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the example of writitng proposal (the effect of think aloud strategy toward students reading comprehension skill study at Class XII IPA 3 of 12th grade SMAN 1 Kras,Kediri in academic year 2010/2011.)
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CHAPTER I
INTRODUCTION
1.1 Background of
the Problem
Nowdays, reading has become very important for learners of English as a second or as a foreign language. Reading may help students not only to develop reading but
also speaking, writing and listening skills. For instance, conversational performances (e.g. dialogues and debates); writing tasks; and listening activities (if the reading is aloud) can be arisen from a text (Cardona, 1999). When people read, their level of thinking increases; in other words, the more people read the more they learn. Once known the importance of reading in learning a language is focused on reading comprehension.
Comprehension
is the ultimate goal of reading. Everyone agrees that reading comprehension is
not a simple matter of recognizing individual words, or even of understanding
each individual word as our eyes pass over it. All models of comprehension
recognize the need for readers to build up a mental representation of text, a
process that requires integration across a range of sources of information,
from lexical features through to knowledge concerning events in the world. In
the other words, comprehension doesn’t just happen,
but
also it requires efforts from the reader (Neufeld, 2005). Readers must
intentionally and purposefully work to
create the meaning from what they read.
Given
the complex nature of reading comprehension, it is not surprising that some
individuals have difficulties in this area. It also happens in the 12th grade
of SMAN 1 Kras, Kediri especially in class XII IPA 3. Students have low
understanding of the text as well as are not able to monitor their thinking as
they read. Those are revealed when mostly of the students cannot describe the
main idea, cannot find the specific information and implicit information of the
text given. They also easy to forget what they have read when interrupted of
something.
So, the right strategy is a necessity to
overcome those problems. One of various strategies can be implemented , is
Think Aloud strategy. Think aloud helps to enhance
student’s ability of the thinking process and understand what they comprehend
(Block & Israel, 2004). It allows for the reader to connect meaning and
understanding with the text. Block and Israel (2004),
say that, students feel that think aloud is beneficial
for their thinking process, when the correct method is taught to them and it allows for teachers
to become better educator. Teachers show their thinking process and how their
thoughts are occurring during the reading for
students who are struggling with comprehension. Through using thinking aloud, teachers are able to vocalize how
they think as they read (Davey, 1983). Along
with the hands on learning, learning from text is one of important aspect of
any content areas. If students are taught
comprehension strategies explicitly, this can help them to read more effectively in other contents area.
According to Neufeld (2005), comprehension strategy instruction, will be the
most effective, if it is being taught in context with what students are
learning. If they expected to read something, then they need to be taught the
comprehension strategies that will help them to understand this new concept.
The question is why use “think aloud” in improving reading
comprehension. According to Smilovitz (1994), it is used for several purposes:
first, it helps student to learn to monitor their thinking as they read and
improve their comprehension. Second, it teaches student to reread a sentence,
read ahead to clarify, and /or look for context clues to make sense of what
they read. Third, it slows down reading process and allows students to monitor
their understanding of a text.
For all the explanations mentioned above, we carried out this research project focused on the effect of think
aloud strategy toward students reading comprehension skill study at Class XII
IPA 3 of 12th grade SMAN 1 Kras,Kediri in academic year 2010/2011.
1.2 Limitation of the Problem
The
research is limited to the following scope :
1.
The subject of this research is all
pupils in one class at Class XII IPA 3 of 12th grade of SMAN 1 Kras, Kediri in
academic year 2010/2011
2.
The object of this research is think
aloud strategy itself, whether think aloud is effective in teaching reading
comprehension at Class XII IPA 3 of 12th grade of SMAN 1 Kras, Kediri in
academic year 2010/2011
1.3 Formulation of the Problems
The
problems which are investigated in this research are
1.
Is think aloud strategy effective in
teaching reading comprehension at Class XII IPA 3 of 12th grade of SMAN 1 Kras
,Kediri in academic year 2010/2011?
2.
To what extent the effectiveness of
think aloud strategy toward students’ reading comprehension skill at Class XII
IPA 3 of 12th grade of SMAN 1 Kras, Kediri in academic year 2010/2011
1.4 Purpose of the Research
This
research is aimed at finding out :
1.
Think aloud is effective in teaching
reading comprehension at Class XII IPA 3 of 12th grade of SMAN 1 Kras, Kediri
in academic year 2010/2011
2.
The effectiveness of think aloud
strategy toward students’ reading comprehension skill at Class XII IPA 3 of
12th grade of SMAN 1 Kras, Kediri in academic year 2010/2011
1.5 Significances
of the Research
The result of this research is expected to be used
theoretically and practically
1.
Theoretically
a.
The result of this study is expected to
be able to widen the skill of teachers in using think aloud strategy in order
to improve student’s reading skill
b.
As a reference to other researchers who
want to study think aloud strategy more intensively in teaching reading
2.
Practically
c.
The result of this study is suggested to
apply the think aloud strategy to increase the students’ competence in English
reading skill
d.
The use of think aloud strategy in
reading can make the students are more enjoyable in doing their tasks
associated with the reading materials
1.6
Hypothesis of the Research
A hypothesis is a statement of the research assumption about the relationship
between two variables that the researcher plans to test within the framework of
the researcher study (Kumar, 1993: 9).
The hypothesis of this
study was prepared as a tentative answer for the research problem stated
previously. In this case the alternative hypothesis as read follow:
“Think
Aloud Strategy has effect toward Students
Reading Skill at Class XII IPA 3 of 12th grade of SMAN 1 Kras ,Kediri in
academic year of 2010/2011”
Because
of statistical computation the alternative hypothesis need to be change into
null hypothesis (Ho)as follow:
“Think
Aloud Strategy has not effect toward Students Reading Comprehension at Class XII IPA 3 of 12th grade of SMAN 1
Kras ,Kediri in academic year of 2010/2011”
1.7
definition of Key Term
1.5 Reading
Reading
is a kind of activity in translating written symbols into corresponding sound.
Reading skills enable readers to turn writing into meaning and achieve the
goals of independence, comprehension, and fluency
2.5 Reading
Comprehension
According
to Sheng (2003) reading comprehension is the measurement of student’s ability
to read with understanding, insight and discrimination
3.5 Think Aloud Strategy
Think-aloud
has been described as "eavesdropping on someone's thinking." With
this strategy, teachers verbalize aloud while reading a selection orally. Their
verbalizations include describing things they're doing as they read to monitor
their comprehension. The purpose of the think-aloud strategy is to model for
students how skilled readers construct meaning from a text. The think-aloud
strategy asks students to say out loud what they are thinking about when
reading, solving math problems, or simply responding to questions posed by
teachers or other students
CHAPTER II
REVIEW OF RELATED
LITERATURE
This
chapter presents about some related information topic of the recent study. It
is intended to provide some theoretical concepts which could support this
investigation. The discussion is presented under the following sub headings:
1)
The Nature of Reading, 2) The Process of
reading in a Foreign Language, 3) Reading Comprehension, 4) Reading
Comprehension Strategy, 5) Aspects of Reading Comprehension , 6) Think Aloud ,
7) How to Teach Using Think Aloud, 8) The Related Study , 9) Theoretical
Framework
2.1 The Nature of
Reading
As this investigation has to do with interaction, the following definitions about reading are aimed to reading as a form of interaction. In that sense, Aebersold & Field (1997) cited Rumelhart’s definition about reading to state that “Reading involves the reader, the text and the interaction between reader and the text”. (p. 5). Additionally, there is another author like Bernhardt cited by Ediger (2001) who refers to reading as “an important tool of interaction which involves a text, a reader, and a social context” (p. 154).These definitions fit our investigation well enough because in our study we are in a constant interaction with students and students with the text, in order to build understanding.
Another element considered for reading is how the reader has to interpret the text, using the prior knowledge that he may have at that moment (Hudelson, cited by Ediger
2001). That is to say that, at the moment of reading any text, the reader´s objective is to understand what he reads, bearing in mind mainly his prior knowledge to interpret the key ideas of the text and the context in which the reading is taking place.
Finally, Nuttall cited by Aebersold and Field (1997) argues that “reading is like
an infectious disease: it is caught not taught. (And you can´t catch it from someone who hasn´t got it)” (p.192). This statement already mentioned above by Nuttall, is relevant to our study since in this investigation what we are doing is modelling students how to use reading strategies for comprehending reading texts.
2.2 The Process of
Reading in a Foreign Language
There are several authors who comment about the process of reading in a foreign language. Goodman cited by Cardona (1999) points out that “the reading process is universal since the general purpose in all languages is to get meaning from the text”
(p.35). Accordingly, the only thing which matters is to know how to read, and once the person acquired that skill in the mother tongue, this person is able to use it in other languages as well.
Another main assumption about the process of reading in a foreign language is that there are several factors such as oral knowledge, the script of the native language, literacy level in the native language and the students’ incentive that affect students’
ability to read in a foreign language (Bouchard; Douroudous; & Motta, 1979). Notwithstanding, authors like Alliende & Condemarin, Carbonell, & Smith cited by Cardona (1999) agree that “for reading in a foreign language, the reader does not require
to have a perfect linguistic competence, whenever if the texts are not complicated in terms of linguistic structure and if they are accessible for the readers’ cognitive capacity” (p. 35). It means that readers can deal with foreign readings if these
texts are easy to understand. That is why in this study it was decided to use short stories because they are simple as well as accessible for the tenth students’ proficiency level.
In order to remark the difference between the reading process in first language
and second language, other authors state that the difference between L1 and L2 readers is that L2 readers generally have weaker linguistic skills and a more limited vocabulary than do L1 readers. L2 students may also have some difficulties recognizing the ways in which texts are organized and how the information is presented, leading to possible
comprehension problems (Grabe and Stoller, 2001). That is why, it is very important to know how a foreign reader deals with the comprehension process of any text in that target language.
2.3 Reading Comprehension
A neurological definition states that the ability to provide accurate responses regarding questions concerning written language is defined as reading comprehension (Community Transitions, 1988). Nevertheless, Kintsch & Kintsch and Pressley & Block cited by Brigham, et. al (2007) argue that “reading comprehension is not only concerning with written language but is a process of involving the integration of decoding ability, vocabulary knowledge, prior knowledge of the topic considered, and relevant strategies to make sense of a text and understand it” (p.1). As reading comprehension is more than understanding the written language, understanding text involves a series of strategies that the reader should use in order to make sense of the text. Gillam, Fargo & Robertson (2009), cite several authors to illustrate that “comprehension is a complex set of processes that involves the encoding of facts, the activation of knowledge, and the generation of inferences to connect information in
ways
that make it understandable and memorable” (p.1).Thus, reading comprehension is a matter of providing accurate responses but taking into account vocabulary and prior knowledge with the purpose of giving meaning to texts.
There is another definition of reading comprehension stated by Snow (2002),
which says that “reading comprehension is a process extracting and constructing meaning through interaction and involvement with written language” (p. 11). According to this definition, we believe that through interactive activities is much easier to comprehend the readings. In order to comprehend a text Carrell; Carson et al. & Shih are cited by Aebersold and Field (1997) to
stipulate that “becoming more aware of what readers do when they read, becoming more conscious of their own reading processes, is a powerful tool for improving reading efficiency”(p. 95). Therefore, in order to comprehend a text and to become a proficient reader, an awareness of the process of reading itself is necessary
2.4 Reading
Comprehension Strategies
Song (1998) cites Block to state that “reading strategies indicate how readers conceive a task, what textual cues they attend to, how they make sense to what they read, and what they do when they do not understand” (p. 1). Hence, before implementing any reading strategy, teachers should be aware of knowing first the term metacognition, which is merely to understand how (not just what) the process of knowing and perceiving is given in readers (Aebersold and Field, 1997). Once known what this term implies, it is also very important to be familiarized with the concept of metacognitive awareness which is the process that enables learners to assess their level of comprehension and adjust their strategies for greater success (Baker & Brown, 1984). Therefore, the implementation of reading strategies should be linked to a metacognitive process because students should be able to use the reading strategies when necessary.
2.7 Aspect of
Reading Comprehension
According
to Sheng (2003) reading comprehension questions measure student’s ability to
read with understanding, insight and discrimination. This type of question
explores the ability to analyze a written passage from several perspectives,
including student’s ability to recognize both explicitly stated elements in the
passage and assumptions underlying statements or arguments in the passage as
well as the implications of those statements or arguments. Because the written
passage upon which the questions are based presents a sustained discussion of a
particular topic.
There
are six types of reading comprehension questions. These types focus on these
aspects.
(1)
The
main idea or primary purpose of the passage;
(2)
Information
explicitly stated in the passage;
(3)
Information
or ideas implied or suggested by the author;
(4)
Possible
applications of the author’s ideas to other situations, including the
identification of situations or processes analogous to those described in the
passage;
(5)
The
author’s logic, reasoning, or persuasive technique;
(6)
The
tone of the passage or the author’s attitude as it is revealed in the language
used.
2.1 Think Aloud
In
this research, it was decided to implement the think-aloud strategy because it
was used as an instructional approach, and also because this strategy helped
readers to comprehend more easily what was being read by them. Afflerbach and
Johnston cited by McKeown and Gentilucci (2007), claim that think-aloud serves
firstly as a method of measuring the cognitive reading process, then as
metacognitive tool to monitor comprehension. In that sense, the think aloud is
appropriate for this study because through this strategy the students can
monitor their comprehension process.
Another
definition of this strategy is provided by Pressley et al. in McKeown and
Gentilucci’s (2007) work: “think-aloud is one of the "transactional
strategies" because it is a joint process of teachers and students working
together to construct understandings of text as they interact with it” (p. 1).
Through the interactions that think aloud promotes, a better understanding of
the texts may emerge in the classroom. Think aloud is also a process in which
readers report their thoughts while reading (Wade 1990). It helps students to
reflect upon their own reading process.
In
a similar way, Keene & Zimmerman, (1997) declare that “think aloud is a
technique in which students verbalize their thoughts as they read” (p. 1).
Thus, this strategy is useful because students are verbalizing all their
thought in order to create understanding of the reading texts. Another
illustration about think aloud is provided by Tinzmann in Teacher Vision
website (2009), he says that:
When students use think out loud
with teachers and with one another, they gradually internalize this dialogue
[...] it becomes their inner speech, the means by which they direct their own
behaviours and problem-solving processes. Therefore, as students think aloud,
they learn how to learn, and they develop into reflective, metacognitive,
independent learners, an invaluable step in helping students understand that
learning requires effort and often is difficult.
This
argument encloses all the issues that imply think-aloud in a reading process.
Think aloud are also used to model comprehension processes such as making
predictions, creating images, linking information in text with prior knowledge,
monitoring comprehension, and overcoming problems with word recognition or
comprehension (Gunning, 1996 in teacher vision). These sub-strategies will be
defined in the ensuing sections.
The
think-aloud is a technique in which students verbalize their thoughts as they
read and thus bring into the open the strategies they are using to understand a
text (Baumann, Jones, & Seifert-Kessell, 1993; Davey, 1983; Wade, 1990).
Readers' thoughts might include commenting on or questioning the text, bringing
their prior knowledge to bear, or making inferences or predictions.
These
comments reveal readers' weaknesses as well as their strengths as comprehenders
and allow the teacher to assess their needs in order to plan more effective
instruction
2.7 How to Teach Reading Comprehension
Using Think Aloud Strategy
a)
Explain
that reading is a complex process that involves thinking and sense-making; the
skilled reader's mind is alive with questions she asks herself in order to
understand what she reads.
b)
Select a passage to read aloud that
contains points that students might find difficult, unknown vocabulary terms,
or ambiguous wording. Develop questions you can ask yourself that will show
what you think as you confront these problems while reading.
c)
While students read this passage
silently, read it aloud. As you read,
verbalize your thoughts, the questions you develop, and the process you use to
solve comprehension problems. It is helpful if you alter the tone of your
voice, so students know when you are reading and at what points you begin and
end thinking aloud.
d)
Coping strategies you can model include:
- Making
predictions or hypotheses as you read: "From what he's said so far, I'll
bet that the author is going to give some examples of poor eating habits."
- Describing
the mental pictures you " see" : "When the author talks about
vegetables I should include in my diet, I can see our salad bowl at home filled
with fresh, green spinach leaves."
- Demonstrating
how you connect this information with prior knowledge: "'Saturated fat'? I
know I've heard that term before. I learned it last year when we studied
nutrition."
- Creating
analogies: "That description of clogged arteries sounds like traffic
clogging up the interstate during rush hour."
- Verbalizing
obstacles and fix-up strategies: "Now what does 'angiogram' mean? Maybe if
I reread that section, I'll get the meaning from the other sentences around it:
I know I can't skip it because it's in bold-faced print, so it must be
important. If I still don't understand, I know I can ask the teacher for
help,"
e)
Have students work with partners to
practice "think-aloud" when reading short passages of text.
Periodically revisit this strategy or have students complete the assessment
that follows so these meta comprehension skills become second nature.
2.8 The related study
As
the comparison of this research, here is
a research of The Effect Think Aloud
Strategy Toward Students Reading Skill. The researcher is Alexander Moreno
cardenas ( 2009 ) with title “The Impact Of The Think-Aloud Strategy In The
English Reading Comprehension Of Efl 10th Graders, he found that the students
increased their engagement in the activities because of the think-aloud
strategy. Through the use this strategy they could interact and construct
meaning from the texts at once when they developed the reading tasks. Second,
it is important to highlight that the role of the teacher as a guide was
crucial in think-aloud because he could assist and foster students to use
reading strategies such as predicting, visualizing, and prior knowledge in
order to comprehend the reading texts. Being the teacher’s role only as a
guide, students then are the main protagonists of the reading process. Third,
another positive impact of the think-aloud strategy, is that students
constantly mentioned that they had an enhancement in some specific aspects of
English language such as: pronunciation, vocabulary, and listening skill
2.9 Theoretical Framework
Based
n the theoretical description and result of the relevant studies, the researcher
arrives at theoretical framework of this study.
In
teaching and learning process, especially in English, many problems and
activities face by the students and also the teachers. So, the role of the
teacher should be optimized without take students part in teaching learning
procces
In
English language teaching in Indonesian, reading is placed in high priority, we
can see it from the curriculums. Senior high school curriculums, junior high
school curriculum, even at elementary school emphasize the English language
teaching on the reading comprehension ability.
Therefore,
reading is the most important language skills for students to study hard, by
reading the knowledge of the pupils will gradually increase, besides developing
their ability in other language skills. But reading without comprehension is
means nothing because reading comprehension is an active process to get the
information from the text.
In
those cases above, a suitable strategy in teaching is a necessity to be
conducted in the classroom to achieve
the purpose of study. So, by implementing think aloud the reading comprehension
skill of students will be increased.
CHAPTER
III
RESEARCH
METHOD
In
this chapter, the researcher is going discuss the identification of the
variables, research design, place and time of the research, population and
sample, reasearch instrument, technique of data collection and the technique of
data analysis.
3.1 Research Variables
In
every research it is important to know
the variable that is going to be observed. Before the researcher determiner the
variable of the research, it is better if we know the meaning of the variable.
Sugiyono (2012: 38) stated, “Variabel penelitian pada dasarnya adalah segala
sesuatu yang berbentuk apa saja yang ditetapkan oleh peneliti untuk dipelajari
sehingga diperoleh informasi tentang hal tersebut, kemudian ditarik
kesimpulannya”. It means that variable is important for our research because it
is object of the research and it will be observed when we do a research.
In
this research there are two variables; independent variable and dependent
variable. Sugiyono (2012:39) explained, “Variabel Independen sering disebut
variabel stimulus, prediktor, antecedent. Dalam Bahasa Indonesia sering disebut
variabel bebas. Variabel bebas merupakan variabel yang mempengaruhi atau yang
menjadi sebab perubahan atau timbulnya variabel dependen (terikat)”. It means
that the independent variable can influence another variable. The researcher stated that the
independent variable of this research is
Think Aloud Strategy.
Sugiyono
(2012:39) added, “Variabel dependen sering disebut sebagai variabel
terikat. Variabel terikat merupakan
variabel yang dipengaruhi atau yang menjadi akibat, karena adanya variabel
bebas”. It means that dependent variable is something that is influenced by
another variable. In this research, the researcher finds that the dependent
variable is Students’ reading comprehension skill.
3.2 Technique and Research Approach
A.
Technique
of the Research
Technique
that is used by the researcher in this research is experimental research. The researcher
uses this technique because this research has purpose to know the effect of
Think Aloud strategy in increasing the students’ reading comprehension skill.
In this research, the researcher gives the treatment to the students by using Think
Aloud. According to Sugiyono, “Sugiyono (2009: 107), “Dalam penelitian
eksperimen ada perlakuan (treatment), sedangkan dalam penelitian naturalistik
tidak ada perlakuan. Dengan demikian metode penelitian eksperimen dapat
diartikan sebagai metode penelitian yang digunakan untuk mencari pengaruh
perlakuan tertentu terhadap yang lain dalam kondisi yang terkendalikan”.
The
design of this experimental research is Pre-Experimental Design especially
One-Group Pretest-Posttest Design. The treatment that is designed by the researcher
is based on the characteristics and level of eight grade junior high school. In
this research, the researchers use 1 class to conduct the research. The researchers
give the students pre test, treatment, and post test. In pre test and post
test, the students are given 5 multiple choice questions that must be answered
by them. In treatment, the researcher teaches the students by using think aloud
strategy. Technique of research can be drawn as the scheme bellow.
B.
Research
Approach
The
research design that is used in this study is quantitative. This method is
usually called traditional method because it has been used for many years.
According to Sugiyono (2009: 13), “Metode kuantitatif dinamakan metode
tradisional, karena metode ini sudah cukup lama digunakan sehingga sudah
mentradisi sebagai metode untuk penelitian.Metode ini disebut sebagai metode
positivistik karena berlandaskan pada filsafat positivisme.Metode ini sebagai
metode ilmiah/scientific karna telah memenuhi kaidah-kaidah ilmiah yaitu
konkrit/empiris, obyektif, terstruktur, rasional, dan sistematis.Metode ini
juga disebut metode discovery, karena dengan metode ini dapat ditemukan dan
dikembangkan berbagi iptek baru, Metode ini disebut metode kuantitatif karena
data penelitian berupa angka-angka dan analisis menggunakan statistik”. It
means that quantitative method is a method that is used to observe the pulation
or sample and to collect the data, it uses research instrument that is analyzed
statistically to measure the hypothesis.
3.3 Place and Time of the Research
A.
Place
Choosing
the place is very important step in having research in order to gat data. In
this research, the researcher chooses SMAN 1 Kras as the place to get data.
This school often gets a reward from Education and Culture Department because
the teachers have been working hard to increase education quality at the school
and from the students; the often win the athlentic competition. There are some
facilities in this school like; mosque, canteen, library, etc. And there are
some extra activities in this school like Scout, traditional dance, vocal
group, etc.
B.
Time
The
arrangement of time schedule is important to conduct the research since it will
determine how long the research will be held. In this research, the researcher
held the research during the even semester of the 9th grade students of SMAN 1 Kras. In order to
make the research run well, the time schedule is as follow;
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No
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Research
Activities
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Proposing the title
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ü V
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Arranging the research
a.Chapter I
b.Chapter II
c.Chapter III
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Getting license from rector
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Asking permission to the junior high school
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5.
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Conducting the research
a.Giving pre test
b.Giving treatment
c.Giving post test
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Collecting the data
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Analyzing the data
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Writing the report of the research
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3.4 Population and Sample
A.
Population
Connecting
with the population of the research, it is better if we know the meaning of the
population first, as Sugiyono (2009: 117) stated, “Populasi adalah wilayah
generalisasi yang terdiri atas: obyek/subyek yang mempunyai kualitas dan
karakteristik tertentu yang ditetapkan
oleh peneliti untuk dipelajari dan kemudian ditarik kesimpulannya”. By
understanding the statement above, we know that the population is an entire
object of the research. So, in choosing the population, the researcher decides
to use the learners that have the different characteristics to be experimented.
Finally the researcher decides the students at Class XII IPA 3 of 12th grade of
SMAN 1 Kras, Kediri that consist of 6 classes with 180 students as the population of the
research.
B.
Sample
Sample
is a direct target of the research that is going to be observed. Sugiyono
(2009: 118) stated, “Bagian dari jumlah dan karakteristik yang dimiliki oleh
populasi tersebut”. It means that it should be representative to the
population. In another reference, Arikunto (1998: 120) suggested that sample is
a part of representative of population that are examined or investigated.
Furthermore he also states that if the population less than hundred, the whole
numbers of population must be taken. But if the populations are more than 100,
it can be taken between 10-15%, 20-25% or more than it. So, it is necessary for
the researcher to determine the population. Finally, the researcher decided the
sample of this research is the class XII IPA 3 of Class XII IPA 3 of 12th grade
students of SMAN 1 Kras, Kediri. It consists of 40 students (18 males , 22
females). The researcher chose the sample because of following reasons; first,
class XII IPA 3 has the lowest score in reading comprehension compared with
other classes, so class XII IPA 3 might be a representative of Class XII IPA 3
of 12th grade students in SMAN 1 Kras. Second, it numbers are 20-25% from the
population. The last, this class consist of almost equal gender (18 males and
22 females).
3.5 The Research Instrument
In
this study, the researcher use test to get the scores of the pupils. Arikunto
(1998: 130) states that: test is question which is used to measure the skills,
knowledge, intelligence, achievement aptitude, and another capability of
someone or a group of people. It is in line with what Brown (1994: 253) states
that: a test has a purpose of measuring a test measures a person’s ability or
knowledge.
While
Nurkancana (1986: 25) states that test is a way to conduct the research in task
form, compared with another by using pupils’ mark. In the presents study, the
instrument use is multiple-choice, consist of 5 questions with 1 passages
3.6 Technique of Collecting Data
In this research, the technique of collecting the data
used by the reesearcher is vocabulary test.the reesearcher collects the data by
asking the students to answer the following questions about things in the
classroom and instruction. There are two process of
collecting the data.
Data will be collected during the test through some steps
including pre-test, and delifering post-test. The pre-test will be given first
to the students before the implementation done. The post-test will be conducted
after the implementaion.
a.
The
Pre-Test
The Pre Test is conducted of One-Group Pretest-Post
before the treatment given. It means that the researcher wants to get the data
of the students without the influence of independent variable.
b.
Treatments
The reesearcher gives the students treatments twice. In
this treatment, the reesearcher teach the students
using think aloud strategy.
c.
The
Post Test
In this research, the technique of collecting the data used
by the researcher is reading test. The questions will be similar as in pre test. It
is given like that because the researcher wants to know the effectiveness of
using think aloud as a
strategy in teaching reading
comprehension. There is any
different data or not after the students taught using think aloud.
3.6 Technique of Data Analysis
The technique of data analysis used by the writer is
t-test non independent. This technique is used to prove the hypothesis based on
the writer said in previous chapter. From this process, the writer will know
whether this research is significant or not by looking at the result of pre
test and post test.
Based on Arikunto (2006: 306), the formula of t-test non
indepandent sample is:
t = 
Md : mean from
the different score of pre-test and post-test (post test-pre test)
Xd : deviation of
each subject (d-Md)
: sum
of square deviation
N : sample
d.b : determined by N-1
The Norms to get the conclusion :
To know the significant of t-test,the writer must be
compared it to t-table as follows:
1.
If
the t-score 
t-table in the
degree of significance 5%, it means that the research is significance. So, Ha
is accepted.
t-table in the
degree of significance 5%, it means that the research is significance. So, Ha
is accepted.
2.
If
the t-score t-table in the
degree of significance 5%, it means that the research is not significance. So,
Ha is rejected and Ho is accepted.
t-table in the
degree of significance 5%, it means that the research is not significance. So,
Ha is rejected and Ho is accepted.
3.
The
writer can conclude about 
and t-test as
follows: if it is mean that Ho
is rejected, and it can be conclude that the using of word hunt to teh studens’
vocabulary.
and t-test as
follows: if it is mean that Ho
is rejected, and it can be conclude that the using of word hunt to teh studens’
vocabulary.
BIBLIOGRAPHY
Arikunto, Suharsimi. (1998). Prosedur Penelitian. Bandung: Bina
Aksara.
Block, C.C., & Israel, S.E.
(2004). ABC of performing of highly effective think aloud. Source,
The
Reading Teacher, 58 (2) (Oct., 2004), 154-167
Bolgar, Robert Ralph. (1998). Teaching Methods. England:
Encyclopedia Compact Disk.
Brown,D.(1994). Experimental Method. New York:Longman
Cardona, G. (1999). Pedagogía
de la lectura en una lengua extranjera, Manizales, Colombia: Universidad de Caldas.
Davey,
B. (1983). Think-aloud: Modeling the cognitive Processes of reading
comprehension.
Journal of Reading, 27
(1), 44-47.
Furchan,
Arif. (1982). Pengantar Penelitian
Dalam Pendidikan. Surabaya: Usaha Nasional.
Grondund,
NE. (1985). Measurement and
Evaluation in Teaching. New York: Macmillan Publishing Company.
Hillerich,
L. Robert. (1987). The Principal’s
Guide to Improving Reading Instruction. USA: Bowling Green State
University.
Huda,
S. (2000). English Competency of KMI
Students of Pondok Modern Gontor (a thesis). Ponorogo: Islamic
Studies of Darussalam Gontor.
Hornby,
AS. (1974). Oxford Advanced
Learner’s Dictionary. USA: Oxford University Press.
Keraf,
Gorys. (1984). Linguistik Bandingan
Historis. Jakarta: PT. Gramedia.
Neufeld, P. (2005).
Comprehension instruction in content of Area classes. Reading research and
instruction,33(3),124-146
Smilovitz, M.(1994). Using
the Think-Aloud Strategy to Bolster Reading Comprehension of
Science Concepts. March
13, 2012P. Smagorinsky, “The reliability and validity of method analysis,Written
Communication, vol. 6, pp. 463-479, 198
Sugiyono.
(2009). Metode Penelitian
Pendidikan Kuantitatif Kualitatif dan R&D. Bandung: Alvabeta.
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