THE EFFECTIVENESS OF READ, ENCODE, ANNOTATE, AND PONDER (REAP) STRATEGY TOWARD THE STUDENTS’ READING COMPREHENSION ABILITY ON NARRATIVE TEXT OF THE EIGHTH GRADE STUDENTS AT MTs SUNAN AMPEL RINGINREJO KEDIRI

IKRIMA AULINA, 1723143077 (2018) THE EFFECTIVENESS OF READ, ENCODE, ANNOTATE, AND PONDER (REAP) STRATEGY TOWARD THE STUDENTS’ READING COMPREHENSION ABILITY ON NARRATIVE TEXT OF THE EIGHTH GRADE STUDENTS AT MTs SUNAN AMPEL RINGINREJO KEDIRI. [ Skripsi ]

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Abstract

ABSTRACT Aulina, Ikrima. Student Registered Number. 1723143077. 2018. The Effectiveness of Read, Encode, Annotate, and Ponder (REAP) Strategy Toward the Students’ Reading Comprehension Ability on Narrative Text of the Eighth Grade Students at Mts Sunan Ampel Ringinrejo Kediri. Sarjana Thesis. English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic Institute (IAIN) of Tulungagung. Advisor: Nany Soengkono Madayani, SS. M.Pd. Keywords: Effectiveness, REAP strategy, Reading Comprehension. Reading is one of skills in English that has the important role in teaching and learning English. From reading, students can get the information and knowledge from the text. Thus, to get many information, the students do not just read the text but they have to comprehend the text. Sometimes to read the text the students find out some difficulties, like they feel bored. To motivate the students in reading, the researcher used strategy for teaching reading comprehension that is Read, Encode, Annotate, and Ponder (REAP) strategy. This strategy helps students became more active, enhancing information processing and improving students’ memory of text. The research problem in this research was: Is there any significant difference on the students’ reading comprehension ability before and after taught by using Read, Encode, Annotate, Ponder (REAP) strategy at the eighth grade students of MTs Sunan Ampel Ringinrejo Kediri ?. The objective of this research was intended to analyze whether any significant difference on the students’ reading comprehension ability before and after taught by using Read, Encode, Annotate, Ponder (REAP) strategy at the eighth grade students of MTs Sunan Ampel Ringinrejo Kediri. This research used quantitative approach with pre-experimental design. The population of this research was the eighth grade students of MTs Sunan Ampel Ringinrejo Kediri consisting of three classes (A, B and C). The sample was B class of the eighth grade students of MTs Sunan Ampel Ringinrejo Kediri. This class consist of 18 students. The research instrument was test (pre test and post test). The technique of data analysis used Paired Sample T-Test which was used to find out the difference of students’ mean score in reading comprehension between pre-test and post-test by using SPSS v.18 for windows. The result showed that the students’ mean score in reading comprehension before they are taught by using REAP strategy (pre-test) was 75.28. while the students’ score in reading comprehension after they are taught by using REAP strategy (post-test) was 85.28. The significant value was 0.005, whereas with significant level was 0.05. It means the alternative hypothesis (Ha) which state that there is significant different score of the students reading comprehension ability before and after taught by using REAP startegy of the eighth grade students at MTs Sunan Ampel Ringinrejo Kediri was accepted. The null hypothesis (Ho) which state that there is no significant different score of the students reading comprehension ability before and after taught by using Read, Encode, Annotate, and Ponder (REAP) strategy of the eighth grade students at MTs Sunan Ampel Ringinrejo Kediri was rejected. It could be conclude that using Read, Encode, Annotate, and Ponder (REAP) strategy was effective used in teaching reading comprehension ability on narrative text.

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