LET: Linguistics, Literature and English Teaching Journal

||Volume||9||Issue||2||Pages||265-275||2017||
|P-ISSN: 20869606 ; E-ISSN: 25492454|
Available online at: http://jurnal.uin-antasari.ac.id/index.php

THE EFFECTIVENESS OF “THIEVES” TEACHING

STRATEGY IN TEACHING READING COMPREHENSION
AT THE SECOND GRADE OF MA NIPI RAKHA
IN THE ACADEMIC YEAR OF 2018/2019
Dhia Alfa Della
Wardah Hayati
Fajrianor

Antasari State Islamic University of Banjarmasin, Indonesia

Article History: The objective of this research is to find out

whether or not THIEVES teaching strategy
Received: 13th October 2019
effective and improve students’ reading
th
Accepted: 29 October 2019 comprehension. This research was carried out
from March 12th to April 15th 2019. In this
Corresponding Author:
research, the researcher used quantitative method
wardahhayati@gmail.com based on experimental research. The design of this
research is quasi experimental with pre-test and
Keywords : post-test. The population of this research was the
students at second grade MA NIPI RAKHA which
Reading comprehension; consist of 199 students with divided into six
THIEVES Strategy; classes. The sample of this research was XI MAK
as the control class which consist of 25 students
TEFL
and XI KEAG A as the experimental class which
consist of 36 students. The results showed that
from calculating t-test, t value = 2.43 was higher
than t table for α: 0.05 = 2.00 (2.43>2.00). The
alternative hypothesis (Ha) is accepted and null
hypothesis (H0) is rejected. It can be concluded
that there is significant difference in the students’
score in explanation text with the second grade of
MA NIPI RAKHA in the academic year of
2018/2019 who have been taught by using
THIEVES strategy and those who have been
taught without using THIEVES strategy.

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INTRODUCTION

English becomes one of the subjects that has to be learned by students from
kindergarten to university. In learning English, there are four major skills that
students have to master, such as listening, speaking, reading and writing. Of those
skills, reading is the most useful and important skill for people. This is more
important than speaking and writing. Reading plays an important role in language
learning because it is important to help people understand the meaning of text, gives
the input of information, knowledge, an idea to be applied in the speaking and
writing. Through reading, people can learn ideas, concept and attitudes,
furthermore, by reading, students can get many vocabularies they need to be applied
in speaking and writing.

Reading is an active process which consists of recognition and

comprehension skill (Patel & Jain, 2008, p. 45). In reading class, most of the reading
activities are focused in reading for comprehension. Reading comprehension
require the learner to recognize the words in the written texts, understand the
meaning of the words/sentences, activate prior knowledge and experience about the
topic, use this prior knowledge to infer meaning and support understanding of the
text (Light & David, 2012). It means that reading is basic knowledge to learn other
skills in English. Teaching strategy is a generalized plan for lessons which include
structure desired learner behavior in terms of goals of instructions and an outline of
planned tactics necessary to implement the strategy (Wanska & Lawton, 1977). The
teaching strategy used in teaching reading appropriated with students’ need for their
achievement in learning reading.

Associated with teaching and learning, there are many strategies in teaching
English that can be chosen to help students comprehend the lesson and make the
teaching learning process easier. In order to increase the students’ ability in learning
reading. Based on the explanation above, the researcher used “THIEVES” (Title,
Heading, Introduction, Every first sentence, Visual/Vocabulary, End of the text,
and Summary) teaching strategy for teaching reading. THIEVES is one of strategy
to activate the background knowledge. THIEVES is a pre- reading that sets the
purpose for reading (Zwiers, 2010, p. 87). The THIEVES teaching strategy is

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suitable for teaching students which have difficulty to understand the English text.
By observation of the researcher at senior high school MA NIPI RAKHA.

The strategy in teaching reading should match with condition of students,

teacher, and the activity in classroom. The THIEVES strategy in teaching reading
can help students to be more interest and focus. The strategy is not difficult for
teachers to learn and integrate with their current class materials. The teacher does
not have to purchase additional materials or go to training sessions outside the
school. All teachers are able to teach THIEVES along with their current curriculum.
Based on the syllabus in Senior High School at the second grade students, there are
4 genre of text in reading activities, namely: report text, narrative text, exposition
text, and explanation text which are the scopes of English subject in the Senior High
School level. The THIEVES strategy can be used for teaching all reading activities,
but in this research, the researcher only focused on explanation text.

The researcher proposes the effectiveness of THIEVES strategy in teaching

reading comprehension on explanation text can facilitate the teacher and the
students to make the teaching and learning process more effective and easier.

METHOD

The method of this study was quantitative method. The researcher used
quasi-experimental design of this research to see the effectiveness of THIEVES
strategy toward students’ reading comprehension ability in explanation text. The
researcher formulates the problem as follow: Is there any significant effect of using
THIEVES strategy in teaching reading comprehension on explanation text at the
second grade students in MA NIPI RAKHA in the academic year 2018/2019?. The
researcher used pre-test and post-test on the control and experimental class, to see
the effectiveness of THIEVES strategy by looking pre-test, and post-test
measurement and comparing the gained scores between both classes. The
effectiveness can be seen from the comparison of both classes. The experiment class
was given the strategy by using THIEVES in the classroom and the controlled class
without using THIEVES strategy.

FINDINGS AND DISCUSSIONS

The researcher got the result based on collected and analyzed data.

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Result of Pre-Test

The researcher conducted pre-test in control class. The pre-test was administrated
on March 21th 2019. The students got score 50 up to 85. Based on the table
frequency can be found that the mean of the test is 67.8, the mode is 65, the median
is 65 and the standard deviation is 7.22. The scores of students’ explanation text
tested in pre-test in the control class.

Table 4.1 The score of analysis pre test (control class)

Figure 1. The Result of Pre-Test in Control Class

The researcher conducted pre-test in order to know students’

readingcomprehension of explanation text ability before the treatment.

Figure 2. The result of Pre-Test in Experimental Class

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Result of Post-Test

The researcher conducted post-test in order to know students’ reading

comprehension of explanation text ability after the treatment. The students got score
50 up to 90. Based on the table frequency can be found that the mean of the test is
70.40, the mode is 65, the median is 70 and the standard deviation is 10.40.

Figure 3. The result of post-test in control class

The researcher conducted post test in order to know students’ reading

comprehension of explanation text ability after the treatment. The students got
score 50 up to 975. Based on the table frequency can be found that the mean of
the test is 76.9476.94, the mode is 7575, the median is 75 75 and the standard
deviation is 10.301.

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Figure 4. The Result of Post-Test in Experimental Class

The researcher tested normality test after got score of the students in pre-test
and post-test of explaining text. The result of normality test of the post test data in
experimental class shows that the highest score (Lo max) is 0.103 and the Ltable
for n 36 is 0.148, it means that Lo is lower than Ltable therefore the sample is in
normal distribution. The result of normality test of the post test data in control class
shows that the highest score (Lo max) is 0.155 and the Ltable for n25 is 0.177, it
means that Lo is lower than Ltable therefore the sample is in normal distribution.
The homogeneity test is used to know whether the two samples of group are
homogeneous. The researcher used Fisher formula for the homogeneity test. It
could be conclude that Fcount 0.940858611 is lower than Ftable 1.019371728 at
the level of significant 0.05, therefore the data were homogeneous. The researcher
used t-test for hypothesis test. The result of t-test stated that tscore is 2.43 and ttable
is 2.00 with degree freedom 59 and the level significant is 0.05. The result provides
that tscore is higher than ttable therefore the null hypothesis (H0) is rejected. It
means that there is any significant different in reading comprehension achievement
between students that taught by using THIEVES strategy and the students that
taught without using THIEVES strategy.

Based on the result of data above. The researcher found that the students who
were taught by using THIEVES strategy can improve their ability on reading
comprehension. It is because the THIEVES strategy is easy to learn and it can make
teaching and learning explanation text more effectively. The students give treatment
about how to read explanation text without take a lot of time. With THIEVES
strategy that standing for Title, Heading, Introduction, Every first sentence in a
paragraph, Visual/Vocabulary, Ending, and Summary can make students know the
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contents of the whole text. Based on the explanation above, it can be said that
teaching reading comprehension by using THIEVES strategy on explanation text in
the second grade of students of MA NIPI RAKHA is significantly effective and
different from teaching without THIEVES strategy. It is proved by acceptability of
Ha because the students treated by using THIEVES strategy in experimental class
achieved better score than the students taught reading comprehension
without THIEVES strategy.

CONCLUSIONS AND SUGGESTIONS

The researcher describes the conclusion in the term of improving students’

ability in learning reading comprehension on explanation text by using THIEVES
strategy. As presented in the first chapter, the objective of this research is to find
out whether or not THIEVES teaching strategy effective and improve students’
reading comprehension. As the result, there are some significant differences
between experimental class and control class. The mean score of experimental class
was 70.69 for the pre- test and 76.94 for the post-test while the mean score of control
class was 67.8 for the pre-test and 70.4 for the post-test. It means that there was an
improvement of the students’ achievement reading comprehension on explanation
text. Each class had different achievement and the achievement of the experimental
class was higher than the control.

The result of calculating t-test showed that t value = 2.43 and t table for α:
0.05 was 2.00. It means that t value was higher than t table (2.43>2.00). The
alternative hypothesis (Ha) is accepted and null hypothesis (H0) is rejected. It can
be concluded that there is significant difference in the students’ score in explanation
text with the second grade of MA NIPI RAKHA in the academic year of 2018/2019
who have been taught by using THIEVES strategy and those who have been taught
without using THIEVES strategy. Based on the result, the researcher concludes that
THIEVES strategy helps students to identify important information from reading
the text and make the students easy to understand of the text based on the
component of the THIEVES.

The result of this research showed that teaching reading comprehension with
THIEVES strategy improved students’ ability, therefore the researcher suggests for
teacher that THIEVES strategy as the one of alternative for teaching reading

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comprehension. For students, The THIEVES strategy is easy to implement for

reading comprehension. It doesn’t take much time and make students understand of
text. Meanwhile, it is better for students to often discuss in a group to share their
opinion and make the students more active in study. For other researchers, the
researcher hopes they can use it as a reference to conduct their research on the same
field. It is really possible that there is another more effective way to teach reading
comprehension ability.

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