher asks students to find new vocabularies as many as possible and write them in their notebook - Teacher asks students to memorize the vocabularies and make sentences using them. - Teacher ask students to make a summary of the material has been studied - Teacher asks students about some 10 minutes Closing problems related to the material and learning process - Teacher asks students to read other analytical exposition texts at home
H. SOURCES a. English Textbook for XI Grade. Jakarta: Kemendikbud. 2014 b. Students‟ Worksheet c. Internet
I. ASSESMENT a. Cognitive Assesment : Writen Test (Multiple Choice) b. Psychomotoric Assesment: Oral Practice
Cianjur, 2017 Approved, The Headmaster of SMKN 1 Bojongpicung Researcher
Unang Setiawan, S.Pd, M.M.Pd Tuti Adawiyah NIP. 19590210 198703 1 006
APPENDIX 6 : Documentation
DOCUMENTATION LITERATURE CIRCLES ACTIVITY
APPENDIX 7 STUDENTS’ READING COMPREHENSION PRE-TEST SCORE OF EXPERIMENT CLASS
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 No Initial Total Score A B A C C C E B D E D A C B A E A C A E D B B B E 1 AS 1 0 0 1 1 1 0 0 1 1 1 0 1 0 1 1 1 1 1 1 0 0 0 0 1 15 60 2 AF 1 1 0 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 0 1 0 0 0 1 18 72 3 AR 0 1 0 1 0 1 0 0 1 1 1 0 0 0 1 1 1 1 0 0 1 0 0 0 0 9 36 4 AFF 0 0 1 0 0 1 0 0 1 1 0 1 0 0 1 1 1 0 1 1 0 0 1 0 0 9 36 5 ARP 1 1 1 1 1 1 0 0 1 1 1 0 1 1 0 0 1 1 1 0 0 0 1 1 1 17 68 6 ARN 1 0 1 1 1 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0 0 1 1 0 8 32 7 AP 0 0 1 1 1 0 0 1 1 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 8 32 8 AP 1 0 0 0 0 0 0 0 0 1 1 0 0 0 0 1 1 1 0 0 0 0 0 0 0 6 24 9 AMA 1 1 1 0 1 1 0 0 1 1 1 1 1 0 0 0 1 1 1 0 1 1 1 1 1 18 72 10 BN 0 1 0 1 1 1 0 0 0 0 0 1 1 0 1 1 1 0 0 0 0 0 0 0 0 9 36 11 DN 1 1 1 0 0 0 0 1 1 1 1 0 0 1 1 0 0 0 1 1 0 0 0 0 0 10 40 12 DN 1 1 1 1 1 0 0 1 1 1 1 1 0 0 0 0 1 1 1 0 1 1 1 1 0 17 68 13 DPN 1 1 1 1 1 1 1 0 1 1 1 0 0 0 0 1 1 1 1 1 0 0 1 1 1 17 68 14 DW 1 1 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 0 0 1 1 0 0 0 0 17 68 15 ENL 1 1 1 1 1 1 0 1 1 1 0 1 0 1 1 1 1 1 0 0 0 0 1 1 1 18 72 16 FSH 1 1 0 1 1 1 0 1 1 1 1 0 1 0 1 1 1 1 1 1 0 1 1 0 1 19 76 17 FH 1 1 0 0 0 0 0 0 1 1 1 0 1 1 0 0 1 1 1 0 0 0 0 0 0 10 40 18 FNB 0 1 1 1 1 0 0 1 1 1 0 0 0 0 0 0 0 1 1 1 0 0 0 0 0 10 40 19 IN 0 1 1 1 1 1 1 0 1 1 1 1 0 0 1 1 1 0 0 1 1 1 0 0 0 16 64 20 IF 1 0 0 0 1 1 1 0 0 0 1 1 1 0 1 1 0 0 1 1 0 0 0 0 0 11 44 21 LS 0 1 1 1 0 0 0 1 1 1 0 0 1 1 1 1 0 0 1 1 0 1 1 1 0 15 60 22 MAB 1 1 1 1 1 1 1 1 0 0 0 1 1 1 1 0 0 1 1 1 1 1 0 1 1 19 76 23 MAJ 0 0 0 1 1 0 0 0 0 1 1 0 0 1 1 0 0 0 1 1 1 1 0 0 0 10 40 24 NRA 0 0 1 1 1 1 1 0 1 1 1 1 0 0 1 1 1 1 1 0 0 1 1 0 0 16 64
25 NYA 1 1 1 1 0 0 0 0 1 1 1 1 1 0 0 0 1 1 1 0 1 1 1 0 1 16 64 26 NLM 1 1 1 0 0 1 1 1 0 0 1 1 1 0 0 1 1 1 0 1 1 1 1 0 0 16 64 27 RN 0 0 1 1 0 0 0 1 1 1 0 0 1 1 1 1 0 0 1 0 0 0 0 0 0 10 40 28 RD 1 1 1 1 1 1 0 1 1 1 0 1 1 1 0 1 1 1 1 1 0 1 1 0 1 20 80 29 RWY 1 1 1 0 0 1 1 1 0 0 1 1 1 0 1 1 0 0 0 0 0 0 0 0 0 11 44 30 RV 1 1 0 0 0 0 0 0 0 1 1 1 0 0 1 0 0 1 1 0 0 0 0 0 0 8 32 31 SN 1 1 0 1 1 1 0 0 1 1 1 0 1 1 1 0 0 0 0 0 0 0 0 0 0 11 44 32 SR 0 0 0 0 0 0 0 1 1 0 0 1 0 0 0 1 1 0 0 1 1 0 0 0 0 7 28 33 SN 1 1 1 1 0 0 0 0 0 0 0 0 1 1 0 0 1 1 0 0 0 1 1 1 0 11 44 34 SA 1 1 1 1 1 1 1 0 0 1 1 1 1 0 0 0 0 0 1 1 1 1 1 1 0 17 68 35 SS 0 0 0 1 1 1 1 1 0 0 1 1 1 1 0 0 1 1 1 1 1 0 0 1 0 15 60 36 SHN 1 0 0 1 0 0 1 0 0 1 1 0 0 1 1 1 1 0 0 0 1 0 0 0 0 10 40 37 TKB 1 1 1 1 0 1 1 1 0 0 1 1 1 1 0 0 0 1 0 0 0 1 1 1 1 16 64 38 TK 0 1 1 1 1 0 0 1 1 1 1 0 0 0 0 0 0 1 1 1 1 0 0 0 0 12 48 39 WSA 1 0 0 0 0 1 0 0 1 0 0 1 1 0 0 0 1 0 0 0 1 1 0 0 1 9 36 40 WYH 0 1 1 0 0 1 1 0 0 0 0 0 0 1 1 0 0 0 1 1 0 0 0 1 0 9 36 41 YSY 1 1 1 0 0 0 1 1 1 0 1 1 0 0 0 1 1 1 0 0 0 0 0 0 0 11 44 42 YAF 0 0 1 1 0 1 1 0 0 0 1 0 0 0 0 0 0 0 0 1 0 0 1 1 0 8 32
APPENDIX 8
STUDENTS’ READING COMPREHENSION POST-TEST SCORE OF EXPERIMENT CLASS
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 No Initial Total Score A B A C C C E B D E D A C B A E A C A E D B B B E 1 AS 1 1 1 1 1 1 0 0 1 1 1 0 1 0 1 1 1 1 1 1 1 0 1 0 1 19 76 2 AF 1 1 0 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 0 1 0 1 1 1 20 80 3 AR 1 1 1 1 0 1 0 1 1 1 1 0 0 0 1 1 1 1 0 0 1 1 0 0 0 13 52 4 AFF 1 1 1 0 0 1 0 0 1 1 0 1 0 0 1 1 1 1 1 1 0 0 1 0 1 13 52 5 ARP 1 1 1 1 1 1 1 0 1 1 1 0 1 1 0 1 1 1 1 0 0 1 1 1 1 20 80 6 ARN 1 1 1 1 1 1 1 1 0 0 0 1 1 0 1 1 0 1 1 1 0 0 1 1 0 17 68 7 AP 1 0 1 1 1 0 0 1 1 0 1 0 0 0 0 0 1 1 0 0 1 0 1 0 1 13 52 8 AP 1 1 0 0 1 0 0 0 0 1 1 0 1 1 0 1 1 1 1 1 0 1 0 1 1 15 60 9 AMA 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1 21 84 10 BN 1 1 1 1 1 1 0 1 0 0 0 1 1 0 1 1 1 1 0 1 0 0 0 1 0 15 60 11 DN 1 1 1 0 0 1 0 1 1 1 1 0 1 1 1 0 0 1 1 1 0 1 1 0 1 16 64 12 DN 1 1 1 1 1 0 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 0 21 84 13 DPN 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 0 1 0 1 1 1 20 80 14 DW 1 1 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 0 1 1 0 20 80 15 ENL 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 0 1 1 21 84 16 FSH 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 23 92 17 FH 1 1 0 0 1 0 0 0 1 1 1 0 1 1 0 0 1 1 1 0 1 0 1 1 0 14 56 18 FNB 1 1 1 1 1 0 1 1 1 1 1 1 1 0 1 0 0 1 1 1 0 1 0 1 1 19 76 19 IN 1 1 1 1 1 1 1 0 1 1 1 1 0 0 1 1 1 0 0 1 1 1 1 0 0 18 72 20 IF 1 0 0 1 1 1 1 0 0 0 1 1 1 0 1 1 1 0 1 1 1 0 0 0 0 14 56 21 LS 0 1 1 1 0 0 0 1 1 1 0 1 1 1 1 1 0 1 1 1 0 1 1 1 0 17 68 22 MAB 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 0 1 1 1 1 1 0 1 1 21 84 23 MAJ 0 0 0 1 1 0 0 0 0 1 1 0 0 1 1 0 1 0 1 1 1 1 0 1 0 12 48
24 NRA 0 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 0 0 1 1 0 0 18 72 25 NYA 1 1 1 1 0 1 0 0 1 1 1 1 1 0 1 0 1 1 1 0 1 1 1 1 1 19 76 26 NLM 1 1 1 0 0 1 1 1 0 0 1 1 1 1 0 1 1 1 0 1 1 1 1 1 0 18 72 27 RN 0 0 1 1 1 0 1 1 1 1 0 0 1 1 1 1 0 0 1 0 0 0 0 0 0 12 48 28 RD 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 0 1 1 1 1 23 92 29 RWY 1 1 1 0 0 1 1 1 0 0 1 1 1 0 1 1 0 0 1 1 0 0 0 0 0 13 52 30 RV 1 1 0 1 0 0 0 0 0 1 1 1 0 0 1 0 0 1 1 0 0 0 0 0 1 10 40 31 SN 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 0 1 0 1 0 1 1 19 76 32 SR 1 1 1 1 1 1 0 1 1 0 0 1 0 1 1 1 1 0 1 1 1 0 1 0 0 17 68 33 SN 1 1 1 1 0 0 1 1 0 1 1 0 1 1 0 0 1 1 0 0 1 1 1 1 1 17 68 34 SA 1 1 1 1 1 1 1 1 0 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 0 21 84 35 SS 0 1 1 1 1 1 1 1 1 0 1 1 1 1 0 0 1 1 1 1 1 1 1 1 0 19 76 36 SHN 1 0 1 1 0 1 1 0 1 1 1 0 1 1 1 1 1 0 1 1 1 1 0 1 1 19 76 37 TKB 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 0 1 0 1 0 1 1 1 1 20 80 38 TK 0 1 1 1 1 0 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 0 1 0 1 19 76 39 WSA 1 1 1 0 1 1 0 0 1 0 0 1 1 0 0 1 1 1 0 0 1 1 0 0 1 14 56 40 WYH 1 1 1 0 0 1 1 0 0 1 0 1 0 1 1 0 1 1 1 1 1 0 1 1 1 17 68 41 YSY 1 1 1 0 1 0 1 1 1 0 1 1 1 0 1 1 1 1 1 1 0 1 0 1 1 19 76 42 YAF 0 1 1 1 0 1 1 1 0 1 1 1 0 0 0 1 0 0 1 1 0 1 1 1 0 14 56
APPENDIX 9 STUDENTS’ READING COMPREHENSION PRE-TEST SCORE OF CONTROL CLASS
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 No Initial Total Score A B A C C C E B D E D A C B A E A C A E D B B B E 1 ALR 1 0 1 0 0 1 0 1 1 1 0 0 1 1 1 1 0 0 1 1 0 0 0 1 0 12 48 2 ASM 1 1 1 1 1 0 1 1 1 0 0 1 1 1 1 1 0 1 1 1 1 0 1 1 0 19 76 3 AMR 0 1 1 1 1 1 0 0 1 1 1 1 0 1 1 1 1 0 1 1 1 0 1 1 1 19 76 4 AZM 1 1 0 1 1 1 0 1 1 1 1 0 1 1 1 1 1 0 0 1 1 1 1 0 0 18 72 5 AS 0 1 1 1 0 0 1 1 1 0 1 1 0 0 1 1 1 0 0 0 0 0 0 0 0 11 44 6 ASN 1 1 1 1 0 1 1 1 1 0 1 1 1 1 0 1 1 1 1 0 1 1 1 1 0 20 80 7 AM 0 1 1 0 0 1 1 0 0 0 0 0 1 0 0 1 0 1 0 1 0 1 0 0 0 8 32 8 AA 1 1 1 0 0 0 0 0 0 1 1 1 0 0 1 1 1 0 1 1 0 1 0 1 0 13 52 9 BCG 0 0 0 1 1 1 0 0 1 0 1 1 0 1 1 0 0 1 1 0 0 0 0 0 0 10 40 10 CRP 0 1 1 1 0 0 0 1 1 1 0 0 1 1 1 0 0 1 1 0 0 0 0 0 0 11 44 11 DS 0 0 0 1 1 0 0 0 1 0 1 0 0 1 0 0 1 0 0 1 1 0 0 0 0 8 32 12 DS 1 1 1 0 0 0 1 1 1 1 0 0 0 1 1 0 0 1 1 1 0 0 0 1 1 14 56 13 DFM 1 1 1 1 1 0 0 1 1 1 0 1 1 1 1 1 1 1 0 0 1 1 1 1 1 20 80 14 DNM 1 1 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 1 0 0 1 0 1 0 6 24 15 FY 0 1 0 0 0 0 0 0 0 1 0 0 1 0 0 1 0 0 0 0 0 0 0 0 0 4 20 16 FM 1 1 1 1 0 0 0 0 0 1 1 1 1 1 0 0 1 0 0 0 1 0 0 0 0 11 44 17 FF 0 0 0 0 1 1 1 0 0 0 0 0 1 1 1 0 0 0 1 1 1 0 0 0 0 9 36 18 GRJ 1 1 0 0 0 0 1 1 0 0 0 0 0 0 0 1 1 0 0 0 0 1 1 1 0 9 36 19 HM 1 1 1 1 0 0 0 1 1 1 1 0 1 1 0 1 0 1 1 1 1 0 1 1 1 18 72 20 IMJ 1 1 1 1 1 0 1 1 1 1 0 1 1 1 0 1 1 1 0 1 1 1 1 0 0 19 76 21 LS 1 0 1 1 1 1 1 0 1 1 1 0 1 0 1 1 1 1 1 1 0 0 1 1 1 19 76 22 MN 0 1 1 0 1 1 0 1 1 1 1 0 0 0 1 1 1 1 0 0 0 1 1 1 1 16 64 23 MP 0 0 0 0 0 1 1 1 0 0 1 1 0 0 0 0 1 1 1 1 0 0 0 0 0 9 36 24 MRM 1 1 1 0 0 1 1 1 1 0 0 1 1 1 0 0 0 0 0 0 0 0 0 0 0 10 40
25 NKH 0 0 0 1 1 1 1 0 0 0 1 1 1 1 0 1 0 1 1 0 1 1 0 1 0 15 60 26 NN 0 1 1 0 0 1 1 1 0 0 1 1 1 0 1 1 0 0 0 0 0 0 0 0 0 10 40 27 NA 0 0 1 1 1 0 0 1 1 1 0 0 0 0 1 1 1 1 0 0 1 1 1 0 0 13 52 28 PJM 1 1 1 0 0 0 0 0 0 0 0 0 1 1 1 0 0 0 1 1 1 1 0 0 0 9 36 29 RYS 1 0 0 1 1 1 0 0 1 1 1 1 1 0 0 0 0 0 1 1 0 0 0 0 0 11 44 30 RL 0 0 0 1 1 1 0 0 0 1 1 1 0 0 0 1 1 1 1 0 0 1 0 0 0 11 44 31 RS 1 1 1 1 0 0 1 1 1 1 0 0 0 0 0 0 0 0 1 1 1 0 0 0 0 11 44 32 RA 0 0 0 0 1 1 1 1 0 0 1 1 1 1 0 0 0 1 1 1 1 0 0 1 0 13 52 33 RY 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 1 1 1 0 0 1 1 1 1 21 84 34 RP 0 1 1 1 0 0 0 1 1 1 1 0 0 1 1 1 0 0 1 0 1 0 0 0 0 11 44 35 SR 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 15 60 36 SL 1 1 1 1 0 1 1 1 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 9 36 37 SN 0 1 1 1 0 0 0 1 1 1 0 0 0 1 1 1 0 0 0 0 0 1 1 1 0 12 48 38 SSY 1 1 0 0 1 1 0 1 1 1 0 1 1 1 0 0 0 0 0 1 1 0 0 0 0 12 48 39 SW 1 1 1 1 1 0 1 0 1 1 1 0 1 1 0 0 1 1 1 0 1 0 1 1 1 18 72 40 WS 0 1 1 1 0 0 1 1 1 0 0 0 1 1 1 1 0 0 0 0 0 0 0 0 0 10 40 41 WR 1 1 1 1 0 0 1 1 1 1 1 0 0 0 0 0 0 0 1 1 1 1 0 0 0 13 52 42 YR 0 0 1 1 1 1 0 0 0 0 1 1 1 0 0 0 0 0 0 1 1 1 0 0 0 10 40
APPENDIX 10 STUDENTS’ READING COMPREHENSION POST-TEST SCORE OF CONTROL CLASS
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 No Initial Total Score A B A C C C E B D E D A C B A E A C A E D B B B E 1 ALR 1 0 1 0 0 1 0 1 1 1 0 0 1 1 1 1 0 0 1 1 0 0 0 1 0 12 48 2 ASM 1 1 1 1 1 0 1 1 1 0 0 1 1 1 1 1 0 1 1 1 1 0 1 1 0 19 76 3 AMR 1 1 1 1 1 1 0 0 1 1 1 1 0 1 1 1 1 0 1 1 1 0 1 1 1 20 80 4 AZM 1 1 0 1 1 1 0 1 1 1 1 0 1 1 1 1 1 0 0 1 1 1 1 1 0 19 76 5 AS 0 1 1 1 0 0 1 1 1 0 1 1 0 0 1 1 1 0 0 0 0 0 0 0 0 11 44 6 ASN 1 1 1 1 0 1 1 1 1 0 1 1 1 1 0 1 1 1 1 0 1 1 1 1 0 20 80 7 AM 0 1 1 0 0 1 1 0 0 0 0 0 1 0 0 1 0 1 0 1 0 1 0 0 0 8 32 8 AA 1 1 1 0 0 0 1 0 0 1 1 1 0 0 1 1 1 0 1 1 0 1 0 1 0 14 56 9 BCG 0 0 0 1 1 1 0 0 1 0 1 1 0 1 1 0 0 1 1 0 0 0 0 0 0 10 40 10 CRP 0 1 1 1 0 0 0 1 1 1 0 0 1 1 1 0 0 1 1 0 0 0 0 0 0 11 44 11 DS 0 0 0 1 1 0 0 0 1 0 1 0 0 1 0 0 1 0 0 1 1 0 0 0 0 8 32 12 DS 1 1 1 0 0 0 1 1 1 1 0 0 0 1 1 0 0 1 1 1 0 0 0 1 1 14 56 13 DFM 1 1 1 1 1 0 0 1 1 1 0 1 1 1 1 1 1 1 0 0 1 1 1 1 1 20 80 14 DNM 1 1 0 0 1 0 0 0 0 0 0 0 0 0 1 0 0 0 1 0 0 1 0 1 0 7 28 15 FY 0 1 0 0 0 0 0 1 1 1 0 0 1 0 0 1 0 0 0 0 0 0 0 0 0 6 24 16 FM 1 1 1 1 0 0 0 0 0 1 1 1 1 1 0 0 1 0 0 0 1 0 0 0 0 11 44 17 FF 0 0 0 0 1 1 1 0 0 0 0 0 1 1 1 0 0 0 1 1 1 0 0 0 0 9 36 18 GRJ 1 1 1 0 0 0 1 1 0 0 0 0 0 0 0 1 1 0 0 0 0 1 1 1 0 10 40 19 HM 1 1 1 1 0 0 0 1 1 1 1 0 1 1 0 1 0 1 1 1 1 0 1 1 1 18 72 20 IMJ 1 1 1 1 1 0 1 1 1 1 0 1 1 1 0 1 1 1 0 1 1 1 1 1 0 20 80 21 LS 1 0 1 1 1 1 1 0 1 1 1 0 1 0 1 1 1 1 1 1 0 0 1 1 1 19 76 22 MN 0 1 1 0 1 1 0 1 1 1 1 0 0 0 1 1 1 1 0 0 0 1 1 1 1 16 64 23 MP 0 0 0 0 0 1 1 1 0 0 1 1 0 0 0 0 1 1 1 1 0 0 0 0 0 9 36 24 MRM 1 1 1 0 0 1 1 1 1 0 0 1 1 1 0 0 0 0 0 0 0 0 1 0 0 11 44 25 NKH 0 0 0 1 1 1 1 0 0 0 1 1 1 1 0 1 0 1 1 0 1 1 0 1 0 15 60 26 NN 0 1 1 0 0 1 1 1 0 0 1 1 1 0 1 1 0 1 0 0 0 0 0 0 0 11 44
27 NA 0 0 1 1 1 0 0 1 1 1 0 0 0 0 1 1 1 1 0 0 1 1 1 0 0 13 52 28 PJM 1 1 1 0 0 0 0 0 0 0 0 0 1 1 1 0 0 0 1 1 1 1 0 0 0 9 36 29 RYS 1 0 0 1 1 1 0 0 1 1 1 1 1 0 0 0 0 0 1 1 0 0 0 0 0 11 44 30 RL 0 0 0 1 1 1 0 0 0 1 1 1 0 0 0 1 1 1 1 0 0 1 0 0 0 11 44 31 RS 1 1 1 1 0 0 1 1 1 1 0 0 0 0 0 0 0 0 1 1 1 0 0 0 0 11 44 32 RA 0 0 0 0 1 1 1 1 0 0 1 1 1 1 0 0 0 1 1 1 1 0 0 1 0 13 52 33 RY 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 1 1 1 0 0 1 1 1 1 21 84 34 RP 0 1 1 1 0 0 0 1 1 1 1 0 0 1 1 1 0 0 1 0 1 0 0 0 0 11 44 35 SR 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 15 60 36 SL 1 1 1 1 0 1 1 1 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 9 36 37 SN 0 1 1 1 0 0 0 1 1 1 0 0 0 1 1 1 0 0 0 0 0 1 1 1 0 12 48 38 SSY 1 1 0 0 1 1 0 1 1 1 0 1 1 1 0 0 0 0 0 1 1 0 0 0 0 12 48 39 SW 1 1 1 1 1 0 1 0 1 1 1 0 1 1 1 0 1 1 1 0 1 0 1 1 1 19 76 40 WS 0 1 1 1 0 0 1 1 1 0 0 0 1 1 1 1 0 0 0 0 0 0 0 0 0 10 40 41 WR 1 1 1 1 0 0 1 1 1 1 1 0 0 0 1 0 0 0 1 1 1 1 0 0 0 14 56 42 YR 0 0 1 1 1 1 0 0 0 0 1 1 1 0 0 0 0 0 0 1 1 1 0 1 0 11 44
APPENDIX 11 THE CONTENT FAMILIARITY QUESTIONNAIRE RESULT OF EXPERIMENT CLASS
No Initial 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Score Level 1 AS 4 4 3 2 2 4 4 2 2 4 2 3 2 2 1 1 3 3 2 4 4 4 5 4 4 75 Middle 2 AF 4 4 3 2 2 4 4 2 2 4 2 4 2 2 1 1 3 4 2 4 4 4 4 4 4 76 Middle 3 AR 2 2 3 1 1 2 3 2 2 3 2 3 2 1 1 1 2 2 3 3 3 3 3 3 3 56 Low 4 AFF 2 3 2 2 2 4 3 2 2 3 2 2 1 1 1 1 2 3 3 3 4 4 3 4 3 62 Low 5 ARP 3 3 2 2 2 4 3 2 2 3 2 3 2 1 2 2 3 2 3 4 4 4 3 4 3 68 Middle 6 ARN 2 2 2 1 2 2 3 2 2 3 2 3 2 1 2 2 3 2 3 3 3 3 3 3 2 58 Low 7 AP 3 3 3 1 2 3 3 1 1 3 1 2 2 2 2 2 2 1 3 3 3 3 3 3 2 57 Low 8 AP 4 4 2 2 2 4 3 3 2 3 1 3 2 2 1 1 3 1 3 2 4 4 4 4 2 66 Middle 9 AMA 5 4 4 2 4 4 4 4 3 4 1 4 2 1 1 1 4 4 4 4 4 4 5 4 2 83 High 10 BN 3 3 3 2 2 4 3 4 1 3 2 3 2 1 1 1 1 4 4 4 4 4 5 4 3 71 Middle 11 DN 3 3 3 2 2 4 3 2 1 2 1 3 2 1 2 2 3 3 3 2 4 4 4 4 3 66 Middle 12 DN 2 2 3 2 2 3 3 4 1 3 1 3 2 2 1 2 3 4 3 2 4 4 4 4 3 67 Middle 13 DPN 2 2 2 2 2 3 3 4 1 3 2 3 2 1 2 1 2 3 3 2 4 4 4 4 3 64 Middle 14 DW 1 2 2 2 2 3 3 4 1 3 3 3 2 1 3 1 2 3 3 3 4 4 4 4 3 66 Middle 15 ENL 5 4 4 2 3 4 4 4 3 4 4 3 3 3 3 3 3 5 4 4 4 4 4 4 3 91 High 16 FSH 5 4 4 4 4 4 4 4 3 4 1 4 4 3 3 4 3 5 4 4 4 4 4 4 3 94 High 17 FH 1 3 3 2 2 3 3 3 1 3 1 3 2 2 2 1 4 4 4 4 4 4 4 4 3 70 Middle 18 FNB 3 3 3 2 2 3 3 3 1 3 2 3 2 2 3 1 4 3 3 3 3 4 4 4 3 70 Middle 19 IN 4 4 3 2 2 4 3 3 1 3 2 3 2 1 3 1 3 4 3 3 3 4 4 4 4 73 Middle 20 IF 2 2 3 2 1 1 2 2 1 3 1 3 2 1 3 2 3 2 3 3 3 3 3 3 4 58 Low 21 LS 4 4 3 2 1 1 3 3 2 3 2 4 3 2 3 1 3 4 3 2 4 4 4 4 3 72 Middle 22 MAB 4 4 3 4 4 4 3 4 3 4 3 3 4 2 3 3 4 4 3 3 4 4 4 4 3 88 High 23 MAJ 4 4 3 2 2 4 3 4 2 3 2 3 2 1 1 1 3 4 3 4 4 4 4 4 3 74 Middle 24 NRA 4 4 4 3 2 4 3 4 1 4 2 3 2 1 1 3 4 3 2 3 4 4 4 4 3 76 Middle 25 NYA 4 4 4 3 2 3 3 4 1 4 2 3 2 2 2 3 4 3 2 3 4 4 4 4 2 76 Middle 26 NLM 4 4 4 3 2 3 2 4 1 3 2 3 1 2 2 3 3 4 1 3 4 4 4 4 2 72 Middle 27 RN 4 4 3 3 2 3 2 3 1 3 3 3 1 1 2 3 3 3 3 3 4 4 4 4 2 71 Middle
28 RD 5 4 4 4 4 3 2 3 3 4 4 3 4 3 3 4 4 5 4 4 4 4 4 4 4 94 High 29 RWY 3 4 3 3 4 4 3 3 3 4 3 4 3 1 2 3 4 4 3 3 4 4 4 4 3 83 High 30 RV 2 4 3 2 4 4 3 3 3 3 3 3 3 1 3 3 3 4 3 4 4 4 4 4 1 78 Middle 31 SN 1 3 2 1 4 4 3 3 3 3 3 3 2 2 3 3 4 4 4 4 4 4 4 4 1 76 Middle 32 SR 1 3 2 1 4 4 3 3 3 3 3 3 2 2 3 3 4 4 3 4 3 4 3 4 3 75 Middle 33 SN 4 4 3 1 2 4 3 3 3 3 3 3 1 1 2 3 3 3 3 4 4 4 4 4 2 74 Middle 34 SA 3 3 2 3 4 4 3 3 3 4 3 3 3 1 3 3 3 4 3 3 4 4 4 4 3 80 High 35 SS 3 3 2 2 2 4 3 3 3 3 3 3 2 1 3 3 4 4 3 3 4 4 4 4 3 76 Middle 36 SHN 4 4 2 1 4 4 4 3 3 3 3 3 2 2 2 3 3 2 2 3 4 4 4 4 2 75 Middle 37 TKB 5 4 2 1 4 4 4 4 3 4 3 3 3 2 3 3 4 5 4 4 4 4 4 4 2 87 High 38 TK 1 3 2 3 2 4 3 3 2 3 4 2 2 1 2 3 3 3 3 3 3 4 4 4 3 70 Middle 39 WSA 1 3 2 3 2 3 3 3 2 2 3 1 2 2 1 2 4 3 3 3 4 4 4 4 4 68 Middle 40 WYH 2 2 2 2 2 3 3 3 2 2 3 1 2 1 1 2 2 3 3 3 2 3 3 3 2 57 Low 41 YSY 4 3 3 3 4 4 3 3 3 3 3 4 3 2 3 3 3 4 3 3 4 4 4 4 4 84 High 42 YAF 3 3 2 2 2 3 3 3 2 2 3 1 3 1 3 3 2 2 2 3 1 1 2 2 3 57 Low
APPENDIX 12 THE CONTENT FAMILIARITY QUESTIONNAIRE RESULT OF CONTROL CLASS
No Initial 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Total Level 1 ALR 2 1 3 2 3 2 2 3 2 3 2 3 2 2 1 1 3 3 2 4 4 4 4 4 4 66 Middle 2 ASM 4 4 3 2 2 4 4 2 2 4 2 4 2 2 1 1 3 4 2 4 4 4 4 4 4 76 Middle 3 AMR 4 4 3 4 4 3 3 4 4 3 3 4 2 3 3 3 2 4 3 3 3 3 3 3 3 81 High 4 AZM 4 3 4 4 3 4 3 2 2 3 2 2 3 3 3 3 2 3 3 3 4 4 3 4 3 77 Middle 5 AS 2 3 2 2 2 2 3 2 2 3 2 3 2 1 2 2 3 2 3 4 4 4 3 4 3 65 Low 6 ASN 4 4 3 3 4 3 3 4 4 3 2 3 3 3 3 4 3 2 3 4 4 4 4 4 3 84 High 7 AM 3 3 3 1 2 3 3 2 1 3 1 2 2 2 2 2 2 1 3 3 3 3 3 3 2 58 Low 8 AA 4 3 2 2 2 4 3 3 2 3 1 3 2 2 1 1 3 1 3 2 3 4 4 4 2 64 Low 9 BCG 4 3 3 2 4 3 2 3 3 4 2 4 2 1 1 1 3 3 4 3 3 3 3 3 2 69 Middle 10 CRP 2 1 2 2 2 2 3 2 1 3 2 3 2 1 1 1 1 3 3 3 3 3 5 3 3 57 Low 11 DS 3 3 3 2 2 4 3 2 1 2 1 3 2 1 2 2 3 3 3 2 3 4 4 4 3 65 Low 12 DS 4 2 3 2 2 3 3 4 1 3 1 3 2 2 1 2 3 4 3 2 4 4 4 4 3 69 Middle 13 DFM 4 4 3 4 3 3 3 4 3 3 2 3 2 3 3 4 3 3 3 2 4 4 4 4 3 81 High 14 DNM 1 2 2 2 2 3 3 2 1 3 3 3 2 1 3 1 2 3 3 3 2 2 2 2 3 56 Low 15 FY 2 1 2 2 3 3 1 3 1 2 2 3 1 3 2 3 2 2 3 3 2 1 2 3 2 54 Low 16 FM 3 2 2 1 3 3 4 4 2 3 1 2 2 3 3 4 3 5 3 4 4 4 4 4 3 76 Middle 17 FF 1 3 3 2 2 3 3 3 1 3 1 3 2 2 2 1 4 4 4 4 4 4 4 4 3 70 Middle 18 GRJ 2 3 3 2 2 3 3 3 1 3 2 3 2 2 3 1 4 3 3 3 3 4 4 4 3 69 Middle 19 HM 3 4 3 2 2 4 3 3 1 3 2 3 2 1 3 1 3 4 3 3 3 4 4 4 4 72 Middle 20 IMJ 4 4 3 4 3 4 2 4 4 3 2 3 2 1 3 2 3 4 4 4 4 4 4 4 2 81 High 21 LS 3 4 3 2 1 1 3 3 2 3 2 4 3 2 3 1 3 4 3 2 4 4 4 4 3 71 Middle 22 MN 2 3 3 2 3 3 3 4 3 2 3 3 2 2 3 3 4 4 3 3 3 4 4 4 3 76 Middle 23 MP 4 3 3 2 2 4 3 4 2 3 2 3 2 1 1 1 3 4 3 4 4 4 4 4 3 73 Middle 24 MRM 4 3 3 3 2 4 3 4 1 4 2 3 2 1 1 3 4 3 2 3 4 4 4 4 3 74 Middle 25 NKH 4 3 4 3 2 3 3 4 1 4 2 3 2 2 3 3 4 3 2 3 4 4 4 4 2 76 Middle
26 NN 3 3 2 3 2 3 2 4 1 3 2 3 1 2 2 3 3 4 1 3 4 4 4 4 2 68 Middle 27 NA 4 4 3 3 2 3 2 3 1 3 3 3 1 1 2 3 3 3 3 3 4 4 4 4 2 71 Middle 28 PJM 1 2 2 2 2 3 1 3 3 3 2 2 2 3 3 1 1 3 2 2 3 3 2 2 3 56 Low 29 RYS 2 4 3 3 4 4 3 3 3 3 3 2 3 1 2 3 4 4 3 3 3 4 4 3 3 77 Middle 30 RL 2 4 3 2 4 4 3 3 3 3 3 3 3 1 3 3 3 4 3 4 4 4 4 4 1 78 Middle 31 RS 1 3 2 1 2 2 3 3 3 3 3 3 2 2 3 3 2 2 1 3 4 4 4 4 2 65 Low 32 RA 1 3 2 1 4 4 3 3 3 3 3 3 2 2 3 3 4 4 3 4 3 4 3 4 3 75 Middle 33 RY 5 4 4 4 2 4 3 4 3 4 3 3 1 1 2 3 3 3 3 4 4 5 4 4 2 82 High 34 RP 3 3 2 3 2 2 3 3 3 3 3 3 3 1 3 3 3 4 3 3 3 4 4 4 3 74 Middle 35 SR 3 3 2 2 2 4 3 3 3 3 3 3 2 1 3 3 4 4 3 3 4 4 4 4 3 76 Middle 36 SL 2 2 2 1 2 1 1 3 1 2 2 3 2 2 2 3 3 2 2 3 3 3 3 3 2 55 Low 37 SN 3 2 3 3 3 4 4 4 3 4 3 3 3 2 3 3 3 3 3 3 2 3 3 4 3 77 Middle 38 SSY 1 3 2 3 2 4 3 3 2 3 4 2 2 1 2 3 3 3 3 3 3 4 4 4 3 70 Middle 39 SW 5 4 3 3 3 4 4 4 4 4 3 4 2 2 1 2 4 3 3 3 4 4 4 4 4 85 High 40 WS 4 3 3 4 2 3 3 3 2 2 3 1 2 1 1 2 2 3 3 3 2 3 3 3 2 63 Low 41 WR 3 3 3 3 4 4 3 3 3 3 3 1 3 2 3 2 2 4 3 3 4 4 4 4 3 77 Middle 42 YR 4 3 3 3 1 3 3 3 2 2 3 2 3 2 3 3 3 3 4 4 3 3 2 2 3 70 Middle