THE EFFECT OF GRADED READERS ON STUDENTS’ READING

COMPREHENSION
(An Experimental Study At SMPN 10 Rejang Lebong At Grade VII In Academic Years
2021-2022)

THESIS PROPOSAL

BY:

Azlina Fitria
NIM.18551013

ENGLISH STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION

INSTITUTE COLLEGE FOR ISLAMIC STUDIES

CURUP 2021
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CHAPTER I

INTRODUCTION

This chapter described the reasons for conducting the research and it deals with several

points: introduction that concerns with background of the research, question of the

problems, objectives of the research, significances of the research, delimitation of the

research, and operational definition.

A. Background of the study

Learning English is important for everyone, especially for today

generation, because English is an international language. Reading is one of four

basic skills that are very important to master because it is one way to get

information. Reading is also a form of communication in a language written in

the form of text. To improve students' reading, it can be done by simplifying the

vocabulary of a book that is read.

Reading is ability of someone to understand about what they read and to

find the message from the text. Reading is defined as a set of skills that involves

making sense and deriving meaning from the printed word.1 For the beginner,

reading is concerned mainly with learning to recognize the printed symbols that

represent language and respond intellectually and emotionally when being asked

about the content of the text that they read.

Reading is important for everyone to deal with new knowledge in the

changing world of the tech era. For both children and adults, the ability to read

opens up new worlds and possibilities. It permits us to once more new

knowledge, revel in literature, and ordinary matters which might be component

1
Caroline T. Linse, 2006. Practical English Language Teacing : Young Learners. New York: Mc Graw-Hill
Companies, Inc, P. 69
 3

and parcel current life, such as, analyzing the newspaper, process listings,

commands manuals, and maps. According to Young, reading comprehension is

the ability to understand and give meaning to written material. 2 The objective of

reading is not only for pleasure or gaining knowledge and information, but also

for comprehension which is as the basic objective of reading. Reading

comprehension is the ability to understand what the readers read. By reading

texts, the readers can get knowledge and information about everything.

For successful reading process, an individual needs to handle basic

intellectual abilities or background knowledge and experience reading to the

topic of reading. Mackay pointed out that the comprehension text is necessary in

order to include the readers‟ background knowledge experience, intellectual

power as well as interest. To comprehend the text one must read the text first,

and then we would include the reader‟s background knowledge experience.

Reading is important skill in teaching and learning English. Through reading

students can get some information and knowledge through the text that they

have read.

The reading material used in the extensive reading program can be

graded readers. Storied readers are fiction and non-fiction books specifically

written for English learners as a foreign or second language. They are grouped

into language difficulty levels (e.g. Stages 1-6, stage 1 being the lowest level)

through grammar features, vocabulary, information content, and cultural

background. Storied readers are essentially simplified material.3 They can be

simplified and adapted from the original language of the first language, or they

can be the original text written for second language learners. This simplified
2
Young Nancy, 2010 . Unlock Your Child’s Learning Potential K-6 London: A Humanics
3
M. Pourbahram, R. & Hajizadeh, ‘Language Teaching and Educational Research’, Language Teaching
and Educational Research, 1.1 (2018), 1–12.
 4

material can be determined by the language used, more general vocabulary,

simplified phrases and sentence patterns, and the use of illustrations. so, graded

readers are created by simplifying vocabulary and grammar so that students can

easily understand the text they read. According to Rob waring and S,takahashi

argued Graded Readers are made easy to read by simplifying the vocabulary

and grammar so that the learner can easily understand the story. 4

Grader readers also known to some individuals as extensive reading

involve learners reading many short stories to improve their reading skills and

the ease of their overall language skills. According to harry graded readers are

actually „step books‟ where hopefully the involved individual can step up to

more challenging titles and expand their knowledge of vocabulary while at the

same time enhancing their reading speed. 5And waring stated that, the Extensive

and Graded Reading will help students to process words faster and they will be

better able to read intensively. 6 When reading Graded Readers, beginning

learners start with the easiest ones, and learn to read them smoothly and with

good comprehension. When they are ready, they move up to the next difficulty

level.

In reading the student should know how to understanding and

comprehending the text because reading can influence their success in getting

knowledge. Generally, SMPN 10 student encounter problem in comprehending

English text since most of the text consist of unfamiliar word when they read the

text for the first time. Moreover, SMPN 10 students‟ lack conceptual knowledge

4
Rob Waring and Sachiko Takahashi, ‘The Oxford University Press Guide to the’why and’how’of Using
Graded Readers’, Tokyo: Oxford University, 2000.
5
‘薬学・科学で用いられる英単語の 接尾語に関する基本的理解の試みMatsuyama University
Studies in Language and Literature Vol. No. March’.
6
Rob Waring. Graded and Extensive Reading-Questions And Answers, Accesed from https://jalt-
publications.org/old_tlt/files/97/may/waring.html, 23 February 2022.
 5

regarding to reading activity towards most of English texts. Thus the result of

teaching learning process is far from satisfactory. In addition, the English

subject at SMPN 10 Rejang Lebong is not easy to teach reading comprehension.

Seriousness is needed, not only for students to learn but also for teachers to

teach. Based on observations, the researcher found that the media used by the

teacher in the teaching and learning process were still unable to improve

students' reading comprehension. This can be seen from the condition of the

class when the teacher gives the text. Some students look very confused with the

text given, and they also find it difficult to understand the text given, as a result,

students' scores in reading comprehension are not as good as expected by the

teacher.

Based on the pre-observation, which the researcher has done in several

schools (Other junior high schools). They have the same problem as in SMP 10

Rejang Lebong. That is, difficulty understanding the text they read. But these

difficulties are only experienced by some students or not all students have

difficulty in understanding the text when reading. This is because some of them

have studied or are familiar with English at the elementary level and even some

students take private English lessons, but at SMP 10 Rejang Lebong their

English is still a beginner so they don't understand at all, or are not familiar with

English because most of them they did not learn English when they were in

elementary school, so when they entered high school for them English was very

foreign. Beside that, at SMPN 10 Rejang Lebong. Also, this school uses the

national curriculum (K13), students are expected to be able to master the four

English skills through listening, speaking, reading, and writing subjects, plus

other high school subjects. The researcher found that the problem of the students
 6

of SMPN 10 Rejang Lebong where students could not understand the text they

read occurred because the students lacked vocabulary. They also have poor

pronunciation when reading English texts.

Based on interviews with English teachers there, many students have

difficulty understanding the texts they read. In addition, based on the experience

of the teacher, many students cannot answer questions in the form of text

correctly.7 most of the students scored below the minimum achievement score

(KKM) in English which refers to 70. This can be caused by several factors, one

of which is lack of vocabulary. On the students' side, students also said that they

found it very difficult to understand the material especially in the reading text.

Reading comprehension is a difficult, tedious and not easy job to do.

In addition, from the above phenomena, the researchers try to apply one

of the media to solve students' problems in learning reading comprehension.

Graded reader books are books that support a comprehensive reading approach

to teaching English as a second or foreign language, graded readers are those

written or adapted specifically for second language learners. The benefits that

students get from using graded readers as reading media are that students can

quickly understand the text and Reading also has a positive effect on students‟

vocabulary knowledge, on their spelling, and their writing, because graded

readers are made by simplifying vocabulary and grammar so that students can

easily understand the text they read.

Based on the background above, the researcher conducted experimental

research. So, the researcher focused on “the effect of graded readers on

7
Maryenti, English teacher at SMPN 10 Rejang Lebong. Interview. On dec 18th 2021
 7

students’ reading comprehension” (An experimental study at the first grade

students’ of SMPN 10 Rejang Lebong in academic year 2021/2022).

B. Research question

Researchers formulated research problems into the following questions:

1. How is students‟ reading comprehension before treatment by using graded

readers?

2. How is students‟ reading comprehension after treatment graded readers?

3. Do graded readers have an effect on students‟ reading comprehension?

C. Objective of the research

The objective of this research is to investigate :

1. To find out the students‟ reading comprehension before the teaching by

using graded readers.

2. To find out the students‟ reading comprehension after the teaching by using

graded readers.

3. To know the effect of graded readers towards students‟ in reading

comprehension.

D. Delimitation of the research

In this research, the researcher focus on the effect of graded readers to

see students‟ reading comprehension by means of graded reading. So, in doing

this research did not pay attention to intelligence, background, and gender.

Object the research VII class of the 2021/2022 school year.

 8

E. Hypothesis

According to Gulo a hypothesis is a speculation concerning either

observer or expected relationship phenomena.8 In addition, Arikunto states that

hypothesis is a temporary answer the research problem, until it can be prove by

the collected data.9

This research is to answer the question about whether or not the use of

graded readers is effective to improve students‟ reading comprehension. To get

the answer of the question, the researcher proposed alternative hypothesis (ha)

and null hypothesis (ho) as follows :

1. Alternative hypothesis (ha) :

“There is effect taught by using graded readers on students‟ reading

comprehension”.

2. Null hypothesis (ho) :

“There is not an effect on students‟ reading comprehension taught by using

graded readers”.

F. Operational definition

The explanation of definition is given in order that the title is easy to

understand, operational definition are clarified as follows :

1. Graded readers

According to hill graded readers is a book written for English learners

using limited lexicon and syntax, the former determined by frequency and

usability, and the latter by simplicity. 10 From the explanation graded readers

8
Gulo, WQ, metodologi penelitian, (Jakarta : Gramedia,2007)
9
Arikunto, S.prosedur penelitian suatu pendekatan praktek, (Jakarta : Rineka cipta.2010)
10
David R. Hill, ‘Graded Readers in English’, ELT Journal, 62.2 (2008), 184–204
<https://doi.org/10.1093/elt/ccn006>.
 9

is book that are created by simplifying vocabulary and grammar so that

students can easily understand the text they read.

2. Reading comprehension

According to Grellet, reading comprehension as understanding a

written text means extracting the required information from it as efficiently

as possible.11 So, reading comprehension is understanding the written text

and getting the necessary information from the text read.

G. Significant of the research

There are three significances of this research such as the following

1. The English teacher

To give and show English teachers can use graded readers as an alternative

in teaching reading. And also the teacher can know all the needs of students

well, so that the teacher can provide the right treatment for each student.

2. The students‟

From this research, the researcher also expects to the students. To help those

easier in comprehending English reading and students will read good English

compositions with confidence by using graded readers.

3. The researcher

The result of this research is expected to the researcher can give new

knowledge that can be used in teaching reading, and using graded readers

will help the researcher in teaching in the future time.

11
Grelllet, Francoise. 1981. Developing Reading Skill. Cambridge University Press
 10

H. Thesis organization

To make the organization of this thesis more systematic, the researcher

organizes the thesis into the following parts :

The first chapter I, chapter i is introduction, in this chapter the researcher

explain specially about the background, the research questions, the limitation of

the research, objective of the research, hypothesis of the research, significance of

the research, operation definition and research organization.

Chapter II, this chapter is review of related literature that involved

definition of reading, reading comprehension, graded readers and previous

related study.

Chapter III, methodology of the research that consisted of kind of the

research, population and sample of the research, procedure of the research,

technique of collecting data, research instrument, validity and reability

instrument test, technique for collecting data analysis.

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CHAPTER II

REVIEW OF THE LITERATURE

This chapter deals with the review of the literature related to the present study. In

conducting this research, the researcher use some related theories as to the reference

which can aid in analyzing data. In this chapter will conduct related theories and related

findings.

A. The concept of reading comprehension

1. The definition of reading comprehension

Reading is one of important skills in English that to be learned by the

student. Through reading, we can get many information and knowledge from

many kinds of book. There are some definitions of reading based on experts.

According to Longman, reading is the capability of understanding what the

reader read. There are eight skills in reading namely recognizing definition

and examples, Enumerations, heading and subheading. Signal words, main

idea in paragraph and short selections, knowing how to outline, how to

summarize, and also understanding graph and tables. In this understanding

the reader should be recognize them.12 Then, Alderson defines reading as an

enjoyable, intense, private activity, from which much pleasure can be

derived, and in which and which one can become totally absorber.13 It means

that reading is an activity for pleasure that can be done by everyone that

would be enriching information as income from it.

Comprehension means understanding. It is ability to get the meaning

of the something. Reading comprehension is the first goal in reading. On the

other hand, duke and person stated that reading comprehension.

12
Jhon logman. Reading and study skill. Newyork : Me Graw-Hill Company, 2002, p.359
13
Alderson. Teaching English As Second Language. Cambigde University, 2000, p.28
 12

Comprehension is reading all about explain without comprehension is simple

word barking being able to articulate the word correctly without

understanding its meaning.14

According to Rayner, reading comprehension is defined as the level

of understanding of a text.15 This understanding comes from the interaction

between the words that are written and how they trigger knowledge outsides

the text or message. Reading comprehension is an interactional, active, and

interactive process that occurs before, during and after a person reads a

particular piece of writing. Reading comprehension is one of the pillars of

the acct of reading. When a person reads a text, he or she engages in a

complex array of cognitive process.

Based on explanation above, it can be concluded that reading

comprehension is an interactive and purposeful activity done by the readers

to grasp the written messages or text. The readers try to get information from

the text. To grasp the information, the readers need the background

knowledge related to what is read, experience, and emotion in constructing

the meaning of the text. Their comprehension can be used not only to find

information of what they read but also to apply the information for their

lives.

The purpose of reading is obtaining comprehension. Whereas,

comprehension is the power to understand something and to improve one‟s

understanding. In addition, exercise aims at improving or testing one

14
Duke and Pearson. 2001. How Can I Help Children Improve Their Comprehension? Ann Arbor.
Michigan: Center for the Improvement of Early Reading Achievement. P. 423
15
Keith Rayner, Barbara. R. Forman, Charles A. Perfetti, David Pesetsky, And Mark S. Seindenberd. How
Psychological Science Inform The Teaching Of Reading. (Psychological Science In The Public Interest,
2003). P. 31
 13

understanding of a language (written or printed).16 One of the most effective

ways for high school students to expand their comprehension and vocabulary

skills is to read widely in nonfiction, essay and memories in particular.

The method to developing reading comprehension student who can

perform their ability in reading does not lie to use the strategies increase

their reading, so that the student may:

a. Establish a goal principal, part to reading.

b. During, before, and after reading the student have to ask the

question.

c. A drawing map, chart, diagram, have to be shown through

retelling story that they have understood the purpose of what they

have read.

d. Teacher writers a little paragraph or story to identify the topic

sentences.

e. Teacher monitors and summarize when what students have read

is good.

Good and poor comprehension

a. Good comprehension

Reading comprehension may have ability to pronounce the

printed word. Good comprehensions are capable of mastering the

word accurately. May students have master thousands of words or

vocabularies, good readers always pay much attention to the

information relevant their purpose by read in the largest unit

appropriate with the task.

16
A.S. Homby. 1995. Oxford Advance Learner’s Dictionary. Oxford University Press. P. 235
 14

b. Poor comprehension

The poor comprehensions are more concerned with word

identification. They read the text in a word by word manner with

a minimum of task organization at a higher level. When the

materials are read, the students can understand. The poor

comprehension on reading may increase obstacles to face

unfamiliar word, uncorrected errors especially in oral reading

were made by students. It they cannot cut the meaning of the task,

They get difficulties to correct their problems on the reading task.

2. Teaching reading comprehension

The teaching reading is process of making the students able to read

both in pronouncing and comprehending. Therefore, in the process of

teaching reading, the teacher should be able to make students capably read

with correct pronunciations and good acquisition of the meaning from what

is read. It means that they cannot comprehending what they have read.

According to Moats, teaching reading is a job for an expert.17 It is

contrary to the popular theory stating that learning to read natural and easy.

Concerning with this theory, learning to read is a complex linguistic

achievement. That statement implies that to accommodate students‟

variability, the teacher must instruct students directly, systematically, and

explicitly to decipher words in print, all while keeping in mind the ultimate

purpose of reading, which is to learn, to enjoy and to understand.

3. Skills in reading comprehension

17
Moats, Louisa C. Teaching Reading Is Rocket Science. New York University Of Texas. 1999. P. 11.
Retrieved from : http://wik.ed.uiuc.edu/index.php/readingcomprehension On February 26th 2022
 15

According to Beatrice and Linda, there are some skills in reading

comprehension that should be mastered by students. 18

a. Scanning

Scanning is a very fast reading, when the learners scan, skip over many

word. And look for some information. It is especially important for

improving students‟ reading. The students often do not need to read

every word. If student learn to scan, the students can learn to read and

understand faster.

b. Previewing and predicting

Previewing is an activity when students look at the kind and size of the

envelope. The student look at the writing and the return address. The

students at the date in the post mark. If it is from another country, and

look at the stamp then when students make guesses it is call predicting.

Both of them help student read faster and understand better, because the

students already thinking about what will read. The students should always

preview and predict before read.

B. The concept of graded readers

1. Definition of graded readers

Graded readers are books of various genres that are specially created

for learners of foreign languages. Graded readers are also books created

specifically for foreign language learner that are written using carefully

18
Beatrice S Mikulecky And Linda Jeffries. Reading Power (2 Nd Ed). New York: Addison-Wesley
Longman, 1998. P. 300
 16

controlled words and grammar. Graded readers are books which are

specially written or adapted for second language learners.19

According to hill graded readers is a book written for English learners

using limited lexicon and syntax, the former determined by frequency and

usability, and the latter by simplicity.20 From the explanation graded readers

is book that are created by simplifying vocabulary and grammar so that

students can easily understand the text they read.

Macmillan Education states that graded readers that also known as

graded readers are short books and audio books, encompassing both fiction

and non-fiction genres which is written in various levels of reading, thus, the

students will find the quick and easy to read.21 From the definition above it

can be concluded that Graded reader is a noun that created for learners to

learn foreign language.

There are several kinds of graded readers. Some are adaptations (the

story is changed and simplified for a different audience) or abridgements

(keeping the main story but changing difficult grammar and vocabulary) of

classic literature such as Dracula, The Pearl, Little Women, Pride and

Prejudice and so on. Others are called originals which are mostly fictional

stories. Another kind of graded reader has a basis in fact and are in effect

reports. These may include biographies, environmental reports, festivals, and

reports on countries or companies, historical events and so on like those in

the Oxford University Press Fact files Series.

19
Karen Nation, Paul; Wang Ming-tzu, “Graded Readers and Vocabulary” (University of Hawaii
National Foreign Language Resource Center; Center for Language and Technology, 1999), 10125/66966.
20
David R. Hill, ‘Graded Readers in English’, ELT Journal, 62.2 (2008), 184–204
<https://doi.org/10.1093/elt/ccn006>.
21
Macmillan Education. (2014). Using graded readers in the classroom. Retrieved
form http://bit.ly/1k2sa4d
 17

2. The Rules and the characteristics graded readers

Each text in graded readers has different characteristics, and it can be

seen on its purposes, features, formats, contents, picture, and length. For the

example: the lowest level tends to have the easiest language, or vocabulary,

the shortest length, and also completed the biggest picture. Therefore, there

are some rules that followed by the writer in constructing graded readers

which also proposed by Malone the rules are as follows.

1. Keep the stories short and easy to read. The short, well-written and easy-

to-read stories provide readers with successful early reading experiences

and encourage them to continue reading for learning and for enjoyment.

2. Use natural language. New readers may not be able to read quickly,

therefore the use of natural language very recommended to be used in

order to keeps them from having a meaningful reading experience.

3. Write about things that are familiar and interesting to the readers. When

reading materials are about something that is familiar to them, new

readers can use their own knowledge and experience to help them

understand the written text.

4. Write about things that can be pictured. New readers also use pictures to

help them understand written texts. It may be difficult to create pictures

that communicate emotions, thoughts or speech so write about activities

that can be shown clearly in a picture.

5. Write for a specific person representing the people who will read the

story. Think of a specific person you know personally who represents the

larger group of intended readers and write specifically for that person.
 18

That will help to ensure that the story is interesting to others in larger

group.

6. For more experienced readers the writer can write differently. In this

case, please use more descriptive words and phrases. Then, introduce

new ideas and information that will be interesting to the readers.22

One important point is that when using graded readers, the teachers have

to bear in mind of the learners' level. Determining students reading level is

regarded as the key activity of constructing graded reading materials, in short, it

is used as basic consideration of selecting on which level of text will be started

and ended. For more than 50 years, readability formulas have helped teachers,

match books to students. Readability formulas use objective measurements to

analyses text and predict which text can be comprehend by individual readers.23

Thus, after the reading level of the students was considered through standardized

test, the readability texts are then calculated, after that the texts finally can be

graded closely relevant to the students‟ level.

3. The Role of Graded Readers in ELT

During the past decades, searching for appropriate and effective

teaching materials occupies a great space of instructors‟ thinking. Using

inappropriate teaching materials makes learners face difficulties in learning a

foreign language. Obviously, graded readers can have several learning goals

in ELT, these include gaining skill and fluency in reading, establishing

previously learned vocabulary and grammar, learning new vocabulary and

22
Malone, S. (2013). Resource for developing graded reading materials for mother
tongue-based education. Retrieved from http://bit.ly/1PQGVM3
23
Renaissance Learning. (2012). Guided independent reading. Wisconsin Rapids, WI: Author.
Available online from http://doc.renlearn.com/KMNet/R005577721AC3667.pdf
 19

grammar, and gaining pleasure from reading. 24 Moreover, graded reading

scheme consists of a series of vocabulary and grammar levels with several

readers available at each level of the scheme, a low proficiency learner

would begin read this reading book at the lowest level of the scheme, and

when reading at that level was comfortable, the students could move to the

book at the next level.

Meanwhile, the obvious evidence of the utilization of graded readers

was shown on the research taken by Wan-a-rom.25 The study was aimed to

examine how EFL learners of English reacted to graded readers in terms of

reading strategy use, comprehension, speed, and attitude as well as

motivation when control for ability level was determined. Eighty Thai high

school students placed into their own reading level of graded readers by the

scores gained from the graded reading vocabulary size test participated in a

six-week-extensive reading project. Through observations, semi-structured

interviews, book journals, and post-reading questionnaires was found that

comprehension, attitude and motivation were cultivated during the

implementation of graded readers.

24
Nation, P., & Ming-tzu, K. W. (1999). Graded readers and vocabulary. Reading in a Foreign
Language, 12(2), 355-379.
25
Wan-a-rom, U. (2012). The effects of control for ability level on EFL reading of graded
readers. English Language Teaching. 5(1), 49-60.
 20

A. Review of related finding

There are some researchers that deal with graded reader and reading

comprehension. In line with this research, there are some previous studies which

are related to this investigation and discussed in this paper. A quantitative

research conducted by Surmanov, S. (2020) entitled „The Effect of Graded

Readers on Reading Comprehension Skill of Law Students‟. He tried to find out

whether there is an effect using graded readers on reading comprehension. He

also tried to find the methodology for development reading literacy among law

students.

In addition, quantitative study conducted by Ruhil Amal A et.al (2019)

entitled „Extensive Reading Project Using Graded Readers in a University

Classroom‟. In this study, they find out the significant difference between pre-

test reading proficiency scores (PPT B) for control group and pre-test reading

proficiency score (PPT E) for Experimental group. The significant difference

between post-test reading proficiency scores (PPT B) for control group and post-

test reading proficiency score (PPT E) for Experimental group. The significance

difference between Extensive Reading Test Version 1 (ERT V1) scores for

experimental group and the Extensive Reading Test Version 1 (ERT V1) score

for the control group. And the last he tried to find out the significance difference

between Extensive Reading Test Version 2 (ERT V2) scores for experimental

group and the Extensive Reading Test Version 2 (ERT V2) score for the control

group.

Moreover, qualitative research from Pawinda Tiffany P (2016), entitled

„Vocabulary Profile of Graded Readers Used in the Faculty of Language and

Literature, Satya Wacana Christian University‟. He tried to find out what is the
 21

vocabulary profile of graded readers used in the faculty of language and

literature, Satya wacana Christian university. The aims of this research is to get

the is formation abut vocabulary profile of graded readers in Christian

university.

All of the researches is related each other, especially with graded readers.

However, this research is different from all of the researches above since this

research focused on the effect of using graded readers in reading comprehension.

 22

CHAPTER III

METHODOLOGY OF THE RESEARCH

The research method, population and sample, research instrument, data collecting

procedure, and data analysis technique are all covered in this chapter.

A. Kind of the research

1. Research design

The method that the researcher used in this research is experimental

study. Keppel said that experiment with random assignment of subject to

treatment conditions and quasi experiments that used non randomized. 26 The

experimental research used the treatment to knows the result and it showed how

the relation between dependent and independent variable. Cohen stated that a

quasi-eksperimental design that two groups differed on theory post test scores

altogether independently of any effect of x. 27 In this study, all students were

taught to use the graded readers group method to be selected from the

experimental and control groups. The experimental group showed that the class

that was treated with the graded readers. On the other hand, refers to the class

that has experienced the teaching techniques usually used by teachers. After

therapy, the experimental group was given pre-test and post-test. Then the post

test scores were contrasted with the pre test scores at the data analysis stage to

get the actual research results.

Based on the explanation above this research used quasi experimental

research, which used control and experimental group. The pre-test and post-test

can be viewed as the following scheme by Sugiono :

26
John W. Creswell, Research Design, Quantitative Approaches (SAGE Publication. London : 1994), P. 10-
11
27
Louis Cohen, ‘No Title’, Research Method in Education, Francis: Taylor and Francis e-Library, 2005,
P.217.
 23

01 02

03 04

Source: Sugiyono, metode penelitian kualitatif, kuantitatifdan R&D. 201128

Where:

01 = Pre-Test Of Experimental Group

03 = Pre-Test Of Control Group

02 = Post-Test Of Experimental Group

04 = Post-Test Of Control Group

X = Treatment

B. Population and sample

1. Population

Population is overall subject of research. 29 the researcher chose all

classes of first grade of SMPN 10 Rejang Lebong as the population of this study.

The researcher selects the population based on several reasons. First, it's because

the researcher found that so many students in the first grade SMPN 10 Rejang

Lebong still has difficulties in understanding English texts, low student

participation, very few student vocabulary. Finally, many students do not pass

the KKM. Based on these reasons, the researcher chose class VII SMPN 10

Rejang Lebong as the population of this study.

28
Sugiono, Metode Penelitian Kualitatif, Kuantitatif Dan R&D, Alpabeta, 2011.
29
Suharsimi Arikunto. Prosedur Penelitian Suatu Pendekatan Praktek. (Jakarta : Rineka Cipta. 1998). P.
130
 24

No Class Amount

1 VII A 17

2 VII B 17

3 VII C 15

Total of population 49

2. Homogeneity

The researcher use homogeneity sampling before determine which classes as

a sample in this research. Homogenies sampling is predominantly use in

statistic in connection with samples from different population, which may or

may not exhibit identical behavior, or display similar characteristic. The

researcher determines the homogeneity test would be distributed to the first

grade students of SMP 10 Rejang Lebong. The score for homogeneity

referred to what they had got based on the last previously reading

comprehension by the teacher respectively. The students‟ scores were then

administered with taking the mean score from each class in VII first grade

students. Those mean scores can be seen on the table below:

No Class Mean score

1 VII A

2 VII B

3 VII C
 25

3. Normality

A normality test is a statistical process use to determine whether a simple

was drawn from a normal population or not.

The hypotheses will use are:

Ho : the sample data are not significant

Ha : the sample data are significant

4. Sample

The sample is representative of a large population. David mentions the

sample is the part of the population from which we really are collect

information. The researcher use samples to draw conclusions about the who

population. As part of the population, the sample provides a true representation

regarding the population. Sampling from a population is often called in technical

terms “sampling”. The sample is part of the number and. Population

characteristics. The main guidelines that researchers look at in choose a sample

in the homogeneous ability possessed by students from two class adopted based

on the procedure described on the homogeneity element on. The samples in this

study were VII a and VII b, because based on the average value of the student's

score from the student's ability test given by researchers, VII a and VII b have

the mean values closest to homogeneous level. So that the researcher takes the

classes as subjects in his study and the two classes.

C. Procedure Of The Research

No Experimental group Control group

1 a. Pre activities a. Pre-teaching activities

 The teacher extends a greeting  The teacher expresses his

 26

to the student. greetings to the students.

 The teacher check students`  The teacher check students`

attendence list attendence list.

 The material is chosen by

the teacher

2 b. While activities b. While activities

 In the firts ten minutes, the  The teacher give the topic

researcher presented and about reading.

discuss the graded readers.  The teacher introduced the

 The research devide some of material of the lesson in the

the students` in to several class based of the theme on

groups, each groups consisting lesson planning.

of two students`  The teacher gave

 The students` should think opportunities to the

about the purpose of they have students` to asking the

already read. material if there samething

 The researcher asked each they are not understood

student to work together and

write the meaning of the text

they read.

 Students then conclude from

the meaning of the text they

have read.
 27

3 c. Post activities c. Post teaching activities

 Researchers evaluate, provide  The teacher checking

feedback, comment and understanding the students‟.

improve their reading  The teacher gave exercise

comprehension skills. to rivew the material by

using their own language.

After the process of scoring has done,

the researcher did validity and

reability to the test.

 Validity of test

To determine whether the test

untilized (pre-test, and post-test) are

valid. The validity of a test is used by

the researcher because a test is said to

be valid if it accuratelly measures

what it is designed to measure. In

order to determine the test`s validity,

the researcher use the person formula,

which is as follows:

∑
rxy = (∑ )(∑ )

Where:

R : Validity of the instrument

X : Result in the experiment group

 28

Y : Result in the control group

 Reliability of the test

The test reliability must be measured

when gathering data. The reability test

is used to evaluate the pre-test and

post-test. A good data collection

instrument will be dependable if it can

deliver consistent results to the test if

the researcher employs the reliability

formula. The reability test is being

performed twice. The following are

the procedures for the tests:

 Giving the test.

 Scoring the test.

 Giving retest in the simlar

condition with the first test.

 Scoring the retest.

Comparing the test by using the

formula, the researcher use the

formula of reliability that is Spearmen

Brown as follow:

∑ (∑ )(∑ )
* (∑ ) (∑ ) +* (∑ ) (∑ ) +

Where :
 29

r : Instrument validity

X : Score in experiment group

Y : Score in control group

N : Number of students in a group 30

D. Teachnique of Collecting Data

The data collection technique used by researchers in conducting this

research is only rely on tests. Data was collected by organizing the test into pre-

test and post-test.

a. Pre-test

The researcher gave a pre-test to the control class students and also to the

experimental class to the 1st grade students of SMPN 10 Rejang Lebong. This

pre-test was given to sample members before treatment, graded readers will be

implementation in experimental group, and conventional teaching will be

implementation in the control group. The pre-test form is arranged in a multiple

choice format which is included in one material area as: graded readers.

For the assessment criteria in this study, the researcher relied on a score

of 0 for wrong answers and 1 for correct answers. to find out the description of

students' reading comprehension. test scores were analyzed using the following

formula:

Level of mastery = the number of correct answer x 100%

The number of test item

b. Treatment

30
National and Pillars.
 30

Treatment is different condition under which experimental and control

groups are put usually. 31 That is the reason the researchers conducted treatment

in the experimental group. Every meeting, the researcher did treatment to

students in experimental group students using graded readers and using

conventional learning in the control group.

c. Post-test

Post-test was given to student after the implementation of graded readers

at the end or after the treatment is actually completed to be given in the

experimental group and also if the convetional learning has been ended to do in

the control group. After doing the treatment, the researcher gave the post-test to

students in order to know the students in both groups, experimental group and

control group.

E. Instrument of the research

“Instrument is the tool used to collect the data or the needed

information”.32 Instrument in this study involved test regularize in pre-test and

post-test. The test is made based on the material in the syllabus in the K13

curriculum. The reason for using the multiple choice format makes students

produce accurate answers both right and wrong. The multiple-choice format

even makes it easier for researchers to correct students' work. In addition, the

researcher decided to make the test in multiple choice based on practical

considerations.

There were several steps that the researcher will do in developing and

constructing the test.

1. Blue print
31
C.R.Khtari, Research Methodology Method And Technique. (New Age International Publisher, India,
2004). P.35
32
Ibid., P.52
 31

2. Writing the test

F. Technique of Data Analysis

Researcher also analyzed whether students experienced an increase in their

reading comprehension ability after the treatment using graded readers. Then,

the data from the pre-test and post-test were analyzed by using these formulas:

1. Mean score

To acquire, the mean score of pre-test and post-test experimental group,

the researcher used the formula below:

M1 =

Where:

M1 : Mean score of experimental group

x : The sum of students score in experimental group

N : The amount of students at experimental group

In addition, in order to acquire the mean score of post-test and pre-test

result in the control group, the researcher also used the same formula as

the following below:

M2 =

Where:

M2 : Mean score of control group

y : The sum of students score in control group

N : The amount of students at control group

2. Standart Deviation
 32

In this study the researcher used standart deviation to know the range or

quarrel between highest score and lowest score. 33 In gaining the standard

deviation of the scores in conducting the researcher at the experimental

group, the researcher applied the formula below:

( )

Sx = √

Where:

Sx : Standart deviation of experimental group

(X  X)2 : Score of experimental group

N : The amount of student at experimental group

In addition, in order to aquire the standard deviation in control group, the

researcher used the formula.

( )

Sy = √

Where:

Sy : Standart deviation of control group

(Y  Y)2 : Score of control group

N : The amount of student at control group

3. Hypothesis Testing

In testing the hypothesis devised previously, the researcher used the

statistical formula such the following bellow:

33
Opcit., Nana Sudjana and Ibrahim. P.136
 33


t=
√

Where:

t : Test

M1 : Mean score of the post test at experimental group

M2 : Mean score OD the post at control group

S1 : Standard deviation of post-test result at experimental group

S2 : Standard deviation of post-test result at control group

N1 : The amount of students at experimental group

N2 : The amount of students at control group