THE EFFECTIVENESS OF FIX-UP STRATEGY TOWARDS READING COMPREHENSION SKILL AT THE SECOND GRADE OF SMPN 1 SUMBERGEMPOL

M.FARMADANI, 17203153161 (2019) THE EFFECTIVENESS OF FIX-UP STRATEGY TOWARDS READING COMPREHENSION SKILL AT THE SECOND GRADE OF SMPN 1 SUMBERGEMPOL. [ Skripsi ]

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Abstract

Reading is one of skills of English that should be mastering by students, especially in getting information and knowledge. Students must understand the content of the text by reading so that they get clear and detailed information and knowledge. There are several reasons that make many students feel lazy to read such as the sentence is too much, students are less aware of vocabulary, and difficult to understand its content in the story because the sentence is too foreign to them. Some of these reasons make many students become bored and want to be alone in reading so that most students lack interest in reading. This research is attended to prove whether the Fix-Up Strategy is effective to improve students' reading comprehension skill especially in reading recount text. Thus, the purpose of this study is to find out significant differences in students' reading skill before and after being taught by using the Fix-Up Strategy. The research design implemented in this study is pre-experimental through a quantitative approach. Meanwhile, the population is all 8th grade of SMPN 1 SUMBERGEMPOL; the sample is class VIII G that contains 32 students. Then, the research instruments using pre-test and post-test; while the data analysis using the T-test. The result showed that the students’ mean score in reading before they are taught using fix-up strategy was 68.91. While the students’ score after they are taught using fix-up strategy was 89.06. The data computation of t-test shows that P-value (Sig.) is 0.000, and it is smaller than 0.05 or 5% (0.000<0.05). In consequence, the null hypothesis (Ho) is rejected; it means that there is significant different achievement of students before and after being taught using fix-up strategy. Thus, it can be concluded that fix-up strategy is effective for teaching reading in Junior High School.

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