CHAPTER 1
INTRODUCTION
In
this chapter, the researcher discusses the introduction of the thesis. This
part includes background of the problem, identification of the problem,
limitation of the problem, formulation of the problem, research questions,
purpose of the study, significance of the study, and the definition of key
terms
1.1 Background of the Problem
In
globalization era, English is one of the compulsory subjects that is taught and
learned in all level of education. English is taught and learned in elementary
school, junior high school, senior high school, and university level. It is
very important because it will be used as to develeop knowedge and science or
to get job.
In
teaching and learning English, students are expected to master four integrated
skills, listening, speaking, reading,
and writing (Susanti: 2003:3). Among the four skills, reading is still regarded
as the prime focus in higher education because reading is a window in the
future. Without reading the people in the world will not have knowladge.
The
main purpose of reading is to get the idea and information from reading text.
To achieve this purpose, it is necessary for students to comprehend reading
text. But it is not easy task because reading is complex process in which many factors
may be involved, such as experience, background knowlodge, vocabulary, etc.
That is way different readers may have different understanding about the same
text. A good reader reads faster and gets more of message, whereas a poor
reader reads slowly and gets less information.
Reading
has been defined by many experts. They defined it based on their own thinking
and perception. The definitions are different but seem to support each other.
According to Soedarsono (in Syahfitri, 2009:4), reading is complex activity
that includes understanding, imagining, observating, and remembering. Reading
is an active cognitive process of interacting with print and monitoring
comprehension to establish meaning. It means that reading is not only
translating process but also a thinking process.
Furthermore,
Wikipedia (2011) states that reading is a means of language acquisition, of
comunication, and of sharing information and ideas. Like in all laguanges, it
is a complex interaction betwen the text and the reader which is shaped by
reader’s prior knowledge, experiences, attitude, and language community which
is culturally and socially situated.
In
junior high school syllabus, especially in second year it is stated the
importance of improving reading skill. For instance, in competency standard and
basic competency (SKKD) for reading, the syllabus states that students should
be able to comprehend the short funtional text such as invitation,
announcement, advertisement, short message, and notices. Announcement is kind
of short functional text that has purpose to give information or statment for
public.
Announcement
is not a new text for the second year students of junior high school because in
the first level, they have learned it. So, the second year students of junior
high school have had knowledge and understand this short functional text.
In
fact, based on the researcher’s informal interview with some students and the
English teacher of SMP N I Ulakan Tapakis, she found out that the students have
studied comprehending announcement text in the first year and there are many
students couldnot questions of announcement text. So, the researcher is
interested to know how the students’ ability the study for the second time
about announcement text.
SMP
N 1 Ulakan Tapakis is one of the junior high school in Pariaman that is located
in rural area. The students only learn English at the school without following
the course or extra time to learn English. Besides, there is no researcher who
is interested to conduct the research there because its location is far from
city, and there is no one researcher do reasearch before, so the researcher
choose this school as a sample.
Based
on the explanation above, the researcher is interested in concuding the
research which entitled “ An Analysis of Second Year Students of SMP N 1 Ulakan
Tapakis in Comprehending Announcement Text”.
1.2 Identification of the Problem
There
are several aspects faced by the readers in comprehending text. They include
sufficient stronge of words, sentence structure, understanding paragraph,
feature of organization, background knowledge, and reading strategies (Mikuleky
and Jeffries: 2004).
Sufficient
stronge of words affects our competence to comprehend a text because limited
vocabulary will make us get difficulties to comprehend it. Sentence structure
let us know the subject, object and predicate. So, being familiar with it will
help readers comprehend the text well. Understanding paragraph is needed when
we comprehend a text. By understanding paragraph, we can know the topic, main
idea, and supporting details. To know what kind of the text we are reading, we
have to know the feature of its organization. Someone who has good background
knowledge can comprehend the text easier than someone who has less background
knowledge. To comprehend a reading text well, we have to know the strategies
used in reading process because reading strategies help the readers became
easier to understand the reading text.
The
type of the texts that are taught to junior high school students can be
classified into two categories. That is functional text and monologue text. One
of the functional text taught at junior high school is announcement text.
Announcement text is divided into two, they
are spoken announcement and written announcement.In spoken announcement we usually
use spoken language. We can find the example of spoken announcement in the
plane, station, tv, and many others that are announced by spoken. Written
announcement devide in to type, they are formal announcement and informal
announcement.
Similar
to other types of text, announcement text has some components. The first is the
social function of announcement text which gives information or statment for
public. Announcement text is functional text that has social function to give
information (http://www.sekolahoke.com/2011/11/short-functional-text-announcement.html).
The
second is the generic structure of announcement text. The generic structure of announcement text is
opening, content and closing.
The
last is language future of announcement text it uses simple present tense and
no conjunction
(http://paridahidah.blogspot.com/2011/03/announcement.html).
1.3 Limitation of the Problem
Since
the scope of this study is quite broad, the researcher limits her study on the
students’ ability to comprehend an announcement text . Furtherly more, this
research focuses on generic structure of announcement text.
1.4 Formulation of the Problem
The
problem of this research is formulated as follows “ how is the ability of first
year students SMP N 1 Ulakan Tapakis in comprehending announcement text?”
1.5 Research Questions
Based
on the formulation of the problem above, the research questions of the problem
are:
1. How
is the ability of the first year students of SMP N 1 Ulakan Tapakis in
comprehending opening of announcement text?
2. How
is the ability of first year students of SMP N 1 Ulakan Tapakis in
comprehending content of announcement text?
3. How
is the ability of first year students of SMP N 1 Ulakan Tapakis in
comprehending closing of announcement text?
1.6 Purpose of the Study
In
general, the purpose of this study is to describe the first year students
ability of SMP N 1 Ulakan Tapakis in comprehending announcement text.
Specifically the purpose of this study are as follow:
1. To
describe the first year students’ ability of SMP N 1 Ulakan Tapakis in
comprehending opening of announcement text.
2. To
describe the first year students’ ability of SMP 1 Ulakan Tapakis in
comprehending content of announcement text.
3. To
discribe the first year students’ ability
of SMP 1 Ulakan Tapakis in comprehending closing of announcement text.
1.7 Significance of the Research
This
research is expected to give a contribution as the information to teachers who teach English at SMP N 1 Ulakan Tapakis. Teachers can know
the ability of first year students in SMP N 12 Ulakan Tapakis in comprehending
announcement text. For the students, they can use it in to improve and increase
their motivation to study reading announcement text. For the writer, this
researcher is useful to increase her knowledge in doing a research and report
in for future.
1.8 Definition of the Key Term
To
avoid misuderstanding, the researcher provides the definition of key term used
in this study as follow:
1. Ability
is the students’ skill to use knowledge to comprehend the announcement text.
2. Comprehending
is the ability of the students to know the content of the announcement.
3. Announcement
text is kind of short functional text that has purpose to give information or
statement for public.
4. Social
function is general function of announcement text, that is to give information
to public.
5. Language
feature is an aspect of grammar especially in the use of simple present tense
in announcement text.
6. Generic
structure is text organization of announcement text.
CHAPTER II
REVIEW OF RELATED LITERATURE
In
this chapter, the researcher discusses the result of reviewing the experts opinion on reading. The
discussion includes definition of reading, concept of reading comprehension,
reading strategies, process of reading, the nature of text, the concept of announcement
text, and theoritical framework.
2.1 Nature of Reading
Based
on Wikipedia (2012), reading is a complex cognitive process of decoding symbols
for the intention of consctracting or deriving meaning (reading cmprehension).
It is the mastery of basic cognitive process to the point where they are automatic
so that attention is freed for the analysis of meaning.
According
to Seyler (2004:4), reading involves getting meaning from the words. It does
not mean being able to know their definitions, but understanding the ideas,
information, or feelings the the words convey when they are put together in
particular pattern. If we are not getting a message, we are not reading. Think
about it this way: you read with your brain.
Furthermore,
Eskey (2002) states that reading is the process of acquiring information from a
written or printed text. Reading is not converting written language of spoken
language. For example, reading aloud only concerned with pronounciation of word
correctly or reading with expression without any attention to the meaning of
the text. It means that even we can read many pages in a short time with
correct pronounciation and appropriate expression without knowing the meaning
means useless.
Furthermore,
reading is a meaning interpretation of written verbal symbols. It is the result
of the interaction between the perception of graphic symbols that respresent
language and the reader’s skills and knowledge of the word. Hance, reading may
be defined as the act of responding with appropriate meaning to print or
written verbal symbol. (Harris and Syahfitri, 2009: 7).
In
addition reading is a receptive language process in that is starts with a
linguistic surface representation encoded by researcher and end with meaning
which the reader constructs. Such definition suggests an important and active
role that readers play during the interaction with the text. (Carrel and Esday
in mey 2007:27).
Based
on definition above we can conclude that reading activities is a process of
gettering information from written or printed text which needs strategies. In
reading process the reader tries to find out what the researcher’s intention
is.
2.2 The Concept of Reading
Comprehension
Reading
comprehension is the process of “constructing meaning” from a text.
Comprehension is a “constucting process” because it invloves all of the
elements in the reading process, working together as a text to create
representation of the text in the readers’ mind.
According
to Leu and Kinze (2002), reading comprehension means the ability to understand
or get menaing from the text, and interaction between the text being read and
the reaer’s existing prior knowledge and expectations will generate menaing and
comprehension.
Futhermore,
White in Muleta (2009:11) states that comprehension is negotiating between the
reader and researcher. It menas that comprehension is an interpretation or what
the reader think when they are reading. By having reading comprehension of the
text, the readers can get information from the text.
In
addition, reading comprehension is a complex cognitive process that depends
upon a number of ingredients all of which working together in a syncromnous,
even automatic way. Vocabulary clearly plays a critical role in understanding
what has been read. The reader mus also be intentional and thoghtful while
reading, monitoring the words and their meaning as reading progresses. And the
reader must apply reading comprehension strategies as ways to be sure that what
is being read matches their expectations and builds aon their growing body of
knowledge that is being stored for immidiate or future reference.
In
short, from some definitions above we can say that reading comprehension is the
interaction between the reader ad the researcher though reading text.
2.3 Reading Strategies
there
are several strategies that can be used in reading to make the reader more
comprehensible in reading text. Each of them is discussed mre details in the
folllowing paragraphs.
2.3.1 Skimming
Mukulecky
and jefries (2004: 38) state that skimming is high-speed that can save you time
and help you get through lots of material quickly. It is different from other
kinds of high-speed reading, such as previewing and scanning. You skim to get
the general scane of a passage or book, not specific details. When you skim,
you have general question about the whole text. Such as “ will this passage be
useful to me?” or “what is this researcher’s opinion?” or “what is the
researcher’s opinion?” or “what is the researcher’s opinion?” or what is the
researcher’s purpose the general idea.
Furthermore,
Lamb and johnson (2001) state that skimming is used to quickly identity the
main ideas of a text. When you read the newspaper, you are probably not reading
word by word, instead you are scanning the text. Skimming is done at a speed
three to four time faster than normal reading. People often skim when you want
to see if an article may be of interest in your research.
In
short, the researcher concludes that skimming is the strategies that can be
used by the reader to get the information quickly from the text without reading
the text word by word.
2.3.2 Scanning
According
to Lamb and Johnson (2001), scanning is a technique you often use when looking
up a word in the telephone book or dictionary. You search for key worlds or
ideas. In the most cases, you know what you are looking for, so you are
concentrating on finding a particular answer. Scanning involves moving your
eyes quckly down the page seeking specific words and pharase. Scanning is also
used when you first find a reseorce to determine whether it will answer your
questions. Once you are scanned the document, you might to back and skim it.
When
the scanning look for the author’s use of organizers such as numbers, letters,
steps, or the words, first, second, or next. Look for words that are bold
faced, italics, or in a different font size, style, or color. Sometimes the
author will put key ideas in the margin.Mc Whorter in Mulcta (2009:8) states
some strategies to scan are; scanning will be used when someone has a purpose,
so try to keep in mind what you are looking by forming questions about the
topic and the second anticipate clues to locate the answer more rapidy.
From
the explanation above, we can conclude that scanning is the reading, strategy
which is used by the readers when they are looking for a specific piece of information.
2.3.3 Extensive Reading
According
to Richards and Renandya (2002: 295-298), extensive reading generally involves
rapid reading of large quantities of material or longer readings (e.g., whole
books) for general understanding, with the focus generally on the meaning of
what is being read than on the language.
Extensive
reading is seen as offering many advantages, some of which are as follows:
1. Enhanced
language learning is suchareas as spelling, vocabulary, grammar, and text
structure.
2. Increased
knowledge of the world.
3. Improved
reading and writing skills.
4. Greater
enjoyment of reading.
5. More
positive attitude toward reading.
6. Higher
possibility of develophing a reading habit.
From
the definition above, we can make a conclution that extensive reading is the
reading strategy which is used to read the longer reading text quickly in order
to get the general understanding of the text.
2.3.4 Intensive Reading
Nation
(2009:25-27) states that intensive reading can be means of increasing learner’s
knowledge of language features and their control of reading strategies. It can
also improve their comprehension skill. The classic procedure for intensive
reading is the grammar-translation approach where the teacher works with the
learners, using the first language to explain the meaning of a text, sentence
by sentence.
Intensive
work in reading text can focus on the following aspects:
1. Comprehension. Intensive
reading can aim at understanding a particular text.
2. Regular and irregular
sound-spelling relations. This can be done trough the
teaching of phonics, through teaching spelling rules, and through reading
alound.
3. Vocabulary.
Learners attention can be drawn to useful words, and the underlying meaning and
use of these words can be explained. Words from the text could be assigned for
later study.
4. Grammar.
Difficult grammatical features can be explained and analyzed.
5. Cohesion.
Learners can practice interpreting what pronouns refer to in the text. What the
conjungtion relationship between sentences are and how different words are used
to refer to the same idea.
6. Information structure.
Certain text contains certain kinds of information. News paper reports, for
example, can describe what happend, what led to the happening, what the likely
effects will be, who was involved and when and when it happened. Learners can
be help to identify these different kinds of information.
7. Genre features.
The vocabulary, grammatical features, cohesive features and information all
contribute to the communicative of effect of a text. Intensive reading can
focus on how the text achieves its communicative purpose though these features
and what this communicative purpose it.
8. Strategies.
Intensive reading can be used to help learners develop useful reading
strategies. By working intensivelyon a text, learners can practice the steps in
guessing from context. Using a dictionary, simplifying difficult sentences and
taking notes. They can also recieve training in integrated packages of
strategies.
In
other word, intensive reading is the reading strategy which is used to increase
the students’ knowledge of the laguage features. Extensive reading focuses on
several aspects they are; Comprehension, Regular and irregular sound-spelling
relations, grammar, cohesion, information structure, genre features, and strategies.
From
the explanation above, we can conclude that there are several strategies that
can be used in reading a process in order to help the readers be easy in
comprehending the reading text, some of them are skimming, scanning, intensive
reading, and extensive reading.
2.4 Process of Reading
According
to Templeton (in Muleta: 2009:9-10), there are three types of common process of
reading, they are top down, bottom up, and interactive model.
2.4.1 Bottom-up Model
The
bottom up is imprecise processing invloving exact, detail sequental perception
of letter, word spelling pattern and large language unit. This model assumes
that reader is proceeding by the eyes from left to right across page. The
readers try to understand word, clause, sentence, and the respective.
Information is proceded linearly in sequence of stages. The process is
initiated when the readers take up visual information from the page, this
information with little or no influence from readers’ knowledge of the world.
In
short, bottom up model is the process of reading when the readers try to
understand word, clause, sentences, the text resprective and large unit of the
language.
2.4.2 Top-down Model
Top
down is assumed that reader is primarily controlling all levels of processing
and that the process begins with the readers’ knowledge of the world and the
knowledge. This knowledge is used to guess, predict or make assumption about
the possibility of what will be coming in the text. This model involves an
interaction between readrs and the text. In this model then, the process of
comprehension deals with the use of background knowledge to predict.
2.4.3 Interactive Model
Interactive
model deals with a particular type of cognitive behavior based on certain kind
of knowledge and parts of readers’ cognitive structures. This model is
combination of bottom up and top down model. It stressis the interplay of all
mean gathering activities that take during reading. Interactive model helps
teachers to understand how process of reading result in new menaing based on
contribution of the readers and the meaning he/she brings to the text from
background knowledge.
From
the explanation above, it can be concluded that interactive model is a
combination of bottom up and top down model which stressis the interplay of all
mean gathering activities that take during reading.
2.5 The Nature of Text
According
to Hyland in Pratama (2010), text are autonomous objects which can be analyzed
and described independently of particular context, researchers or readers.
Texts have their structures. They are orderly arrangement of words, clauses and
sentence by following the principles which guide the correct arragument of
elements. Researchers can encode full semantic representation of their intended
meaning.
Andreson
and Kanthy (2000) state that a text consists of spoken or written words that
have the purpose of conveying message. When the words are put together to
communicate a meaning, piece of text is created.
One
factor that accounts for differences in text is the purpose for which the text
is being used. When constructing a piece of text, the speaker or the researcher
make choices of words will depend on the purpose and context of the text.
Texts
are structured in diffrent ways to achieve their purpose. For example, the purpose
announcement text is to tell about information to public. From the definition
above, a simple conclusion can be drawn that texts are group of words or
organize patterns of spoken or written language that has purpose and menaing.
2.6 Concept of Announcement Text
English
teachers assosiation of junior high school padang (2012) state that
announcement is something that someone says or writes formaly or informaly to
give information or statment for public.
Announcement
divided into two, that are spoken announcement and written announcement. Spoken
announcement use spoken language, such as “good morning class or friends,
attention please!”, listen students. In written announcement states title,
even, time, place, and contact person/ people who writes the announcement.
From
the explanation above we can draw small conclusion that announcement text is a
text someone writes formaly or informaly to give information or statment for
public.
2.6.1
Generic
Structure of Announcement Text
According
English teachers assosiation of junior high school padang (2012) announcement
text has three generic structures, they are opening,content, and closing.
Opening
in announcement text are senteces to great reader for the first time before
giveing information. It is usually in a simple sentence; for example, “hello
everybody” or “back to school dance” and etc.
Content
in announcement text includes date, time
and more information about the event. The last one is closing that stated in
the last paragraph of the announcement text that includes the announcer or
contact person and the edditional information about the event.
Nugroho (http://dody88.blogspot.com/2009/12/announcement.html
) declares that generic strusture of announcement text consists of opening that stating the title or type of event, content
stating date, time, and general information the event and closing that states
announcer and additional information.
From
the explanation above, the researcher makes a simple conclusion that the
generic structure of announcement text are opening, content, and closing.
2.6.2 Language Features of
Announcement Text
Based
on English teachers assosiation of junior high school padang (2012)
announcement text has some language features, they are short sentences in
simple present tense, factual straightforward language,little elaboration.
Paridah
(http://paridahidah.blogspot.com/2011/03/announcement.html)
states that the lagungae future of announcement text is simple present tenses
and no connector or conjungtion.
From
the explanation above, the researcher makes a simple conclusion that the
language future of announcement text is simple present tense and no conjuction.
2.6.3 Example of Announcement Text
Based on the examples above, we can
conclude that the opening of the text is “back to school”. It appears at the
first sentence that has a meaning to great someone. The content of the example
of announcement text above includes the date, time, and more information about
the event. The last is closing stated in the last paragraph and includes the additional
information.
2.7 Theoritical Framework
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Diagram
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CHAPTER III
RESEARCH METHOD
In
this chapter, the researcher discusses the design of the research, population
and sample, instrumentation, technique of collecting the data, and technique of
analyzing the data.
3.1 Research Design
This
study is descriptive research. Gay (2000: 275) states that descriptive
research. Gay (2000: 275) states that descriptive research determines and
describes the way things are. It may also compare how subgroups such as male
and fimales or experience and inexprerienced teachers view issues and topic.
Based
on Wikipedia (2012), descriptive research is also known as statistical
research, describe data and characteristics about the population or phenomenon
being studied. Descriptive research answers the questions who, what, where, when, and
how. This research is designed to find out the ability of the first year
students of SMP N 1 Ulakan Tapakis in comprehend announcement text.
3.2 Population and Sample
According
to Gay (2000: 122), population is the group of interest to the researcher, the
group to which she or he would like the result of the study to be generalized.
The population of this research is the second year students of SMP N 1 Ulakan
Tapakis . The number of member of the population is 151 students. They are
distributed into five classes, as show in the table below:
Table
3.1 The Number of Population
|
No
|
Class
|
Number of Student
|
|
1
|
VIII A
|
30
|
|
2
|
VIII B
|
28
|
|
3
|
VIII C
|
32
|
|
4
|
VIII D
|
32
|
|
5
|
VIII E
|
29
|
|
Total
|
151
|
|
Because
the number of population is large, the researcher takes sample. Gay 2000:121)
states that sampling is the process of selecting a number of individuals for a
study in such a way they represent the large group from which they were
selected. In addition, Gay (2000: 121) states that in descritive study, sample
should be at least 10% of the population. It means that more than 10% is
better. In this research, the researcher take 20% as a sample. The reasearcher
takes a class to the sample. The total
number of the sample members is 30 students.
The
researcher will use cluster random sampling to select the sample. Gay
(1987:110) states that clauster random sampling is a sampling tectechnique in
which the sample in group is randomly selected, and all number of selected
group have similar characteristics. All of students in second year of SMP N 1
Ulakan Tapakis have similar syllabus, they study the same materials, the same
time location, and the same teacher.
To
select the sample, the writer will write the name of classes on a small piece
of paper, and then she will put them into a box. After shaking it, she will
take out one piece of paper from the box. The class taken will became sample.
3.3 Instrumentation
This
instrument of this research is a reading test. The test is constructed in
multiple choice form. The test consists of five announcement texts and have 25
item for try out, and 25 items for real test. The researcher gives one point
for each correct answer. Therefore, the minimum score the students get in the
real test is 0, and the maximum one is 25. The student is given 50 minutes to
do the test. The test will be tried out to the students out of sample to know
whether the instraction of the test is understood by the students and to find
out whether it is rellable or not.
Validity
should be achieved in order to have good test. A good test is valid if it
measures what is supposed to be measured. To see the validty of the test, the researcher
uses content validity. Arikunto (2007: 67) states that one of the
characteristic of test validity is content of validity. It means that the test
is namely valid if it fixes with the materials that have been given to the
students. To make this test valid, it is constructed based upon the syllabus
and teaching materials of reading subject. To make it clear, the specification
of the instrument for real test is shown in Table 3.3:
Table
3.3 Specification of Instrument Try Out Test
|
No
|
Generic sannouncement text
|
Total Number of Item
|
Item Specificaton (multiple
choice)
|
|
1
|
Opening
|
6
|
1,6,9,14,17,21
|
|
2
|
Content
|
8
|
2,11,13,16,18,
20, 22, 24
|
|
3
|
Clausing
|
11
|
3, 4, 5, 7, 8, 10, 12, 15, 19,
23, 25
|
Realibility
is the degree to which a test constistently measures whatever it is measuring,
(Gay, 2000:169). To find out realibility of the text, the researcher uses Split
Half Method. It is kind of method which divides the items of the test into odd
group and even group. She calculates the correlation by using Pearson Product
Moment by Arikunto (2007:72) as follows:
Where:
= the coefficient correlation between variable
X and Y
n
= the number of the students
∑x=
the odds items test
∑y=
the even items test
Furthermore, to know the realibility
coefficient for total test, the researcher used Spearman Brown Formulation
(Arikunto, 2007:95):
=
Where:
the coefficient realibility for the total test
the coefficient correlation of the two halves
of the test.
Arikuntoro
(2007: 75) states that general coefficient correlation is as follows:
0.00-0.20=
very low correlation
0.21-0.40=
low correlation
0.41-0.60=
moderate correlation
0.61-0.80=
high correlation
0.81-1.00=
very high correlation
To
anayze item difficulties in order to know wheter the items were easy or
difficult, the researcher used the following formula (Arikunta, 2007: 208):
P=
Where:
P=
Item difficulties
B=
Total number of students
JS=
Total number of students
The item difficulties range between
0.00-1.00 and it is symbolized as “P” that refers to “proportion” in the
evaluation term. The classification of the item difficulties is suggested by
Arikuntoro (2007:210) as follows:
P
= 0.00-0.30 is difficult
P
= 0.31-0.70 is moderate
P
= 0.71-1.00 is easy
According to Arikuntoro (2009:210),
the good item test has item difficulty between 0.30-0.70.
Item discrimination is the ability
of items to deffrinciate students that had high achievement. To analyzed the
item discrimination, the researcher uses the following formula
(Arikunto:2007:213).
D
=
- 
-
Where:
D = Item descrimination
BA
= Sum of students in the high group who answer the item correctly
BB
= Sum of students in the low group who answer the item correctly
JA
= Sum of students in the high group
JB
= Sum of students in the low group
The
classification of item discrimination is as follows:
D
= 0.00-0.20 = poor
D
= 0.21-0.40 = satisfactory
D
= 0.41-0.70 = good
D
= 0.70-1.00 = excellent
Arikunto (2007-218) states that the
good item of the test is an item that has discrimination index between
0.40-070, and the discrimination index 0.20-0.80 can be accepted.
3.4 Technique of Gathering Data
As
already discused previously, data of this study were coliected by using reading
test. The students answer the question in 50 minutes and chose the correct
answer according to reading test that are given by the researcher. After that,
the researcher collecte the test, chack the students’ answer, count the score
of students and present the raw score.
3.5 Technique of Analyzing Data
To
analize data, the researcher will use the following procedure:
1. Calculating
mean and standard devaition as follow:
M= 
Where:
M : mean
∑ x : total score of the
students
N : number of the students
SD = 
Where:
SD : student deviation
∑ X : total score of X
∑
: total score of
: total score of
N : number of item
2. Classifying
the students’ ability based on their group:
High ability = > M + 1SD
Moderate ability = between (M – 1SD) and (M+1SD)
Low ability = < M – 1SD
3. Calculating
the percentage of students who get high, moderate and low ability by using the
formula:
P = 
X 100%T
X 100%T
Where :
P = percentage of the students’ ability
R
= the sum of the students who get
high, moderate or low ability
T
= the sum of the students
Based
on the percentage of the students who get high, moderate, and low ability, the
students’ ability to use degrees of comparation in sentences can be seen.
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