THE EFFECTIVENESS OF USING 3-2-1 STRATEGY ON STUDENTS’ READING COMPREHENSION IN RECOUNT TEXT TO THE EIGHTH GRADE AT SMPN KADEMANGAN 02 KABUPATEN BLITAR

MEDYANA SHELLA MASRUROH, 17203153027 (2019) THE EFFECTIVENESS OF USING 3-2-1 STRATEGY ON STUDENTS’ READING COMPREHENSION IN RECOUNT TEXT TO THE EIGHTH GRADE AT SMPN KADEMANGAN 02 KABUPATEN BLITAR. [ Skripsi ]

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Abstract

ABSTRACT Masruroh, Medyana Shella. Student Registered Number. 17203153027. 2019. The Effectiveness of Using 3-2-1 Strategy Toward Students’ Reading Comprehension In Recount Text to The Eighth Grade at SMPN Kademangan 02 Kabupaten Blitar. Thesis. English Education Program. Faculty of Tarbiyah and Teacher Training. State Islamic Institute (IAIN) of Tulungagung. Advisor. Dr. Arina Shofiya. M.Pd. Key Word: Reading Comprehension, Recount, and 3-2-1 Strategy Recount text is chosen as the specific genre to teach reading because of its social function and its familiarity to student’s life, it is an important for students to be learned since is builds up reading comprehension. The objective of this research is to find eighth grade of SMPN 2 Kademangan. The design of this research was pre experimental research design which belongs to the quantitative method. The population is all of the students from A until F class consist of 204 students, and each class consists of 34 students. For the sample is C class that consists of 34 students selected by purposive sampling. The, the instrument in this research recount text is consisted of twenty-five questions in the form by multiple choice, specify the factual questions, determining a title, determining the main idea, and vocabulary (synonym antonym). To compare the result of pre-test and post-test used Paired Sample t-test in SPSS 16.0. The formulation of the research problem: Is there any significant difference between students’ reading comprehension before and after being taught by 3-2-1 Strategy? The objective of research is to identify there is any significant difference between students’ reading comprehension before and after being taught by 3 -2-1 Strategy. The finding showed that there is a significant difference between the result of pre-test and post-test. The students’ mean score in pre-test before being taught by using 3-2-1 strategy was 68.85. In post-test after being taught by using 3-2-1 strategy was 77.85. So, it means that the score post-test was higher than pre-test. It can be said that the 3-2-1 strategy is effective to reading comprehension. In addition, the result of the statistical computation used Paired Sample t-test with SPSS 16.0, showed that the significance value was 0.000. it means that the significance value was smaller than the significance level (0.000 < 0.05). This mean that Ha stated that there is significant difference score in teaching reading comprehension by using 3-2-1 strategy at eighth grade of SMPN 2 Kademangan wasaccepted. Whereas, H0 which stated that there is no significant difference score in teaching reading comprehension by using 3-2-1 strategy at eighth grade of SMPN 2 Kademangan was rejected. Based on the result above, the alternative hypothesis (Ha) that state the mean of the students after being given treatment is bigger than the mean of the students before being given treatment while the null hypothesis (H0) states the mean of the students after being given treatment is smaller than mean of the students before being given treatment. In other word, using 3-2-1 strategy is effective in teaching reading comprehension at junior high school. Finally, it is suggested that 3-2-1 Strategy is used as alternative teaching strategy for English Teacher in teaching reading comprehension in recount text at the eighth grade of SMPN 2 Kademangan.

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