THE EFFECT OF REPEATED READING STRATEGYIN ENANCHING STUDENTS READING ACHIEVEMENT Indra Pratama Program Studi Pendidikan Bahasa Inggris. FKIP. UNTAG. Banyuwangi Email: Indrane976@gmail. Abstract: The effect of repeated reading strategyin enanching student reading achievement ). This study aims to improve reading comprehension skills in the students' achievement of class XI Culinary 2 Smk Sritanjung Banyuwangi. ability using the poster achievement technique. The action research was conducted in two classes, namely class control and experiment. Actions given to students in the form of the application of the post-test score method of students 'speaking ability were analyzed using the independent sample t-test through the SPSS 25 program to improve students' reading comprehension Data collection techniques in the form of observation, tests, and The data analysis technique used qualitative and quantitative descriptive analysis. Qualitative analysis is used for qualitative data in the form of interviews, field notes,and documentation of student assignments The results of this study are in accordance with the objectives of the repeated reading strategy, namely help students explore curiosity. In addition, read over and over also aims to help students to find problems in reading, improve student skills in analyzing the content of the reading text, with making students' mind mapping easier to analyze reading. Study that conducted by Alpar Murat . score of deviation for control group is 6. 086 and experimental group is 5. Then , the result of t-test founded 0,00 as the significant. So, the researcher continued to count the degree of freedom in order to know the data was significant or not. Afterwards, comparison between t-table and significant level 5% . indicated that 0,00<0,05, which means that it was significant. that repeated reading implementation brought positive impact to the studentAos reading disability. It was detected by the post test score that increased in each session of the reading. However, the passagge sorting process is also influence the studentsAo reaction towards each reading In addition,the finding of the research shown that in the second reading session, four of eight students increased their reading score, and the other four students steady in their score. It means, the implementation of repeated reading was likely success. English teachers use repeated reading strategies as one of them alternatives in teaching reading to their students since learning English Through repeated reading with the text is a great and enjoyable activity for them. That can improve their reading fluency in order to know more about learning English, especially in learning to read, changing their view that learning to read itself something fun and not boring and Journal of English Teaching and Learning | 1 tense. Researchers then discuss other functions of reading strategies to be applied in the teaching and learning process in the future Keywords: Reading Comprehension Ability Journal of English Teaching and Learning | 2 Reading ability of Indonesian Introduction Introduction Reading is one of the most speaking, and writing. Reading is a way of using a text to understand According Johnson . AuIf there is no meaning, fsthere is no reading taking place. Reading in English is important because it helps the readers to think English. English vocabulary and make them feel more Wigfield. Perencevich conceived as a process that asks the readers to construct conceptual cognitive interaction and involving readerAos motivation with the text. accordance with this statement. Antoni . AuReading activity to understand and to get information from a text with the comprehension, teachers have an important role to get students involved in the text that thayare Based on some facts. Indonesian students face difficulties in reading. First. PISA result in . shows that the reading ability of Indonesian students is low. Their position is on the 60th out of 65 countries. Also. World Bank report based on OECD . describes that children of grade six in Indonesia have a very Furthermore, . Progress International Reading Literacy Study (PIRLS) (Mickulecky&Feffries, 2003:. Guthrie, studentsAo Indonesian studentsAo average scores in reading literacy is only 428. Next, the ability of Indonesian students to read English text is also very low (Syatriana, 2010:. , . Last, the studentsAo reading comprehension achievement . and reading habit . in South Sumatera are still low (Diem, 2. From the data above, it can be concluded that reading ability must be improved without any doubt. thereading ability of Thai students remains a cause for concern. Reading (RfP), effective mechanism for improving both reading behaviour and reading socioeconomic status (SES) because Journal of English Teaching and Learning | 3 it was found to be more important for the learning process, recall and childrenAos academic success than retention and a significant positive family SES (OECD, 2010. Sullivan relationship exists between learning & B Brown, 2. strategy and achievement. Ay Repeated Similar problems are also faced Reading (RR), introduced firstly by by students at SMK Sritanjung Samuels in 1979, is one of the Banyuwangi. strategies that can be used to help shown from the scores gained by the students to increase fluency rates, students after completing the English Dissatisfied The English English Cohen . explains that RR achievement in the first semester works as a scaffold for struggling reflected that they did not have good readers by providing them with short-term, mini-goals According to Han. Moore. Vukelich, such as completing a passage in and Buell . , children who enter faster time . , increasing words school with poor vocabulary often experience difficulties in learning to reading for a better understanding of the text . It is an . Richards vocabulary is the core component of . , instructional method used to develop automaticity in reading. language proficiency and provides The method of repeated reading is much of the basis for how well useful for enhancing reading fluency learners speak, listen, read, and because it allows students to practice a text over and over until the text frighty implement several strategies becomes more and more familiar and to have students to read successfully . Applying reading strategies means automatically, giving students more providing the students a medium to begin improving their comprehension explained that Repeated readings is . when a student reads the same text mentions on his article. AuUse learning over and over again until the rate of strategies are important to facilitate reading has no errors. Hargrave and (Acosta Furthermore, &Ferri. Saeid Cox Journal of English Teaching and Learning | 4 Senechel . Wood and Salvetti because it allows students to . also investigated that the practice a text over and over until studentsAo the text becomes more and more pronouncing the words over the familiar and students can decode times helps them to be familiar with the text automatically, giving students more cognitive capacity memorizing the meaning of the This study sech to mestigh the this strategy is the reading of a use of text more than once (Schumm, repeated reading have 2006:. reading achievement the context of vocational school purposes. Generally. Reading expressively helps to hold our attention. When we read orally, we chunk words into meaningful groups, vary the pitch Theoritical framework The researchers presents the and the intonation patterns of our theoretical basis of the research voice, place stress on some words that relates with the research but not on others, and punctuate Repeated reading is a our speech with pauses and rising strategy designed to increase inflections to indicate thought Definition Repeated Reading While practice as a way of working on all of the areas of reading fluency: Strategy Repeated reading is a strategy accuracy, rate, and prosody and is one of the most studied strategy for increasing reading fluency (Walpole McKenna, 2007:. Repeated reading is an (Creydt: 2006:. Hypothesis Formulation There develop automaticity, accuracy researches, which have relevancy to this and prosody in reading. The research, they are: repeated reading strategy is useful for enhancing reading fluency The Kasnila . Effect Teacher Journal of English Teaching and Learning | 5 Modeling and Guide Repeated Graders. This Reading (TMgRR) on Reading conducted by Debbie Barnes and Comprehension of the Second Year his design was an action research at SMAN 01 Kubu Rokan Hilir. The purpose of this study This research was conducted by was to determine if repeatedly Kasnila and her design was a reading the same story for one classroom action research. This week would increase the studentsAo research found that the use of fluency in reading. He concludes that the use repeated reading can repeated reading in the first cycle increase studentAos reading fluency. achieves the fluency mastery well She also suggested, in order being and can achieve the criteria of fluent, the student must not only success that have been determined. read accurately, but read with She concludes that the use of expression and with few errors. Once studentAos reading comprehension. increase because the student will She also suggested that it is better have more energy to devote to for the teachers to prepare an paying attention to what they read. appropriate media, technique or Increasing fluency in the early approach in teaching in order to grades will help a student be make the lesson interesting and One of them is by education experiences. Therefore, it using teacher modeling and guide is important that educators use the best means possible of increasing studentsAo reading comprehension studentAos fluency in reading. This is and make them more enthusiastic, what led the teacher to research the then she also suggested that teacher effect of repeatedly rereading a story to increase fluency. students need for learning English to make it easier and better. Ningsih conducted a research about Debbie Barnes . The Influence of Using Choral Hasri Wahyu Ningsih . The Effect of Repeated Readings Reading Towards Reading Comprehension Reading Fluency First StudentsAo Journal of English Teaching and Learning | 6 Descriptive Text at The Tenth sampling method. Then, by lottery. Grade of The First Semester at XI Tata Boga I was determined to SMAN Central be the experimental group and XI Lampung in Academic Year of Tata Boga II was determined to be 2017/2018. The writer had analyzed the control group. The experimental the data statistically. Based on the group is give four times treatments. statistically analysis, there is a It is teach reading through repeated significant influence of using choral reading strategy. On the other hand, reading towards studentsAo reading the control group is teach by using comprehension at the first semester Question and answer technique. of the tenth grade of SMAN 1 The post Ae test is give after Bangunrejo Central Lampung in the treatments both experimental group Academic Year of 2017/2018. The and control group The design of significant influence can be seen this research can be described as from Sig. -taile. of the equal Bangunrejo Table 1. Independent Samples test table Treatm where the Sig. -taile. is lower than = 0. 05 and it means that H0 is rejected and Ha is Research Design Experime Group Control Group Note experimental research because the = Treatment samples are taken from two classes T2e = Post Ae Test of the out of four classes that are present Experimental Group in that school. The design of this T2c = Post Ae Test of the Control This research is a quasi Ae Ae comparison or intact group Ae single control and this research analyzed the data quantitatively. Those are two out of four classes are took as Group Test In this research, the reading test will use to examine the studentsAo Journal of English Teaching and Learning | 7 improvement. Hughes Mx A My . E Eu X x 2 A Eu X y 2 EE 1 1 EE E N x A N y A 2 EE N x N y E says that test needs to provide information about the ability of The form of the test is a reading test. The test is gave for the = Mean of the Experimental students based on the topic that give by the teacher. To know whether the test was valid and reliable or not, the researcher needs to know the OcX x A = Total individual square score deviation of the Experimental group OcY y A validity and reliability of the test. this research, the researcher applied the content validity of the test. According Millan . , content validity is a = Mean of the Control group = Total individual square score deviation of the Control group = The number of respondent of the Experimental group N y = The number of respondent of the Experimental group sUntag Banyuwangi type of validity demonstrates the Degree of freedom: extent to which the sample of items of the test is representative of some appropriate universe or domain of = (N x N . Ae 2 Significant level: 5% (Adapted from Hadi, 1990:. Data Analysis The The significant level of 5% collected from the reading test in means that the result of the t Ae test formula is 95% believable statistically by using formula of t Ae and 5% is not (Butter, 1995:. It is use to know whether the When the t Ae statistics is bigger mean difference of Experimental than the t Ae table, it means that the null hypothesis is reject. Control significant or not. The formula of the t Ae test is as follow: The hypothesis Verification Independent sample t-test investigate wheter or not Journal of English Teaching and Learning | 8 students who were taught by technique got better score in reading than those who are The value of independent sample t-test was consulted with the significant level of The data analysis found that the stastically t-vallue of independent sample test was 0,00 while the value of 5% significant level was 0,05. indicated that the value of tstatistic was lower than 5% . =0,00