Oleh: NurAfni *) **)Armilia Riza, M.Pd and**)titik Hardewi Yani, S.PdStaf Pengajar Program StudiBahasa InggrisSTKIP PGRI Sumatera Barat ABSTRAK

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1 THE EFFECT OF USING ERRQ (ESTIMATE, READ, RESPOND AND QUESTION) STRATEGY TOWARD STUDENTS READING COMPREHENSION AT JUNIOR HIGH SCHOOL ACADEMIC YEAR 2013/2014 A Study at Eighth Grade Students of SMP N 9 Air Camar, Padang Oleh: NurAfni *) **)Armilia Riza, M.Pd and**)titik Hardewi Yani, S.PdStaf Pengajar Program StudiBahasa InggrisSTKIP PGRI Sumatera Barat ABSTRAK Penelitian ini bertujuan untuk melihat pengaruh strategy ERRQ (Estimate, Read, Respond and Question ) dalam pengajaran Bahasa Inggris khususnya reading. Penelitian ini menggunakan metode eksperimen, dengan menggunakan dua kualifikasi, yaitu kelas eksperimen dan kelas kontrol. Pada kelas eksperimen diberikan perlakuan oleh peneliti dengan menggunakan strategi ERRQ (Estimate, Read, Respond and Question). Sedangkan pada kelas kontrol, peneliti menggunakan strategi partner reading. Populasi dari penelitian ini adalah siswa kelas 2 SMP Negeri 9 Air Camar Padang tahun ajaran 2013/2014 yang berjumlah 184 dan dari populasi diperoleh sampel dari 3 kelas yang berjumlah 78 orang yang terdiri dari 3 kelas yaitu VIII/2, VIII/3, dan VIII/5. Kelas sampel ditentukan dengan uji homogeneity dan normality. Pemilihan kelas, peneliti menggunakan lotting paper dimana sebagai kelas try-out adalah kelas VIII/2, sebagai kelas eksperimen adalah kelas VIII/3 dan kelas VIII/5 sebagai kelas kontrol. Instrumen penelitian ini adalah reading test berbentuk descriptive and recount texts. Hasil analisis pada penelitian ini diklasifikasikan dalam 2 bentuk; descriptive and recount teks. Berdasarkan hasil analisis tes, di dapat hasil rata-rata hasil pre-tes dan post-test pada kelas eksperimen 67,46 76,92 dengan standar deviasi 99,05 28,23. Sedangkan rata-rata kelas kontrol 63,15 72,46 dengan standar deviasi 46,13 33,69. Pengujian hipotesis ini dilakukan dengan uji t, setelah dilakukan pengujian diperoleh t- calculated pada pre-test 2,11 lebih besar dari t-table 2,01 dengan derajat kebebasan 0,05. Sedangkan t-calculated pada post-test 3,35 lebih besar dari t-table yaitu 2,01 dengan derajat kebebasan 0,05.Maka hipotesis pada penelitian ini diterima, sehingga disimpulkan bahwa strategi ERRQ (Estimate, Read, Respond and Question) dapat memberikan efek yang baik terhadap hasil belajar Bahasa Inggris khususnya reading (membaca) pada siswa kelas 2 (dua) SMP Negeri 9 Air Camar Padang. Key Words: ReadingComprehension, ERRQ(Estimate, Read, Respond and Question)Strategy, Partner Reading Strategy, Descriptive and Recount Texts. *) Peneliti 1

2 **) Pembimbing INTRODUCTION Reading is a process constructing meaning of the text to gets something new. It means that, the readers not only read but they should comprehend the text to get some information. To get information, the readers must comprehend thetextbased on theoveralltopicof the text.thereaderswill be easytounderstandwithoutinterpreting the textword by word. Usually if the students comprehend the text word by word, the students willmisunderstanding. In addition, to comprehend the text the reader should know what the content in the text by comprehending the sentences in every paragraph. In learning process of reading the teacher should give effective way to allow the reader in comprehend the text. Furthermore, based on curriculum KTSP (Kurikulum Tingkat SatuanPendidikan) at the eight grade Junior High School Students have to be able to understanding the meaning of written text functional and short simple essay in form of descriptive and recount text that related to the environment. Thus, the students should learn those kinds of text in reading comprehension. observation In fact, based on researcher s at eight grade students of SMP N 9 Air Camar Padang, there is problem about the student s comprehension in reading. It s caused of some factors. The first factor is the students don t understand which one the main idea of the text. It seems that while the teacher asks the students to determine the main idea, they assume that the title of the text is the main idea. The second factor is the students difficult to get the information with detail of the text. While the teacher asks the students to comprehend what is the content of the text with general, they just read the first sentences in every paragraph of the text. The third factor is lack vocabulary of the students. It seems while the students read the text, theydo notknow the meaningofthe wordscontainedin the text. In reading comprehension, the students should have much vocabulary. It will determine how far the students can understand the text. The students comprehend the text by using the dictionary; it will make students misunderstanding in interpret the meaning of the text. From the phenomenon, in learning process the teacher asks the students to read the text. Then, the teacher gives question to the students about main idea and information that contained in the text. It s clear that the teacher strategy is not effective. The strategy in learning process 2

3 is very important to influence students reading comprehension. If the strategy that used by the teacher is effective and can be applied, the students will enjoy the lesson and easy to understand the text. Thus, refers to problems found above, teachersshouldhelp the studentstofacilitateand find the effective strategy to develop students reading comprehension. It is important for the teacher to find the strategy that is easy and can be applied for the students in learning process of reading. By using the effective strategy, the students can follow the lesson well and they can increase their reading comprehension. REVIEW OF RELATED LITERATURE ERRQ (Estimate, Read, Respond, and Question) Strategy is a strategy reading that help the students to understanding meaning from the text. It supported by Schweihofer and Wassman (2003:43) state that ERRQ (Estimate, Read, Respond, and Question) is a reading strategy that involves students questioning of text to gain meaning. Students estimate how far they can read with understanding and then read that portion. They respond to the information by reacting to it and forming a question about it. According to Noble (2006:26) ERRQ (Estimate, Read, Respond, and Question) is direct the students to read with the following sequence: 1. ESTIMATE (E) how far you think you can read before you will start to have difficulty. 2. READ (R) just that far 3. RESPOND (R) to what you read, either by writing a short response or by saying something about what you read to a partner 4. QUESTION (Q) what will come next by writing just one questions about something you think may come up in the reading in the next section. Have students repeat procedure until the entire section or chapter has been read Thus, ERRQ (Estimate, Read, Respond, and Question) is a strategy to guidingstudents toreadwitha few steps. First, Estimate how the students can read the text. Second, Read the text to comprehend. Next, the students respond the difficult part to make questions. Moreover, Smith et.al (2012:9) ERRQ(Estimate, Read, Respond, and Question)is estimate how much of the reading assignment you can read, at one sitting, and understands. Read the passage. Respond to the information in the passage in writing. Be sure to include a brief summary as well as your thoughtfully 3

4 written response. Write two or three questions based on the information contained in your response. So to comprehend the text, the students should estimate how far they can read, after read they give respond and question by written. From some experts above, it can be concluded that ERRQ (Estimate, Read, Respond, and Question) is a strategy reading to help students easy in comprehend text. Which in this strategy, the students guided to read by follow some step. Such as estimate, read, respond, and question. Estimate is to know how far the students can read. Read used to know how far the student can comprehend the text. Respond used to know difficult part for the students. The last is question. That is used to make question that difficult to understand students. To apply this strategy, Schweihofer and Wassman, (2003:43)steps of ERRQ (Estimate, Read, Respond and Question) strategy. That is: a. The teacher asks the students to sit in pairs. b. The teacher asks the students to read the text alternately with their partner. c. The students choose the text that will they read and estimate how much text they can read. after read, the students changes their idea to their pairs. d. The teacher asks the students to respond what is the text about. The students respond by make a note. e. The teacher asks the students to make question based on difficult sentence that they found. RESEARCH METHOD The design of this research is quasiexperimental research.in this case, the researcher wants to know the significant effect of ERRQ strategy toward student s reading comprehension. According to McMillan (2001:320) the experimental research in a general way, experiments are simply a way of learning something by varying some condition and observing the effect on something else. In other words, the researcher can change something and watch for the effect. Therefore, the researcher used two groups to be researched which consist of experiment group and control group. The experiment would be treated by using ERRQ (Estimate, Read, Respond, and Question) Strategy and control group would be treated by using Partner Reading strategy. The design of this research was pretest-posttest designed. The pre-test would be given for both experiment and 4

5 control classes and before gives post-test for both experiment and control classes, the researcher gave the treatment. The treatment would be gave for eight meeting. Gay and Airasian (2000:393) states that the one group pretest-posttest design, this design involves a single that is pretested (0), exposed to a treatment is determined by comparing pretest and posttest score. It means that the success or effectiveness treatment of strategy can be seen by comparing pretest and posttest scores. In this statement, the researcher used two variables. They were ERRQ (Estimate, Read, Respond, and Question) Strategy as independent variable and students reading comprehension as dependent variable. According to Gay and Airasian (2000:391), this design is described as follow: Table.1 Pretest-Posttest Control Group Design Class Experimental class PretestTreatment Posttest O X O Control class O Y O In this case: X = Treatment in experimental class by using ERRQ strategy Y = Treatment in control class by using Partner Reading strategy O = Pretest in both experiment and control classes O = Posttest in both experimental and control classes FINDING AND DISCUSSION Based on data analysis, the researcher found some findings as follow: First, the researcher found that the mean score on pre-test and post-test of experimental class were (67.46 and 76.92) with standard deviation (99.05 and 28.23). The mean score on pre-test and post-test of control class were (63.15 and 72.46) with standard deviation (46.13 and 33.69). The researcher found that the mean score of both pre-test and post-test in experimental class which were taken from the total score divided the number of the students. Which standard deviation of both pretest and posttest were taken from gain the result needed, number of the students, student s total score and the quadrate of total score. Second, the researcher found that the standard deviation of both pre-test and post-test in experimental class was (7.97) and the result of t-test was (4.95).the standard deviation of both pre-test and post-test in control class was(6.32) and the result of t-test was (6.16). Standard deviation of both pre-test and post-test was gotten from gain the result needed. Then to found the test, researcher needed mean score of pre-test and post-test and the 5

6 number of the class participants. Third, the researcher found that in experimental class t-test (4.95) was higher than t-table (2.01) at the degree of freedom (50) and the level significance (0.05). And control class t-test (6.16) was higher than t-table (2.01) at the degree of freedom (50) and level significance (0.05). It can be concluded there was significance effect of using ERRQ (Estimate, Read,Respond and Question) strategy toward students reading comprehension. CONCLUSION Reading is a process constructing meaning of the text to gets something news.it means that, the readers not only read but they should comprehend the text to get some information. To get information, the readers must comprehend thetextbased on theoveralltopicof the text.thereaderswill be easytounderstandwithoutinterpreting the textword by word. Usually if the students comprehend the text word by word, the students will misunderstand. In addition, based on curriculum KTSP (Kurikulum Tingkat Satuan Pendidikan) at the second grade Junior High School Students have to be able to understanding the meaning of written text functional and short simple essay in form of descriptive and recount text that related to the environment. Thus, the students should learn those kinds of text in reading comprehension. In the phenomenon based on the researcher observation at the second grade of SMP N 9 Air Camar Padang, found that most of the students had problem about reading especially in reading comprehension. The students difficult to comprehend the content of the text and they difficult to find the main idea in the text. To solve the problem above, the researcher used a new strategy that help the students to comprehend the text. it was ERRQ (Estimate, Read, Respond and Question) Strategy. By using this strategy, the students will be easier interpreting the meaning and comprehend the text with detail. The researcher applied this strategy to experimental class (VIII/3) for eight meeting by teaching two genres Descriptive and Recount text. Meanwhile, the researcher taugh the control class (VIII/5) by using Partner Reading strategy, which commonly used by the english teacher before in that school. In this research, the researcher gave pre-test, but before giving pre-test the researcher gave try-out to another class (VIII/2) to get validity and reliability of the test. The try-out consisted of 50 items multiple choice. After that, the researcher gave treatment and post-test to sample classes. The result of the test was analyzed by using t-test formula which suggested by 6

7 Sudjana. The researcher got the value of test was 3.35 and the value of t-table was It means that t-test was higher than t- table, so hypothesis one was accepted. Finally, the researcher concludes that there was significant effect of ERRQ (Estimate, Read, Respond and Question) strategy toward students reading comprehension. This strategy was more effective to be applied in teaching reading than Partner Reading strategy because the students were easier comprehend the text and more effective by sharing their idea with their friend. REFERENCES Gay, L.R and Peter Airasian Educational Research: Competencies for Analysis and Education. 6 th ed. New York. Cambridge University Press McMillan, James H Research In Education : A conceptual Introduction. 5 th ed. New York. Virginia Commonwealth University Noble.Indiana Bible College Religious Education for Youth.Retrieved November 27 th Smith, T. (et. al.). (2012). (6th ed.). Teaching students with special needs in inclusive settings. Wesminster Hall: Upper Saddle River, NJ Wassman, Schweihofer, Thematic Unit related to ELA prototypes. Intermediate School District of St. Clair Country 7

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