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THE EFFECTIVENESS OF USING TEAM WORD-WEBBINGIN TEACHING READING COMPREHENSION AT THE

TENTH GRADE OF SMA NEGERI 15 PANGKEP

A THESIS

Submitted to the Faculty of Teacher Training and EducationMakassar Muhammadiyah University in Partial Fulfillment of the

Requirement for the Degree of Sarjana Pendidikan in EnglishDepartment

ASMIRA SURYANINGSIH105351118516

ENGLISH EDUCATION DEPARTMENTFACULTY OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR2020

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APROVAL SHEET

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COUNSELING SHEET

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UNIVERSITAS MUHAMMADIYAH MAKASSARFAKULTAS KEGURUAN DAN ILMU

PENDIDIKANPRODI PENDIDIKAN BAHASA INGGRIS

مــــیحرلا نمـحرلا ھـللا مــــــسب

Jalan Sultan Alauddin No. 259MakassarTelp : 0811 1782101(Secretary)Email : [email protected] : bg.fkip.unismuh.ac.id

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COUNSELING SHEET

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UNIVERSITAS MUHAMMADIYAH MAKASSARFAKULTAS KEGURUAN DAN ILMU PENDIDIKANPRODI PENDIDIKAN BAHASA INGGRIS


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SURAT PERNYATAAN

Saya yang bertanda tangan dibawah ini :

Nama : Asmira Suryaningsih

Stambuk : 105351118516

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : The Effectiveness Of Using Team Word-Webbing InTeaching Reading Comprehension At The TenthGrade Of Sma Negeri 15 Pangkep

Dengan ini menyatakan bahwa :

Skripsi yang saya ajukan di depan Tim Penguji adalah ASLI hasilkarya saya sendiri, bukan hasil ciplakan dan tidak dibuatkan olehsiapapun.

Demikian surat peryataan ini saya buat dengan sebenarnya dan saya bersediamenerima sanksi apabila peryataan ini tidak benar.

Makassar, Desember 2020Yang Membuat Pernyataan

Asmira Suryaningsih

UNIVERSITAS MUHAMMADIYAH MAKASSARFAKULTAS KEGURUAN DAN ILMU PENDIDIKANPRODI PENDIDIKAN BAHASA INGGRIS


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SURAT PERJANJIANSaya yang bertanda tangan di bawah ini :

Nama : Asmira Suryaningsih

Stambuk : 105351118516

Jurusan : Pendidikan Bahasa Inggris

Dengan ini menyatakan perjanjian sebagai berikut :

1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi ini, saya

yang menyusunnya sendiri (tidak dibuatkan oleh siapapun)

2. Dalam penyusunan skripsi, saya selalu melakukan konsultasi dengan

pembimbing yang telah ditetapkan oleh pimpinan fakultas.

3. Saya tidak melakukan penjiplakan (plagiat) dalam menyusun skripsi ini.

4. Apabila saya melanggar perjanjian seperti pada butir 1, 2, dan 3 maka saya

bersedia menerima sanksi sesuai dengan aturan yang berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, Desember 2020Yang Membuat Perjanjian

Asmira Suryaningsih

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RESEARC OF CONTROL

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COMPLETION OF RESEARCH

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ABSTRACTASMIRA SURYANINGSIH, 2020. The Effectiveness of Using Team Word-Webbingin Teaching Reading Comprehension at the Tenth Grade of SMA Negeri 15Pangkep (A Fre-Experimental Research at the 10th Grade Students’ of SMAN 15Pangkep in Academic Year 2020/2021), A thesis of English Education DepartmentFaculty of Teacher Training and Education, Makassar Guided by Nurdevi Bte,Uyunnasirah Hambali, under supervisor of completion my thesis.

The main objective of this study was to determine the effectiveness of using theteam word-webbing in learning reading comprehension which consists of increasingliteral reading comprehension (in the term of main idea and in the term supportingdetail).This research was using pre- experimental design and was employed one class ofthe tenth grade.This research was conducted at SMA Negeri 15 Pangkep. In the academicyear 2020/2021. The populations in this study were 25 students of class X. The samplewas taken by using purposive sampling technique. The numbers of sample were 25students. Class X.MIA was selected as an experimental class which was taught using theteam word-webbing technique. The data were obtained by used pre-test and post-testdesign. The instrument used to collect data was a reading test. The calculation resultsshow that the use of team word webbing can improve students' reading comprehensionskills. The students reading comprehension skills using team word webbing showedbetter learning outcomes than before the implementation of team word-webbing. Theresults of inferential statistical analysis using the t test formula showed that the t- testvalue of main idea obtained was 4.533 and t- test value of supporting details was 4.47with a frequency of df = 25-1 = 24, at the 50% significance level obtained t-table = 2.640.So the t test> t table or the null hypothesis (H0) is rejected and the alternative hypothesis(H1) is accepted. Using team word webbing is very enjoyable in the learning process andcan help students improve their reading comprehension skills. It can be concluded thatdesigning learning objectives with attention to language level can make it easier forteachers to use the team word webbing team in improving students' readingcomprehension skills.

Key words: Team Word Webbing, Effectiveness, Reading, Literal Comprehension.

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ABSTRACTASMIRA SURYANINGSIH, 2020. Keefektifan Penggunaan Team Word-Webbingdalam Pembelajaran Pemahaman Membaca di Kelas X SMA Negeri 15 Pangkep(Penelitian Eksperimen Fre pada Siswa Kelas X SMAN 15 Pangkep Tahun Ajaran2020/2021), Di bawah skripsi Jurusan Pendidikan Bahasa Inggris, Fakultas Keguruan danIlmu Pendidikan, Universitas Muhammadiyah Makassar. Dibimbing oleh Nurdevi Bte,Uyunnasirah Hambali, untuk menyelesaikan skripsi saya.

Tujuan utama dari penelitian ini adalah untuk mengetahui keefektifan penggunaan teamword webbing dalam pembelajaran membaca pemahaman yang terdiri dari peningkatanpemahaman bacaan literal (dalam istilah gagasan utama dan dalam istilah detailpendukung). desain eksperimental dan menggunakan satu kelas yaitu kelas sepuluh.Penelitian ini dilakukan di SMA Negeri 15 Pangkep. Pada tahun ajaran 2020/2021.Populasi dalam penelitian ini adalah 25 siswa kelas X. Pengambilan sampel denganmenggunakan teknik total sampling. Jumlah sampel sebanyak 25 siswa. Kelas X.MIAterpilih sebagai kelas eksperimen yang diajar menggunakan teknik team word-webbing.Data diperoleh dengan menggunakan desain pre-test dan post-test. Instrumen yangdigunakan untuk mengumpulkan data adalah tes membaca. Hasil perhitunganmenunjukkan bahwa penggunaan team word webbing dapat meningkatkan kemampuanpemahaman bacaan siswa. Keterampilan pemahaman membaca siswa denganmenggunakan team word webbing menunjukkan hasil belajar yang lebih baik daripadasebelum penerapan team word webbing. Hasil analisis statistik inferensial denganmenggunakan rumus uji t menunjukkan bahwa nilai uji-t gagasan utama yang diperolehadalah 4,533 dan nilai uji-t rincian pendukung adalah 4,47 dengan frekuensi df = 25-1 =24, pada taraf 50%. tingkat signifikansi diperoleh t-tabel = 2,640. Jadi uji t> t tabel atauhipotesis nol (H0) ditolak dan hipotesis alternatif (H1) diterima. Menggunakan team wordwebbing sangat menyenangkan dalam proses pembelajaran dan dapat membantu siswameningkatkan keterampilan pemahaman bacaan mereka. Dapat disimpulkan bahwamerancang tujuan pembelajaran dengan memperhatikan level bahasa dapat memudahkanguru dalam menggunakan team word webbing dalam meningkatkan kemampuanpemahaman bacaan siswa.

Kata kunci: Team Word Webbing, Efektivitas, Membaca, Pemahaman Literal.

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ACKNOWLEDGEMENTS

AlhamdulillahiRobbiAlamin, the researcher expressed her gratitude to

Allah SWT who is almighty for the blessings, blessings and opportunities given to

her so that the researcher was able to finishing the writing of this thesis. Salawat

and salamare addressed to the prophet Muhammad SAW for his guidance There

was some handicaps and problems that the rescarcher encountered trom the

beginning to the end of writing this thesis, owing to help and invaluable

suggestion from numerous people, the researcher could complete this thesis Thus,

the researcher would like to express her appreciation and sincere thanks to all of

them particularly

1. Prof. Dr. H. Ambo Asse, M.Ag, the Rector of the Muhammadiyah

University of Makassar his advice during her studied at the University.

2. Erwin Akib, M.Pd, Ph.D, the Dean of Teacher Training and Education

Faculty.

3. Ummi Khaerati Syam, S.Pd M. Pd, the Head of English Education

Department of FKIP UNISMUH Makassar.

4. The writer deepest and most sincere appreciation is due to his first

consultant Dr. Nur Devi BTE Abdul, S.Pd., M.P. and to her second

consultant Uyunnasirah Hambali, S.Pd., M.Pd. who patiently guided and

assisted the rescarcher to finish this thesis by giving their suggestion,

motivation, and correction.

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5. A big thank you to all lecturers of FKIP UNISMUH especially to the

English Department lecturers and all staff of Muhammadiyah university of

Makassar for their guidance during the writer's study year.

6. The writer's deep appreciation for as a headmaster of SMA Negeri 15

Pangkep and the English teacher Mr. Syakban Husain, S.Pd., and all of the

students, especially for class X MIA in academic year 2020/2021 who

have spent their time in activities that are the subject of this research

7. The writer would like to express deepest and affectionate thank to her

parents, Mas Ati and Muh. Anwar Rani for their prayer, support, advice,

love, sacrifice and continual understanding through my life. I Love them

more with all my heart.

8. Thank you to my brothers and sisters who always gives motivation to

finishing my study, also to all my best friends who always gives support so

that I have enthusiasm in working on my thesis, Rika, Anjeli Rahmadani

and Meliyana Junaid who always gives spirit and companionship in joy

and sorrow, Nikma and Fitriani who were always ready to help during the

writing of this thesis. Many people who have helped writers that I can not

mention one by one. Thank you all.

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Nothing is perfect apart from Allah SWT, the writer realizes that my thesis

is still not perfect. Therefore, construction and suggestion will be highly

appreciated

Makassar, November 2020

Asmira Suryaningsih

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TABLE OF CONTENT

COVER....................................................................................................................i

APROVAL SHEET ................................................................................................ ii

COUNSELING SHEET......................................................................................... iii

COUNSELING SHEET.......................................................................................... v

SURAT PERNYATAAN...................................................................................... vii

SURAT PERJANJIAN ........................................................................................ viii

COMPLETION OF RESEARCH........................................................................... x

ABSTRACT........................................................................................................... xi

ABSTRACT.......................................................................................................... xii

ACKNOWLEDGEMENTS ................................................................................. xiii

TABLE OF CONTENT ....................................................................................... xiv

LIST OF TABLE ................................................................................................ xvii

LIST OF CHART............................................................................................... xviii

LIST OF PICTURE ............................................................................................. xix

LIST OF APPENDICES....................................................................................... xx

CHAPTER 1 ........................................................................................................... 2

INTRODUCTION .................................................................................................. 2

A. Background .................................................................................................. 2

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B. Problem Statements...................................................................................... 5

C. Objective of the Research ............................................................................ 5

D. Significance of the Research........................................................................ 5

E. Scope of the Research .................................................................................. 6

CHAPTER II........................................................................................................... 6

REVIEW OF RELATED LITERATURE .............................................................. 6

B. The Concept of Reading............................................................................... 8

1. Definition of Reading............................................................................... 8

2. Purpose of Reading ................................................................................ 10

3. Types of Reading.................................................................................... 11

4. Reading Techniques ............................................................................... 13

5. The advantages of Reading .................................................................... 15

C. Reading Comprehension ............................................................................ 16

1. Reading Comprehension Levels............................................................. 17

D. The Concept of Team Word-Webbing....................................................... 21

1. Definition of Team Word-Webbing ....................................................... 21

2. Team Word-Webbing as Technique....................................................... 25

3. Team word webbing in reading skill ...................................................... 26

4. The Advantages of Team Word-Webbing ............................................. 27

E. Conceptual Framework .............................................................................. 30

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F. Hypothesis.................................................................................................. 31

CHAPTER III ....................................................................................................... 32

A. Research Design......................................................................................... 32

B. Research Variable and Indicators............................................................... 33

C. Population and Sample............................................................................... 34

D. The Instrument of the Research ................................................................. 34

E. Procedure of the Research.......................................................................... 35

F. Technique of Data Analysis ....................................................................... 35

CHAPTER IV ....................................................................................................... 39

A. Findings...................................................................................................... 39

B. Discussion .................................................................................................. 48

CHAPTER V......................................................................................................... 51

A. Conclusion ................................................................................................. 51

B. Suggestion .................................................................................................. 52

BIBLIOGRAPHY:................................................................................................ 53

APPENDICES ...................................................................................................... 41

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LIST OF TABLE

Table 1 : The improvement of students’ in literal reading comprehension .......... 39

Table 2 : The Rate Percentage Score of Main Idea............................................... 41

Table 3 : The Rate Percentage Score of Supporting Details ................................. 42

Table 4 : The Rate Percentage Score of Main Idea............................................... 43

Table 5 : The Rate Percentage Score of Supporting Details ................................. 44

Table 6 : Test of significance (t-test) .................................................................... 47

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LIST OF CHART

Chart 1 : The precentage of the students' .............................................................. 40

Chart 2 : The students’ mean score of main idea .................................................. 45

Chart 3 : The students’ mean score of supporting details ..................................... 46

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LIST OF PICTURE

1. Picture 1 : Students’ activity pre-test in class ................................................ 89

2. Picture 2 : Students‘ activity in treatment class............................................. 90

3. Picture 3 : Students‘ activity in post-test class .............................................. 91

4. Picture 4: Take picture with Students ............................................................ 92

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LIST OF APPENDICES

APPENDIX A ......................................................................................................... 1

APPENDIX B ....................................................................................................... 22

APPENDIX C ....................................................................................................... 27

APPENDIX D ....................................................................................................... 33

APPENDIX E ....................................................................................................... 39

APPENDIX F........................................................................................................ 41

APPENDIX G ....................................................................................................... 43

APPENDIX H ....................................................................................................... 47

APPENDIX I......................................................................................................... 51

APPENDIX J ........................................................................................................ 55

APPENDIX K ....................................................................................................... 65

APPENDIX L ....................................................................................................... 67

APPENDIX M ...................................................................................................... 88

APPENDIX N ....................................................................................................... 89

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CHAPTER 1

INTRODUCTION

A. Background

Reading is an activity that people or students as the readers do to get

information. According to Artanto in Irawati et. Al (2014:82) reading is an

activity to search information through written symbols and inferred meaning from

it. Benefits of reading generally are to get information and knowledge whereas

special benefit of reading is to increase brain functional power, said Hernowo

cited in Irawati et. Al (2014:84). By reading, the reader must get the idea or

information and not only reading aloud but also comprehend the text. It is

reasonable, since the greatest importance of English for most people is to read

English textbooks for getting information in many kinds of fields. As well as, for

students when they learn English. Moreover, in every reading activity students are

involved to read the text.

Nowadays, almost everyone just reads but doesn't think how to understand

it. Reading requires more understanding. To understand it, a reader must have

various capacities and abilities. This includes cognitive capacities, motivation, and

various types of knowledge. One of the ways to make the teaching reading

effective is to encourage students so that they enjoy learning and able to improved

their reading skills. If we know strategies or techniques in reading reading can be

a fun activity. Reading doesn't happen in a vacuum. It is done to achieve a goal.

To achieve reading goals students need techniques in reading. Technique be able

to an activity in reading. Learning to read is not same as learning to write. Good

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reading texts also provide good models for writing. It means that students must

get something that makes them interested in learning to read. To achieve the

expected situation, the teacher should provide more activities that can attract

students' attention to actively participate in learning.

Reading is something that should be done by all students who are learning

a language. Reading can affect other language skills, therefore reading is

considered one of the important skills that must be learned.In reading texts, the

problem most students find is that they often find some difficult words that they

don't know the meaning of the text. For that, before we translate a word we must

know or understand it through comprehension so that they be able to describe

their ideas or able to provide conclusions from the English reading text through

their comprehension.

Based on English language teaching and learning especially for reading

skill, Students difficult to understand and low of comprehension, even most of

them do not interest in reading. Thus, because they found many new words, so

they also do not know the elements of the story and do not get what the story

means.

To overcome those problems, writer wanted to put into practice, one of

teaching reading strategies or techniques is team word- webbing technique, the

word-webbing team technique provides the main concepts, supporting elements

and bridges that represent the relationship between ideas in a concept. Cryer in

Budiarjo et.al (2012) explains that webbing technique sometimes refers to mind

maps, it is a technique for freeing the mind from the single, constrained and

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traditional viewpoint from which it has been seeing a problem or issue. It provides

an overview, which shows at a glance all the components of the problem or issue

and the links between them. It tends to stimulate new and creative ideas. In other

words, this technique encourages the readers to be creative in presenting their

ideas by using all the components of the problems and the links between them. It

would be interesting, both for students and for teacher.

This technique has also been used by several researchers including Jaya

(2018). He has verify that the team word-webbing technique was an effective

technique to increase reading comprehension. By using the Word Team Webbing

strategy in teaching reading, especially reading comprehension, it can increase the

students' reading comprehension at the seventh grade of SMPN 2 Kotagajah. The

students are more enjoyed because the Word-Webbing Team can help them to

comprehend a text. Besides Jaya (2018) this technique has also been used by

Kulsum (2017), she has researched That Using the Word-Webbing To Increase

Vocabulary Team at Mtsn Binamu Jeneponto as an alternative to teaching in the

classroom and she has proven that this technique can improve vocabulary.

Based on observation from SMA Negeri 15 Pangkep, there were some

problems in reading comprehension. The problems were; first, the some students

were lazy to read. Second, the studetn’s vocabularies were limited so that students

find it difficult to understand the reading text. Third, if the reading material is not

interesting, students will feel bored to read the text. Facing this problem, the

researcher tried to used the team word-webbing technique so that all students

prepared to read, and can participated.

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B. Problem Statements

Based on the previous description, the researchers present research

questions below:

“Is the use of team word-webbing increase students’ reading

comprehension in term of literal comprehension?”

C. Objective of the Research

Based on the problem statement, the objective of the study were to find

out:

“To find out whether or not the use of Team Word-Webbing technique

increases the students’ reading comprehension in term literal

comprehension.”

D. Significance of the Research

The result of this research were expected to be useful for many people

such us :

1. For the students

By using Team Word-webbing in learning reading comprehension,the

students were able to comprehending the text better, easily,more confidence,

enjoy and feel fun in the class.

2. For the teacher

For teacher by doing this research, the writer hopes that the output of

the study was useful to contribution of developing english teaching especially

in teaching reading comprehension.

3. For the school

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It provided some necessary knowledge about the teaching of english

in the reading comprehension.

4. For other researchers

This study is expected to be a reference for those who want to

conductresearch on improving students’ reading comprehension through team

word-webbing.

E. Scope of the Research

This research was limited to the use of Team Word-Webbing Technique to

increase the students’ reading skill especially on literal reading comprehension (in

term main idea and supporting details) at the tenth year students’ of SMA Negeri

15 Pangkep in academic year 2020/2021.

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Research

In this research, there are some previous researches which related to this,

they are as follows:

a. After conducting on research The Use Of Team Word-Webbing Strategy To

Increase Students' Reading Comprehension At The Seventh Grade Of Smpn 2

Kotagajah in the academic year of (2018/2019), Jaya (2018) has proved that

team word-webbing technique was an effective way to improve reading

comprehension. By using team wordwebbing strategy in teaching reading,

especially reading comprehension, it can increase the students’ reading

comprehension at the seventh grade of SMPN 2 Kotagajah. The students are

more enjoyed because team wordwebbing strategy can help them to

comprehend a text.

b. Anwar (2017), in his research entitle The Effectiveness Of Using Team Word-

Webbing Toward Students’ Reading Comprehension In News Item Text At

The Tenth Grade Of Terpadu Al-Anwar Trenggalek In The Academic Year Of

2017/2018, team word-webbing is effective toward students’ reading skill in

developing news item text. He revealed that the students’ difficulties in reading

comprehension can be effectively improved by using Team word-webbing, the

students’ reading comprehension achievement is getting better that after being

taught by using team word-webbing. In other words, teaching reading

comprehension through team word-webbing has a significant effect in the

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students’ reading comprehension and in their reading comprehension

achievement of the tenth grade students of MA Terpadu Al Anwar Trenggalek.

c. Agustini (2012) conducted the research of “Improving Students’ Vocabulary

Achievement Through Word Webbing Technique”, the mean of students’ score

cycle (80) was higher than first cycle (67, 75). Therefore, Word Webbing

Technique significantly improves students’ achievement in vocabulary in

SMPN 4 Takengon, Aceh Tengah. This researcher Agustini chose an action

research because according her, this research appropriated with their technique.

The result of their method was success because when researchers compared all

the results of the scores of each meeting that as a result improve their scores.

d. Kulsum (2017), she has researched That Using Team Word-Webbing To

Increase The First Grade Students’ Vocabulary At Mtsn Binamu Jeneponto In

The Academic Year Of (2017/2018), using this technique as alternative to

teaching in classroom and she has proved that this technique can improve

vocabulary.

e. Mulyana (2016) “The Effect Of Word Webbing On The Students’ Vocabulary

Achievement In Writing Expository Text At Mas Yaspi Labuhan Deli Medan

Belawan In The Academic Year(2016/2017)”. In her research, she concludes

that the students 'vocabulary achievement in writing expository text that was

taught by using the web webbing technique that based on statistical

calculations from the test shows that there is a significant effect of the word

webbing technique on students' vocabulary.

The similarity of the five previous studies above with this research is from

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the technique that researcher use in classroom is team word-webbing as the main

competence that use and applied by the teacher in teaching and learning process.

The difference from this research with the five previous research above is

from the material that taught by teacher. The first and second previous researches

discuss about reading comprehension. The third and fourth previous researches

discuss about teaching vocabulary, and the fifth previous research discuss about

students' vocabulary in writing expository text.

B. The Concept of Reading

1. Definition of Reading

The following are some definition of reading proposed by some

experts:

a. Reading is a complex conscious and unconscious mental process in

which the reader uses a variety of strategies to reconstruct the

meaning that the author is assumed to have intended, based on data

from the text and from the readers prior knowledge (Mikulecky,2011).

b. Walter R. Hill in Kadir (2011:17) defines reading as the process of

constructing meaning from written texts. It is explain the meaning of

reading as “the process of acquiring and interpreting, evaluation, and

effecting upon those meanings. In another opinion states that reading

is what the reader does to get the meaning he needs from textual

sources.

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c. Grabe and stoller in Destyawarni (2015: 4) stated “Reading is the

ability to draw meaning from the printed page and interpret this

information appropriately”.

d. Reading is basic to all learning, both in learning in general and in

acquisition in languages. According to Elin (2016:9). Reading is a

complicated skill that demands considerable time and practice.

e. Elin (2016:10) stated that reading is often described as an interactive

process, where comprehension is a result of joint effort from the

author and the read. Rivers in Alemi and Saman (2010:569-570)

stated that “ Reading is the most important activity in any language

class, not only as a source of information and a pleasurable activity,

but also as a means of consolidating and extending one’s which are

knowledge of the language”.

f. Smith in Adrianti (2011:6) stated that explains that reading is complex

process in which the reader uses mental content to obtain the meaning

from writing materials.

g. Reading is an activity that people or students as the readers do to get

information. According to Artanto in Irawati et. al (2014:82) reading

is an activity to search information through written symbols and

inferred meaning from it.

h. According to Harris cited in Sari (2013:18), reading is a form of

communication. Information and ideas are exchanged between writer

and reader in the act of communicating. The form of written text

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which reads by the reader can be a communication way to deliver the

ideas of the writer about some particular information. This

information will be a new knowledge or as an entertainment which is

needed for the reader.

i. Reading is one of the basic skills of language learning. It can not be

separated from other skills of language learning besides writing,

speaking and listening (Nanda in NB Abdul: 2018).

2. Purpose of Reading

If the students that have more habit in reading, they will be more

familiar with many vocabularies. They can construct sentences or texts, they

will have no difficulties because they have familiar with words that they have

read before. While Hazleena (2014: 3) suggest there are seven main purposes

of reading, they are:

a. To obtain information for some purpose or because we are curious

about topic.

b. To obtain instructions on how to perform some task for our work or

daily life (e.g. knowing how an appliance works).

c. To act in play, play game, do a puzzle.

d. To keep in touch with friend by correspondence or to understand

business letter.

e. To know when and where something will take place or available.

f. To know what is happening or has happened (as reported in

newspaper, magazine, report).

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g. For enjoyment or excitement.

3. Types of Reading

In general, reading is divided into two types, namely intensive and

extensive reading. Each type has different definitions and characteristics.

Both make reading an activity that is different from other skills. The

definition of each type is defined as follows:

a. Extensive Reading

Extensive reading is the reading for pleasure. The reader wants to

know about something. The reader does not care about specific or important

information after reading. Usually people read for to keep them update. The

purpose of extensive reading will be trained to the student to read directly and

fluently in the target language for enjoyment, without the aid of the teacher.

Extensive reading is always done for the comprehension of main ideas, not

for specific details. Extensive reading has characteristic that is different from

intensive reading. There are ten characteristics identified in successful

Extensive Reading Programs:

1) Students read as much as possible.

2) Various materials on various topics are available.

3) Students choose what they want to read.

4) The purpose of reading is usually related to pleasure, information and

general understanding.

5) Reading is a reward in itself.

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6) Reading material is in accordance with the linguistic competence of

students in terms of vocabulary and grammar.

7) Reading is individual and silent.

8) The reading speed is usually faster than slower.

9) The teacher directs students to program objectives.

10) The teacher is a role model for students to read.

In this type students can take the form of original fiction and non-

fiction books and simplify established literary works. Such books are

successful because the authors or adapters work in the literature. It means that

students at an suitable level can read it with a case and confidently. They need

text that they able to read without using a dictionary. Some teachers feel that

extensive reading will take up time that could be spent learning language

skills. The others will argue that Extensive Reading provides a richer context

for practice.

b. Intensive Reading

Intensive reading is text reading or passage reading. In this reading the

learner read the text to get knowledge or analysis. The goal of this reading is

to read shorter text. This reading is done to carry out to get specific

information. Learner reads book to acquire knowledge is the kind of intensive

reading. The goal of intensive reading is to read shorter text. Intensive reading

has several characteristics. Those are makes intensive reading distinch from

extensive reading. The characteristics of the intensive reading were stated

below:

13

1) Generally classroom based

2) The reader is deeply involved in looking into the text

3) Students’ focus on linguistic or semantic details of a reading

4) Students' focus on details of surface structures such as grammar and

discourse markers

5) Students identify vocabulary key

6) Students can draw to help them (such as in problem solving)

7) The text is read carefully and thoroughly, repeatedly

8) The aim is to develop more knowledge of the language than just

practice reading skills

4. Reading Techniques

Techniques could be strategies or tactics. There are so many strategies

in reading techniques. They are stated below:

f.Identify the purpose in reading.

g. Use graph emic rules and patterns to aid in bottom-up decoding

(especially for beginning level learners).

h. Use efficient silent reading techniques for relatively rapid

comprehension (for intermediate to advanced levels).

i.Skim the text for main ideas.

j.Scan the text for specific information.

k. Use semantic mapping or clustering.

l.Guess when you aren’t certain.

m. Analyze vocabulary.

14

n. Distinguish between literal & implied meanings.

o. Capitalizing on discourse markers to process relationships.

While in another book define reading techniques in diverse steps. The

techniques are listed below:

a. Pre-teaching or preparation stage

b. Skimming or scanning stages

c. The decoding or reading stage is intensive

d. Understanding stage

e. Transferable or integrated skills

Based on the two statements above, we can conclude that the reading

technique can be divided into several points. Skimming and scanning are the

main point. The readers are able to predict the purpose of the passage, the

main topic, or the message and perhaps some ideas that develop or support

are of benefit to the reader. Skimming is used when reading some common

questions. Skimming is used in making decisions about how to approach text

as well as when determining whether careful reading is appropriate. Another

used of skimming is to build students' confidence and understanding that it is

possible to get meaning without reading every word in the text.

The definition of scanning differs from the definition of skimming.

Scanning quickly looks for certain pieces of information in the text. The

focus of skimming is to find specific information. Scanning is used when

specific information is needed, such as a name, date, symbol, formula or

phrase, is required. The reader knows what the object looks like and

15

therefore, knows when he has found what he is looking for. It is then assumed

that very little information is processed into long-term memory or even for

immediate understanding because the goal is just matching.

5. The advantages of Reading

At the time when people read stories, newspapers, or take part in live

conversations, they increased their knowledge. Learning to read can be

affects language skills. So many adventages that we will can be get by

reading. That is why reading is one of the important skills in Learning

English. There are several fun reading tips that help people to:

a. Increase their vocabulary.

b. Improve their reading speed.

c. Increase their comprehension.

d. Increase their writing.

e. Get more knowledge.

f. Find examples of the different ways people speak and write.

From the above advantagesabove, it is quite clear that reading is very

important in learning a strange language. Reading helps students icrease their

competence, abilities, knowledge and information in the teaching and

learning process. For students living in non-English speaking countries, this

can help them to understand more about English. That is very important to

them. The adventages for students are mentioned below:

a. Reading helps you study to think in English.

b. Reading can increase your English vocabulary.

16

c. Reading able to help you increase your writing.

d. Reading may be a great way to practice your English even if you live

in a non-English speaking country.

e. Reading is a great way to find out about new ideas and facts.

It's pretty clear about the advantages of reading. When almost

everyone in the world is bored with reading, reading the facts can help us in

the teaching and learning process. Students feel bored because now they do

not achieve their goals when they read "what we read and how we read it".

C. Reading Comprehension

Some people have formulated about reading comprehension. Below are

various definitions of reading comprehension.

Smith and Robinson, in Ilvirah (2010: 10) said that reading

comprehension means understanding, evaluating and utilizing information and

ideas obtained through and interactions between writers and readers where

written language becomes through print media.

Alodwan, (2012), states that reading comprehension is a process that

requires how to decode through the development of an extensive repertoire of

sight words, learning how to abstract meanings of vocabulary words encountered

in the texts, and learning how to abstract meaning from text. It represents how

well readers understand literal comprehension which concentrates on an explicit

meaning and inferential comprehension which concentrates on implicit meaning

in the reading text.

17

To help students become more active readers are the design from reading

comprehension. This strategy is section of a longer strategy supposed can help

students comprehension assignments accurately and on time.

From looking at the definition above, it can be concluded that reading is

an active process in which the reader tries to get the information be prepared by

the author and understands what the author's real purpose is.

Ranking and Scenery in Firman, (2011: 15) expressed that understanding

what has been read is the meaning of reading. It is an active thinking process that

depends not only on comprehension skills but also on student impression and

understanding of previous knowledge involves understanding vocabulary.

Looking at the relationship between words and contacts, making judgments and

evaluations based on the definitions above, it can be concluded that reading

comprehension is a kind of language between the writer and the reader where the

language of the writer becomes the medium that causes dialogue.

1. Reading Comprehension Levels

Reading comprehension is a complex in which the reader uses the

mental content to obtain the meaning from written material. It means that the

reader must be able to recognize meaning of printed words. We can interpret

that reading comprehension is a capability to comprehend or to acquire the

idea of one massage.

18

Burns in Lutfiah (2011:16) states four levels of reading skills. They

are literal reading, interpretive reading, and creative reading. Each of these

skills could be explained as follows:

a. Literal Reading

Literal reading refers to the acquisition of the meaning of an

idea or information that is explicitly stated in the text. Some specific

reading skills at the literal comprehension level are: identifying specific

information or nothing details, sequencing ideas when explicitly signal

are given, and following instructions. These skills, specially the first two

are scanning skill.

1) Identifying Specific Information

This reading requires a person to focus on only one or more

specific information or details that he needs to form a text; the rest of

the text may no longer be readable. That information could be names,

dates, scientific terms, or places or whatever, searches that motivate

people to read. In looking for a detail, the reader must look for signals

in the required information environment or within the information

itself.

2) Sequencing Events or Ideas

Meaningful reading results from the reader's ability to follow

the writer's line of thought. This is because each discourse consists of

words and sentences which are not only related grammatically to each

other, but are also logically related and the order of ideas as presented

19

by the author allows him to summarize, describe and conclude

correctly.

3) Following Instructions

Students can take the lesson and knowledge from the reading.

b. Interpretative Reading

Interpretative reading consists of theme and conclusion. Theme

is messages or the moral of the story. You can elaborate your opinion

here on an event/character of the story or text where final decisions or

judgment are made after complete discussion.

Sometimes an information or concept is not explicitly stated in a

text so that the reader must go through a process of concluding beyond

the literal meaning. This is the interpretive level or "Thinking Side" of

understanding. Interpretation is reading or getting between the lines of

meaning which requires the reader's sensitivity to clues and the ability to

relate the cues to his or her own experiences to arrive at new information.

It mentally explores and takes a position with respect to related facts and

details. When the reader does this, he concludes that the conclusions can

be categorized as implications, conclusions, generalizations and

predictions.

1) Implication.

Implication is any expectation of inference that may be implied

or understood logically, but is not stated directly, forming the author's

argument in the text or remark.

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2) Conclusion.

Conclusions draw factual proof into statements about the

nature of phenomena.

3) Generalization

Generalization is a declaration about the behavior of a large

population based on the observable behavior of a similar but smaller

sample group.

4) Prediction

Prediction is a statement about future behaviour or action.

c. Critical Reading

Critical reading is evaluating written material comparing the

ideas discovered in the material with known standard and drawing

conclusion about their accuracy, appropriateness, and timeliness. Critical

reading compares previous experience to element in the new material

such as content style, expression, information, and ideas or values of the

author. In this level of reading skill. The reader must be an active reader,

questioning, searching for fact, and suspending judgment until her or she

has considered all the material.

d. Creative Reading

Creative reading involves going beyond the material presented

by the author, creative reading require the readers to think as they read

just a s critical reading and it also require the reader to use their

imagination, in creative solution to those by the writer.

21

Carmine, in Firman (2011:17) categories the level of comprehension

into three levels, they are:

a. Literal comprehension that is to receive information started in a

passage.

b. Sequencing comprehension, this is to order several event from a

passage to when they happened.

c. Summarization, that is to receive information state in a passage.

Comprehension skill for the intermediate level consists of:

1) Inferential comprehension that is to reveal relationship between

two object and events (staled or not scared).

2) Critical reading: that is to identify the author conclusion to

determine what evidence is presented, and to identify fealty

argument.

3) Comprehension skill for advanced level that is the appreciation of

the author work.

D. The Concept of Team Word-Webbing

1. Definition of Team Word-Webbing

Before knowing the definition of word-webbing team clearly, we must

understand that team word webbing is one of the techniques in cooperative

learning. There are several strategies for teaching reading. One of them is the

team said weaving. This is not a new strategy and teachers often use it in

teaching but they don't know that it can be an interesting activity in teaching

reading. The teacher knows it as clustering or semantic mapping. Semantic

22

mapping is a visual strategy for vocabulary expansion and knowledge

expansion by displaying related words in categories.

A technique that can be used to develop ideas or words is the meaning

of the Word webbing technique. This technique is useful for students who

want or like to develop their ideas or words, especially in learning

vocabulary. From the given keywords, students make their own words related

to these keywords. Students first place their topic of interest in the middle

circle of the map/web. Then students brainstorm what words are related to the

topic. Students draw a line or branch from a topic and write down all the

words related to that topic. Each line consists of one word related to the topic

and then a circle. The word webbing technique makes it easier for students to

learn vocabulary and improve their vocabulary.

Cryer in Budiarjo et.al (2012) explains that webbing technique

sometimes refers to mind maps, it is a technique for freeing the mind from the

single, constrained and traditional viewpoint from which it has been seeing a

problem or issue. It provides an overview, which shows at a glance all the

components of the problem or issue and the links between them. It tends to

stimulate new and creative ideas. In other words, this technique encourages

the readers to be creative in presenting their ideas by using all the components

of the problems and the links between them. It would be interesting, both for

students and for teacher.

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Team word webbing is included in cooperative learning and has

several characteristics, namely:

a. The different topic for each group.

b. Each group member identify sub topics

c. The steering committee can coordinate overall class work.

d. Sources such as library references, interviews, visual media are

the students using as research information.

e. Students synthesize their information for group presentations: oral

and or written each group member plays a role in the

presentation.

f. After it finishes each group presented to the whole class.

g. This technique emphasizes the individualization and interests of

students. Each student assignment is unique.

h. Students need plenty of previous experience with more structured

group work for this to be effective. Students need a lot of

previous experience with more structured group work for this to

be effective

Students write simultaneously on chart paper, draw main concepts,

supporting elements, and bridges that represent the relationship of ideas in a

concept, namely the concept of Team Word Webbing. analyzing concepts

into components, understanding the many relationships between ideas,

differentiating concepts, namely the uses of the learning team word webbings

between ideas, differentiating concepts.

24

In this strategy, the main topic is written in the center of the paper in a

rectangular shape. Round Table team members add core concepts in an oval

around the main topic. Then the team has the details of adding free for all and

creating a bridge between the ideas. In groups of four, students write

simultaneously on a piece of paper or graph paper, drawing main ideas,

supporting elements, and bridges that represent the relationship of ideas in a

concept. Giving each student a different colored marker encourages more

engagement. Chart paper allows the "big picture" to be pasted on the wall and

more connections to be made, perhaps adding more information throughout

the week. In simple sentences, the general concept of word team webbing can

be divided into three steps:

a. Write the topic in the center of the paper.

b. Round Robin to create core concepts around the topic

c. Free-for-all to complete the word web

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Example of word-webbing:

Mrs. Natali 45 Years Old Mr. Lukman 54 Years Old

Black Hair

Brown Hair Sensible Hard Working

Nadina 20 Years Old Bryan 25 Years Old

Red Hair Smart Brown Hair Very Clean

2. Team Word-Webbing as Technique

Webbing the word team is a technique in teaching reading.

Techniques are specific activities that are manifested in the classroom that are

in line with a technique and therefore also in accordance with an approach. In

other terms, techniques are various kinds of exercises, activities, or tasks that

are used in language classes to achieve lesson objectives. This technique can

be an effective way to keep the class focused and stay together.

Team word webbing as a technique means a way to help teachers and

students in the teaching and learning process. Techniques can be strategies

and tactics used by teachers and students when these technique are used. The

best techniques in teaching and studying can support in achieving teaching

and learning goals. In fact, to achieve teaching and learning goals, teachers

My Mother

BrotherMother

Sister Brother

26

and students need techniques. So we can join based on the explained of the

team word webbing and technique.

3. Team word webbing in reading skill

Some reading experts said that the webbing strategy is one of the

reading comprehension strategies that can help students understand the text

by constructing meaning. Starko (2010) stated that the word webbing is often

used to organize ideas and information on a topic. Reading experts have

several steps in teaching reading comprehension through webbing strategies.

Gunning. The readers of T. G (2010) said that must follow six stages

in teaching reading comprehension through webbing strategies. In addition,

the statement from Denton, the teacher implements the word webbing

technique procedure to help students understand the reading stage. The

reading stages are:

a. Pre-reading which includes the activities of showing the word webbing

technique to students and discussing students' initial knowledge, using the

webbing technique as a tool to view chapters or text, and asking students

to make predictions about the text based on a graphic controller. or oval.

Therefore, in the pre-reading activities focused on students' vocabulary

and background or previous knowledge through question and answer and

some ovals or plaits;

b. During reading which includes activities asking students to fill in

important information as they read the text, and adjusting and or changing

27

student predictions about the text. At this stage, activities are focused on

extracting and extracting topics, explicit and implicit information;

c. Post-reading which includes activities asking students to write chapter

summaries or text using webbing strategies as a guide, asking students to

use webbing strategies to present content orally to peers, tutors, or

mentors, and asking students to write guides or test questions based on the

team word webbing technique.

In addition, McDonald & Hershman (2010) stated that in the team

word webbing technique, students draw a circle in the middle of the paper

and write the title of the book in it. Then they draw another circle from the

main circle for each chapter and write down the main idea for one chapter in

each of the smaller circles. A web can also be used to break up textbook

chapters by putting the chapter title in the middle and then the main ideas that

emerge from the circle in the middle can be formed and the main ideas can all

explode.

4. The Advantages of Team Word-Webbing

We can categorize word team webbing as a specific type of

cooperative learning activity. Cooperative learning is a teaching approach that

makes maximum use of cooperative activities that involve couples and small

groups of students in the classroom. Muhammad Mufty Haris (2011) said that

the word webbing team has advantages in learning. The general advantage of

word team webbing is to motivate students and make students interact with

28

other students because students have to work together in carrying out

activities. Webbing said team has several advantages especially for students.

There are some advantages of using cooperative learning are as

follows:

a. Cooperative learning teaches students to be less dependent on the

teacher and to rely more on their own thinking skills, seeking

information from other sources and learning for other students.

b. Cooperative learning encourages students to express their ideas and

compare them with the ideas and feelings of other students.

c. Cooperative learning helps students to learn to respect each other's

strengths and imitations and to accept these differences.

d. Working in cooperative learning teams helps empower students to

take greater responsibility for their own learning and for the

learning of others

e. Cooperative learning is an effective strategy for enabling students

to achieve a variety of academic and social outcomes including

increased achievement, increased self-esteem, positive

interpersonal relationships with other students, improved time

management skills, and positive attitudes towards school.

f. Cooperative learning allows students to work together resulting in

more learning than when students work alone, competitively, or

individually.

29

g. Cooperative learning activities can cause students to be less

frustrated, experience less confusion, feel more intellectually

challenged, feel more actively involved in learning and look

forward to class more often..

h. The interactions that occur during cooperative learning activities

help motivate students and stimulate their thinking, and view

education as a lifelong process rather than short-term training..

The advantage of grouping is being able to interact with other students

as follows:

a. Like pair-work, it dramatically increases the amount of talking for

individual students.

b. Unlike pair-work, because there are more than two people in the group,

personal relationships are usually less problematic; there is also a greater

chance of different opinions and varied contributions than in pair-work.

c. It encourages cooperation and negotiation skills that are broader than

working in pairs, but are more personal than working in front of an entire

class.

d. It promotes learner autonomy by allowing students to make their own

decisions in the groups without being told what to do by the teacher.

e. While we do not want individuals in the group to be completely passive,

some students may choose their level of participation more easily than in

class or paired work situations.

30

From the advantages above, we know that word team webbing is a

form of cooperative learning activity and it can be concluded that word team

webbing can improve student achievement, help build positive relationships

between students, provide the experience students need for a healthy social

life. Psychological, cognitive, and student development are expected to be

motivated and able to interact with other students in reading learning.

E. Conceptual Framework

The theoretical framework of this research is present by the showing the

following diagram:

i

Reading Teaching Material

Level of Reading Comprehension

Team Word-WebbingTechnique

The improvement of students’reading comprehension

Literal

Main Idea

Suppporting Details

31

The figure shows above that the resercher investigated reading skill. It

focus on literal reading comprehension level which consists of main idea and

supporting details with used Team Word Webbing technique to improved

students’ reading comprehension.

F. Hypothesis

Based on the research focus, the researcher put forward the hypothesis, namely:

(Ho) : Team Word Webbing technique was not effective to increase students’

reading comprehension in such level.

(H1) : Team word webbing technique was effective to increase students’

reading comprehension.

32

CHAPTER III

RESEARCH METHOD

A. Research Design

This research used a pre-experimental method. This method involves one

group that is pre-test, exposed to treatment, and post-test. This was aimed to find

out the effectiveness of using the Team Word-Webbing to improve students'


The procedures of the research described as follows:

1. Pre-test

Pre-tests were conducted at the first meeting. Researcher was giving a

reading test. In this case the researcher shared descriptive text with students

by asking them to read the text. Students gave 90 minutes to answer the

reading questions.

2. Treatment

After giving a pre-test, students were given treatment using Word

Webbing Team. That was lasted for four meetings and spent 90 minutes at

each meeting. Some treatment steps are:

a. The researcher divided the students into five groups which eachgroup

consists of five students.

b. The researcher gave each groups a descriptive text and graph paper,

each member must have a different pen color.

33

c. The researcher wrote the main topic or keyword text in the middle of

the graph paper and students had to write some words according the

main topic based on the text. Then, students add words that fit the

topic.

d. The students. made.web webbing among a word using bridges. What

they wrote is all about the text of descriptive text.and they must

.focus.in their text.

e. Students found the main ideas of descriptive texts and wrote them on a

piece of paper.

f. The students made a summary from the text of descriptive in a piece

of papers.

g. The students collected their works to the researcher.

3. Post-test

This study conducted a post test at the end of the study. Students were

given a post-test through reading comprehension in the form of multiple

choice questions to assess student understanding. The results compared with

the results of the pretest to find out the improvement of students and their

progress. The test is carried out with the same activity in the pretest.

B. Research Variable and Indicators

1.Variables

There were two variables in this research, they were:

a) Dependent variable was the effectiveness students’ reading

comprehension.

34

b) Independent variable was using Team Word Webbing in teaching


2.Indicators

The students were able to foud main idea and supporting details of the

text (literal comprehension) using the team word-webbing technique.

C. Population and Sample

1. Population

The population of this research was the first year students of SMA

Negeri 15 Pangkep in the academic year 2020/2021which consists of 1 class

and the number of tenth grade student were 25 students. So, the student

populations in this school in the tenth year were 25 students.

2. Sample

The Researcher was apply a total sampling technique because the

resercher wonted to knew the improvement of all students in this class. The

numbers of sample of class X students were 25 students in class X. MIA of

SMA Negeri 15 Pangkep in academic year 2020/2021.

D. The Instrument of the Research

In this research, the researcher used one type of instrument, namely a

reading test to make the students easy to memorize the key word of.the text. The

research instrument consisted of 20 items of multiple choice questions. The test

was given.to the students twice namely pretest and posttest. Pretest intended to

find out the students’ prior knowledge of reading.comprehension. Posttest

intended to find out the students’.improvement after joining treatment.

35

E. Procedure of the Research

The procedures of collecting data as follows:

1. The researcher gave a pre-test to read the test to students by asking them

to read the text. Students gave 90 minutes to answer the reading

questions.

2. After pre-test the researcher gave a treatment, students are treated using

the Team Word-Webbing. It lasted for four meetings and spent 90

minutes at each meeting.

3. After treatment; the researcher gave a post test at the end of the study.

Students were given a post-test through reading comprehension in the

form of multiple choice questions to assess student understanding. The

result was compared with the results of the pretest to find out the

improvement of students and their progress.

F. Technique of Data AnalysisTo analysis the data, the researcher used the following steps:

1. To find out the score of the students’ answer of the test, the researcher

used the following formula :

= x 100

36

2. After tabulation and data analysis, the study classified scores into seven

standard evaluation categories as follows:

No. Score Classification

1. 9.6 – 10 Excellent

2. 8.6 – 9.5 very good

3. 7.6 – 8.5 Good

4. 6.6 – 7.5 Fairly good

5. 5.6 – 6.5 Fairly

6. 3.6 – 5.5 Poor

7 0 – 3.5 Very poor

3. Calculating the mean score of the students :

X = ∑

Where:

X = Mean score

∑X = Total score

N = Number of students

(Yogesh Kumar Singh 2006:296)

37

4. To know the improvement of the students score :

P = × 100

Where:

y2 : Mean score of posttest

y1 : Mean score of pre-test

P : Improvement

(David E. Meltze2002: 3.)

5. Finding out the significant difference between the pre-test and post-test by

the calculating the value of the t-test. The following formula used :

=∑( )

Where:

T = Test of significance

MD = The means score difference

∑x2d = The sum of squares of deviation

1 = Constant number

N = The total of sample

(Ary, 2010: 117)

This formula explained the significance between the pre-test and post-

test. This formula aimed to answer the problem formulation questions, to found

38

out whether the Team Word-webbing technique was effective or not in reading

comprehension in class X SMA Negeri 15 Pangkep.

39

CHAPTER IV

FINDINGS AND DISCUSSIONS

This chapter consists of two parts, namely research findings and discussion

of research findings. The discussion deals with the description and interpretation

of the findings.

A. Findings

The findings of the research deal with the effectiveness of using team word-

webbing in teaching reading comprehension which consists of the students’

improvement of literal reading comprehension (in term main idea and supporting

details).

1. The improvement of using team word-webbing in teaching reading

comprehension in term main idea and supporting details

The students’ literal comprehension in reading can be seen in the

following table:

Table 1 : The improvement of students’ in literal reading comprehension

IndicatorMean score

ImprovementPretest Posttest

Main Idea 48.8 85.2 74.59%

supporting Details 50.8 90.4 77.95%

40

Table 1 indicates that the students score in posttest improves after

teaching reading comprehension by using Team Word Webbing for literal

level. Before applying treatment the students’ mean score in pretest for literal

comprehension in the term of main idea was 48.8 and the students’ mean score

in pretest in the term supporting details was 50.8. These results are classified

into poor. However, after giving treatment the score of the students’ had

improve. It showed in posttest wihch the students’ mean score in the term of

main idea was 85.2 and the students’ mean score in the term of supporting

details was 90.4.

Chart 1 : The precentage of the students'

Improvement

The chart 1 showed that there was improvement of students’ achievement

in literal Comprehension in the term of main idea was 74.59% and in the term

supporting details was 77.95. It meant that the applying of The Team Word

72.00%

74.00%

76.00%

78.00%

Improvement

74.59%

77.95%

The precentage of the students'Improvement

Main Idea

Supporting Details

41

Webbing Technique was good to improve the students’ reading comprehension

in terms of main idea and supporting details.

a. The Classification of the Students’ Pre-Test Score

1) Pre- Test Score of Main Idea

Table 2 : The Rate Percentage Score of Main Idea

No. Classification Score Frequency Percentage

1 Excellent 9.6 – 10 - -

2 very good 8.6 – 9.5 - -

3 Good 7.6 – 8.5 2 8%

4 Fairly good 6.6 – 7.5 3 12%

5 Fairly 5.6 – 6.5 5 20%

6 Poor 3.6 – 5.5 10 40%

7 Very Poor 0 – 3.5 5 20%

TOTAL 25 100%

The table 2 shows that there were 2 (8%) students classified into good

score, there were 3 (12%) students classified into fairly good score, there were

5 (20%) students classified into fairly score, there were 10 (40%) students

classified into poor score, there were 5 (20%) students classified into very

poor score, and none of students (0%) classified into excellent and very good

42

score. From the result it can be concluded that the students’ to increase reading

comprehension achievement on pre- test of main idea ranges from good to very

poor classification.

2) Pre- Test Score of Supporting Details

Table 3 : The Rate Percentage Score of Supporting Details


1 Excellent 9.6 – 10 - -

2 very good 8.6 – 9.5 1 4%

3 Good 7.6 – 8.5 2 8%

4 Fairly good 6.6 – 7.5 3 12%

5 Fairly 5.6 – 6.5 4 16%

6 Poor 3.6 – 5.5 11 44%

7 Very Poor 0 – 3.5 4 16%

TOTAL 25 100%

The table 3 shows that there was 1 (4%) student classified into very good

score, there were 2 (8%) students classified into good score, there were 3 (12%)

students classified into fairly good score, there were 4 (16%) students classified

into fairly score, there were 11 (44%) students classified into poor score, there

were 4 (16%) students classified very poor score and none of the students (0%)

43

classified into excellent score. From the result it can be concluded that the

students’ to increase reading comprehension achievement on pre- test of

supporting details ranges from very good to very poor classification.

b. The Classification of the Students’ Post-Test Score

1) Post- Test score of Main Idea

Table 4 : The Rate Percentage Score of Main Idea


1 Excellent 9.6 – 10 6 24%

2 very good 8.6 – 9.5 5 20%

3 Good 7.6 – 8.5 10 40%

4 Fairly good 6.6 – 7.5 4 16%

5 Fairly 5.6 – 6.5 - -

6 Poor 3.6 – 5.5 - -

7 Very Poor 0 – 3.5 - -

TOTAL 25 100%

After treatment, the researcher conducted the post-test. The results of all

students could be seen in the data in table 4. There were 6 (24%) students

classified into excellent score, there were 5 (20%) students classified into very

good score, there were 10 (40%) students classified into good score, there were

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4 (16%) students classified into fairly good score and none of the students (0%)

classified into fairly, poor, and very poor score. From the result it can be

concluded that the student achievement in improving reading comprehension in

the post-test of main idea ranges from excellent to fairly good classifications.

2) Post- Test score of Supporting Details

Table 5 : The Rate Percentage Score of Supporting Details


1 Excellent 9.6 – 10 13 52%

2 very good 8.6 – 9.5 3 12%

3 Good 7.6 – 8.5 6 24%

4 Fairly good 6.6 – 7.5 3 12%

5 Fairly 5.6 – 6.5 - -

6 Poor 3.6 – 5.5 - -

7 Very Poor 0 – 3.5 - -

TOTAL 25 100%

After treatment, the researcher conducted the post-test. The results of all

students could be seen in the data in table 5. There were 13 (52%) students

classified into excellent score, there were 3(12%) students classified into very

good score, there are were 6 (24%) students classified into good score, there

are were 3 (12%) students classified into fairly good score and none of the

students (0%) classified into fairly, poor, and very poor score. From the result

it can be concluded that the student achievement in improving reading

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comprehension in the post-test of supporting details ranges from excellent to

fairly good classifications.

3) The students’ mean score of main idea in pre-test and post-test

Chart 2 : The students’ mean score of main idea

The chart 2 indicates that there is a significant difference in the

mean score of students' literal reading comprehension in the term main idea

between the pre-test and post-test. The data analysis shows the students

mean score improved from pre-test to post-test. Before applying the

treatment in pre-test, the students’ mean score for literal reading

comprehension in the term of main idea was 48.8. After applying treatment

and post-test the students’ mean score improved to be 85.2 for literal

reading comprehension in the term of main idea. It could be seen in the

chart.

4) The students’ mean score of supporting details in pre-test and post-test

48.8

85.2

0

10

20

30

40

50

60

70

80

90

Mean score

Mean score of main idea

pre test

post test

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Chart 3 : The students’ mean score of supporting details

The chart 3 indicates that there is a significant difference in the

mean score of students’supporting details in literal reading

comprehension in the term supporting details between the pre-test and

post-test. The data analysis shows the students mean score improved

from pre-test to post-test. Before applying the treatment in pre-test, the

students’ mean score for literal reading comprehension in the term of

supporting details was 50.8. After applying treatment and post-test the

students’ mean score improved to be 90.4 for literal reading

comprehension in the term of supporting details. It could be seen in the

chart.

5) Test of significance (t-test)

The hypothesis is tested by using interpretative analysis. In this case,

the researcher used t-test (test of significance) for independent sample test,

50.8

90.4

0

10

20

30

40

50

60

70

80

90

100

mean score

Mean score of supporting details

pre test

post test

47

that is, a test to know the significant difference between the result of

students’ mean scores in pretest and posttest. Assuming that the level of

significance (α) = 0.05, the only thing which is needed; the degree of

freedom (df) = 24, where n-1 = 24. Where if the value is significant (2-

tailed) p = 0.000 0.05 indicates that there is no significant

difference between the initial variable and the final variable. H0 is accepted

and h1 is rejected; then the result of t-test is presented in the following table

Table 6 : Test of significance (t-test)

Variables/Indicator t-test t-table Remarks

Literal (Main Idea) 4.533 2.640 Significantly different

Literal (Supporting

Details)4.47 2.640 Significantly different

Based on the result of the data analysis as summarized in table 6 above

on the researcher found that the t-test is greater than the level of significance at

t-table and the degree of freedom 24. The t test for literal in the term main idea

was 4.533 and supporting details was 4.47. Where the t-test is greater than t-

table means that there is significantly difference between pretest and posttest

after using treatment. It indicates that the alternative hypothesis (H1) is

accepted and the null hypothesis (H0) is rejected. It means that Team Word

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Webbing significantly improve the students’ reading comprehension of literal

level.

This means that the posttest data as the final result shows a significant

increase. It is concluded that the use of Team Word Webbing is able to give

greater contribution in teaching and learning reading comprehension.

B. Discussion

The research was focus in using team word webbing technique to know the

effectiveness in teaching literal reading comprehension in term main idea and

supporting details at the tenth grade SMA Negeri 15 pangkep.

From the description of the data that collected through the test as described

in the previous section, it indicated that students' reading comprehension

improves. This is supported by the students' mean score pretest and posttest

scores.

Using team word webbing technique was able to change students' reading

comprehension to be better than before. So it can be concluded that the team word

webbing technique is more effective in developing students' of literal reading

comprehension.

Based on the result of the students’ answers before and after treatment, the

researcher noticed that students often did not understand the questions of the text.

They would copy something from the text, sometimes totally missing the point of

the question. So the researcher’s concluded that their lack of vocabulary

knowledge led to not recognizing the ideas of the reading, even when the question

49

was literal in the test. They are also weak in interpreting the t given text, and it

also makes it difficult for them to read critically.

The score distribution for posttest on literal level in posttest shows the

difference from the pretest. After the treatment conducting the students’ score

showed an improvement. In relation to the findings, the students’ reading

comprehension for literal level improved because the application of team word

webbing technique. In this case, the researcher applied team word webbing

technique to help students understand better what they read. In addition, the

students did not only map the text literally, but also they were helped by word

webbing in literal.

From the result and the discussion above, it can be stated that an active

reading was still needed to improve the students’ reading on their level of

comprehension. Based on the research result, the students have already made

significant progress in reading after they were given the treatment. In addition,

based on the research findings, the students’ achievement taught by using team

word webbing is better than the use of a conventional way.

Based on the result of the research showed that the the students’ scores were

much higher after the treatment in class using team word- webbing technique. The

use of the team word-webbing technique is certainly useful for improving

students' reading skills. Same statement’s from experts that able to supports this

thesis.Some reader experts stated that webbing strategy is one of the reading

comprehension strategies that can help students comprehend the text by

constructing meaning. Starko (2010) said that word webbing is often used to

50

organize ideas and information on a topic. In addition, Wiranti (2015), explained

that this technique is an active learning technique that directs student's attention of

students to the material presented.

In summary, the researcher emphasizes that the team word-webbing

technique is one of the various technique that are useful in teaching reading

comprehension. There were several points that make the team word-webbing

technique in teaching reading comprehension was effective. There were students

learn from one another and get to try out their ideas. The benefits to teachers were

increasing time on task in the classroom and greater quality of students'

contributions to class discussions. Students and teachers got a evident

understanding of expectations for attention and participation in class discussions.

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51

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter deals with the conclusion and implication of the research

findings, some suggestion regarding to the finding for the improvement of

teaching reading comprehension by Team Word Webbing Technique.

A. Conclusion

Based on the research findings and discussion in the previous, the researcher

draws conclusion in the following statement. The application of Team Word

Webbing in teaching reading comprehension improved the students’ reading

comprehension more significantly at the secondyear students of SMA Negeri 15

Pangkep in academic year 2020/2021.

In literal level of students’ comprehension of main idea and supporting

details showed that the students’ mean score improves from pretest to posttest.

The students’ mean score of main idea in pretest was 48.8 and the mean score of

supporting details was 50.8 both score classified as very poor. After, applying

treatment the students’ literal comprehension improved. It is proved by students’

mean score of main idea in posttest was 85.2 and the mean score of suporting

details was 90.4 both score classified as excellent. So, the improvement of

students’ achievement in literal of main idea was 74.59% and improvement of

supporting details was 77.95%. In addition, the t-test value of main idea was

(4.533) and t-test value of suppoting details was (4.47) there were higher than the

t-table value (2,640) and significant (2-tailed) 0,000. Using team word webbing as

a group reading method in teaching reading can make students read and think

52

aloud, this technique can be an effective way to keep the class focused and stay

together.

B. Suggestion

Based on the conclusion above, the researcher would like to give

suggestions as follows:

1. The English teachers should be creative to manage the material

presentation in the classroom for teaching reading comprehension such as

using Team Word Webbing Technique. This is meant to avoid

monotonous teaching technique.

2. It is suggested that the teaching literal levels of reading comprehension be

continually implemented to the students.

3. This research will be useful information and contributions for future

researchers, especially regarding students' understanding and references in

reading.

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BIBLIOGRAPHY:Abdul, N. B. (2018). The Use of Quizizz Application in Improving Students’

Reading Comprehention Skill at Smkn 3 Takalar

Agustini (2012). Improving Students’ Vocabulary Achievement Through WordWebbing Technique at Smpn 4 Takengon

Alice C. Omigo (2001). Teaching Language in Context Proficiency-OrientedInstruction.

Anwar (2017 ). The Effectiveness of Using Team Word-Webbing TowardStudents’ Reading Comprehension in News Item Text at The Tenth Grade ofMa Terpadu Al-Anwar Trenggalek.

Astomo (2016). A Correlation Study Between Students’ Interest of Reading onEnglish Text and Translation Ability Toward Reading Comprehension(State Islamic Institute of Surakarta).

Brown, H Douglas (1991). Teaching by Principles an Interactive Approach toLanguage Pedagogy. San Francisco: San Francisco State University

David E. Meltzer (2002). The Relationship between Mathematics Preparation andConceptual Learning

the effectiveness of using team word-webbing in … · web : bg.fkip.unismuh.ac.id surat pernyataan...

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