IMPROVING READING COMPREHENSION OF TENTH GRADE

STUDENTS OF SMA AL-KHAIRAAT KOLONO THROUGH

INTENSIVE READING STRATEGY

SULASMI

A 121 17 008

RESEARCH PROPOSAL

ENGLISH EDUCATION STUDY PROGRAM

LANGUAGE AND ART EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
TADULAKO UNIVERSITY
2020

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 CHAPTER 1

INTRODUCTION

1.1 Background

Reading is one of the English skills that need by students to learn English

successfully. Reading is an activity to understand about passages or written texts.

In order to achieve a better result in learning process, students need to understand

the reading material by reading a lot. According to Tarigan (2008:7) “reading is a

process carried out and used by a reader to acquire message which is conveyed by

a writer through words could be seen and known by reader”. It means that reading

is also a way to find and understand information from written words.

Reading is very important because it has a main role to enrich experience

and knowledge in our life. Reading can help students to gain more information

about anything they want to know in the world. They will be able to know what

they do not know before. Moreover, students can get more vocabularies through

reading activities.Students may learn new vocabularies that very important to imre

another English skills tha hey want to master in the future.

For high school students, reading is a complex skill involving recognize and

understand written language in the form of graphic signs and its transformation in

meaningful speech.Based on preliminary research conducted by researcher attenth

gradestudents of SMA Al-Khairaat Kolono, there are a great number of students

have problems in the learning process of reading. The students’ problem such as

lack of vocabulary, for example they know the pronunciation of the word, but

they have no idea about the meaning. Also, they have difficulties to find the main

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idea, not able to identify the actual information of the given passages and have

lack reading technique to solve their problem.

As stated inCurriculum 2013, the tenth grade students of Senior High

School (SMA/SMK) are expected to understand a text or passage such as

narrative text, recount text, descriptive text, and analytical exposition text. The

students should be able to find out the detail information, certain information,

social function, text structure and language features in reading text in oral and

written form. However, in the real situation, the students have not achieved the

curriculum expectation and have poor ability in reading comprehension,

especially thetenth grade students of SMA Al-Khairaat Kolono where the

researcher did preliminary research.

Departing of the problem above, the researcher offers intensive reading

strategy as the solution. Intensive reading is a way to understand the information

of the text through reading text in detail under the teacher’s guidance without

understanding every word on a first or a second read through. Intensive reading

develops reading comprehension by encouraging the students to gain the main

idea of the passage by skimming and scanning. The researcher used intensive

reading strategy that could improve students’ reading comprehension.

1.2 Problem Statement

In the background, the researcher found the tenthgradestudents of SMA Al-

Khairaat Kolono still have problem in reading comprehension. The main problem

are low of vocabulary and hard to solve the problem of find the actual information

in the given text. Due to the discussion above, it lets a problem to be solved as

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follows: “Does intensive reading strategy improve reading comprehension of

tenth grade students of SMA Al-Khairaat Kolono?”.

1.3 Objective of the Research

The aim of the research is one of the important parts of the research. It is

neeed to help researcher and students to know the main goals of the research. The

main purpose of this experimental research is to improve reading comprehension

skills through intensive reading of the tenthgrade students at SMA Al-Khairaat

Kolono.

1.4 Significance of the Research

The researcher hopes the results of this research may give beneficial

contribution to the teachers, students and future researchers in order to improve

students’ reading comprehenion. For the teachers, researcher expects this research

may serve helpful result strategy that can be apply in the classroom in order to

improve students’ reading comprehension. They can use this research as a

reference when applying intensive reading strategy in learning process. For the

students, researcher expects this research may support students to interested in

learning reading and help them to solve their problems in reading comprehension.

For the future researchers, researcher expects this research can be one of the

source reference that provide beneficial information about intensive reading

strategy for them who wants to conduct similar further research.

1.5 Scope of the Research

The level of comprehension investigated in this research is the literal

reading and interpretative reading comprehension. Literal reading comprehension

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is the basic level in reading comprehension that provide information in the

passage expicitly. Interpretative reading is the second level of reading

comprehension. It is provide implicit information of the given passage. The

question on this level is concerned with the answer that cannot be found directly

in the passage. The researcher uses narrative text in this research based on the

curriculum of 2013.

1.6 Definition of Key Terms

The researcher uses some definition of terms in this research. First, reading

comprehension is a process of understanding the available information and ideas

in the text that could open the maind experiences and knowledges of the readers.

Second, intensive reading strategy is an activity of reading a text carefully and

thoroughly in order to get comprehension of the given ideas in the passage. Third,

narrative text is a kind of text that has a purpose to entertain the readers which is

used as media in learning reading comprehension.

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 BAB 2

PREVIOUS STUDIES, LITERATURE REVIEW,

THEORETICAL FRAMEWORK, AND HYPOTHESIS

2.1 Previous Studies

The researcher uses some previous studies related to the topics as the

comparison. Diniarti (2019) has done the first research. Her research entitled “The

Effectiveness Of Intensive Reading On Students’ Reading Comprehension Of

Descriptive Text”. The researcher used a quasi-experimental design. The

researcher used descriptive text. Based on the result of the research, it is

concluded that the use of intensive reading was effective on students’ reading

comprehension of descriptive text of tenth grade at MA Jam’iyyah Islamiyyah.

Hidayah (2016) did the second previous research. Her research entitle “The

Effect Of Intensve Reading Strategy On Students’ Reading Comprehension

AtTenth GradeStudents of SMPN 1 Curug-Tangerang”. The researcher used a

quasi-experimental design. The researcher used descriptive text. Based on the

result of the research,it is concluded that the influence of using intensive reading

strategy has possitive effect on students’ reading comprehension at tenth

gradestudents of SMPN 1 Curug-Tangerang.

The two previous studies have similarities and differences in the study

proposed by the researcher. The similarities of two previous studies are they

applied the same classroom strategy that is intensive reading of descriptive

tex.Also, they used the same research design that is quasi-experimental design.

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Even so, they have different things as well. They conducted their research in the

different grade of school. First researcher conducted her research in senior high

school, precisely at tenth grade of MA Jam’iyyah Islamiyyah, while the second

researcher conducted her study in junior high school, precisely at tenth

gradestudents of SMPN 1 Curug-Tangerang. Regardless of the differences, the

researcher believes that intensive reading strategy is going to work well in this

research.

2.2 Literature Review

2.2.1 Definition of Reading

Reading is one of the most important academic skills needed by students as

a source of knowledge and enjoyment. Reading is also quite possibly, the most

important skill a student must acquire in order to success in the school and in life.

Moreover reading has been a highly emphasized skill in the English foreign

learner context. Reading can be regarded as a process that involves, decoding,

interpreting and comprehending written material.

Different people use the term of reading in some ways, because reading is a

complex process, and this complexity accounts for the variety of its definition.

Reading is one way to communicate between the writer and reader. As Day and

Bamford define reading as a process of how a reader understands the written

message and connect it to his prior knowledge. A reader actively interacts with the

reading material in the reading process. While Ruddell said that reading is the act

of constructing meaning while transacting with text. Thus, meaning does not only

exist on the printed page but also in head of the reader, Finocchiaro and Bonomo

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said “Reading is bringing meaning to and getting meaning from printed or written

material”. Here the reader should interaction with the text not only in action with

the text. But reading is not simple. Reading is an active process that requires a

great deal of practice and skill. Because to mastering reading we not only learn the

theory but also the practice what we have been read and apply it in real life as

much as we can.

From the definition above, it seems that reading is a process when the reader

makes meaning through the combination of prior knowledge and previous

experience. He or She connects text information to what they already know.

Information ideas are exchanged between writer and reader in the act of

communication. The writer expresses his thoughts on paper with language using

whatever skills and style she or he has developed personally. The reader tries to

get meaning from printed page.

Reading is not just a means of comprehension but becoming aware of how

writers express meaning and also becoming able to reconstruct those meanings for

our own understanding. So, reading can add our knowledge because every word

that is read to construct meaning to comprehend. With reading we get more

knowledge or information. It means that reading is important to be learned.

2.2.2 Definition of Comprehension

Comprehension is a kind of up-market synonym for understanding in

discussions that are (or are intended to appear) technical and scientific. In such

contexts the word frequently doesn’t appear alone, but in such combination as

comprehension skills or the comprehension process, even by people who would

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never use expressions like understanding skills or the understanding process. It

means that comprehension may be regarded as relating aspects of the word around

us- including what we read, to the knowledge. According to Danielle,

comprehension is not always effortless and fast, of course. When beginning

readers struggle over individual words, reading is slowed to near halt and deeper

levels of comprehension are seriously compromised. Comprehension is not only

cognitive competence or understanding the knowledge but also ability to grasp

something mentally. Because it is not easy to understand the difference between

ideas and fact, beside the definition that show us that comprehension is the main

modal in reading skill in order to understand the whole of the text.

2.2.3 Definition of Reading Comprehension

The ability to read a written language with good comprehension and a

reasonable rate has long been organized to be important skill. Reading

comprehension is an interaction between ability of prior knowledge reader on

reading book. The readers will get information or knowledge of the text after they

read. So they understand information of text. The readers must relevant their

knowledge, word decoding ability, text-based and situation model-based

differencing skills, competency with a variety of reading strategies, metacognitive

skills, and so on.

Reading comprehension is a process in which the reader has to decide

linguistic symbol and reconstruct and reconstruct them up to a meaningful whole

as intended by the writer. Comprehension includes recognizing and understanding

a main idea and related detail. Meanwhile, according to Klingner reading

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comprehension is the process of constructing meaning by coordinating a number

of complex processes that include word reading, word and world knowledge and

fluency. Effective comprehension instruction goes beyond literal comprehension

by challenging students to make deep inferences about text, to think critically

about the material they read, and to creatively transform the texts they encounter

into other forms and formats. Moreover, effective instruction in comprehension

should be engaging for students and teacher.

2.2.4 Purpose of Reading

A purpose of reading is established for each lesson and each extension

changes the purpose for reading, which then changes the reader’s focus. It means

the purpose of reading can be reachable if the readers get the best way to

understand the reading material. Every individual has their own reason for read

and their own needed. Here we focus on the importance of purpose in private

reading and the range in different purposes for which individual, such as:

1)Reading for pleasure is reading a narrative, novel, comics and so on. Here the

readers enjoy the soundand the rhythm of literary text, 2)Reading for a general

impression, such as: to gain an idea of the writer’s viewpoints, to decide whether

or not to read the text, 3)Reading for organizing reading and study, such as: to

identify the important content of a text, to answer a specific question, to decide

which section of a text to start studying, and 4)Reading for learning content or

procedure, such as: to gain an understanding of new concepts, to learn certain

facts from a text and to follow instructions.

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2.2.5 Definition of Intensive Reading

In reading comprehension there are many ways to improve reading skill.

Intensive reading strategy is one of the effective ways that can be used in reading

passage. This reading activity is one of the ways to appear and develop reading

ability critically.

Snow states that reading activity involves one or more purposes, some

operations to process the text at hand, and the consequence of performing the

activity. Prior to reading, a reader has a purpose, which can be either externally

imposed (completing a class assignment). The purpose is influenced by a cluster

of motivational variables, including interest and prior knowledge. The initial

purposes can change as the readers read. Moreover, “intensive reading involves

the detailed reading of texts with the two goals of understanding the text and

learning language features through a deliberate focus on these items” the text

chosen implies difficulty for the reader based on the content or the language. It

consists of unfamiliar grammar or vocabulary. Patel and Jain state intensive

reading is related to further progress in language learning under the teacher‟s

guidance. The teacher selects the texts to be studied, introduces, and reinforces

certain reading strategies by means of whole-class instruction and student activity;

students read the same text at the same page and complete several exercises that

facilitate understanding. Intensive reading will provide a basis for explaining

difficulties of structure and for extending knowledge of vocabulary and idioms. It

will provide material for developing greater control of the language in speech and

writing. Intensive reading material will be the basis for classroom activity. It will

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not only be read but also discussed in detail in the target language, sometimes

analyzed and used as a basis for writing exercises.

2.2.6 Role Teacher of Intensive Reading

In intensive reading teacher is very important because teacher has big deal

in make intensive reading going on as well. So here there are four role teachers in

intensive reading. However, there are further roles we need to adopt when asking

students to read intensively, they are: a) Organizer: we need to tell students

exactly what their reading purpose is, and give them clear instruction about how

to achieve it, and how long they to do this. Before the students read the text,

teacher has to tell them clear instruction and if teacher said “you have six minutes

for this” we should not change that time. Make sure teacher use the fix time,

b)Observer: when we ask students to read on their own we need to give them

space to do so. Its mean teacher have to restraining herself from interrupting that

reading, even though the temptation may be to add more information or

instruction, c)Feedback organizer: when our students have completed the task, we

can lead a feedback session to check that they have completed the task

successfully. We can start by having them compare their answers with the right

answer that will be mention by the teacher and its can be compare in pair or in the

group. When we ask students to give answers we should always ask them to say

where in the text they found the information for their answers. It is will help them

study detail and help them in the future if they find the similar text and

d)Prompter: here we can prompt them to notice about the language feature in the

text, we may also, as controllers, direct them to certain features of text

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construction, clarifying ambiguities, and making them aware of issue of text with

the real life.

2.2.7 The Benefit of Intensive Reading

Here these are several benefits in intensive reading. The benefits of

intensive reading based on Nasser Rashidi on his journal are: First it provides a

base to study structure, vocabularies and idioms. The more experience students

have with reading, the greater their ability will be to grasp the meaning of the text

and understand the way the author tells it. This helps them to become successful

readers.

The second is it provides a base for students to develop a greater control of

language. Another of reading is to encourage critical thinking in more natural way

than worksheet exercise do. Making inferences, comparing, summarizing, and

finding the main idea are general recognized as component of critical thinking.

Critical thinking is needed for students in developing their thinking through

anything around them. It is also needed to make students become curious in

knowing lesson.

The third benefit is provides for check on the degree of comprehension for

individual students. Because students will get same text in a class that will show

them where is the good reader and low reader, its can show from how their answer

the question that teacher given to them.

The last is reading develops students’ imagination. Reading develops

children’s imagination and helps them consider people experiences or idea in new

ways. By reading, students will create a picture in their mind according to the text

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they read. It is a different process if they watch TV. When they watch TV, the

picture in their mind is the same as the picture on the screen. It is different thing

when students read a book. One or other possibly interpret the story differently. It

is because every student has his or her own background knowledge and concept in

seeing things.

2.2.8 Social Function of Narrative Text

Social function of narrative text means the function of narrative text for the

readers in their social life. The social function of narrative text is to amuse or

entertain the readers with actual or imaginary experience ways.

2.2.9 Definition of Narrtive Text

The narrative text is a story with complications or problematicevents and it

tries to find the resolution to solve the problems. According to Rebecca (2003), a

narrtive text is a text, which relates a series of logically, and chronologically

related events that are caused or experienced by factors. In the narrative, it consist

ofthe important things, such as setting, time, the character of the story, even the

emotional situation is written in it to make the readers feel that situation. The

purpose of narrative text is to amuse or to entertain the reader with a story. Types

of narrative text can be as traditional fiction including novels, short stories,poetic,

and prose epic, film, folk tale, story tales, legend interviews, oral memoirs,

chronicles, histories, comic strip, and graphic novels.

2.2.10 The Generic Structure of Narrative Text

According to Sudarwati andGrace (2007), there are four levels of generic

structure in narrative text. First, orientation is set the scene. It describes where and

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when the story happens, introduces theparticipants of the story who and what is

involved in the story. Second, the complication is the beginning of the problem,

which leads to the climax of the main participants. Third, the resolution problem

is resolved, either in a happy ending or in a sad ending. The last, re-orientation is

a closing remark to the story and it is optional. It is consists of a moral lesson,

advice, or teaching from the writer.

2.2.11 Language Features of Narrative Text

According to Sudarwati andGrace (2007), there are some common language

features for narrative text uses and verbs oftime, e.g.: once upon a time, one

day,etc.

1. Uses time conjunction, e.g.: when, then, suddenly, etc.

2. Uses action verb: a verb that shows an action, e.g.: killed, dug, walked,

etc.

3. Uses past tense, e.g.: went, slept, etc.

4. Uses direct speech. It is to make the story lively, e.g.: snow white said ''my

name is snow-white''. Direct speech use present tense.

2.3 Theoretical Framework

The researcher provides reading theory because this theory is very useful for

the students and the researcher. The knowledge of the studentscan improve with

reading. Reading can sharpen the memory of the students. The researcher wants to

make the students interested in reading. There are some types of text, whichare

taught to the students of tenth grade students at SMA Al-Khairaat Kolono. One of

them is narrative text. In this research, the researcher used narrative text, because

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the researcher thinks the story of narrative text is interesting, like fairy tale,

legend, etc. In addition to the narrative text, the researcher can help the students to

explain the definition of narrative text, generic structure, language features of

narrative text and another characteristic of narrative text itself.

The researcher used intensive reading strategy. This strategy may help

teacher to improve reading comprehension of the students. By applying this

strategy, the researcher can help students to solve their problems in reading

compreension through some actvities. These activities include surveying the text

which mean the teacher make sure that the text is enough for the students, making

prediction which mean here the teacher asked the students what they want to

know further about the text that teacher gave, asking questions include make

prediction andintroducing key vocabulary here usually teacher gave new idiom

that students couldn’t find it at dictionary.In intensive reading teacher are

encouraging students to read for general understand, without worrying about the

meaning of every single word.

2.3.1 How to Use Intensive Reading in the Class

Before teaching and learning process in the class teacher and student have to

deal with this rules approximately, teacher and students have clarity about what to

do before, during and after reading; pre-reading activities are decisive to facilitate

comprehension. These activities include surveying the text which mean the

teacher make sure that the text is enough for the students, making prediction

which mean here the teacher asked the students what they want to know further

about the text that teacher gave, asking questions include make prediction and

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introducing key vocabulary here usually teacher gave new idiom that students

couldn’t find it at dictionary.

While-reading activities include first reading, a quick read-through the

entire text to develop a sense of its main point and to confirm initial predictions

made during pre-reading the text, read the text intensively through a careful and

focused second reading looking closely at language, and considering the structure

of the text. Here students should looking for unfamiliar vocabularies that they

don’t know.

The last is post-reading activity also offer the best opportunities for teacher

assessment of student progress, as they make the internal reading process and it is

out comes more transparent. In intensive reading teacher are encouraging students

to read for general understand, without worrying about the meaning of every

single word. One way of reaching a compromise is to strike some kind of a

bargain with a class. Here we divided the students based on their ability in English

language. Whereby they will do more or less what we ask of them provided that

we do more or less what they ask of us. Thus we may encourage students to read

for general understanding without understanding every word on a first or second

read-through. But then, depending on what else is going to be done, we can give

them a chance to ask questions about individual words and or give them a chance

to look them up.

A word of caution needs to be added here. If students ask for the meaning of

all the words they do not know. And given some of the problems inherent in the

explaining of different word meanings – the majority of a lesson may be taken up

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in this way. We need, therefore, to limit the amount of time spent on vocabulary

checking in the following ways:

1. Time limit: we can give students time limit, teacher can say: five minutes

for vocabulary enquiry, whether this involves dictionary use, language

corpus searches or question to the teacher.

2. Word/phrase limit: we can say that we only answer question about five or

eight words or phrase.

3. Meaning consensus: we can get students to work together to search for and

find word meanings. To start the procedure individual students write down

there to five words from the text they most want to know the meaning of.

When they have each done this, they share their list with another student

and come up with a new joint list of only five words. This means they will

probably have to discuss which words to leave out. Two pairs join to make

new groups of four and once again they have to pool their lists and end up

with only five words. The group depends on the numbers of class. So

finally students can look for meanings of their words in dictionaries and or

we can answer questions about the words which the groups have decided

on.

This process works for two reasons. In the first place students may well be

able to tell each other about some of the words which individual students did not

know. More importantly, perhaps, is the fact that by the time we are asked for

meanings, the students really do want to know them because the intervening

process has encouraged them to invest some time in the meaning search.

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 Understand every word has been changed into a cooperative learning task in its

own right. In responding to a natural curious for vocabulary meaning both

teachers and students will have to compromise.

2.3.2 Advantagesand Disadvantages of Intensive Reading

Here these are several advantages in intensive reading. The advantages of

intensive reading based on Nasser Rashidi on his journal are: First , it provides a

base to study structure, vocabularies and idioms. The more experience students

have with reading, the greater their ability will be to grasp the meaning of the text

and understand the way the author tells it. This helps them to become successful

readers.

The second is it provides a base for students to develop a greater control of

language. Another of reading is to encouragecritical thinking in more natural way

than worksheet exercise do. Making inferences, comparing, summarizing, and

finding the main idea are general recognized as component of critical thinking.

Critical thinking is needed for students in developing their thinking through

anything around them. It is also needed to make students become curious in

knowing lesson.

The third benefit is provides for check on the degree of comprehension for

individual students. Because here students’ will get same text in a class that will

show them where is the good reader and low reader, its can show from how their

answer the question that teacher given to them.

The last is reading develops students’ imagination. Reading develops

children’s imagination and helps them consider people experiences or idea in new

19
ways. Through reading, students will create a picture in their mind according to

the text they read. It is a different process if they watch TV. When they watch TV,

the picture in their mind is the same as the picture on the screen. It is different

thing when students read a book. One or other possibly interpret the story

differently. It is because every student has his or her own background knowledge

and concept in seeing things.

Intensive reading strategy also has some disadvantages. The problems with

intensive reading strategy mostly have to do with the mount of concentration this

strategy requires. Since the students are pretty much doing a word-by-word

autopsy of the text, the mental effort required for that will leave you exhausted

after even a short period. That means the students can only dedicated a limited

time for this activity and should also pick times when the students mentally

prepared. While it is suited for people who do not find reading enjoyable (but are

able to suffer through a short text), the close analysis of the intensive reading text

requires can be tedious and boring for a lot of students.

2.3.3 The Assessment of Intensive Reading

Assessment of intensive reading will take the form of reading tests and

quizzes. The most common systems of questioning are multiple choice and free

response. Mackay, in his book Reading in a Second Language, reminds teachers

that the most important objective in the reading class should not be the testing of

the students to see if they have understood. Teacher should instead, be spending

most of the time training the student to understand what they read.

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 According to Nation, intensive reading work on reading text can focus on

the following aspects:

1. Pronominal question are questions beginning with who, what, when, how,

why etc. The questions can ask based on the text that the student read.

2. Yes/ no question and alternative questions only need short answers here the

student read the text then answer the question based on they read.

3. True/ false sentence are similar with yes/no questions. As with yes/ no

questions the learners have a 50 percent chance of guessing correctly. The

learners look at each sentence and decide if it is true of false according to

the passage. The learners answer by writing true or false, or by copying the

sentences that are true and not copying the false sentences. The learners may

also be asked to rewrite the false sentences making changes so that they are

now true.

4. Multiple choice sentences are easy to mark. The learners have only a 25

percent chance of guessing correctly. They can choose right answer after

read the text because the question will be based on content of the text.

5. Sentence completion. The learners complete sentences by filling the empty

spaces to show that they understand the reading passage. The sentences

come after the reading passages.

6. Information transfer. The learners complete an information transfer diagram

based on the information of the text.

7. Translation. The learners must translate the passage into another language.

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8. Précis. After the learners read the passage they write a short composition

about one quarter of the length of the passages containing all the main idea

that are in the passages.

2.4 Hypothesis

The hypothesis is a temporary answer or a conclusion of the research. Kinds

of hypothesis, which is used here, are the alternative hypothesis. The alternative

hypothesis consists of two parts: the directinal hypothesis and non-dorectional

hypothesis. This research used directional hypothesis: “The use of intensive

reading strategy can improve reading comprehension of tenth grade students at

SMA Al-Khairaat Kolono.

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 CHAPTER 3

RESEARCH METHODOLOGY

3.1 Research Design

This research used quasi-experimental research that uses 2 classes which

consist of one control class and one experimental class. Generally, the researcher

in experimental research used two groups, the experimental group as a group that

gets the treatment and the control group that doesnot get treatment. Anthony,

Jessina, Elli, Jon, Zingkun, Dan, and Joseph (2006:17) argue, “Quasi experimental

design is a study that aims to evaluate interventions but that does not use

randomization. Quasi-experiments aim to demonstrate causality between an

intervention and an outcome.” Thisresearch focused on using intensive

readingstrategy as a treatment in experimental class and then the researcher

compared the result with a control class that doesnot get treatment like in the

experimental class at the end of the research. The illustration of the research

design as proposed by Sugiyono (2015:116);

Experiment group: O1 X O2

Control group: O3 – O4

Where:

O1 O3 = Pre-test

X = treatment

O2 O4 = Post-test

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3.2 Population and Sample

3.2.1 Population

Population is number of people living in a particular place. The population

of this research is the first year of SMA Al-Khairaat Kolono. Theresearcher chose

population in SMA Al-Khairaat Kolonowhich islocated in Kolono villages,

precisely on Jln. Lagata, No. 5. Most of thestudents come from around of

localBungku Timur. The researcher choose 2 classes as her experimental group

and control group as her sample. The subject providing the data of this study was

thetenth grade students of SMA Al-Khairaat Kolono, in the academic years

2020/2021.The population was 136 students which divided into six classes. The

distribution of the classes as follows:

Class Distribution

No Names of Class Number of Students

1 XMIA1 22
2 XMIA2 22
3 XMIA3 22
4 X IIS1 23
5 X IIS2 24
6 X IIS3 23
Total 136

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3.2.2 Sample

A sample is a small group taken from the population. The sample of this

research is to choose from the number of the population through purposive

sampling. Purposive sampling is the process of selecting a sample tha is believed t

be representative of a given sample. In this research, the researcher determines her

sample taken because there is a certain consideration. The researcher chose her

sample based on students' skills in English subject.

The researcher chose sample of two classesat the tenth grade students.

They were X MIA1and X MIA3. X MIA1 as experimental group and XIMIA3as

control group. The two classes have problem in comprehending the narrative text.

The number of the sample was 44 students, 22 students for experimental group

and 22 students for control group.

3.3 Research Variable

The variable of this research consists of independent and dependent

variables. The independent variable is the variable stands alone and not changed

by the other variables, while the dependent variable is the variable depends on the

other factors. The independent variable is intensive reading strategy and the

dependent variable is students' reading comprehension.

According to Hanafi, “independent variable is the variable which will

influence the dependent variables; independent variable is the variable which will

influence dependent variable.” Hanafi stated variable is an attribute of a person or

of an object which varies from person to person or from object to object.

Meanwhile, dependent variable is the variable that will be affected by independent

25
variable. Furthermore, change variables are called independent variables. It means

because the variable supposed to be responsible for bring about change in a

phenomena or situation. Then, dependent variables are outcome or effect of the

change brought about by changes in an independent variable. Therefore,

according to the explanation above, independent variable in this study is intensive

reading strategy. On the other hand, dependent variable in this study refers to the

students’ reading comprehension

3.4 Instrument of Data Colletion

To obtain the data, the instrument that used in this research is test. The test

administrated as pre-test and post-test. pre-test conducted to determine the abilility

of students learning outcomes early in the subjects of English language students

before treatment. This test is used to determine their reading comprehnsion in

narrative text. This test is given to the control class and experimental class of tenth

grade students of SMA Al-Khairaat Kolono. It is necessary to do this test because

the researcher will compare the pre-test data and the post-test data. Furthermore,

after the treatment, the researcher will give them post-test. post-test is performed

to measure the acquisition of learning outcomes at the end of the treatment.

3.5 Technique of Data Collection

Data is the important thing in research. According to Martin, “data refers to

the kind of information researchers obtain on the subjects of their research”. In

collecting the data, there were two kinds of instrument were used there are pre-test

and post-test. “Test is a method of measuring a person’s ability, knowledge, or

performance in given domain.” The researcher used test including pre-test and

26
post-test to measure students‟ reading ability before and after giving treatment by

using text. Tests are given to the respondents in the purpose to take respond

needed by researcher. To know students‟ reading ability, the test cons ists of pretest

and post-test.

3.5.1 Test

Test is collection of questions and tasks should be complete by someone.

The test used in this research was pre-test and post-test. It was used to obtain data

in order to measure students reading comprehension. The scoring system

presented below:

Tabel of 3.1The Scoring System of the Test

No Number of The Score of Each Total

Kind of Test
. Items Item Score
1. Multiple choice 10 1 10
2. Essay test 10 4 40
Total 50

Tabel of 3.2 Scoring Rubric of Essay Test

Explanation score
Correct content, grammar 4
Correct content, incorrect grammar 3
Correct grammar, incorrect content 2
Incorrect content and grammar 1
No answer 0
Adapted from K13

3.5.1.1 Pre-test

The pre-test will do before the treatment. This test is used to determine their

reading skills in narrative text. This test will give to the control class and

experimental class oftenth gradestudents’ of SMA Al-Khairaat Kolono.The pre-

27
test intent on looking for the different student's reading comprehension before and

after the students using Intensive Reading strategy. This pre-test does by the

researcher give a narrative text and ask the students to answer the question about

thetext. The question is 10 questions of multiple-choice tests and 10 questions of

the essay test.

3.5.1.2 Post-test

The post-test was administered at the end of treatments to find out the

results of students' reading comprehension ability after thesixtime treatments. The

researcher will do the post-test after the treatment and pre-test to measure the

effectiveness of reading comprehension using Intensive Reading Strategy. The

researcher gives the multiple-choice test and essay test for the post-test. The test

of reading comprehension in this research was used to answer research questions.

3.6 Treatment

After the researcher does the pre-test, the researcher does the treatment that

is teaching reading comprehension using Intensive Reading strategy in the

experimental class. The following treatment as a collection of procedures of the

implementation of reading strategy can be as the following:

Table 3.3 Teaching outline

Activities
Meeting Topics
Teacher Students

1st Snow White 1. Students do the task

1. Teacher asks some
with their group.
question related to the
2. The students may
topic today
discuss to other
2. Teacher tells the
member of their own

28
 group
purpose of the material
3. The students should
3. Teacher divides 4-5
write down their idea
students into a group
about the content of the

4. The teacher introduces narrative text given

about intensive reading them before

strategy that will be

4. Students can make the
used by the students
generic structure of the

5. The teacher starts to narrative text that they

explain the material have read

6. Teacher gives the

5. The students work by
opportunity to the
group
students to ask the
material that they do not 6. Students pondering the
understand yet significance of text by
thinking, discussing or
7. Teacher gives the
talking with their
narrative text to each
member of the group
member of the group
7. Students make one
8. Teacher asks each of
perfect summarize
students to read the text
about the narrative text

9. The teacher leads the in their own language

students to explore their

idea about narrative text
into their own words
also some difficult or
new vocabularies

10. The teacher asks

to students to choose
one member of the
group to present their
summary of text in front
of class

29
 11. Teacher gives
comment to each group
after finishing
presenting the summary

2st The Legend of Malin 1. Students do the task

Kundang 1. Teacher asks some
with their group.
question related to the
2. The students may
topic today
discuss to other
2. Teacher tells the
member of their own
purpose of the material
group
3. Teacher divides 4-5
3. The students should
students into a group
write down their idea
4. The teacher starts to
about the content of the
explain the material
narrative text given
5. Teacher gives the
them before
opportunity to the
4. Students can make the
students to ask the
generic structure of the
material that they do not
narrative text that they
understand yet
have read
6. Teacher gives the
5. The students work by
narrative text to each
group
member of the group
6. Students pondering the
7. Teacher asks each of
significance of text by
students to read the text
thinking, discussing or
8. The teacher leads the
talking with their
students to explore their
member of the group
idea about narrative text
7. Students make one
into their own words
perfect summarize
also some difficult or
about the narrative text
new vocabularies
in their own language
9. The teacher asks to
students to choose one
member of the group to
present their summary
of text in front of class
10. Teacher gives
comment to each group

30
 after finishing
presenting the summary

3st The Frog, the Cat, and 1. Students do the task

the Camel 1. Teacher asks some
with their group.
question related to the
2. The students may
topic today
discuss to other
2. Teacher tells the
member of their own
purpose of the material
group
3. Teacher divides 4-5
3. The students should
students into a group
write down their idea
4. The teacher starts to
about the content of the
explain the material
narrative text given
5. Teacher gives the
them before
opportunity to the
4. Students can make the
students to ask the
generic structure of the
material that they do not
narrative text that they
understand yet
have read
6. Teacher gives the
5. The students work by
narrative text to each
group
member of the group
6. Students pondering the
7. Teacher asks each of
significance of text by
students to read the text
thinking, discussing or
8. The teacher leads the
talking with their
students to explore their
member of the group
idea about narrative text
7. Students make one
into their own words
perfect summarize
also some difficult or
about the narrative text
new vocabularies
in their own language
9. The teacher asks to
students to choose one
member of the group to
present their summary
of text in front of class
10. Teacher gives
comment to each group
after finishing

31
 presenting the summary

4st The Legend of Timun 1. Students do the task

Mas 1. Teacher asks some
with their group.
question related to the
2. The students may
topic today
discuss to other
2. Teacher tells the
member of their own
purpose of the material
group
3. Teacher divides 4-5
3. The students should
students into a group
write down their idea
4. The teacher starts to
about the content of the
explain the material
narrative text given
5. Teacher gives the
them before
opportunity to the
4. Students can make the
students to ask the
generic structure of the
material that they do not
narrative text that they
understand yet
have read
6. Teacher gives the
5. The students work by
narrative text to each
group
member of the group
6. Students pondering the
7. Teacher asks each of
significance of text by
students to read the text
thinking, discussing or
8. The teacher leads the
talking with their
students to explore their
member of the group
idea about narrative text
7. Students make one
into their own words
perfect summarize
also some difficult or
about the narrative text
new vocabularies
in their own language
9. The teacher asks to
students to choose one
member of the group to
present their summary
of text in front of class
10. Teacher gives
comment to each group
after finishing
presenting the summary

32
5st The Legend of Coconut 1. Students do the task
Tree 1. Teacher asks some
with their group.
question related to the
2. The students may
topic today
discuss to other
2. Teacher tells the
member of their own
purpose of the material
group
3. Teacher divides 4-5
3. The students should
students into a group
write down their idea
4. The teacher starts to
about the content of the
explain the material
narrative text given
5. Teacher gives the
them before
opportunity to the
4. Students can make the
students to ask the
generic structure of the
material that they do not
narrative text that they
understand yet
have read
6. Teacher gives the
5. The students work by
narrative text to each
group
member of the group
6. Students pondering the
7. Teacher asks each of
significance of text by
students to read the text
thinking, discussing or
8. The teacher leads the
talking with their
students to explore their
member of the group
idea about narrative text
7. Students make one
into their own words
perfect summarize
also some difficult or
about the narrative text
new vocabularies
in their own language
9. The teacher asks to
students to choose one
member of the group to
present their summary
of text in front of class
10. Teacher gives
comment to each group
after finishing
presenting the summary

6st Roro Jonggrang 1. Students do the task

1. Teacher asks some
with their group.

33
 2. The students may
question related to the
discuss to other
topic today
member of their own
2. Teacher tells the
group
purpose of the material
3. The students should
3. Teacher divides 4-5
write down their idea
students into a group
about the content of the
4. The teacher starts to
narrative text given
explain the material
them before
5. Teacher gives the
4. Students can make the
opportunity to the
generic structure of the
students to ask the
narrative text that they
material that they do not
have read
understand yet
5. The students work by
6. Teacher gives the
group
narrative text to each
6. Students pondering the
member of the group
significance of text by
7. Teacher asks each of
thinking, discussing or
students to read the text
talking with their
8. The teacher leads the
member of the group
students to explore their
7. Students make one
idea about narrative text
perfect summarize
into their own words
about the narrative text
also some difficult or
in their own language
new vocabularies
9. The teacher asks to
students to choose one
member of the group to
present their summary
of text in front of class
10. Teacher gives
comment to each group
after finishing
presenting the summary

3.7 Technique of Data Analysis

34
 After collecting data, the writer analyzed and finally concludes. Analysis

which often use in comparison analysis is “t-test.” In this research, the researcher

takes technique of comparison be variant because has two variables, and used t-

test for analyze the data. Before analyze the data the researcher do quantification

of the data from the result of the test is qualified. The researcher used step as

follow:

1. The result of post-test in X MIA 1 (experiment class) is named variable X1

2. The result of post-test in X MIA 3 (control class) is named variable X2

After getting data from pre-test and post-test, the researcher analyze it by

using statistic calculation of t-test formula with the degree of significance 5% and

1%. The data is analyzed by statistic. The formula as follow:

1. Investigating student’s worksheet gives describe score in table.

2. Make Ho and Hα hypothesis in sentences:

- Ho: there is no significant effectiveness between intensive reading and

students’ reading comprehension.

- Hα: there is significant effectiveness between intensive reading and

students‟ reading comprehension.

3. Make Ho and H in hypothesis

4. Count the X12 and X22 score.

5. Count the result from average and square from two samples.

6. Analyzing the result by counting the student's standard score with formula

by Sutomo (1985:123):

obtained score( x )
Individual score () = x 100
maximum score (N)

35
Where:

= standard score

X= number of the correct answer

N= maximum score

Then, computed the students' mean score of pre-test and post-test using Hatch and

Farhady's formula (1982:21) as follows:

x
X=
N

Where:

X= mean score

X= total of the individual score

N= number of students

Then, computed the deviation score between experimental class and control class

based on the formula proposed by Hatch and Farhady's formula (1982:55) as

follows:

d
Md=
N

Where:

Md= mean of the difference between experimental class and control class

d= the number of deviation

N= number of students

Then computed the sum of square deviation with the formula:

36
 ( x) 2 ( y )2
x2d= x2 – N y2d= y2 – N

Where:

x2d= sum of square deviation

x2= the number of square deviationexperimental class

y2= the number of square deviationcontrol class

N= number of students

For getting the value of t-counted, the researcher computed the formula asshown

below:

mx−my
t= x 2+ y 2 1 1
√ +( + )
nx +ny−2 nx ny

Where:

t: t-test formula

mx: mean of experimental class

my: mean of the control class

Σ x 2: the total square of experimental class

Σ y 2: the total square of the control class

nx: total number of experimentalclass

ny: total number of the control class

7. Examine the fault 5% or 1% from:

Df = N1 + N2 – 2

3.8 Testing Hypothesis

37
 Furthermore, to know the effectiveness of the test, the researcher will

compare the t-counted and t-table. If the t-counted will be higher than the t-table,

the research hypothesis will be accepted. However, if the t-counted will be lower

than the t-table, the research hypothesis is rejected.

38