Jurnal TarbiyahMu
ISSN 2798-429X
Volume 3 Nomor 2
Juli 2023
THE EFFECTIVENESS OF RECIPROCAL STRATEGY COMPARED WITH
COGNITIVE STRATEGY TO TEACH READING COMPREHENSION OF
STUDENTS WITH HIGH AND LOW MOTIVATION MTsQ DAARUL
ISTIQOMAH BANJAR ACADEMIC YEAR 2021/2022
Oleh Nana Supriatna .
Aneu Sri Gusmayanti2 STIT Muhammadiyah Banjar.
MAS Darul Ulum Kota Banjar alularajwamauludiah2016@gmail.
This thesis is an experimental research with factorial design which aims at findings out the effectiveness of reciprocal strategies and cognitive strategies in teaching reading to the high motivated students and low motivated students of Mts Daarul Istiqomah Banjar.
The sample of the study were the class eight graders students of Mts Daarul Istiqomah Banjar academic year 2020/2021 consisting of 33 students.
There are five classes at the eighth graders, each of classes consist of approximately 33 students.
In this research, the writer took 2 classes namely Vi men and Vi women that divided into two classes as experimental and control group.
After that, the researcher classified the students based on their motivation in By using questionnaire, the researcher selected 8 students for high motivated and 8 students for low motivated.
Based on the classifications, there are 16 students of experimental class and 16 students for control class.
Therefore, the numbers of sample is 32 students.
Four reading passages is selected, each passage followed by 10 multiple-choice reading comprehension questions, with the total number of 40 questions in a given test.
The test lasted for around 60 minutes.
In addition, greater care is needed in choosing passages so that the passage type matches the reading strategies taken.
Students were asked to take the same comprehension test in the beginning .
re-tes.
and at the end .
ost-tes.
All the test papers were scored by the researcher, whereby subjects received one point if they chose the correct To know the quality of the test, the writer held a test to measure validity and reliability of the test used in this research.
The result of the study revealed that in experimental group shows that, there was significant between the score pretest and posttest of high motivated students.
It can be seen, there was increasing of score 14.
375 point from pretest to posttest.
Secondly, the reading test of low motivated students by using reciprocal strategy is 15.
625 point.
It means that, there was a significant increasing of score from pretest to post test.
The result of test in control class showed that, there was significant the score pretest and posttest of high motivated taught by cognitive strategy.
It can be seen, there was increasing of score 14.
375 point from pretest to post test.
And then, the reading test of low motivated students is 11.
250 point.
It means that, there was a significant increasing of score from pretest to posttest.
And then, based on the hypothetical test, it was obtained Sig.
421> 0,05.
It can be concludes that Ho is accepted, and Ha is rejected.
It means that, there was no significant students achievement in score between the use of reciprocal strategy and cognitive strategy.
The writer can explain that, the strategy in reading was not significant influencing students achievement in reading, but the fact show that, motivation has significant influence to the students reading achievement ( see the table anova tes.
In this case, there were two kinds of motivation investigated namely high and low motivated students.
Based on SPSS output, it was obtained F= 49,549 and value of Sig.
0,000
< 0,05.
It means that Ha was accepted and Ho was rejected.
Therefore, there was a significant of students achievement between high and low motivated students.
Referring to the result of the study, it is recommended that teachers should active studentsAo awareness of using reciprocal strategies by Pre-test and Post Ae test in teaching reciprocal strategy and cognitive strategy as the reading strategies to increase studentsAo reading motivation.
Keywords: Teaching reading strategies, reciprocal strategies, cognitive strategies, high
motivated students, low motivated students ii
INTRODUCTION
As the introduction, this part introduces any terms relate to the study that is going to conduct.
This is purposed to construct both readers and the researcherAos opinion about the research.
Reading is considered as one of the most important abilities in the educational development today, mastery of reading is unavoidable in learning all the school subjects.
In English as foreign language context the students have to read a great number of English reading materials during their learning process, such as passage, text, letter, article, etc.
Reading is the activity which involves two aspects: pronouncing the words and comprehending the content of the text However, even though the different aspects exist in reading, the main point is getting the information from the readable source by comprehending the content.
having comprehension, someone can be claimed that he has done the process of By comprehension, too, people will get information stated in the text because most of the valuable information is stated implicitly.
That is why the process of reading cannot be separated from comprehension because reading without comprehension is useless.
Reading English as foreign language is one of the language skills that the students should master.
It is one of learning ways for students to enrich their ability and knowledge.
The reason why the writer chooses this topic is because now English teachers have many problems to improve the studentsAo ability in reading.
It is based on the researcherAos experience as an English teacher, many EFL students of Junior High School Daarul istiqomah Banjar may approach reading passively, relying on the use of a bilingual dictionary, thereby direct sentence Ae by Ae sentence translation.
Referring to those phenomena, this research attempts to investigate the application of reciprocal strategy proposed by Palinscar & Brown, 1986 as one of many ready strategies.
This strategy intends to help students to improve their understanding of the texts.
Reciprocal personalized attentions to students who are drifting along, dreaming, or becoming disinterested in reading.
Not only do they interact with the teacher but also they will get to turn a classroom tradition around and interrogate the teacher for change.
The problems intends in the study of AuThe effectiveness of reciprocal strategy and cognitive strategy on high and low motivated students to teaching reading comprehension: An Experimental Study of a Junior High School MTs Daarul Istiqomah BanjarAy then the research questions are formulated as shown How effective is reciprocal strategy compared to cognitive strategy to teach reading to high motivated students? How effective is reciprocal strategy compared to cognitive strategy to teach reading to low motivated students? How effective is teaching reading through Pre Ae test to high motivated students? How effective is teaching reading through Pre Ae test to low motivated students? How significant is the difference between high motivated students reading competence and low competence taught by using reciprocal strategies compared to cognitive strategies? What is the interaction between cognitive strategies for the high competence and low motivated students reading competence taught by using reciprocal LITERATURE REVIEW In this chapter discusses some related theoretical aspects such as related It consists of six sections, i.
the definition of reciprocal strategy, cognitive strategy, teaching reading, the comparison of Reciprocal Strategy and cognitive strategy, motivation and theoretical framework.
Reading is an interactive process between the reader and the text, to have a comprehension (Grabe, 2.
The reader uses knowledge, skills, and strategies to determine what those meanings are.
While Comprehension is when the reader constructs meaning by combining the ideas from the text with his own background knowledge.
The reader must hold the meanings of the i words he has recognized in his brainAiin the space known as working memoryAi until he can think about and understand their collective meaning (Baker, 1984:.
Comprehension requires the reader to combine the meanings of a number of words in his working memory until he can think about their collective Reading is the ability to draw meaning from the printed page and interpret this information appropriately (Grabe and Stoller, 2002: .
While.
Bond .
9: .
states that Aureading is the recognition of printed or written symbols which serve as stimuli to the recall of meaning built up through the readers past experienceAy.
Harrys and Edward .
says that Aureading is the meaningful interpretation of written or printed verbal symbolAy.
Hafner and Jolly in Burns, et al.
4: .
state that Aureading is a process of looking at written language symbols, converting them into overt and covert speech symbols, and then manipulating them so that both overt .
and covert .
ideas intended by the author may be understoodAy.
In addition.
Mc Whother .
5: .
states that Aureading is thinking and it is an active process of comparing and evaluating and applying themAy.
Davis .
8 in Alexander 1.
identifies eight comprehension skills through a factorial analysis procedure .
actor analysis is a statistical procedure that attempts to identify the unique component elements of a competenc.
recalling word meaning: .
drawing inference about the meaning of a word from context.
finding answer to question answered explicitly or merely in paraphrase of content .
weaving together ideas in the content.
drawing inference from the content.
recognizing the writerAos purpose, attitude, tone, and mood.
identifying a writerAos technique.
following the structure of a passage.
The aspects of comprehension mentioned above involve the ability to understand literal meaning, inferential meaning, to recognize the writerAos purpose and to administer the prior knowledge in relation to the text.
Those aspects reveal two main sources of information in comprehending a text, namely the information provided by a text and information acquired from their own personal experience.
From the definitions above, it can be concluded that reading is an interactive process in interpreting printed or written symbols that goes on between the reader and the text, resulting in METHODOLOGY This part discuses about the some important elements related to research methodology is that the design of the study, subject of the study, data, technique of obtaining data, setting, scope of the study, unit of analysis, steps of data analysis, outline of the thesis Here representation for the experimental on the true design:
The effectiveness of reciprocal strategy compared with cognitive strategy to teach reading comprehension to the high and low motivated students: an experimental study of Junior High School Mts Daarul Istiqomah Banjar.
Treatment Group G1 .
T1 X T2 Control Group G2 (Rando.
T1 T2 Explanation:
G1: Random G2: Random T1: Pre Ae Test T2: Post test X: Treatment using reciprocal strategy and cognitive strategy in teaching reading comprehension to the high and low motivated students.
According to (Farhady, 2001:.
the research design has the characteristics.
The characteristics are: .
It has two groups of subject namely experimental group and control group.
the subjects are taken randomly .
Pretest is administered to capture to initial differences between the groups .
The experimental group is manipulated with particular treatment.
In this study, the experimental taught using Reciprocal strategy, while the control group is taught by cognitive strategy.
both groups are measured twice.
Techniques Motivation High motivated (Y.
Low motivated Reciprocal Strategy (X.
Cognitive Strategy (X.
(X1,Y.
(X2,Y.
COMPARISON
(Y.
(X1,Y.
(X2.
(X1,X2,Y1,Y.
(Y1,Y2,X1,X.
INTERACTION
Before collecting any data, it is important that researchers clearly define the population, including a description of the members.
The designed experiment should designate the population for which the problem will be examined.
The population of this research will be taken from Junior High School Mts Daarul Istiqomah Banjar.
The technique of sampling used random sampling.
the purpose of random assignment is to assure that students in the treatment .
group are as similar as possible to those in the control group so that if the results differ, these differences can be attributed to the different treatments rather than to diffrences between two group of There are five classes in this scchool namely Vi A.
B,C,D,E.
In this case, the researcher will take two of classes randomly.
The two classes will be divided into experiment and control The instrument is test in order to get the validity and the reliability of the Reading Comprehension test.
The writer tried out the instrument to the sample that consists of 32 students who has similar characteristic in the same level.
In collecting the data, the researcher has three kinds of instruments namely: .
material for conducting a treatment which is in the form of the lesson plan to teach reading.
pre-test and posttest item, and .
The technique of analyzing data used in this research were pre Ae test, post Ae test and questionnaire, they tried out to subject from the same population but did not include in the study samples, to make sure the validity and reliability of the instrument and the clarity of the Borg and Gall .
9: .
claimed that this research has several characteristics, among others are: .
having two subjects, they are the control and experimental groups.
Using experimental group and using another technique for control group.
Measuring and comparing the dependent variable of the experimental and control group in order to determine the effect of the experimental treatment upon the dependent variable.
Measuring the test twice for both groups, they are pretest and post-test.
The formula is as follows.
ycycuyc ycA(Oc ycUycU) Oe (Oc ycU)(Oc ycU) Oo.
cA Oc ycU2 Oe (Oc ycU)2 ].
cA Oc ycU2 Oe (Oc ycU)2 ] Where, rxy = the validity of item test N = the number of the learners X = number of learners who answered Y = the learnersAo scores (Arikunto: 2.
The writer will decide to use Kuder Ae Richardson formula 21 in measuring the reability of the test.
The formula is mentioned as follows.
yco ycA.
co Oe ycA) yc11 = ( ) .
Oe ycoOe1 ycoycOE Where, = reliability of the test = the number of the item test = the mean of the scores = the total variants The quantitative data from pre and post test score is calculated using ttest.
According to McMillan and Schumacher .
1: 368-.
, t-test is the most common statistic procedure for determining the level of significance when the two mean pretest and posttest mean are compared.
They add that t-test also used to determine the probability of rejecting null hypothesis.
Since the value of t observed is higher than t critic, the null hypothesis is safely rejected and the alternative hypothesis is accepted (Hatch and Farhady, 1981: .
According to McMillan and Schumacher .
1: .
, the formula of t-test is mentioned as ya yc= (Oc ya )2 oc ya Oe ycA ycA .
cA Oe .
Where Ocya ya ycA Notes:
ya = the mean difference for all pairs of scores.
OcD2 = the sum of the squares of the (OcD) 2 = the square of the sum of the = the number pairs of score.
N-1 = the degrees of freedom.
Relevant to the research questions and the purpose of the research above, this research employs a quantitative research design in which factorial design groups pretest and posttest design is In this design, the experimental group A and the control group B are selected with random assignment.
Both groups take a pretest and a posttest and only experimental group received the treatment (Creswell: 1994:.
More over this research, there are two dependent variables and two independent The two dependent variables are high motivated students and low motivated students and two independent variables are reciprocal strategy and cognitive strategy.
The data is analyzed by simple factorial.
This design is possible to assess the effect or interaction (Tuchman, 1978:.
The minimum design is called a two by two .
factorial design or ANOVA.
The total sum of sequences The sum of sequences between The sum of sequences within The sum between columns and The sum between row and The sum of square interaction They are two simple effects and two main effects.
FINDINGS AND DISCUSSION
This chapter describes the research findings and the interpretation of the data analysed.
The data are based on the result of the study at Mtsq Daarul Istiqomah Banjar including the result of test instrument analysis, pre-test data analysis, and post test data analysis.
Before the reseracher tested the objects by using pre test and post test, he had experimental and control group by using questionnaire for It has purposed to know whether the students belong to high and low motivated students.
There are five classes at the eighth graders, each of classes consist of approximately 33 In this research, the writer took 2 classes namely Vi C and Vi D that divided into two classes as experimental and control group.
After that, the researcher classified the students based on their motivation in reading.
By using questionnaire, the researcher selected 8 students for high motivated and 8 students for low motivated.
Based on the classficition, there are 16 students of experimental class and 16 students for control class.
Therefore, the numbers of sample is 32 students.
Further, the data were collected in a systematic way to find out the most effective technique between the use of reciprocal strategy and cognitive strategy and to find out whether or not the use of reciprocal strategy and cognitive strategy in teaching reading skills to the students both in category of motivation, those are high and low motivation.
The researcher has done the research in MtsQ Daarul Istiqomah Banjar.
Based on the observations, the researcher has some finding as follow:
To test the instrument there are five steps that have been done by the They are the validity of the instrument, the reliability of the instrument, the practicality of the instrument, the difficulty level and the discrimination level.
Here are the The first step to test the instrument was by conducting validity of the test items.
The research instrument was tried out to other group from the same level.
The try out result was scored to test the validity of the instrument using SPSS for windows version 21.
The calculation shows that the p value of the instrument item validity ranged from .
000 to .
The test item is considered to be valid if the p value is less 05 and the test item is considered to be invalid if the p value is more than .
Based on that calculation, there were five test items which were considered to be invalid and needed to be removed:
questions no.
, 17.
, 33 .
, 39 .
After removing the invalid test items, the writer recalculated the data using SPSS for windows version 21.
From the second calculation, the p value of item validity ranged from .
000 to .
Since the p value of item validity was less 05, these test items were considered to be valid and it can be used as the instrument for this study.
The Validity of the Test Items Item r table Validity vi Pearson Correlati (N-.
Criterion instrument is reliable to be applied in scientific research.
Valid Validity Classificati Moderate Valid Moderate Valid Moderate The Reliability of the Test Items Case Processing Summary Valid High Valid High Valid High Valid Moderate Valid Moderate Valid Moderate Reliability Statistics Valid Moderate Valid Moderate Valid Moderate Invalid Low Valid Moderate Valid Moderate Valid Moderate Invalid Moderate Valid Moderate Value N of Items Value Cronbach's Alpha Part N of Items Total N of Items Correlation Between Forms Equal Length Spearman-Brown Unequal Coefficient Length Guttman Split-Half Coefficient The items are: P1.
P2.
P3.
P4.
P5.
P6.
P7.
P8.
P9.
P10.
P11.
P12.
P13.
P14.
P15.
P16.
P17.
P18.
P19.
P20.
Valid Moderate Valid Moderate Valid Moderate Valid Moderate Valid Moderate Valid Moderate Valid Moderate Valid Moderate Valid Moderate Valid Moderate Valid Moderate Valid Moderate Valid Moderate Invalid Low Invalid Low Valid Moderate Valid Moderate Valid Moderate Valid Moderate Valid Moderate Invalid Low Valid Moderate Valid After calculating the validity of the instrument, the reliability of the instrument was calculated.
As attempt to test the reliability of the instrument, the split half formula available in SPSS for windows version 21.
0 was used.
Based on the calculation using split half formula, the result of the reliability test of the instrument is .
According to Arikunto .
, if the result of reliability is higher than .
70 the Cases Excludeda Total Listwise deletion based on all variables in the procedure.
Part The items are: P21.
P22.
P23.
P24.
P25.
P26.
P27.
P28.
P29.
P30.
P31.
P32.
P33.
P34.
P35.
P36.
P37.
P38.
P39.
P40.
The instrument of the study is not only supposed to be valid and reliable but it also needs to be practical.
Hatch and Farhady .
1, .
mentions some practical considerations as follows: the test needs to be easily administered, it needs to be as inexpensive as possible, it needs to be easily scored, and the score needs to be easily interpreted.
Considering requirements of the instrument practicality proposed by Hatch and Farhady .
above, it is assumed that the instrument of this study is practical.
The calculated using SPSS for windows 0 in reliability command.
Arikunto .
mentions the criteria which are used to determine the difficulty level of the test below.
00 Ae 0.
30 Ae 0.
70 Ae 1.
Based on the calculation, the difficulty level of the test varies from 60 to 0.
87 which indicates that the difficulty level of the test is at moderate In the other words, the test is able to be used for the students.
The Difficulty Level of the Test Mean Item Statistics Std.
Deviation vii
P10
P11
P12
P13
P14
P15
P16
P17
P18
P19
P20
P21
P22
P23
P24
P25
P26
P27
P28
P29
P30
P31
P32
P33
P34
P35
P36
P37
P38
P39
P40
The discrimination level of the test was calculated after calculating the difficulty level of the test.
As well as the difficulty level, the discrimination level was also calculated using SPSS for windows version 21.
0 in reliability According to Arikunto .
, if the discrimination level (D) = 0.
oor leve.
D = 0.
20 Ae 0.
atisfactory leve.
D = 0.
40 Ae 0.
ood leve.
D = 70 Ae 1.
xcellent leve.
Based on the calculation, it is found that the discrimination level of the test ranges 063 to 0.
830 which indicates that the test was in good level and excellent The Discrimination of the Test
Item-Total Statistics Scale
Scale
Corrected Squared Cornbrash
Variance if Item-Total Multiple Aos Alpha if P12
P13
P14
P15
P16
P17
P18
P19
P20
P21
P22
P23
P24
P25
P26
P27
P28
P29
P30
P31
P32
P33
P34
P35
P36
P37
P38
P39
P40
Data Analysis After the reseracher classified them by using motivation test, the next step was doing pre test and gives the treatments for each group, after that the researcher held the post test.
Below it can be seen the results of pre test and post test which had been done by the reseacher.
Pre Test Score for Experimental Group
Item
High
Deleted P10
P11
Mean if Item Item Correlatio Correlati Deleted Deleted Score Low motivated Score The table shows the result of pretest for experimental group.
It has been done for both motivation students which are high and low motivated vi The technique which is used for this group is by reciprocal strategy.
Pre Test Score for Control Group High Score Low Score The normality of distribution was calculated to know whether the sample belongs to the normal distributed According to Priyatno .
, the criterion to determine normality distribution is as follows: if the level of significance is higher than 0.
indicates that the sample belongs to the normal distributed population and the contrary if the level of significance is smaller than 0.
05 indicates that the sample does not belong to the normal distributed populatio.
Hypothesis form of data Ho : Normalization of data Ha : Data which is not normal The result of the normality distribution could be seen in the following table.
Pre Test Data Analysis The table shows the result of pretest for control group.
It has been done for both motivation students which are high and low motivated students.
The technique which is used for this group is by cognitive strategy.
The tables above shows the results of pre test in experimental and control Group.
The next step is giving treatments for experimental group that is by applying the technique of story map in teaching reading skills.
And the resarcher did not give treatments for control group, because the thesis is only focus on the use of story as a technique of teaching reading skills.
The researcher eagers to know whether the use of story map is an effective technique to make them memorize well the basic component of story such as in narrative texts.
Below are the results of Post test after the reseacher had given the some treatments for experimental group.
Post Test Score for Experimental Group High motivated Reciprocal High Pre Test Reciprocal Cognitive Strategy Low High motivated motivated Cognitive Score Low motivated Score The table 4.
9 shows the data that have been tested on pretest for experimental and control group.
It is for high and low motivated students.
Table shows the result of posttest for experimental group.
It has been done for both motivation students, which are high and low motivated students.
The technique that is used for this group is by applying reciprocal strategy.
Tests of Normality Pre Test Score in Experimental and Control Group One-Sample Kolmogorov-Smirnov Test Pre-test Pre-test Experimen Experimen t High t Low Motivated Motivated Post Test Score for Control Group High motivated Score Low Score Pre-test Control High Motivated Pre-test Control Low Motivate ix Mean Normal Paramet Std.
Deviatio Most Absolute Extreme Differen Positive Negative Kolmogorov.
Smirnov Z Asymp.
Sig.
Test distribution is Normal.
Calculated from data.
Based on the calculation of SPSS above, it is known that the value Asym.
-taile.
all the data more 05 ( 0.
509, 0.
705, 0.
651 and 0.
> 0.
It can be concluded that the distribution of data is normal.
Test of Homogeneity of Variances Sig.
Examination criteria:
A If the value of signifancy / Pvalue < 0.
05, it means that the data distribution is not homogen.
A If the the value of significany / P-value > 0.
05, it means that the data distribution is homogen.
Based on the SPSS output above, it is got the value of Levene Statistic 0,651 and sig.
589, the value sig.
a > 0.
589 > 0.
it can be concluded that the data distribution is homogen.
Post Test Score for Experimental and Control Group One-Sample Kolmogorov-Smirnov Test Post-test Post-test Post-test Post-test Experimen Experimen Control High Control t High t Low Motivated Low Motivated Motivated Motivated Examination criteria:
A If the value of signifancy / Pvalue < 0.
05, it means that the data distribution is not normal.
A If the the value of significany / P-value > 0.
05, it means that the data distribution is normal.
Pre-test Levene Statistic experimental and control.
They have been given reciprocal strategy and cognitive strategy as the treatment.
Tests of Normality of Post Test in Experimental and Control Group Reciprocal High Post Test Reciprocal Cognitive Low High Motivated Cognitive Low Motivated Table above shows the result of posttest for both groups, they are Norm Mean Param Std.
Deviatio Most Absolute Extre Positive Differ Negative Kolmogorov.
Smirnov Z Asymp.
Sig.
Test distribution is Normal.
Calculated from data.
Examination criteria:
A If the value of signifancy / Pvalue < 0.
05, it means that the data distribution is not normal.
A If the the value of significany / P-value > 0.
05, it means that the data distribution is normal.
Based on the calculation of SPSS above, it is known that the value Asym.
-taile.
all the data more 05 ( 0.
509, 0.
705, 0.
651 and 0.
> 0.
It can be concluded that the distribution of data is normal.
Test of Homogeneity of Variances Post-test Levene Statistic Sig.
Examination criteria:
A If the value of signifancy / Pvalue < 0.
05, it means that the data distribution is not homogen.
A If the the value of significany / P-value > 0.
05, it means that the data distribution is homogen.
Based on the SPSS output above, it is got the value of Levene Statistic 0,651 and sig.
589, the value sig.
a > 0.
589 > 0.
it can be concluded that the data distribution is homogen.
In the chapter I, the researcher has stated the hypothesis of this research.
There are six statistical hypthesis In this part, the researcher would like to show to answer of hypothesis, it is based on the statistical calculation by using SPSS version 21.
The answer Pair Pair Pair Paired Samples Statistics Mea N Std.
Deviat Post-test Experiment 83.
7 8 8.
High Motivated Pre-test Experiment 3 8 5.
High Motivated Std.
Error Mean Paired Samples Correlations Correlation Post-test Experiment High Motivated & Pretest Experiment High Motivated Pair 1 Post-test Experiment Low Motivated Pre-test Experiment Low Motivated Sig.
Post-test Experiment High Motivated - Pretest PairExperiment High Motivated Based on SPSS output above, it is obtained Sig,0.
000< 0.
05, it can be concludes that Ho is rejected and Ha is It means that, there is a significant between students pretest and posttest with high motivated students on experimental class, the range of pretest to posttest score is 14.
375 point.
The answer of hypothesis number 2 Post-test Experime nt Low Motivated - Pre-test Experime nt Low Motivated Std.
Error Mean Mea Std.
Std.
De Erro Confidence Interval of the ion Mea Difference Lowe Upper Sig.
Examination criteria:
A If the value of signifancy / Pvalue < 0.
05, it means there is a significant differences.
A If the the value of significany / P-value > 0.
05, it means there is no significant differences.
Hypothesis:
= there is no significant between students pretest and posttest score with high motivated students on experimental class.
= there is significant between students pretest and posttest score with high motivated students on experimental class.
Based on SPSS output above, it is obtained Sig,0.
000< 0.
05, it can be concludes that Ho is rejected and Ha is It means that, there is a significant between students pretest and posttest with high motivated students on experimental class, the range of pretest to posttest score is 15.
625 point.
The answer Paired Samples Statistics Mean Pair Post-test Control High Motivated Pre-test Control 70.
High Motivated Std.
Deviation Std.
Error Mean Paired Samples Statistics Std.
Deviati Sig.
Paired Samples Test Sig.
taile Examination criteria:
A If the value of signifancy / Pvalue < 0.
05, it means there is a significant differences.
A If the the value of significany / P-value > 0.
05, it means there is no significant differences.
Hypothesis:
= there is no significant between students pretest and posttest score with high motivated students on experimental class.
= there is significant between students pretest and posttest score with high motivated students on experimental class.
Mean N Paired Differences M Std.
Std.
e Deviat Erro Confidence Interval of the Difference an Lower Upper Paired Samples Correlations Correlatio Post-test Experiment Low Motivated & Pre-test Experiment Low Motivated Paired Samples Test Paired Differences xi Pair Paired Samples Correlations N Correl Post-test Control High Motivated & Pre-test Control High Motivated Mean Sig.
Post- 11.
df Contr Sig.
% Low Confidence Motiv Interval of the Pair ated Difference PreLower Upper 7 Contr Low Motiv Paired Samples Test Paired Differences Pair Post-test Control High Motivated Pre-test Control High Motivated Mean Std.
Deviat Std.
Error Mean Examination criteria:
A If the value of signifancy / Pvalue < 0.
05, it means there is a significant differences.
A If the the value of significany / P-value > 0.
05, it means there is no significant differences.
Hypothesis:
= there is no significant between students pretest and posttest score with high motivated students on control = there is significant between students pretest and posttest score with high motivated students on control class.
Based on SPSS output above, it is obtained Sig,0.
000< 0.
05, it can be concludes that Ho is rejected and Ha is It means that, there is a significant between students pretest and posttest with high motivated students on control class, the range of pretest to posttest score is 14.
375 point.
The answer of hypothesis number 4 Pair Post-test Control Low Motivated Pre-test Control Low Motivated Std.
Deviati Std.
Error Mean Mean Std.
Std.
Dev Erro Mea Confidence Interval of Difference Lo Upper d Sig .
tail Examination criteria:
A If the value of signifancy / Pvalue < 0.
05, it means there is a significant differences.
A If the the value of significany / P-value > 0.
05, it means there is no significant differences.
Hypothesis:
= there is no significant between students pretest and posttest score with high motivated students on control = there is significant between students pretest and posttest score with high motivated students on control class.
Based on SPSS output above, it is obtained Sig,0.
000< 0.
05, it can be concludes that Ho is rejected and Ha is It means that, there is a significant between students pretest and posttest with high motivated students on control class, the range of pretest to posttest score is 11,250 point.
The answer Group Statistics Mean Compare Comp Experiment Control Std.
Deviatio Std.
Error Mean Paired Samples Correlations Pair 1 Post-test Control Low Motivated & Pre-test Control Low Motivated Correlati Sig.
Paired Samples Test Paired Differences Independent Samples Test Levene's Test for Equality of Variances Equa F T-test for equality of Means Sig Sig( Std Conf Inter xii Diffe Equa Examination criteria:
A If the value of signifancy / Pvalue < 0.
05, it means there is a significant differences.
A If the the value of significany / P-value > 0.
05, it means there is no significant differences.
Hypothesis:
= there is no significant students score between experimental class and control = there is significant students score between experimental class and control class.
Based on SPSS output above, it is obtained Sig,0.
421> 0.
05, it can be concluded that Ho is accepted and Ha is The result of hypothesis show that there is no significant of students score between students who taught by using reciprocal strategy .
and those who taught by using cognitive strategy .
The calculation show that, the strategy is not quite significant due to the students achievement in reading, but motivation has a significant due to students achievement in reading.
It can be shown based on the comparison of strategy and The expalanation as in following table:
Experim
ent Low
Motivate Control
High
Motivate Control
Low
Motivate Experime nt High
Motivated Control
High
Motivated Control
Low
Motivated Experime nt High
Motivated Control
High
Motivated Control
Low
Motivated Experime nt High
Motivated Control
High
Motivated Control
Low
Motivated ANNOVA POST-TEST EXAMINATION
(I)
Prete Experim ent High Motivate (J) Pretest Mean Diffe (I-J) Std.
Error Sig 95% Confidence Interval Lowe Uppe Boun Boun Experiment Low Motivated Control High -1.
Motivated Control Low
Motivated Experim Experiment
ent Low High
Motivate Motivated Control
High
Motivated Control Low
Motivated Control Experiment
High
High
Motivate Motivated Experiment
Low
Motivated Control Low
Motivated Control Experiment
Low
High
Motivate Motivated Control
High
Motivated Control Low
Motivated ANOVA PRE-TEST
EXAMINATION
(I)
Prete Experim ent High Motivate (J) Pretest Mean Differe nce (IJ) Experimen 15.
t Low Motivated Control High Motivated Control Low Motivated Std Err Sig 95% Confidence Interval Lowe Uppe Boun Boun .
The answer of hypothesis Between-Subjects Factors Value Label 1 Story Map Strategy 2 KWL 1 High Motivation 2 Low xi Levene's Test of Equality of Error Variancesa Dependent Variable: Score Sig.
Tests the null hypothesis that the error variance of the dependent variable is equal across groups.
Design: Intercept Strategy Motivated Strategy* Motivated Tests of Between-Subjects Effects Dependent Variable: Score Source Corrected Model Intercept Methode Motivated Type i df Sum Squares Mean Square Sig.
Methode * 38.
Motivated Error Total Corrected Total R Squared = .
643 (Adjusted R Squared = .
Grand Mean Dependent Variable: Score Mean Std.
Error 95% Confidence Interval Lower Bound Upper Bound Strategy Dependent Variable: Score Strategy Mean Std.
Error
95% Confidence Interval
Lower
Bound
Upper
Bound
Story Map
KWL
Motivation Dependent Variable: Score Motivat Mean Std.
Error High Low 95% Confidence Interval Lower Upper Bound Bound Strategy * Motivation Dependent Variable: Score Strategy Motivati Mean Std.
Error
High
Low
High
Low
Story Map
KWL
95% Confidence Interval Lower Upper Bound Bound Interpretation:
n Based on the result of test Homogeneity of Variance above, it shows that the value ( p- valu.
0,589, it is indicates that the data is based on homogenous sample.
Hypothesis 1:
Ho = there is no significant between the score of students who taught by using reciprocal strategy and cognitive Ha = there is a significant between the score of students who taught by using reciprocal strategy and cognitive Based on the output above, it is obtained the value F = 0,137 and the value of sig is 0.
The calculation show that the value of Sig.
714, thus Ho is accepted and Ha is rejected.
It means there is no significant of students achievement in reading who taught by using reciprocal strategy and compared to cognitive strategy.
Hypothesis 2:
Ho = there is no significant between the score of high and low motivated students.
Ha = there is a significant between the score of high and low motivated students.
Based on the output above, it is obtained the value F = 45,549 and the value of sig is 0.
The calculation show that the value of Sig.
000 < 0.
thus Ho is rejected and Ha is accepted.
means there is a significant of students achievement in reading between high and low motivated students.
The Examination between Strategy and Motivation Based on statistical test, it is obtained the value Sig.
395 > 0.
Thus, the writer can concludes that there is no interaction between strategy and motivation, the statistical has prove it.
a matter of fact, it is show that, there is another factor which is influenced students achievement, for instance students interest in learning of certain subject matter.
The Correlation between Variable The result of calculation above, the value of R square = 0,643.
It is show that, there is a strong of correlation between Because of the value of R square 0, 643, the range is in 0, 600 Ae 0,800.
It means that, there is a significant correlation between strategy, students motivation towards students reading Discussion In this research, the writer explored that the students from experimental group were accustomed to answer the reading test through Reciprocal strategy.
During the process of treatment, the teacher give the example text of reciprocal strategy in teaching xiv The purpose of reciprocal strategy is to identify the basic component of text such as summarizing, questions, clarification, and prediction.
By doing this, the students were asked to make a reciprocal strategy in reading As a start, the teacher conducted a discussion to make a reciprocal strategy clarification, and prediction.
On the contrary, the student from control group were accustomed to answer reading test through Cognitive strategy.
Cognitive strategy is a method devised to teach students to read actively by engaging previous knowledge, asking questions, and recalling important information in the text to enhance In the Cognitive strategy, the students are asked to list what they know about the subject and the questions they may have about the subject before reading the text selection.
Then after reading the selection, the students are asked to write what they have learned about the subject.
As a start, the teacher give an example of cognitive strategy chart on board, and invited the students to write what they have learnt about the lesson.
In order to get the correct answer, the teacher explain what is meant by cognitive strategy and asked to the students to fill on charts.
In the first column K, they filled what they known about the reading text.
And then, in the second column W, they filled want they want to know about reading text.
In this part, the teacher gave the explanation about teaching reading text.
In the last column L, they filled what they have learnt about the reading text.
The result of test in experimental group shows that, there was significant between the score pretest and posttest of high motivated students.
It can be seen, there was increasing of score 14.
point from pretest to posttest.
Secondly, the reading test of low motivated students by using reciprocal strategy is 15.
It means that, there was a significant increasing of score from pretest to post test.
The result of test in control class showed that, there was significant the score pretest and posttest of high motivated taught by cognitive strategy.
can be seen, there was increasing of score 375 point from pretest to post test.
And then, the reading test of low motivated students is 11.
250 point.
means that, there was a significant increasing of score from pretest to And then, based on the hypothetical test, it was obtained Sig.
421> 0,05.
It can be concludes that Ho is accepted, and Ha is rejected.
It means that, there was no significant students achievement in score between the use of reciprocal strategy and cognitive The writer can explain that, the strategy in reading was not significant influencing students achievement in reading, but the fact show that, motivation has significant influence to the students reading achievement ( see the table anova tes.
In this case, there were two kinds of motivation investigated namely high and low motivated students.
Based on SPSS output, it was obtained F= 49,549 and value of Sig.
0,000 < 0,05.
It means that Ha was accepted and Ho was rejected.
Therefore, there was a significant of students achievement between high and low motivated students.
There explanations for the achievement of high motivated students.
Firstly.
Brown ( 1980: .
states that motivation is inner drive impulse, or emotion or desire that moves one to particular action.
It means that, when people d The writer can say that, motivation is very important in our activity, especially in teaching and Motivation is able to give spirit in every of our activity.
In addition, motivation is very important for second language learning.
On the activity they should be able to motivate themselves to finish their activity.
Secondly, in reading, motivation is another key for the successful in reading, the high students motivation have, the better for their achievement in reading.
Thus, the result of research showed that there was no correlation between the use of strategy to the students motivation in reading.
It means that, there is another factor influence of students achievement in reading, for instance students interest in certain
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