I.

INTRODUCTION

This chapter discusses the following points: introduction deals with background

of the research; research questions; objective of the research; uses of the

research; scope of the research; and definition of terms.

I.1 Background

English is important and people all over the world decide to study it as a second

language or a foreign language. Many people, particularly students, ought to

master English language. Mastering English language is an important value for

the students to have. By mastering the language the students can improve

themselves both in academic and life skill. Once the students can comprehend it,

he or she can be well-accepted by the society. The teaching of English is focused

on the ability of learners to be capable of mastering the four language skills,

namely: listening, speaking, reading, and writing. The skills work in pairs. When

you’re reading or listening, you’re consuming a language. When you’re writing or

speaking, you’re producing a language. However, the reading skill becomes very

important in the education field because it helps the students learn to think in

English.

In addition, Grellet (2004:7) defines reading is a constant process of guessing, and

what one brings to the next is often more important than what one finds in it . In
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reading, the students should be taught to use what they know to understand

unknown elements, whether these are ideas or simple words. Moreover, Field

(1997:15) states that Reading is what happens when people look at the text and

assign meaning to the written symbols in that text. In other words, we can assume

that reading activity is people’s activity to read a text. It can be concluded that

reading is a process of reacting and understanding a written text as a piece of

communication.

Reading does not necessarily need to look everything in a given piece of text. It is

important to comprehend genre in order to catch the information and message in

written text. Comprehension is related to reading skill as reading is one of the

important skills in ordert to communicate using English to fulfill daily needs such

reading a book, instruction, etc. Klingner (2007) states that Reading

comprehension is the process of constructing meaning by coordinating a number

of complex processes that included word reading, word knowledge and fluency. It

refers to the ability in interpreting the words, to understand the meaning and the

relationship between ideas conveyed in a text.

Reading text is the most popular question in the examination in Indonesia. the

students deal with some types of text in reading skills. They have to comprehend

the text by determining its generic structure, main idea, lexico grammatical

features also its function. Unfortunately, the students often find some problems to

comprehend the text. There are some problems occured on the process of reading

itself such as students diffucult to understand the context of the reading text

because the text is very long and they find some unfamiliar vocabularies needed to

be translated.
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After conducting the pre-observation at SMAN 1 Bandar Lampung, several

problems were found too. One of them was the students’ difficulty in

comprehending the text. The teacher usually used DRA (Direct Reading Activity),

the common technique that is always used by teacher in learning process. It means

that the teacher just asked the students to read the whole paragraph of the text then

answered the quetions. So it did not attract the students to read. According to the

teacher, the student’s failure in reading when they study at school can be caused

by their motivation in studying especially reading. Student’s motivation in

studying reading is low. Since the motivation is low, so they have some

difficulties in reading comprehension. They cannot comprehend the content of the

text well. They cannot grasp the information of the text they read. Since they

cannot grasp the information of the text, they are not able to get the main idea of

each paragraph they read. The students are also unfamiliar with the word used

in the text or they lacking of vocabularies. According to the students, they

were not able to read a very long paragraph. They did not know about most words

meaning in the text, it wasted their time to read the whole texts, and they felt

bored while they were reading the text. Because of that, they were not interested

in reading activity.

Furthermore, Margareta (2011) defines reading comprehension is students’ main

problems. She states that the reason for students’ poor reading comprehension is

the loss motivation to read due to their assumption that reading is difficult. This is

due to lack of vocabularies and low capability to read. These result in low self-

esteem that affects students’ motivation to read. Then, the students also difficult to

identify main idea, reference and inference o the reading text. Likewise, the

teacher’s way of teaching reading affects the students’ reading comprehension.

The monotonous process of learning makes students discouraged to learn.

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From all of the case about reading, the writer is interested to have some technique in

teaching reading. The writer will use Jumbled Pictures in teaching reading

especially in narrative text to achieve students’ reading comprehension in her

research and to get teaching English language activity more fun especially in

teaching reading.

Jumbled Pictures is a technique that is used to help students in comprehending a text

by rearranging the pictures story into an appropriated sequence based on the text that

they have read. Jumbled Pictures is used to stimulate the participants of the students

in learning process. It is needed to make learning process more attractive. It makes

the material easier to be accepted by the students. Based on Andrew Wright (2006),

pictures are the most suitable known the language . Pictures contribute: interest and

motivation, a sense of context of language, and a specific references point and

stimulus. Jumbled Pictures is a thing that can make the students understand about the

narrative text in teaching reading comprehension. With the Jumbled Pictures it can

make the students more interested to read the text and make students’ motivation in

study be increased.

Referring to the explanation above, this research will try to apply Jumbled

Pictures as a technique in teaching reading on narrative text of Senior High

School students. The research try to find out how far the students’ ability in

comprehending narrative text is significantly improved after being taught by

using Jumbled Pictures technique, and also to see the aspect of reading which is

most improved after Jumbled Pictures is applied in teaching learning process.

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I.2 Research Questions

As reference of the explanation of the background above, the research questions

presented by the researcher are as follows:

1. Is there any significant effect on students’ reading comprehension in narrative

text after being taught through Jumbled Pictures ?

2. What do the students’ responses toward the use of jumbled pictures in

teaching reading comprehension?

I.3 Objectives

From the research questions above, the objectives of this research are:

1. To find out how far Jumbled Pictures can improve the students’ ability in

comprehending narrative texts.

2. To find out students’ responses toward the use of Jumbled Pictures in teaching

reading comprehension.

I.4 Uses

The findings of this research are hopefully can be useful both theoretically and

practically. Theoretically, the finding of this research will enrich the theories and

can be used fot those want to conduct a research in improving students’ reading

comprehension in narrative text for senior high school. Practically, this research

can improve the students’ reading comprehension and can be considered for

English teacher to use Jumbled Pictures as a good technique for teaching reading.
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I.5 Scope

This research will be conducted at SMA N 1 Bandar Lampung. The students that

will be chosen are the first grade students. There are six classes and the researcher

will choose one class which consists of approximately 36 students as the

experimental class. This research will be focused on the use of Jumbled Pictures

to improve students’ reading comprehension in narrative text. This research will

measure students’ understanding about main idea, finding supporting detail,

reference, inference, and vocabulary . The material will be taken from students’

handbook and also some picutres texts from internet. The material will only focus

on narrative texts.

I.6 Definition of Terms

As a prevention of misunderstanding from the reader, the definition of terms

which are used in this study are provided as follows:

1. Reading

Reading is what happens when people look at the text and assign meaning to be

written symbols in that text, further, the text and the reader are two physical

entities necessary for reading process to begin.

2. Reading Comprehension

Reading comprehension is the construction of the meaning of a written or spoken

through a reciprocal, holistic interchange of ideas between the interpreter and the

message .
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3. Narrative Text

Narrative text is a piece of text which tells a story and entertains or informs the

reader.

4. Jumbled

Jumbled means mixed together in an untidy way.

5. Picture

Picture is as a likeness person, place, thing, or idea on a flat surface produced by

means of drawing, painting, or photography.

That is all about the explanation of this chapter which consists of Background of

the Research, Research Questions, Objectives of the Research, Uses of the

Research, Scope of the Research, and Definition of Terms.

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II. LITERATURE REVIEW

This chapter is concerned with the discussion on previous studies, reading,

reading comprehension, teaching reading, narrative text, visual aids, jumbled

pictures technique, advantages and disadvantages of jumbled pictures, procedure

of teaching reading with jumbled pictures, theoritical assumption, and hypothesis.

II.1 Previous Studies

There have been several studies related to students’ reading comprehension

using Jumbled Pictures. The first was conducted by Giri (2016). The aim of the

research was to find out the using of pictures series in increasing the students’

reading comprehension at Second Years of SMPN 1 Seputih Raman. In

collecting data, the researcher used some instruments, there were pretest,

posttest. The research’s conclusions are as follows: (1) The picture series is a

good media for reading comprehension because it can help the students to

comprehend the text well. The increased can be seen from the mean and also the

gain in pre test and post test. In pre test, the mean of the students score is 57.25

and in the post test is 67.18. and the gain is 9.93. (2) All of aspects in reading

comprehension increased. Inference increased from 17.4 until 23.28 and the

difference is 6.14. Evidently, inference gained the most increased aspect because

the students were able to work related to the supporting the inference. They got it

because inference related to the picture stories. By using picture they can
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conclude and infer the text very well.

The second was conducted by Bayyini (2015) entitled “The Effect of Using

Picture Series on Students’ Reading Compreehension of Narrative Text at The

Second Year Students of Islamic School Al-Falah Ciputat”. The research’s

conclusions are (1) There was a significant difference on students’ reading

comprehension of narrative text by picture series and without picture series. (2)

Teaching reading by using picture series can affect the students’ comprehension

of narrative text.

The third is a journal written by Amsiana et al (2012) entitled “Teaching of

Reading Comprehension of Narrative Through Short Story and Picture Series”.

They had been found that there was a signifficant difference of students’ reading

comprehension achievement between those who were taught through picture

series and those who were taught through short story. Picture series is more

effective than short story. The average score after implementing the picture

seriess higher was than the one after implementing short story. It can be seen

from the score of posttest in experimental class one is the higher than in

experimental class two.

Based on the three previous studies above on the use of Jumbled Pictures

technique, here, the researcher will conduct a research in teaching reading

comprehension by using Jumbled Pictures Story as well.

Although the technique is almost same, but it also has the difference. The first

previous study written by Giri, the research was done in SMPN 1 Seputih Raman,

while in this research, Jumbled Pictures techniwue will be applied to Senior High

School students, especially in SMAN 1 Bandar Lampung. The second one is a

research by Bayyini. It is an experimental research using a quasi experimental

research design. Conversely, this reaserch uses One Group Pre-Test and Post-Test
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design. The third research was a journal written by Amsiana. The research used

Picture Series as the technique to teach reading comprehension in narrative text.

In this research, the researcher uses Jumbled Pictures as the technique because the

students’ mind can be stimulated well to create some ideas and the class can be

more attractive

2.2 Reading

Reading is an activity with purpose. Kalayo Hasibuan and Muhammad Fauzan

Ansyari (2007:114) state that a student may read in order to gain information or

verify existing knowledge. According to Collin Harrison (2004:3), reading not

only increases our life skills and extends our knowledge, it goes much deeper. By

reading we can get more information about something. Reading is unlimited.

According to Minarti (2008:8), reading is a process of put the readers in contact

and communicate with ideas. While reading process, the students try to

communicate with the idea which is in the text. the students try to understand the

text and it makes reading become a process putting the readers in contact and

communicare with ideas. Jeremy Harmer (2007:99) states that reading is useful

for language acquisition. Reading also has a postive effect on students’

vocabulary knowledge, on their spelling and on their writing.

In addition, reading is one of communicative skills, is classified as receptive skill.

Looking up this term, people roughly assume that reading is a passive skill

because all the work has been done by the writer that produces the text, and the

reader has only to open his or her mind to let the meaning come in then the

commnication is achieved.
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2.3 Reading Comprehension

The reader is actively working on the text and understanding without looking at

every word and letter . another definition of reading is given by Grellet (1997:7)

that reading is a constant process of guessing, and what one brings to the next is

often more important than one finds it. reading is important because by reading,

we can get more information. William (1992:2) states that reading is a process

where by one book and understands what has been written.

According to Afflerbach (2007), reading is a dynamic and complex process that

involves skills, strategies and prior knowledge. Doyle (2004) states that

comprehension is a progressive skill in attaching meaning beginning at the same

level and proceeding to attaching meaning to an entire reading selction. All

comprehension revolves around the reader’s ability in finding and determining

main ide and topic sentence from the text. according to Caldwell (2008:54)

reading comprehension is the process which is extracting and constructing the

meaning of the text from interaction and involvement with the written language.

Reading comprehension is the ability to understand a written passage of the text. it

means that it allows the reader to interact with the text and interpret the text in

meaningful way.

According to Nuttal (1982:4), there are five aspects of reading skills that the

students should understand to comprehend the text well. They are explained as

follows:

1. Main Idea

According to Segretto (2012:12) main idea of a reading selection is what the

passage is mostly about. The author often states the main idea in the first or last
 12

few sentences of the first paragraph. It may even appear twice – at the beginning

and at the end. Main idea also can be anywhere in the passage. Sometimes the

author puts clue within the passage to suggest the main idea. The example

question about main idea can be: What is the main idea of this paragraph?

2. Supporting Details

Sagretto in Wastawan (2014:11) states that supporting details provide the reader

with the information about the main idea or the subject of a passage. The details

are the explanation from the main idea that explains the details story of the

passage. The clear main story can be known from the details in each paragraph of

the text.

The supporting details explain the detail of main idea or prove it. The readers will

find out all of the information from the passage. The question of finding

supporting detail it as follows: How is the writer’s impression about the Kiluan

Bay?

3. Inference

Based on Moreillon (2007:77) inference requires that each reader construct a

meaning that makes the text a reflection of her experience. In other word,

inference is educational guess. Furthermore, guessing’s definition makes a correct

conclusion about someone or something in a text. The example question of

making inference can be: Which statement is true about Atkinson?

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4. Reference

Latullipe (1986) states that references are words or phrase used either before or

after the reference in the reading material. They are used to avoid the unnecessary

repetition of words and phrases. It means that such words are used, because they

are signal the reader to find the meaning elsewhere in the text. The example of the

question as follows: The word “she” in line 15 refers to.....

5. Vocabulary

According to Hatch and Brown (1995:1) vocabulary is a list or set of words for a

particular language or a list or set of word that individual speakers of language

might use. The words are familiar and used by a person to communicate with each

other. By mastering the vocabulary, the learners are able to communicate both

orally and written well. It contributes to reading comprehension and knowledge

building either because Linan (2007: 87) states that vocabulary in reading is

clearly understood; vocabulary knowledge, the understanding of words meaning

and their use. The example of the question is Meanwhile, Princess Roro

Jonggrang felt sad due to the death of her father. The anthonym of the word

“sad” is...

2.4 Teaching Reading

Kimbly and Garmezy in Brown (2001) define that the teaching is the activities to

show or help someone to learn how to do something, give instructions, guide in

the study of something, provide with the knowledge, cause to know, understand

knowledge and give new knowledge. teaching is guiding and facilitating learning,
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enabling the learners to learn, setting the conditions for learning. Moreover,

learning is getting the knowledge or the acquisition of the knowledge.

According to Harmer (2005) the principles behind teaching reading convers a

number of points:

1. Reading is not a passive skills.

2. Students need to be engaged with what they are reading.

3. Students should be encouraged to respond to the content of a reading text, not

just to the language.

4. Prediction is a major factor in reading.

5. Match the task to the topic.

6. Good teachers exploit reading text to the full.

Brown (2001) states that there are four aspects in teaching as follows:

1. Teacher

The role of the teacher in teaching reading is very [Link] teacher should

know the problem of the students. so the students can increase their reading

comprehension skill and their achievements.

2. Students

Students feel lazy and has low motivation in learning reading also they feel

difficult to comprehend the text. So in this case, the teacher should motivate

the students and improve the technique in teaching reading.

3. Material

Reading material is important for teacher to take some times to reflect the

reading materials or exts their students are asked to read.

4. Technique of teaching

It is important for teacher to give relevant technique in teaching. The technique

can be effective to improve students’ reading comprehension . the teacher

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should find the good technique in order to make the teacheng and learning

become possible.

The aim of teaching reading is to develop students’ skills that they can read

English text effectively and efficiently. To be able to do so the reader should have

particular purposes in their mind before they interact with their texts. Effective

and efficient reading is always purposeful and tends to focus mainly on the

purpose of the activity. Then the purpose of reading is implemented into the

development of different reading techniques. These can be real when the students

read and interact with the various of the texts.

In teaching reading activities, teachers do not usually teach the media how to

comprehend the text, they let the students to read the text by themselves then

answer the quetions. it doesn’t stimulate the students’ feeling to read and

comprehend the text. by using of jumbled pictures as the technique in teaching

reading comprehension, the activity can be very potential and useful due to there

is a harmonious relationship that is found in the learners between words and

pictures in from the text.

2.5 Narrative Text

Narrative text is one of English text types. Based on Anderson (1997), narrative

text is a text that has a purpose to entertain the reader or listener. Narrative text

can also be written to teach or inform, to change attitudes or social opinions and to

show how the moral of the story. Accordin to Pardiyono (2007:62) he adds that

the narrative text has generic structures as follows;

1. Orientation is a set of the scene and introduce the participants.

2. Complication is a crisis arises.

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3. Resolution is the resolving of the crisis for better or worse.

Additionally, the narrative text has language features to improve students’

knowledge, they are;

1. Using simple past tense to tell about past activities or events in past.

2. Using specific noun as pronoun of person, animal, in the story.

3. Using adjectives which are for noun phrase.

4. Using time connectives and conjunctions to arrange the events.

5. Using adverbial phrase to show the location of the events.

6. Using variety of simple, compound, and complex sentence.

Furthermore, narrative text is a kind of text which has function to amuse, to

entertain, and to deal with actual or vicarious experience in different way. Some

examples of narrative text are fantasy, historical, fiction, folklore, myth, etc.

2.6 Visual Aids

Visual aids are used to help the teacher in learning process and present the

materials in the classroom. Weaver (1950) states that visual aids is the thing that

can be seen and used for aiding learning. It means that to motivate the students’

learning, teachers are suggested to use pictures as one of visual aids. Weaver also

adds the learning through visual material will be better than learning through

explanation and description. According to Murica (2002), visual aids can be

categorized into two;

1. Three dimension e.g. puppets, models, dioramas.

2. Plate materials e.g. picture, flash cards, maps, charts.

3. Projected material e.g. films, filmstrips, motion pictures,

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In this research, the researcher chooses plate materials, especially in the form of

pictures to improve students’ reading comprehension. The kind of pictures is

jumbled pictures. The researcher hopes it can help the students in reading

comprehension skill.

2.7 Jumbled Pictures Technique

According to Cambridge International Dictionary of English (1995) jumble is

untidy and confused mixture (of things, feelings, or idea), while picture stories as

a set of pictures that ilustrate the events or situations a story. As a result Jumbled

Pictures is a set of pictures mixed randomly that contain events of story that

readers need to order in appropriated sequence based on the text that they have

read. The students have to arrange the pictures to be a good story. Jumbled

pictures is a thing that can make the students uderstand about the text, especially

in narrative text. It is used as a technique in helping students to comprehend a

narrative text in teaching reading comprehension.

Jumbled pictures are used to stimulate the participants of the studetns in learning

process. It is needed to make learning process more attractive. It makes the

material easer to b accepted by the students. As one of the technique in learning

process, Jumbled Pictures are also intended to make the students’ motivation in

study be increased.

The example of jumbled pictures as a technique in teaching learning process of

naarative text is illustrated as seen below:

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THE MAGIC DRESS

Becky flew over the jungle. She After crossing the jungle, Becky flew
waved to the tigers. They over the sea. She waved to the people
growled at her. She waved to the on boats below.
elephants. They lifted their
trunks and trumpeted at her. She They were very surprised! She waved
to the whales. They blew water into
waved to the monkeys. They
threw bananas at her. the air at her. She waved to the
dolphins. They jumped out of the
water when they saw her.

After crossing the sea, Becky

For the first time, she flew up and up
flew over the desert. It was
and up, high in the sky. She flew high
very hot. She waved to the
above the clouds. When she looked
camels. She waved to the
down, everything looked smaller –
snakes. She waved to people in
the cars looked like beetles and the
tents in the oasis.
people looked as small as ants! Her
house looked like a little box.
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Becky began to get tired so she

Then Becky flew over the snow and flew home and landed in her
ice. The bears and the penguins are garden. What an adventure! What
pleased to see her, but it was very a dress!
cold.

One day becky went shopping. She

stopped to look at some dresses. Becky
saw a lovely dress with different coloured
stripes, like a rainbow. It was just what
she wanted. Becky had enough money so
she decided to buy it. when she touched
the dress, becky felt special about it.

Becky hurried home and tried the dress

on. As she did so, she felt very odd. She
started to float in the air and fly like a
bird! The dress was a magic!

That is an ecxample of jumbled pictures and those pictures represent the story of

The Magic Dress. From the example, the researcher can asked the students to

arrange the picture to become a good story. The example is the students arrange

the picture with the text as follows;

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THE MAGIC DRESS

One day becky went shopping. She stopped

to look at some dresses. Becky saw a lovely
dress with different coloured stripes, like a
rainbow. It was just what she wanted. Becky
had enough money so she decided to buy it.
when she touched the dress, becky felt
special about it.

Becky hurried home and tried the dress on.

As she did so, she felt very odd. She started
to float in the air and fly like a bird! The dress
was a magic!

For the first time, she flew up and

up and up, high in the sky. She flew Becky flew over the jungle. She
high above the clouds. When she waved to the tigers. They growled at
looked down, everything looked her. She waved to the elephants.
smaller – the cars looked like beetles They lifted their trunks and
and the people looked as small as trumpeted at her. She waved to the
ants! Her house looked like a little monkeys. They threw bananas at
box. her.
 21

After crossing the jungle, Becky flew After crossing the sea, Becky
over the sea. She waved to the people flew over the desert. It was
on boats below. very hot. She waved to the
camels. She waved to the
They were very surprised! She waved snakes. She waved to people
to the whales. They blew water into
the air at her. She waved to the
dolphins. They jumped out of the
water when they saw her.

Then Becky flew over the snow Becky began to get tired so she
and ice. The bears and the flew home and landed in her
penguins are pleased to see her, garden. What an adventure! What
but it was very cold. a dress!

It believes that the suplementation of text with visuals provides readers with two

sources of the information from which draw upon when reading the material. It

tells us that reading combines with pictures and jumbles it can help the students to

have a better understanding. When the reader can not comprehend a particular

passage, then they may shift their attention from the text to accompanying visual

image.
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From all above,jumbled pictures is one of technique that can be used in teaching

reading. Jumbled pictures is also the part of visual aids that can help the students

in learning process. The students can more understand about the content of the

whole pictures because the pictures are related to the second pictures and so on.

2.8 Advantages and Disadvantages of Using Jumbled Pictures

There are some advantages of reading using jumbled pictures:

1. Arousing the students’ interest.

2. The students can develop their understanding of the text

3. The students are able to study the materials effectively.

4. The teaching class can be more fun, active, and interactive.

The disadvantages of using jumbled pictures in teaching reading comprehension

are:

1. Each student has different preception about the meaning of picture.

2. It is rather difficult to select reading materials to accompany suitable pictures.

3. The time to prepare learning material and learning activity are quite long.

Based on the advantages and disadvantages, the researcher tries to maximize the

occurance of advantages and to minimize the occurance of disadvantages.

Therefore, the research can use the jumbled pictures as a good media.
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2.9 Procedure of Teaching Reading with Jumbled Pictures in Narrative

Text

Picture is making easy and interest to teach and to facilitate learning. Picture can

stimulate students to predict the text and attract the student ability dimension to

what they are reading. By teaching with jumbled pictures, it becomes more active

because between students and teachers could be able to create the more emotional

relationship. Basically, this technique can help transferring the message and give

the power to the material presentation so it was understood easier and stayin

longer in the memory relation.

In learning, it is important to make the stages of teaching reading process.

According to Cohen (1998), the effective reading process is divided into three

stages: (a) Pre-Reading Activity, in this stage the readers need to apply specific

strategies, including scanning and guessing, to survey the type of the text they are

going to read and recognize its difficulties. Then they read and relate it to their

schemata and predict the content. (b) While-Reading Acitivity, in this stage

learners also need media to comprehend the text such as questionning. The teacher

can ask the learners about question of the passage and the teacher also has to

clarify the answer to the students. (c) Post-Reading Activity, in this stage teacher

needs to evaluate the media that is used by students and the quality of their

comprehension.

2.9.1 Pre- Reading Activity

 Teacher opens the class and greets the students

 Teacher checks the students’ attendance list

 Teacher does a brainstorming to the students about narrative text in

form of story
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 Teacher conveys the object of the lesson

2.9.2 While-Activity

 Teacher asks students to make a group which consists of 4 students

 Teacher tells the material in the class. The teacher explains about

the generic structure, the aim, also some kinds of narrative story.

 Teacher distributes the jumbled pictures story to the students in a

group and asks them to rearrange them.

 Teacher asks the students to read the story.

 Teacher asks the students to analyze the story and the pictures in

story.

 Teacher gives some questions which are related to five aspects of

reading comprehension. They are: determining main idea, finding

detail information, reference, inference, and vocabulary.

 Teacher tells the answer of the questions by explainin the material

briefly.

 Teacher asks each group to retell the story, one group one

paragraph.

 Teacher gives 10 questions related to the story and asks students to

do the exercise individually.

 Teacher asks the students to collect their work.

2.9.3 Post-Activity

 Teacher summarizes the lesson and asks them again about the

materials in order to make sure they have understood about the

material.

 Teacher closes the meeting.

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So in this activities the teacher will know whether jumbled pictures is a good

technique or not in teaching reading through narrative text.

2.10 Theoritical Assumption

The research has been conducted by some researchers. They explained that the

using of Jumbled Pictures as a technique of teaching has very significant progress

and has positive result to the students who learn English, especially to improve

reading comprehension. they stated that Jumbled Pictures is used to stimulate the

participants of the students in learning process. It is needed to make learning

process more attractive. Teaching reading comprehension with the narrative text

as a reading material is easer to understand by the students if using the Jumbled

Pictures.

The implication of Jumbled Pictures technique in this research is expected to

make the students interested to read in everytime. Since this technique is focusing

on how students develop their reading comprehension and how students maximize

their motivation in learning process, the researcher deems that it could give more

benefits to students in reading comprehension. As known, the students have many

difficulties when comprehending the text, so Jumbled Pictures helps the students

to comprehend the text easily. Therefore, the researcher believes that there is a

positive correlation between Jumbled Pictures technique and students’

improvement on their reading ability.

2.11 Hypothesis

Based on the theoritical assumption above, the researcher formulated the

hypothesis as follows:
 26

H 0 There is no significant effect on students’ reading comprehension in narrative

text after being taught through Jumbled Pictures.

H 1. There is significant effect on students’ reading comprehension in narrative text

after being taught through Jumbled Pictures.

So, it can be inferred that there will be a significant effect on students’ reading

comprehension after being taught through Jumbled Pictures.

According those explanations above, this research is focused on the theories that

is related to the research. They are previous studies, reading, reading

comprehension, teaching reading, narrative text, visual aids, jumbled pictures

technique, advantages and disadvantages of jumbled pictures, procedure of

teaching reading with jumbled pictures, theoritical assumption, and hypothesis.

 27

III. METHODS

This chapter presents research design, population and sample, variables, research

instrument, data collection technique, research procedure, data treatments, scoring

system, data analysis, and hypothesis testing. All of the subtopics describe about

the method used in this research.

III.1 Design

Research design is a strategy to arrange the setting of the research in order to get

valid data. According to Creswell (2008:3) research is a process of steps used to

collect and analyze information to increase our understanding of a topic issues. To

conduct this research, the researcher applies a quantitive experimental design

which is using One-Group Pretest-Posttest to answer the first research question

and qualitative experimental design which is using questionnaire to answer the

second research question. The design of the research is presented as follow:

T1 X T2

T1 : Pre-test

T2 : Post-test

X : Treatment (teaching reading using jumbled pictures)

(Setiyadi (2006:132)
 28

The questionnaire is used in this research at the end of the meeting. The

questionnaire consists of ten statements about the use of jumbled pictures and the

use of narrative text in teaching reading comprehension. Questionnaire is given to

know the students’ reaction after being taught through Jumbled Pictures. When

the results of this study obtained the great results and the researcher recommended

to the teachers of English language to use the jumbled pictures as one of the

techniques in their teaching process, especially in teaching reading

comprehension.

III.2 Population and Sample

1. Population

Population is very important thing in this research. Population is a place of

generalization that consist of subject and object of the research with certain

quality and characteristics that are standardized by the researcher in order to learn

from them and then to draw a conclusion from them. Creswell (2008:151) states

tha population is a group of individuals who have the same characteristics.

According to Arikunto (2002) population is the whole subjects of the research.

So in this research, population of the study is the first year students of SMAN 1

Bandar Lampung in the academic year of 2018/2019 which consisted of 11

classes and there were 36 students in each class. There is one class that are used, it

is X-1 as the try out class and the experimental class.

2. Sample and Sampling

In conducting the research, it is difficult if we use all of population. In order to

make it easier to conduct, sample is choosen. Based on Best (1981) sample is a

small proportion of a population selected for observation and analysis. Moreover

 29

in the same case, Ary (2010:138) states that the small group is observed is called a

sample. In this research, the researcher will take one class of first year students of

SMAN 1 Bandar Lampung.

III.3 Variables

Variables can be defined as dependent and independent due to assess the infuence

of treatment in the research. Based on Hatch and Farhady (1982) the independent

variable is a major variable that researcher hopes to investigate; the dependent

variable is the variable that the researcher observed and measured to determine the

improvement of the independent variable. Variables are divided into two, they are

independent variable (X) that it will be investigated and dependent variable (Y)

that will be measured to see the effect of the independent variable as a teaching

technique. In this research consists of the following variables:

a. Jumbled Pictures as the independent variable (X)

b. Reading Comprehension as the dependent variable (Y)

III.4 Instrument

According to Fraenkel and Wallen (2007:113) instrument as whole process of

preparing to collect data in research. This research is coonducted by means of data

collection in order to test the hypotheses. The instrument of this research is

reading test. Brown (2004:3) states that a test is a method of measuring a person’s

ability knowledge, or performance in a given domain. The test is supposed to be

able to measure learning outcome which distinguish the every single students’

abiity before and after they are taught by using Jumbled Pictures technique. The

reading test is focused on examining students’ reading achievement that is using

jumbled pictures.
 30

The researcher administer a pre test and post test. The pretest is administered in

order to find out the students’ reading comprehension achievement before

treatment. The posttest is administered at the end of treatment in order to find out

the students’ reading comprehension achievement.. Beside that, the researcher

gives some questionnaire in the last meeting of teaching learning reading

comprehension to students in order to know the students’ opinion about the

technique.

III.5 Data Collection Technique

In doing the research, the researcher collects some significant datas by doing

experimental teaching. Data is very important role in a research. To collect the

data, the researcher has to use instrument of collecting data. In this research, the

researcher uses test as a data collecting method and also instruments. The

researcher takes one class as the try out class and experimental class.

The test is used to collect the needed data through field researcher by conducting

some techniques as follows:

a. Pre test

The pre test is given to find out the students’ competence in reading English

language before presenting the materials or given the treatment. It consists of 30

questions of multiple choices in which the students are asked to choose one

correct answer from the options a, b, c, or d. But before they choose the multiple

choices, they have to arrange the jumbled pictures first which are related to the

questions. The test will be conducted within 60 minutes.

 31

b. Treatment

After giving a pretest, the researcher gives a treatment to the students. The class

will be taught by using jumbled picture in teaching reading comprehension

especially narrative text material. The treatments will be conducted six times. The

activities for the treatment are as follows:

a) The researcher introduces and explaines about jumbled pictures in the

class X-1.

b) In the class, the researcher gives the students a paper about jumbled

pictures that already consists of the text below the pictures and the

researcher asks the students to rearrange the jumbled pictures become a

good pictures story.

c) After they finish, the researcher asks the students to explain main idea and

content about the narrative text.

d) The researcher corrects the students’ task and help or teach them easy to

know the main idea and content of narrative text.

c. Post Test

After giving the treament, the post test was conducted to find out the value of

instrument whether or not the result of the posttest is better than the result of pre

test after being taught through Jumbled Pictures technique. Multiple choises will

be given in which the students are asked to choose one correct answer from the

option a, b, c, or d. In this test, the students have to arrange the pictures first and

they have to answer 30 questions that are relating to the pictures.

d. Questionnaire

The questionnaire is conducted in the exerimental class to find out the students’

reaction after being taught through Jumbled Pictures technique. The questionnaire
 32

consists of ten statements about Jumble Pictures and has five answers, dislike,

almost dislike, neutral, like, and strongly like.

III.6 Research Procedures

In this sub chapter, the researcher would explain the research procedures in this

research. They are as follows:

1. Determining the population and sample

The population of this research is the first grade of SMAN 1 Bandar Lampung.

the researcher will choose one class defined as try out class and as the

experimental class.

2. Arranging the materials to be taught

The materials are based on the students’ handbook of Senior High School. It also

takes the material from internet. The narrative text is choosen as the focus of the

research.

3. Administering the try out test

The purpose of try out test is to measure whether the test is good and applicable to

be used during the research. A measurement of a good test considered several

factors, such as validity, reliability, level of difficulty, and discrimination power.

4. Administering the pre-test

The aim of this test is to know the students’ basic reading comprehension ability

before they are given the treatments. The test consists of 30 questions of multiple

choices and it is conducted within 60 minutes.

5. Conducting treatment
 33

The researcher teaches the students reading comprehension in narratve text by

using jumbled pictures. The researcher gives six times of treatments. each material

has different topic. The materials are taken from handbook and internet.

6. Administering the post-test

After the treatments are given, the post-test is administered to find out whether

there is a significant increase between pre-test and post-test. In this test, the

students are asked to do multiple choice tests consist of 30 items of narrative text

within 60 minutes.

7. Analyzing the data

After the conducting the final test (post-test), the researcher will analyze the data.

In this ste, the pre-test and post-test resuts in experimental class is analyzed by

using t-test to measure the data. It is used in order to know whether ot not

Jumbled Pictures technique can increase the students’ reading comprehension

ability in narrative text.

III.7 Data Treatments

Validity and Reliability Testing

In order for research data to be of value and of use, they must be both reliable and

valid. In this study, the test of reading comprehension has constructed to meet the

criteria of validity and reliability test.

1. Validity

According to Bond (2003:179) validity is foremost on the mind of those

developing measures and that genuine scientific measurement is foremost in the

minds of those who seek valid outcomes from assessment. From that quote,
 34

validity can be seen as of any form of assessment that is trustworthy and accurate.

The researcher analyzes the test from content validity and construct validity to

know whether the test has good validity.

a. Face Validity

Face validity could easily be called surface validity or appearance validity since it

merely a subjective, superficial assessment of whether the measurement procedure

we use in a study appears to be a valid measure of a given variable or construct. It

means face validity focuses on the layout or appearance of the test.

b. Content Validity

Hatch and Farhady (1982) states that content validity is the extend to which a test

measure is a representative sample of the subject matter content, the focus of

content validity is adequacy of the sample and simply on the appearance of the

test. In this research, the test, pre test, and post test are in form of multiple

choices. The students must answer the test related to narrative text. the researcher

makes five indicators of the test. They are determining the main topi, finding

specific information, inferring, referring, and vocabulary. The texts are taken from

any books and internet.

c. Construct Validity

Construct validity is used to measure certain specific characteristics which is

supposed to measure. It means that the test items should test the students or

should measure the students’ ability in reading comprehension. Based on Hatch

and Farhady (1982:251) construct validity measures whether the construction has

already referred to the theories meaning that the test construction has already in

line with the objectives or learning. In this study, the researcher asks students to

answer the multiple choice based on narrative text.

 35

2. Reliability

Reliability is used to measure of accuracy, conistency, dependability, or fairness

of score resulting from administration of particular examination. According to

Ary (2002:250) reliability is concerned with the effect of such random errors of

measurement on the consistency of scores. Hatch and Farhady (1982:224) states

that reliability referst to extent to which the test us consistent in its score and gives

us an indication of how accurate the score are. To estimate the reliability of the

test this research used split-half technique. To measure the coefficient of the

reliability between odd and even group, this reseatch use Pearson Product

Moment in the following formula:

Σ xy
r xy=
√( Σ x ² ) (Σ y ²)

Where:

r xy : coeficient of reliability between odd and even numbers item

x : odd number

y : even number
Σ x ² : total score of odd number items

Σ y ² : total score of even number items

Σ xy : total score of odd and even number

Based on Hatchy and Farhady (1982), after getting the reliability of half test, the

researcher uses Spearman Brown’s Prophecy formula to detemine the reliability

of the whole test as follows:

2 rxy
rk=
1+ rxy
 36

Where:

r k : the reliability of the whole tests

r xy : the reliability of half tests

The criteria of reliability as follows:

0.90-1.00 = high

0.50-0.89 = moderate

0.00-0.49 = low

3. Level of Difficulty

The difficulty level of an item shows how easy or difficult that particulr item done

by the participants. It can be calculated by the following formula:

R
LD= N

LD = Level of Difficulty

R = the number of students who answer correctly

N = the number of students who join the test

The criteria are as follows:

<0.03 = difficult

0.03-0.07 = average

>0.07 = easy

(Shohamy, 1985:79)
 37

4. Discrimination Power

Discrimination power is the ability of the item to discriminate between the

students whom had high ability and those whom had low ability. The

discrimination power is calculated by this following formula:

U−L
DP= 1 N
2

Where:

DP : Discrimination Power

U : The number of students from the upper who answer correctly

L : The number of students from the lower who answer correctly

N : The number of students

The criteria of discrimination power are:

DP: 0.00-0.19 = Poor items

DP:0.20-0.39 = Satisfactory items

DP: 0.40-0.69 = Good items

DP: 0.70-1.00 = Excellent items

DP: - (Negative) = Bad items, should be omitted

(Heaton, 1975:180)
 38

III.8 Scoring System

The scoring system that will be used in this research is dividing the right answer

by total items timed 100. The ideal highest score is 100. To calculate the score of

pre test and post test, the researcher will use the formula by Arikunto (1997:212)

which is employed:

R
S= N
x 100

Where:

S : Score of the test

R : Number of right answer

N : Total number of items on test

III.9 Data Analysis

The next step of the research, the writer will process and analyze the data. The

writer analyzes the score of pre test and post test. In order to know the students’

progress in reading comrension of narrative text, the students’ score are computed

by doing three activities:

1. Scoring the pre test and post test.

2. Tabulating the result of the test and calculating the mean of pre test and post

test.

The formula manually is as follows:

Σx
M= N
 39

Where:

M : Mean (average score)

Σx : The total of students’score

N : Total number of students

(Hatch and Farhady, 1982)

3. Drawing conclusion from the tabulated of the test given, that is statistically

analyzing the data using statistical computerization i.e paired T-Test of

Statistical Package for Social Science (SPSS) in order to examine whether

increaseof the students gain is significant or not. The formula is as follows:

I= X 2 - X 1

Notes:

I : The increse of students readinf comprehension achievement

X2 : The average score of post-test

X 1 : The average score of pre-test

(Hatch and Farhady, 1982:117)

III.10 Hypothesis Testing

After analyzimg and collecting the data, the researcher analyzes them in order to

find out whether there is any significant effect on students’ reading

comprehension in narrative text after being taught through Jumbled Pictures. The

researcher will use Repeated Measure T-Test to know the level of significance of

the treatment effect. Moreover, the result of t-test is used to prove whether the
 40

proposed hypothesis is accepted or rejected. In this case, the researcher uses

significant level of 0.05 in which that the probability of error in the hypothesis is

only about 5%. The hypothesis are drawn as follows:

H0 = There is no significant effect on students’ reading comprehension in

narrative text after being taught through Jumbled Pictures.

H1 = There is significant effect on students’ reading comprehension in

narrative text after being taught through Jumbled Pictures.

(Hatch and Farhady, 1982:111)

The criteria for accepting the hypothesis are follows:

1. H 0 is accepted if the t-value is lower than T-ratio

2. H 1is accepted if the t-value is higher than T-ratio

As can be clearly seen, according to explanation above, this chapter discusses the

main point that relates to design and procedures of the research are used in this

research. They are; research design, population and sample,variables, instrument,

data collection technique, research procedures, data treatments, scoring system,

data analysis, and hypothesis testing.

 41

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There are no specific criteria for choosing the level of school for applying this

technique. So, the researcher chooses SMAN 1 Bandar Lampung as the subject

of the research. In this research, the researcher intended applying this technique

in the first grade of senior high school. The researcher chooses a narrative text as

the material because it is available in the syllabus of senior high school. Besides,

the previous researches have not observed the narrative text.