I.

INTRODUCTION

A. Background of the Research

English is thought in four skills, namely: writing, reading, speaking, and

listening. In this sense, the researcher will be focused in reading. Reading is

very essential to be taught and considered to be the most difficult skill to

master. Therefore, teaching reading is not an easy job because teachers might

face several problems in the process of teaching reading in the classroom.

In the current Curriculum 2013 of SMP Negeri 6 Lhokseumawe stated

that students are expected to be able to comprehend the meaning of short

functional text and news item in the context of daily activities. It means that an

English teacher should find a good strategy to make the students be able in

reading and the strategy is hoped to solve students problems in reading like;

low motivation, lack of ideas etc.

Unfortunately, based on the observation with the English teachers of

SMPN 6 Lhokseumawe. The students are less competence in reading

comprehension. There are influenced by several factors. First, students have

difficulty in understanding English words, phrases and sentences in English.

Second, students have difficulty in finding the main idea of the text they read.

Third, students are not accustomed to practicing reading in class and daily life.

In other words, the students' ability was still low in reading comprehension.

Dealing with the practice, the students became lazy because they were

frustrated when they faced some problems in comprehending the reading.

1
 On the other hand, the teacher did not tell the students more about the

benefits of reading comprehension, so that they did not have a good motivation

to read. Furthermore, the teacher did not apply a good and interesting strategy

to increase students reading comprehension. The teacher still used

conventional method during teaching learning process. The teacher seems

dominating read classroom activities and minimalist the students participation

in the classroom. Teacher dominates causes the students only wait for teacher

to tell them rather than seek and found knowledge and skill that they need.

This sometimes makes the students felt bored during the teaching learning

process.

To avoid a boredom in teaching and learning process, the teacher is

supposed to be creative to create an active, effective and fun learning process.

Therefore, the teacher should have special technique or strategy to make their

students interested to read the text. To get this, the usage of a strategy or

technique must be considered.

There are some strategies that can be used by the teacher to help the

students in developing reading ability. One of them is by applying

Anticipation/Reaction Guide Strategy. Sometimes a different strategy can be

used to make them easy to read and support their reading activities.

2
 Anticipation/Reaction Guide Strategy is a comprehension strategy that is

used before reading to activate student prior knowledge and build curiosity

about a new topic.1

Reading Comprehension is a cognitive or behavioral action that is

enacted under particular contextual condition with the goal of improving some

aspect of comprehension.2

Based on the previous research, the researcher is interested in

implementing of The Effectiveness of Anticipation/Reaction Guide Strategy in

Teaching Reading Comprehension to the second year students of SMPN 6

Lhokseumawe. The researcher also wants to know the advantages and the

problems encountered by learners and teachers in using it.

B. Identification of the Research Problem

Based on the background of the research, researcher identified some

problems. First, students have difficulty in understanding English words,

phrases and sentences in English. Second, students have difficulty in finding

the main idea of the text they read. Third, students are not accustomed to

practicing reading in class and daily life. In other words, the students' ability

was still low in reading comprehension. Dealing with the practice, the students

became lazy because they were frustrated when they faced some problems in

comprehending the reading. 2007 p.6

1
F. Duffelmeyer. Effective Anticipation Guide Statement for Learning from Expository
Prose. (Journal of Reading, 1994). P. 452

2
Graesser. Teacing and Researching Reading. (Britain: Longmen, 2007). P. 6

3
C. Problem of the Research

Based on the explanation of the background above, the problem of this

research can be formulated as follows:

1. Is teaching reading through Anticipation/Reaction Guide Strategy effective

for students of SMPN 6 Lhokseumawe?

2. Are there any significant differences in the results of teaching reading using

Anticipation/Reaction Guide Strategy and using conventional technique?

D. Purpose of the Research

In accordance to the statement of the problem formulation, this research

is directed to develop reading comprehension through Anticipation/Reaction

Guide Strategy. This research intends to:

1. To find out the effectiveness of Anticipation/Reaction Guide Strategy and

without it for the teaching reading in SMPN 6 Lhokseumawe.

2. To know the significant differences in the results of teaching reading by

using Anticipation/Reaction Guide Strategy and using conventional

technique.

E. Scope of the Research

To limit the scope of the research, this research only focuses on the use

of Anticipation/Reaction Guide Strategy in teaching reading comprehension.

Then, the subject of the research is the second year students of SMPN 6

Lhokseumawe on the academic year of 2016/2017 for the subject research. In

4
this research, the researcher focuses on how the Students can connect new

information with prior knowledge and build curiosity about a new topic.

F. Significance of the Research

In this part of the research, the researcher describes some theoretically

and practically significances:

1. Theoretically, the result of this research can be useful as theoretical

contribution in teaching reading comprehension and can be used an input

for other researchers in studying the same topic.

2. Practically, the result of the research can give the effectiveness to students

reading comprehension and the result of this research would be used by

the teacher at the school especially in teaching reading comprehension.

G. Operational Definition (footnote)

1. Reading comprehension is the process of understanding written text. The

readers expected to be able to extract information by using comprehension

skills. However, the successes of reading depend on the capability of the

reader with their language acquisitions and it is matched with the level of

language acquisitions and the knowledge of the writer.3

3
Henrieta Dombey, Teaching Reading What the Evodence Says. (Brighton: University
of Brighton, 2003), p. 6

5
2. An Anticipation/Reaction Guide is a questioning strategy that assesses

prior knowledge and assumptions at the pre-reading stage and evaluates

the acquisition of concepts and use of supporting evidence after reading.4

4
Herber, Cited in A Willey Brand, ThinkquiryToolkit 1 Second Edition (Reading and
vocabulary strategies for College and Career Readiness), (Sanfransisco: Jossey-Bass, 2016),
p.105.

6
II. Review of Related Literature

A. Definition of Reading Comprehension

Reading comprehension is a reading activity to understand the content of

the reading, either express or implied from the reading material. There are

some definitions of reading comprehension according to the expert bellow.

Reading comprehension is a highly complex cognitive process involving

the intentional interaction between the reader and the text to create meaning.

To help students acquire and use strategies for understanding the print sources

they will encounter in their lives, students must be taught how to use text to

think and learn. This requires teachers to teach from a variety of genres so that

students developexpertise with different kinds of printed materials. At the same

time, students need to engage in many years of reading.5

Reading comprehension involves much more than readers responses to

text. Reading comprehension is a multi- component, highly complex process

that involves many interactions between readers and what they bring to the text

as well as variables related to the text itself. Besides, reading in this study

refers to comprehensive reading at the process of understanding written text.

Knowledge is the basic element for the comprehension. It is related to what

they do not know about information to they have already known. Reading

really depends on some information through the eyes to the brain.6

5
J. Chard David, What is Reading Comprehension(Building a Community of Reading
Experts). (National Centre for Reading First, 2008), p. 1
6
Steve Graham, Teaching Reading Comprehension to Students with Leaning
Difficulties. (New York: The Guilford Press, 2007), p. 8

7
 Reading comprehension is the process of simultaneously extracting and

constructing meaning through interaction and involvement with written

language. We use the words extracting and constructing to emphasize both the

importance and the insufficiency of the text as a determinant of reading

comprehension. Comprehension entails three elements: The reader to

comprehend, a reader must have a wide range of capacities and abilities. These

include cognitive capacities, motivation, and various types of knowledge. The

features of text have a large effect on comprehension. Comprehension does not

occur by simply extracting meaning from text. During reading, the reader

constructs different representations of the text that are important for

comprehension. Reading does not occur in a vacuum. It is done for a purpose,

to achieve some end. Activity refers to this dimension of reading. A reading

activity involves one or more purposes, some operations to process the text at

hand, and the consequences of performing the activity.7

Reading is complex, multi-faceted activity, involving a combination of

both lexical and text progressing skill that are widely recognized as being

interactive. Two mayor approaches have been used for developing reading

skills, knows as intensive and extensive reading. Indeed both approaches have

important roles to play in helping learners gain fluency, first in critical area of

7
Catherine Snow, A Critical Consumers Guide to Reading Comprehension Assessments
for Adolescents. (New York: Carnegie Corporation of New York, 2002), p. 11

8
vocabulary and word recognition, and then in developing better reading

comprehension skills.8

In addition, the points out that reading are a conscious and unconscious

thinking process. The reader applies many strategies to reconstruct the

meaning the author is assumed to have intended. The reader does this by

comparing information in the text to his or her background knowledge and

prior experience.9

So, reading comprehension is process when the reader make a perception

or construct the meaning of authors massage through written language.

B. Three-Level Taxonomy of Comprehension

Thomas barrett has suggested the following three types of action with his

three level taxonomy of reading comprehension10

a. Literal Comprehension

Literal Comprehension, the lowest of the three levels, requires a reader to

be able to retell or recall the facts or information presented in a text. Names of

characters and details of the setting are examples of literal comprehension. The

information required for literal comprehension comes largely from the text

itself. Recall comprehension can easily be evaluated. In responding to a literal

8
John P Loucky, Combining Intensive and Extensive Reading Strategies with
Cooperative and Communicative Learning Activities. (Oxford: Oxford University, 2003), p. 1
9
Larry Mikulecky, Adult Literacy and Education in America. Four Studies Based on the
National Adult Literacy Survey. (National Center for Education Statistics, 2001), p. 1
10
Thomas Barrett, Cited in timothy Rsinski and Danny Brassel, Comprehension That
Work. (Huntington Beach: Shell Education, 2008). P. 17-18

9
question, the reader either can recall the information from the text or he or she

cannot.

b. Inferential comprehension:

Inferential comprehension, the text level, refers to the ability of a reader

to take in information that a character is carrying an umbrella while walking

down a street on a cloudy day, you can infer that the character is expecting

rain. Inferential comprehension is more sophisticated than literal

comprehension because it requires the orchestration and manipulating of

information from the text as well as information that resides within the readers-

their background knowledge.

c. Critical comprehension

Critical or Evaluate Comprehension, the third and highest level in the

taxonomy, involves making critical judgments about the information presented

in the text. Moreover, in-depth analysis and critical thinking are necessary to

make informed judgments and evaluations. Because responses to inferential

and critical-level questions are highly dependent on the readers own

background, interest and disposition, determining a readers level and the

quality of a readers inferential and critical comprehension is not easy.

All three levels of comprehension are important and need to be fostered.

However, it has generally been the case that inferential and critical

comprehension are not sufficiently addressed in many classrooms and reading

programs. These levels are not easily evaluated and do not lend themselves to

the teacher teacher asks and students answers type of comprehension

10
discussions that follow many reading lessons. Nevertheless, a focus on

inferential and critical comprehension is appropriate, the nurtures the high-

level thinking that one would expect to find in high-performing classroom.

C. Kind of Reading Comprehension

1. Reading for Information

The first kind of reading is reading for information. Materials like

newspapers are designed to be read quickly in order to find facts. Most

newspaper sentences are no more than fifteen words; paragraphs, no longer

than three sentences. The text appears in narrow columns so the reader's eye

can quickly move down the page. Typically, readers do not read every word,

but skim the page for key facts. Hall describes reading for information as

reading to learn about a trade, or politics, or how to accomplish something. We

read a newspaper this way, or most textbooks, or directions on how to

assemble a bicycle. With most of this sort of material, the reader can learn to

scan the page quickly, coming up with what he needs and ignoring what is

irrelevant to him, like the rhythm of the sentence, or the play of metaphor.

Courses in speed reading can help us read for this purpose, training the eye to

jump quickly across the page. Quick eye-reading is a necessity to anyone who

wants to keep up with what's happening, or learn much of what has happened

in the past.

11
2. Reading for Ideas

Unlike reading for information, reading for ideas is slow, and sometimes

torturous. Ideas require careful thought in order to be understood. The fact that

John F. Kennedy was assassinated on Nov. 22nd, 1963, is a straightforward

fact and easily understood. While students can scan for information, ideas have

to be appropriated which requires careful reflection. Students may need to re-

read the material, take notes, spend time thinking about what was written,

define words, research background and context, or discuss the material with a

teacher or friend in order to comprehend complex ideas.

3. Reading for Escape

Most people read novels to escape. What is sometimes called genre

fiction or sometimes "pulp" fiction includes inexpensive and mass produced

works of entertainment that people read to while away their time or ease their

stress. While there is nothing wrong with some relaxing reading for pleasure,

this type of reading seldom comes into play in the academic world. Hall

describes escape reading as "narcotic reading".

4. Reading for Engage

Unlike escape fiction, literature is meant to engage the reader in lived

experience, so that readers wrestle with the emotional dilemmas that characters

face. Hall suggests that if we read a work of literature properly, we read

slowly, and we hear all the words. If our lips do not actually move, it's only

laziness. The great writers reward this attention. Only by the full exercise of

our powers to receive language can we absorb their intelligence and their

12
imagination. This kind of reading goes through the ear though the eye takes in

the print, and decodes it into sound to the throat and the understanding, and it

can never be quick. It is slow and sensual, a deep pleasure that begins with

touch and ends with the sort of comprehension that we associate with dream.11

D. Definition of Anticipation/Reaction Guide Strategy

An anticipation guide (Herber, 1978) is pre reading response theory

usually don independently by the student. It contains a series of teacher-

generated statements concerning the topic that the students will be reading

about. This strategy lends itself to formulate predictions about the text to be

encountered, which stimulates comprehension. Student read and either agree or

disagree with each statement before reading the text or the story. An

anticipation guide can be used to activate and asses prior knowledge, to focus

reading, and to motivate less proficient readers by familiarizing them with the

major ideas of the content to be covered and stimulating their interest. This

structure activates the students knowledge and opinions about a topic,

promotes critical think, and serves as a guide for the reading. Some of the

statements are true and some are false the correct answers are not obvious.12

Anticipation guides are design to create a need to know on the part of the

student. The value of the anticipation guide lies primarily in the discussion that

11
Donald Hall. "Four Kinds of Reading." Thinking in Writing. 2nd ed. Ed. Donald
McQuade and Robert Atwan. (New York: Knopf, print 1983), p. 163-166.
12
Kathy Parez. More Than 100 Brain-Friendly Tools and Strategies for Literacy
Instryction. (United States of America: Library of Congress Cataloging-in Publication Data,
print 2008), p. 9

13
takes place after students independently complete the exercise. Students

discuss and debate their opinions and then read to get more information. Then

they review their responses and decide if their opinions and beliefs have

changed as a result of the lesson or their reading, revising them as needed. This

strategy sparks lively discussion and provides clear and compelling purposes

for reading and responding.13

Furthermore, the anticipation guide serves as a motivational tool to boost

reading comprehension. Sometimes the statements might challenge the

students preconceived understanding. This process arouses the students

curiosity about the topic and encourages him or her to use the text or the lesson

to support or refute the statements. This strategy is applicable to all grades and

is a powerful tool especially in the upper grades and secondary contents areas.

Figures 2.1 and 2.2 show examples and anticipation guide.14

Teachers encourage the students to revisit their guides and their

responses when the reading or lesson is complete. Students then discuss how

their responses have changed or stayed the same, based on the information

provided.

So, Anticipation/Reaction guide activate private prior knowledge of a

specific topic by asking students to identify their existing ideas or attitudes.

This enables students to become interactive readers.

13
Ibid, p. 9
14
Ibid, p. 9

14
E. Implementation of Anticipation/reaction Guide Strategy in Teaching

Reading Comprehension

To implement the anticipation/reaction guide strategy, the researcher has

to apply steps as follows:15

1. Distribute copies of the statements to the students and display the guide

on an overhead, poster, chalk board.

2. Arrange the students in pairs or small groups and tell them to take turns

reading each of the statements to their partners.

3. Ask the students to decide if they agree or disagree with the statements

(they do not have to agree with each other), they should explain to others

why and how they arrived at such a decision.

4. Then, engage in a whole class discussion, eliciting responses from the

class. It is especially beneficial to have students cite examples from the

text, video, or selection to indicate how they have broadened their

thinking or changed their point of view.

5. The teacher should circulate around the room to monitor progress and

help student clarify their thinking.

6. Next, the teacher conducts an informal poll to tally how many students

agreed and disagreed with each statement.

15
Karen D. Wood and Janis M Harmon, Strategies for Integrating Reading and Writing
(in Middle and High School Classrooms). (Ohio: National Middle School Association
(NMSA), 2001), p.

15
7. After the discussion, have the students read, listen, and view the selection

on which the guide is based. The targeted material could be a content

area reading selection, a newspaper article, a short story, or a video.

Instruct them to use these statements as guides to the reading, focusing

on the key concepts reflected in the reaction guide as they read.

8. Tell the students to read the selection on their own using the statements

as their guide.

9. Ask them to make mental or written notes of the new and relevant

information.

10. The students should then return to their groups to discuss each statement

again, responding and sometimes revising, in the after column of the

guide.

11. Then, engage in a whole class discussion, eliciting responses from the

class. It is especially beneficial to have students cite examples from the

text, video, or selection to indicate how they have broadened their

thinking or changed their point of view. The teacher then calls on class

members to add their new knowledge to the concepts by collaborating

their responses. In this step, the students are required to provide evidence

(from the text) to support their answers.

16
F. Previous Relevant Study

Several studies were conducted by some researcher about

Sri Wahyuni in her thesis entitled The Effectiveness of Teaching

Reading by Using Anticipation Guide Technique at the Second Year Students

of SMPN 1 Semen in Academic Year 2009/2010. This study is aimed to find

whether teaching reading using Anticipation Guide Technique is effective or

not. The study was implemented in SMP N 1 Semen, especially class VIII C.

This research used quantitative experimental design. The writer took 35

students as the subject of the research. To collect the data the researcher used

pre-test and post-test. The result showed that the students could do the post-

test better than pre-test. It meant teaching reading by using Anticipation Guide

Technique was effective to improve students skill on reading.

Kiki Andriyani with her thesis The Effect of Anticipation Guide

Strategy on The Eleventh Grade Students Reading Comprehension of SMAN

3 Pekanbaru. This study is classified as pre-experimental design with one

group pre-test post-test without involvement of a control group. In the one

group pretest-posttest design, a single group is measured or observed not only

after being exposed by a treatment, but also before. The pre- 4 test and post-

test was given to take the score of the students achievement before and after

being taught by using Anticipation Guide strategy. Then both scores were

17
computed by using t-test to find out if there is significant effect of teaching

reading comprehension by using Anticipation Guide strategy. The population

in this research was all of eleventh grade students of SMAN 3 Pekanbaru. The

number of population was 168 students. The total population consists of five

classes from social program (IPS). The writer randomly chose the class to be

the sample. The writer prepared five pieces of paper which one of those papers

has been written the sample and the other one has been written try out,

and the writer folded all of the papers. Then, the writer called the chairman

from each class to pick up one piece of paper. The chairman of class XI IPS 2

got the folded paper written the sample, and the chairman of class XI IPS 1

got the folded paper written try out. Therefore, the sample class of this study

was 34 students of XI IPS 2, and the try out class was 33 students of XI IPS 1.

In this study, the writer used test as instrument. Test is a series of question,

exercise or other means which are used to measure the skill, knowledge,

intelligent, ability or talent that owned by individual or group. Thus the test is

a method to gain the data by giving some questions to the respondent. Here,

the writer used multiple choice test. The writer used multiple choice test to

make the students easier to answer the questions, they had only make a mark

on the paper. In this study, the items of the test were about the content of the

narrative text. The test consisted of 6 narrative texts which each of the text

consists of 6 to 8 multiple choice questions which cover 5 skills ; vocabulary,

reference, main idea, inference and factual information. The students can

answer total number of questions of 40, which are 30 questions of the tests

18
about skills of reading and 10 questions about generic structure,

communicative purpose, and language features of the text. It meant teaching

reading by using Anticipation Guide Technique was effective to eleventh

grade students.

Maya Puspita Nasution in her thesis entitled Improving Students

Reading Comprehension in Descriptive Text Through Anticipation Guide.

The objective was to investigate improvement of students reading

comprehension by applying anticipation guide. The subject of the study was

grade VII students of SMP SWASTA TAMAN HARAPAN MEDAN 2013

totalling to 30 students. This research was conducted by using action research

method. It was a way for teacher to know what problem is usually face in

everyday practice and to analyze it to make some helpful decision later on.

The result of study can be shown by collecting data which was using

quantitative and qualitative (observation sheet and questionnaire sheet). Test

score of quantitative data, students score kept improving in every evaluation.

In the orientation test the mean was 51, in the cycle I test the mean was 67,6.

In the cycle II test the mean was 79,6. The percentage of test was 16,6 %,

cycle I test was 30 % and cycle II test was 73,3 %. The qualitative data show

that the students were more interested and motivated on reading

comprehension through anticipation guide. It meant teaching reading by using

Anticipation Guide Technique could improve the students reading

comprehension.

19
G. Hypothesis

On attempting to give a tentative solution to the problem, the hypothesis

will be stated as the following:

Alternative Hypothesis (Ha):

Ha:Teaching reading through Anticipation/Reaction Guide Srategy is effective

for students of SMPN 6 Lhokseumawe.

Ha: There are any significant differences in the results of teaching reading

using Anticipation/Reaction Guide Srategyand using Conventional

Technique.

Null Hypothesis (Ho)

Ho: Teaching reading through Anticipation/Reaction Guide Strategy is not

effective for students of SMPN 6 Lhokseumawe.

Ho: There are not any significant differences in the results of teaching reading

using Anticipation/Reaction Guide Strategy and using Conventional

Technique.

20
III. Research Methodology

A. Research Design

In this research, the researcher used a kind of quantitative research.

Quantitative research is explaining phenomena by collecting numerical data

that are analyzed using mathematically based methods in particular

statistics.16In this term, quantitative data refer to the use of statistical analysis

tocalculate the numeral data that are gathered and to analyze them by the use

ofcorrelation analysis. These data are expressed in the mathematics and must

beevaluated and interpreted by means of appropriate statistical procedure.

Because of the design of the research was quantitative, so the researcher

used experimentalresearch study. Experimental research is the way to find the

causal relationship between two factors which are raised by the researcher. In

doing an experimental research usually two groups are involved and compared

to find the influence of a treatment. Experimental research involves

comparingtwo groups on one outcome measure to test some hypothesis

regarding causation.17

Experimental research design is divided into three kinds, pre-

experimental design, true experimental design, and quasi experimental design.

16
Aliaga and Ganderson cited in Daniel Muijs, Doing Quantitative Research in
Education with SPSS 2nd Edition. (London: SAGE Publication Ltd, 2011). P.1
17
Marczyk, G., DeMatteo, D. and Festinger,D. 2005. Essentials of Research Design
and Methodology. New Jersey: Inc. All Rights Reserved. P. 3

21
 1. Pre-Experimental Design

Pre-experimental designs are the weakest. Pre-experimental designs

do not control threats to validity well and should be avoided.... In fact, the

results of a study based on such a design are so questionable, they are

essentially worthless for all purposes except, perhaps, a preliminary

investigation of a problem18

This design is not a true experimental design because there are many

other variables that influence the dependent variable. This happens because

there are no control variables and the sample is not selected randomly.

2. True Experimental Design

True experimental designs have one characteristic in common that

neither quasi-experimental nor pre-experimental have--random assignment

of subjects to groups. In addition to random assignment, it would have been

ideal to also have had random selection, but this was not possible since the

students themselves determined which classes they took. However, Gay

stated To qualify as a true design, at least random assignment must be

involved19

In this design, the researcher can control the external variables that

influence the dependent variable. So the internal validity is high. The

characteristic of this experimental design is the existence of a control group

and a sample chosen at random.

18
L.R Gay. Educational Research: Competencies for Analysis and
Application (4th ed). ( New York: Macmillan, 1992). P.318
19
Ibid. p. 322

22
 3. Quasi-experimental designs

Quasi-experimental designs offer more control over extraneous

variables than pre-experimental designs, but similar to pre-experimental

designs, the subjects are not randomly assigned. Almost all previous

frequency of testing studies had used quasi-experimental designs because

the researcher had to agree to use existing classes. However, Gay (1992)

stated that If you have a choice between a true experimental design and a

quasi-experimental design, select the true design20

In this research, the researcher used the quasi experimental design named

Pre-test Post-test Nonequivalent-Group Design. This research used pre-test and

post-test to obtain the data. The experimental design can be describes as

follows:21

Experimental group O1 X1 O2

Control Group O1 X2 O2

As can be seen from the diagram above, there was two groups employed

in this design; one group was the experimental group, it received a treatment

(X1) whilesecond group was the control group, it received another treatment

(X2). Here, both ofthe groups received pre-test (O1) to obtain first data. Then,

the experimental groupwas given treatment of using Anticipation/Reaction

Guide Strategy (X1) while the control groupwas using conventional teaching

20
Ibid. 318
21
JW Best,.Research in Education. (New Jersey: Prentice Hall, 1995Inc). P. 151

23
with text (X2). Finally, both of the groups weregiven post-test (O2) to obtain

second data. The influence of Anticipation/Reaction Guide Strategy and

therelative improvement of the two groups could be seen from the gain score

that is thepost-test minus the pre-test score of the two groups.

B. Population and Sample

1. Population

A population is any group of individuals that have one or more

characteristics in common that are interesting.22 In this research, the population

was the second year students of SMP N 6 Lhokseumawe in the academic year

2016/2017. There were three classes on the average, each class had 24

students, so the total population was 72.

2. Sample

A sample is a small proportion of population selected for observation or

analysis.23 So, by observing the characteristic of the sample, one can make

certain inferences about the characteristic of the population from which it is

drawn. The sample consisted of the students from the population who were

chosen to participate in the study. Since the population is 72 students divided

into three classes, two classes were selected as the sample by using simple

random sampling technique in choosing the class. The researcher took 24

students for the control group and 24 studentsfor the experimental group. The

total of sample was 48 students.

24
C. Research Procedure

The Research will be carried out according to the schedule learning

activities with time allocation 2x40 minutes.

The research will be conducted for three phases; there are pre-test,

treatments and post-test.

1. Pre-test

The pre-test will be given for one meeting to each group. Before giving

treatment, the researcher will give the pre-test for both groups. Pre-test will be

given to know their basic ability before getting the treatment. In pre-test, the

students will be asked to answer the questions about the reading.

2. Treatment

The teaching-learning processes of this research become the processes

of giving treatment. The process of giving treatment is in order to make sure

that the anticipation/reaction guide strategy definitely give effect to the

students achievement in reading comprehension and to reach the main purpose

of this research. The treatment is given after the researcher does the pretest in

the experiment and control class.

The experimental group gets a treatment by using anticipation/reaction

guide strategy. On the other hand, the control group is taught by conventional

method. The treatment is conducted for four meetings. There are 24 students in

control group and 24 students in experimental group who joined in this

activity.

25
 Implementation of Anticipation Guide strategy for the experimental

group reflects the steps of using Anticipation Guide strategy as follows.

1. The teacher checks the students attendance and greets the students.

2. The teacher does apersepi in the form of asking the things related with

reading comprehension.

3. Students receive information related to Base Competence, indicators,

and objectives learning.

4. Identify key concepts: before teacher learning identifies the main

concept of the text to be used in reading learning understanding.

5. Explores students' knowledge of the topic: students receive a topic

related to text.

6. Make a statement: individually, the student writes that statement

related to the topic.

7. Students form groups of 4 students.

8. Creating a sequence of statements: students order statements into a

sequence of ideas.

9. Present guidance: students receive worksheets containing statement

related to text.

10. Discuss the guide: students discuss and express consent and

disapproval of the statement by marking () on column provided with

reasons.

11. Reading text: students read the text related to the topic on a regular

basis intensive.

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 12. Re-discuss the guidelines: students clarify statement statements which

they compile with statements on the worksheet.

13. Students find the main idea of each paragraph in the text.

14. Students compile a text summary.

15. Some groups present their summary results in front of the class.

16. Other groups respond to the presented summary results. Master acts as

a facilitator.

17. Students and teacher teachers reflect on learning.

18. Students conclude the lesson learned.

The control group gets learning reading comprehension without

Anticipation Guide strategy. The learning step in the control group is as

follows.

1. The teacher checks the students attendance and greets the students.

2. The teacher does apersepsi in the form of asking the things related with

reading comprehension.

3. Students receive information on Base Competence, indicators, and

learning objectives.

4. The teacher explains the material on the main idea.

5. Students respond to teacher explanations.

6. The teacher gives the text to each student.

7. Students read intensive text given by the teacher.

8. Students work on the problem individually.

9. Students match the results of their work facilitated by teachers.

27
10. Students and teachers ask questions about key ideas and sentences main.

11. Students and teachers reflect on learning.

12. Students conclude the lesson learned.

3. Post-test

The pos-test will be given for one meeting to each group. After giving

treatment the researcher will give post-test for both groups. Post-test will be

given in order to know the students development in mastering reading

comprehension after having the treatment. The topic tested will have the same

level of difficulty as in the pre-test.

D. Data Collection Technique

The researcher used the test to collect the data. The pre-test and post test

are administered to both classes. The pre-test is done before the teaching

learning process and the post-test is done after teaching learning process. The

pre test is done in order to know the homogeneity of the two classes in reading

skill and the post-test is done in order to know the influence of

Anticipation/Reaction Guide Strategy in Teaching Reading Comprehension.

E. Research Instrument

Research instrument is a tool used by the researcher that given to the

students in the pre-test and the post-test. The research instrument of this

research is the sheet. Test sheet of test list, it consist of some question to be

answered by students in both test.

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 The kind of test used by the researcher was multiple choices. In this

test, the researcher asked the students to answer the question individually. The

total number of questions was 20 items that must be answered by the students.

For each correct answer they would get 5 points. If they could answer all

questions correctly, they would get 100 points.

F. Data Analysis Technique

1. Normality Test

Normality test is a depressing sort of testing normality of data

distribution. Data normality test is intended to show that the sample data come

from a normally distributed population. There are several techniques that can

be used to test the normality of data, among others: the chance of normal

paper, chi-square test, test lilieforts, with techniques Colmogorov Smirnov,

with SPSS. On this occasion the researcher used chi-squared test for normality

of the data.

Sugiono draws some steps in do the normality data as chi-quadrate as

follows:24

1. Summarize all of variable data to be calculated normality.

2. Determine total of the class interval.

3. Determine the length of the interval classes are: (the largest data- the

smallest data) divided by the number of class intervals.

24
Sugiono. Metode Penelitian Kuantitatif, Kualitatif R & D. (Bandung: Alfabeta, 2010).
P. 241

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4. Compiled into a frequency distribution table, which is also a helper table

to calculate the price of chi-quadrate.

5. Calculate the expected frequency (fh), by multiplying the percentage of

each broad field normal curve with the number of members of the sample.

6. Incorporating score (fh) into column table (fh), as well as calculate the

(f0 fh )2 (f0 fh )2
score (fo fh) and ( and summing price ( ) is a chi-squared

price 2 arithmetic.

7. Compare prices calculated by chi-squared table. When the price of chi-

squared count less than or equal to the if greater (>) otherwise normal.

(Price of chi-squared table (22 2 ) then the data is said to be a normal

distribution).

2. Homogeneity Test

Homogeneity test aims to find out whether the data of several groups of

equal variances or not. In other words, homogeneity means that the set of data

what examined had the same characteristic. Homogeneity test is intended to

show that two or sample data come from a population that has the same

variation. To find the second variable sample homogeneity or not it needs to be

tested prior to the test homogeneity variables F, are as follows:25

Having obtained the price of F, then compared with the price of the F

table with df (degrees position) the numerator and denominator. If the F count

25
Ibid, p. 276

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is greater than the table, then the variance is not homogeneous while if the F

count is smaller than the F table then declared that the variance is

homogeneous.

3. t-test

T-test is used in order to find out the differences of the result/score of

students achievement in studying reading by usingAnticipation/Reaction

Guide Strategy. Because members of the sample n1 = n2 and its variants

homogenous, then t-test using the formula separated variants, is as follow:26

1 2
= 1 1
+
1 2

Where:

t= ratio

x1= average value of the variable X1

x2 = average value of the variable X2

s = standard deviation of the combined

n1 = number of members of the sample X1

n2 = number of members of the sample X2.

26
Ibid, p. 2 73

31