CHAPTER I

INTRODUCTION

A. The Background of the Study

Perusing society is a vital and basic necessity that each resident unquestionable

requirement when we need to turn into a high level country. Through the way of life of perusing,

the nature of training can be improved, which thus can work on the nature of HR.

The interest in reading is highly demanding by all parties to develop. The Government of

the Republic of Indonesia even considers it as a fundamental strategy is also very important to

building a nation. It is proven and established in national educational purposes, as listed in the

Newspaper No. 2 of 1989. It is to inspire the lives of the people and to that purpose. Reading

habits should be embedded in every citizen in general and in educated children in particular.

In this modern era, everyone is required to know everything quickly and accurately so that

they are not unable to compete in what they are fighting for. One way to be able to obtain

information quickly and accurately is to have the ability to read information quickly and

accurately. Extensive reading is reading widely, the object is to read as much text as possible in

the shortest possible time, which is the goal and the demand. Extensive reading activity is

necessary to understand important content quickly. Based on the reality in the school

environment, it shows that most students are unable to do extensive reading. Students assume

that extensive reading is the same as other reading, for example, intensive reading. According to

the students, one does not have to read at the time of reading to understand it relatively quickly.

Even if you read slowly and relatively long, as long as you can catch the meaning of the contents
of the reading well. This situation shows that most students do not have the interest and

motivation to have extensive reading skills. To be able to read widely requires a lot of

knowledge. As a treasure trove of words, it is translated and can connect between one sentence

and another. Of course, it can also determine the reading speed to understand the entire contents

of the reading.

According to the Middle School KTSP curriculum, there are competency standards for

understanding a variety of written discourse by reading extensive, reading intensive, and fast

reading. This study, the authors took the Basic Competency to find ideas from several articles

and books through extensive reading activities. However, the writer will focus more on short

stories as the object. The indicators used as a student measuring tool. In the Basic Competencies

above, some indicators can be used to measure students' abilities. Basic Competence can be

achieved well if students have fulfilled indicators including; being able to express the themes

contained in the short story, being able to express the message in the short story, being able to

describe the contents of the short story, the characteristics of the characters in the short story

with convincing evidence, and able to compare the values of life contained in the points with

everyday life. In an effort to overcome the difficulties faced by students, efforts were made in

this study to improve their ability to read extensive short stories. The skipping technique is used

in extensive reading because readers who use this technique are in the stage of knowing the

contents of a reading. Readers will look for important parts among other important parts and skip

parts that are considered unimportant. Thus, the reader will be more effective in obtaining such

broad reading goals.

 Based on the statement that has been made, to find out the effectiveness of extensive

reading then will be done research entitled effectiveness of extensive reading through short story

in improving student's reading comprehension.

B. The Identification of the Problems

1. Students have difficulty understanding reading texts, even though the teacher has used

conventional methods in teaching.

2. Students have limited vocabulary to support them in understanding reading, even though the

teacher has used conventional methods in learning.

3. The strategy used was not effective in teaching the reading process, even though the teacher had

taught reading skills using conventional methods.

C. The Limitation of the Study

This study's primary focus is on using extensive reading through short stories to improve

students' reading comprehension in order to clarify the issue at hand.

D. The Formulation of the Problem

Based on the limitations of the problems above, the formulation in this study: "How is

extensive reading through short stories conducted by English teachers to improve the students'

reading comprehension in English?”

E. The Objective of the Study

Considering to the formulation of the study previously stated, so the objective of the study

is to know the effect of using extensive reading through short story in improving students

reading comprehension.
F. The Significance of the Study

The author hopes that the results of this study can make a significant contribution to

teachers and students:

1. The English teachers, to expand their learning strategies to be more creative in teaching reading

comprehension.

2. The students, to give information of reading comprehension strategy which can increase their

ability in comprehending the text.

3. The other researches, to enlarge the understanding of improving reading skill and provide

reference for further study research, especially in reading comprehension.

4. The researchers, researchers are able to find out the motivation to learn English through

extensive reading.

CHAPTER II

THEORITICAL REVIEW

A. Theoritical Framework

1. Extensive Reading

Suratini (2012) explains that broad reading is almost the same as speed reading. This

method requires students to do reading activities quickly. In addition, students are expected to be

able to get ideas from the contents of the reading that has been read. Then Ngalimun & Alfulaila

(2014) state that reading widely is an activity of seeking information widely, meaning that

reading texts takes a long time. Reading widely aims to gain insight from literary works in a

short time. Readers are given the freedom to determine the text to be read. The reader's attention
is focused on understanding the content of the text and is not focused on the language or content

of the text in detail.

Tarigan (2008: 32) also explains that extensive reading is read the entire content of a text

of recital in the possible with the purpose of understanding of important to read the efficient

reading that can be done. It is one of the tools used by foreigners who want to learn a thing

without having to go into the country language.

In Dictionary of Reading (1983: 112) states that extensive reading is a broad reading

program. The students were given freedom and wideness in the matter of having both the type

and the scope of reading material. This extensive reading program has benefited greatly in giving

students a wide range of experiences.

Nurhadi (2005: 31) concludes that reading efficiently and effectively is the first type of

reading speed, without leaving knowledge of its aspects. Then one reads not only speed but also

reads standard and back and forth.

Based on the above opinions, it can be concluded that extensive reading is reading quickly

with a short duration of time. Aims to obtain and understand the important content in readings in

different types and scope of materials.

The purpose of extensive reading is to acquire understanding of common with focused in

general on the reality of what being read from language by reading and increase the speed of the

recitation or reading wider (Carrel & Carson, 1997). Soedarso (2004: 5) things that prevent fast

reading are vocalists, Movement of the lips, Movement of the head, indicating with the finger,

returns, and subvocation. Further Nurhadi (2005: 31) clarifies about fast reading barriers among

others, express what is read; read words by words, helps see or browse lines of reading with

certain tools (the ends of pencil or fingertips, movements of feet or other limbs of the body,
consentration of thinking split with other things outside of reading, swallowing or shaking, habit

of long stop at the beginning of a sentence. The paragraph, sub-sub chapter, even in the middle

of the sentences; the habit of repeating units of units read.

Wainwright (2007: 33) develops some ways to increase the speed of others, (1) eliminate

regression, because regression can slow down the speed of reading; (2) develop rhythm, this way

is done to avoid regression; (3) increases the range of sight can be done by seeing words at once,

recognizes a collection of words, and change the workings of the brain in receiving information;

(4) tachistoscopic or often called flashing, this exercise uses an antiregration device.

There are several types of extensive reading, including:

1) Reading surveys is reading by first examining what we will study by looking at the titles

contained in related books, then checking or researching with the relevant schematic chart.

2) Skimming reading is reading that makes us move quickly to see, show written material to find

meaning, get information.

3) Shallow reading is reading to gain a deep understanding of a text.

Some techniques and how to read extensively:

1) Reading Technique - This jump is done by skipping over parts of the reading or what is

needed by the reader.

2) Choosing a Reading Technique (Selecting) is, this reading technique is done by selecting parts

of the reading or the book as a whole.

3) Scanning technique is a fast but thorough reading technique. This reading technique is done to

find out certain information in a reading such as looking for words in a dictionary, looking for

terms in an encyclopedia and so on.

2. Short Story

Mesterianti Hartati (2017: 15) states that short stories are a form of literary work that is in

great demand by the public. Short story is a literary work and the result of creative art which

targets humans and their lives by using language as an intermediary. As a creation of creativity,

short stories must be able to produce a beautiful creation and try to express a beauty that exists in

humans and with creative power short stories are also produced.

According to Kosasih (2012a: 60-71) that short stories are short essays in the form of a

creativity or literary work formed by several elements, namely theme, plot, setting,

characterization, point of view, message, and style of language. Short story is a work of fiction in

the form of prose by expressing a problem that is written briefly and concisely. The description

of each of these elements is as follows.

2. 1. Theme

According to Putu Wijaya (2017) the theme is the main problem or idea that underlies a

story or a literary work. The theme can be determined after reading it in its entirety. Ari

Nurhayati (2004) explains that the theme is the core of the story which can be expressed in the

form of a statement, not a word that explains general things about life that are not too general

and do not really reflect the contents of the story. the standard way of saying it and not too much

in the way of wise words.

2. 2. Plot

Themes are basically stories. However, in order to be a short story, the theme is developed

with the plot. Kosasih (2016b: 63) explains that plot is a pattern of story development that is

formed from causal relationships. A similar opinion was expressed by Nurgiyantoro (2013b:

168), plot is events that are selected and sequenced based on causal relationships to achieve

certain results and to arouse tension and surprise in the reader. For this reason, plotting is

arranged based on causal relationships in order to achieve effects that cause tension and shock to

the reader.

According to Stanton (2012: 28), it can be said that plot is a very important element in a

short story because plot regulates how actions must relate to each other, how one event occurs,

and how the characters are described and play a role in that event. all bound together in one unit.

2. 3. Setting

Plot plays a role in setting the course of the story, but to strengthen and emphasize the

course of the story, setting is needed. Murhadi and Hasanudin (1992b: 30) state that the setting

aims to clarify the atmosphere, place and time of events that occur in the story, so that it will

emphasize and strengthen the storyline. The setting in a short story can be factual or imaginary.

The success of a setting is determined by suitability and a clear description of the place, time and

atmosphere in building a story so that the impression of the place, time and how the situation

occurs can be seen properly.

2. 4. Characterizations
 In a short story, of course there is something that plays a role and how something is played,

this is called characterization. According to Ahmad (1994: 65), a character is a fictional

individual who plays a role in a short story, while characterizations are the traits and

characteristics contained in the character, the nature of mind and soul that distinguishes them

from the characters and characteristics contained in the short story. Character, the quality of

mind and soul that distinguishes it from other morals. Meanwhile, Aziz and Hasim (2010a: 47)

argue that characters are actors who carry out the events in the story so that the events in the

story are able to intertwine the story. Characterization is the way the author displays the

characters or actors in the story. So, it can be concluded that characters are actors or characters in

the story, while characterizations are how the actors behave in the story.

2. 5. Point of View

According to Semi (1988b: 57), the position and placement of the author in the story is

called point of view. It is from this point of view that the reader can follow the plot and

understand the theme. Kosasih (2012d: 69-70) explains that the author's position in presenting

the story consists of two kinds, namely: (a) acting directly as the first person or as a character,

both the main character and supporting character in the story, here the author uses the term I, (b)

acting as a third person or as an observer, here the author only uses the words he is male, she is

female, or uses someone else's name. So, the position of the author in presenting the story is that

someone plays a direct role in the story and some is just an observer.

2. 6. Mandate

Mandate is the message that the author wants to convey to the reader through the story,

Aziz and Hasim (2010b: 64) state that a good short story is a short story that contains a moral
 message in it. Even though the short story contains stories about the life of prostitution,

witchcraft, or the promiscuity of teenagers. It can be concluded that the message is the

expression contained in the story or the didactic message that the author wants to convey to the

reader through the story.

2. 7. Figurative Language

According to Keraf (2005: 113), figurative language is a way of expressing thoughts

through language that specifically shows the soul and personality of the writer as a language

user. Therefore, the language style of a writer in using language is not the same as other writers.

Meanwhile, Murhadi and Hasanudin (1992c: 35) argue that style is related to the author's

proficiency in using language as a medium of fiction. The writer's skill in using language is very

important, because all of these elements, namely the theme, plot, setting, characters, point of

view, and message can be realized in a short story through language.

Based on the description above, it can be concluded that the ability to write short stories is

an individual's ability to be able to express ideas or thoughts, experiences, feelings, and

imaginations in the form of short and concise fictional processes with only one subject. Events in

which there are structural elements of the short story.

3. Reading Comprehension

3.1. Definition of Reading Comprehension

Reading comprehension is a reading activity that absorbs information from the reading

material and understands or knows the implied meaning or meaning of the reading so that it can

be conveyed properly to the reader. When carrying out reading comprehension activities, one
must master the language or writing used in the reading he is reading and be able to capture the

information or content of the reading. Tampubolon (1990: 8) states that reading comprehension

is a reading activity to build reasoning power. Reading comprehension is reading with full

appreciation to absorb what students or readers should master (Saddhono and Slamet, 2014:

133). Meanwhile, Abidin (2012: 60) also argues that read comprehension as a serious process

carried out by readers to obtain information, messages and the meaning contained in a text.

3.2. Principles of Reading Comprehension

The principle of reading comprehension is the same as reading in general but it emphasizes

the meaning or self-understanding of the reader. Farida Rahim (2008: 3) clarifies some principles

of reading as follows:

1) Understanding is a social constructivist process

2) Balance of proficiency is a curriculum framework that helps develop understanding,

3) Teachers who read professionally (excellent) will affect student learning,

4) Good readers play a strategic role and play an active role in the reading process,

5) Reading should occur in different contexts,

6) Students find the benefits of reading derived from various texts at various grade levels,

7) Vocabulary development and learning affect reading comprehension,

8) Inclusion is a key factor in the understanding process,

9) Common reading strategies and skills are taught, and

10) Dynamic assessments inform reading comprehension learning.

Reading comprehension is a process of seeking meaning from written ideas through

meaningful interpretation and interaction with language.

 The general principles of reading are as follows: (1) reading is not just recognizing and

sounding letters, but reading activities go beyond recognizing letters and sounds, (2) reading and

mastering the language occur simultaneously, (3) reading means understanding (Aminuddin,

1999: 27-28).

3.3. Aspects of Reading Comprehension

In reading comprehension, the reader is not only required to just understand and

understand the contents of the reading, but also must be able to analyze or evaluate and relate it

to the experiences and knowledge he has. (Setyaningrum, 2018) clarifies that language skills are

a means of communication, teaching and integration which includes listening, speaking, reading

and writing. Therefore, in the aspect of reading, there are complex activities. Aspects of reading

comprehension include: (a) understand simple meanings (lexical, grammatical, rhetorical), (b)

understand significance or meaning (the author's intent and purpose, relevance or cultural

circumstances, reader reactions), (c) evaluation or assessment (content, form), (d) a flexible

reading speed, which is easily adapted to circumstances (Tarigan, 1986: 12). Reading

comprehension must be done including reading silently, lips not moving or muttering, not

moving the head to follow the reading line, not pointing to the reading line with your finger,

pencil, or other tool, and not reading word for word, or sentence for sentence. This activity is

useful for properly absorbing the information conveyed by the author in each reading (Saddhono

and Slamet 2012: 66).

3.4. Purpose and Benefits of Reading Comprehension

The purpose of reading comprehension is to find out information from reading material

that has been read. Reading comprehension is needed when studying and understanding the
problem being read down to very detailed matters. Some of the benefits of reading include: (1)

gaining a lot of life experience; (2) acquire general knowledge; (3) knowing major events in the

civilization and culture of a nation; (4) can follow the latest developments in science and

technology in the world (Saddhono 2012: 66). According to Graene and Patty as quoted by

Tarigan (1985: 37) that the purpose of reading comprehension includes: (1) finding the main

ideas of sentences, paragraphs, discourses; (2) selecting important points; (3) determine the

reading organization; (4) draw conclusions; (5) predict meaning and predict impacts; (6)

summarize what happened; (7) differentiate facts and opinions; and (8) obtain information.

According to Farida Rahim (2007: 11) the purpose of reading includes (1) pleasure, (2)

perfecting reading aloud, (3) using certain strategies, (4) updating knowledge about a topic, (5)

associating new information with information he already knows, (6) obtaining information for

oral or written reports, (7) confirming or rejecting predictions, and (8) answering specific

questions.

3.5. Factors Affecting Reading Comprehension

Factors that affect reading comprehension because everyone will have different opinions or

thoughts from the same reading. Factors that affect reading comprehension are the content of the

language learning curriculum that has not yet touched on reading comprehension solidly,

learning to read at low grades is directed at text recognition, not text comprehension. Language

skills include: listening, writing, reading and speaking. Reading is one type of written language

ability that is receptive, because reading will obtain information, knowledge and new

experiences. The process of reading comprehension there are many individual differences that

affect how to process the text they read. Based on these factors it can be concluded that everyone

will have different opinions or thoughts from the same reading. The flow of information goes so
fast, people's activities are increasing, so the time available for reading is very limited (Saddhono

& Slamet, 2014: 98). The ability to read comprehension according to Farida Rahim (2008: 16)

namely physiological, intellectual, environmental and psychological factors. Physiological

factors include physical health, neurological considerations, gender and fatigue. Disorders of

speech, hearing and vision devices can also slow down a child's learning progress. In general,

there is a relationship between intelligence and good reading skills. Environmental factors can be

in the form of children's background at home and socio-economic factors.

3.6. Level of Reading Comprehension

The level of one's reading comprehension can be seen from how quickly he or she can

understand a reading material with more emphasis on the reader's understanding which is at its

level as a literal understanding, namely understanding what the author conveys and mentions in

the reading material. It can be said that literal understanding is a requirement for a higher level of

understanding. higher level, namely reading to obtain details of the contents of the reading

effectively. This understanding is intended to understand the contents of the reading as written in

words, sentences, and paragraphs in the reading text. Literal understanding requires the ability to

remember things written in the text. Nurhadi as quoted (Priyatni, 2014: 148) argues simple

reading levels can be grouped into three, namely reading on the lines, reading in the lines and

reading beyond the lines. Meanwhile, Alan Davies and Widdowson (1974: 67-175) clarifies that

indicators of reading comprehension ability consist of: (1) direct reference detailed in the ability

to understand the meaning of words, terms, expressions; the ability to capture information in

sentences, and the ability to explain terms; (2) inferences detailed in the ability to find the nature

of the relationship of an idea and the ability to grasp implicit and explicit reading content; (3)

guesswork, which is detailed in the ability to guess the message contained in the reading and the
ability to relate the text to the communication situation; (4) assessment, which is detailed in the

ability to assess the accuracy of reading organization, and the ability to assess the accuracy of

information disclosure.

3.7. Reading Ability Assessment

Assessment of reading comprehension ability can be measured by the level of

understanding of a reading as a whole related to the theme, explicit or implied meaning.

Meanwhile, Nurgiyantoro (2010: 376-388) explains that assessment of reading comprehension

results can be done using a reading competency test. The reading competency test is divided into

two ways; 1) reading competency tests by responding to answers, and 2) competency tests by

constructing answers. According to Arikunto (2012: 177) tests are divided into two forms,

namely subjective tests and objective tests. Tampubolon (1990: 244) in Andini Nunik (2010: 24)

suggests that reading comprehension is measured by the percentage of correct answers about the

content of the reading. The meaning of this understanding percentage is the percentage of correct

answers to the available questions.

3.8. Low Reading Comprehension Ability

The ability to read comprehension is one of the standard abilities that must be achieved at

all levels. It is hoped that by reading comprehension is able to understand the reading text at an

adequate speed. However, the fact is that until now reading comprehension is still very

concerning. In line with the opinion of Tarigan (2010: 136) that the quality of Indonesian

language learning outcomes for students has so far not been satisfactory. Their language skills

are not steady. The ability to read comprehension still shows many weaknesses. Reinforced by

Nurhadi's opinion (2011: 67-68), students' reading comprehension problems are caused by
 several factors, for example 1) the mastery of English grammar is still lacking; 2) students'

attitudes toward English are still negative; 3) lack of student learning independence; 4) low

mastery of sentence structure; 5) the teacher's inability to choose and apply the right approach; 6)

the emphasis on learning materials that are too theoretical; 7) lack of practical activities in the

framework of fostering and improving students' reading skills; 8) not enough opportunities for

students to practice communicating in writing; 9) inaccurate scoring system; and 10) inadequate

availability of time can make the process of teaching reading not run well and so on.

B. Related Study

Andi Hidayat and Anita Nurinayah has done research on the tittle “The Effectiveness of

Extensive Reading Approach to Improve Students’ Reading Comprehension”. The subjects of

this research is students of SMK Al-Irsyad Cipanas. The sample of this research consists 20 of

the eleven grade students of AP class. The research uses quantitative research, or more

specifically the one group pre-test post-test design as research design. To collect the data, this

research applies pre-test and post-test as the instrument. The result of data is obtained by using t-

test formula. The results showed the students who learning using extensive reading approach had

better reading ability to comprehend the text. The result of tobs is 2.08, the table with degrees of

freedom (df) 19 and level of significance at 0.05 was 1,72. Based on the data analysis, the

alternative hypothesis in this research was accepted because tobs is higher than table (2.08 >

1.72). Based on the data analysis, it is found that the test is reliable. The findings indicated that

learning using extensive reading approach is significantly affected the students’ reading

comprehension. Therefore, the extensive reading is suitable for improving students’ reading

comprehension and it is also a strategy that can be used by teacher for making learning process

to be more effective.
C. Conceptual Framework

Reading as the one of the language skills is important should be mastered by the students.

The students in Indonesia face so many difficulties in learning English as a foreign language.

Most students have no problem in reading but they have problem to comprehend about what they

are reading. Comprehension is the most important thing in reading activities. The students have

many difficulties in knowing the meaning because they less of vocabulary, experience and prior

knowledge.

In teaching English, especially those with reading skills, there will indeed be many

difficulties, teachers need methods to improve their ability to capture the essence of reading as

quickly as possible in reading and increase interest in reading.

Extensive reading is one of the methods used to be able to draw important things in a

reading material. Methods that can help teachers solve students' problems in reading

comprehension.

D. Hypothesis

Based on the explanation of both theoretical and conceptual framework above, the writer

formulated the hypothesis as the following:

Ha : There is a significant effect of using extensive reading through short story in improving

students’ reading comprehension.

Ho : There is no a significant effect of using extensive reading through short story in

improving students’ reading comprehension.

 CHAPTER III

RESEARCH METHOD

A. Location of the Research

This study took place in SMP 57 Medan Muhammadiyah which was located in Jl. Mustafa

No. 1, Glugur Darat I, Kec. Medan Timur, Kota Medan, Sumatera Utara.

B. Research Design

This study will apply experimental research. The writer applies an experimental researched

which use two groups of sample as control and experimental group to investigate the effect of

extensive reading through short story in improving students’ reading comprehension. The

experimental group which received the treatment using extensive reading through short story,

meanwhile the control group is the group which receive the treatment using conventional

method. In conducting the research, the writer expected the extensive reading give a good effect

in reading comprehension.

Table 3.1 Research Design

Group Pre-test Treatment Post-test

 Experimental O1 Extensive Reading O2

through Short

Story

Control O3 Convetional O4

method

Keterangan:

E = Experiment Group

K = Control Group

O1 = Pretest Experiment Group

O2 = Posttest Experiment Group

X = Treatment

O3 = Pretest Control Group

O4 = Postest Control Group

C. Population and Sample

1. Population

According to Sugiyanto (2017: 80), "population is a generalized area consisting of

objects or subjects that have certain qualities and characteristics that are determined by

researchers to be studied and then conclusions drawn." The population is not only humans,

but also objects and other natural objects. The population is also not just the amount that

exists in the object or subject under study, but includes all the properties or characteristics
possessed by the subject or object. The population in this study were students of class VIII

SMP Muhammadiyah 57 Medan, totaling 70 students.

Table 3.2 Number of Class VIII Students of SMP 57 Medan Muhammadiyah

No Class The Number of Students

M F Total

1 VIII - 1 15 20 35

2 VIII - 2 15 20 35

Sub Total 70

2. Saturated Sample

In research, it is necessary to have a so-called research sample or miniature of the

population used as an example. In this case Sugiyoni (2018: 81) suggests that the sample is

"part of the number and characteristics possessed by the population. The sampling

technique in this study is the Saturated Sampling technique. According to Sugiyono (2018:

85) Saturated Sampling is a sampling technique when all members of the population are

used as samples. This is often done when the population is relatively small, less than 30

people, or the desired research makes generalizations with very small errors. Another term

for a saturated sample is a census, in which all members of the population are sampled,

namely students in class VIII groups 1 and 2 of SMP 57 Medan Muhammadiyah.

 Tabel 3.3 Research Sample of Class VIII Students of SMP 57 Medan

Muhammadiyah

No Class Gender Total

M F

1 VIII - 1 15 20 35

2 VIII - 2 15 20 35

Total 30 40 70

D. Variable Operational Definition

The operational definitions of the variables in this study are as follows.

1. Independent Variable

Fast and effective reading is a type of reading that prioritizes speed, without

leaving an understanding of aspects of the reading. Thus, someone who reads is not only

about speed which is the benchmark but also about understanding and reading.

2. Dependent Variable

Reading comprehension is a reading activity that absorbs information from the

reading material and understands or knows the implied meaning or meaning of the

reading so that it can be conveyed properly to the reader. When carrying out reading
 comprehension activities, one must master the language or writing used in the reading

and be able to capture the information or content of the reading.

E. Data Collection Instruments

Research instruments are tools or facilities used by researcher to make it easier to

collect the required data. The instruments in this study are:

1. Observation Sheet

The observation sheet in this study is in the form of an observation sheet which

contains student activities on learning activities which include preliminary, core and

closing activities in learning, and are assessed by giving a score in the column provided

in accordance with the description observed in extensive reading (experimental) and

those did not use extensive reading (control class). Instruments or student activity

observation sheets in the control class learning process can be seen in the appendix or

and student activity observation sheets in the experimental class learning process can be

seen.

2. Question Sheet

The questions used in this study were pre-test and post-test questions in the form

of multiple choice, each of which consisted of 10 questions related to the indicators

specified in the lesson plans. The test is a method used or a procedure that needs to be

taken in the framework of measurement and assessment in the field of education in the

form of giving assignments, questions that must be answered or orders that must be

carried out. Tests are given at the beginning and end of the lesson which aims to

determine students' extensive reading skills about short story material.

F. Data Analysis Technique

Data analysis techniques used to analyze the data obtained using descriptive statistical

analysis, analysis of student activity data and analysis of student response data.

1. Descriptive Statistics

a. Reading Comprehension Analysis

Reading comprehension was analyzed using descriptive statistical analysis with

the aim of describing or describing the characteristics of the variables. In this case

the frequency distribution table, average score, standard deviation, minimum score

and maximum score are used. The following are the criteria used to determine the

category of reading comprehension based on the Minimum Completeness Criteria

(KKM) values which are stated in the following table:

Tabel 3.4 Rating Standard Categories.

Grade Category

90-100 Very High

80-89 High

75-79 Average

0-69 Low

Source: Sudjana, 2011: 38

 In addition, reading comprehension is also directed at individual and classical

achievement. The criterion for a student is said to have completed learning if the

score obtained is at least in accordance with the Minimum Completeness Criteria

(KKM) determined by the school concerned, while classical completeness will be

achieved if the student gets a minimum score of 75.

The number of students who achieve theminimum KKM score

Classical Mastery =
The number of students

To make a list of frequency distributions with the same class length, first

determine:

1) Determine the range (R)

R = biggest score – smallest score

2) Determine the number of class intervals

K = 1 +3,3 log n

3) Determine the length of the class interval (P)

Range
P=
Many classes

After the data is made into a frequency distribution, then it is analyzed using

the following statistical formulas:

1) Calculate the average (x)

Determine the average value of the control class and experimental class with

the following formula:

❑
∑❑
fixi
x= ❑
∑❑
fi
 Information:

x = average

fi = frequency class interval data, and

xi = middle value

2) Calculating the standard deviation (S) can be used the formula:

❑
S =n ∑ 2−¿ ¿ ¿
2

fixi

then the standard deviation (S) are combined by the formula:

2 ( n1−1 ) S1 + ( n 2−1 ) S 2
2 2

S gab=
(n 1+ n2−2)

Information:

n1 = the number of students in the first group

n2 = the number of students in the second group

S12 = standard deviation of the first group

S22 = standard deviation of group two

b. Analysis of Student Activity Data

Analysis of student activity data is carried out by determining the frequency

and percentage of frequencies used by students in learning, as follows:

Xi
Si= x 100 %
N

Information:

Si = percentage of student activity indicator to - i

Xi = the number of student activity frequency indicators to-i

N = many students
 To show whether the observed aspects are as desired.

2. Inferential Statitics

a. Normality Test

The normality test aims to see whether the data on extensive reading in reading

comprehension before and after treatment comes from a normally distributed

population or not. In this study using a significant level of 5% or 0.05 with the

following conditions:

If Pvalue ≥ 0,05 then it is said to be normally distributed.

If Pvalue ¿ 0,05 then it is said to be not normally distributed.

For the next step after carrying out the research, data analysis was carried out on

the acquisition of student pre-test and post-test data. This analysis aims to

determine the level of normality of the samples that have been studied. The

normality of the data was tested using the chi-square formula to find out whether

the data obtained in this study were normally distributed or not.

As for measuring the level of normality of the data, the chi-quare test is used, the

following formula is used:

k
x =∑ ¿ ¿ ¿
2

i=l

Information:
2
x = normality test

O1 = frequency

E1 = expected frequency
b. Hypothesis test

To see significant differences in extensive reading between the experimental class

and the control class, it is necessary to test the hypothesis. The appropriate

hypothesis test used is the t test. The t test is one of the statistical tests used to

determine whether or not there is a significant difference between the two samples

or variables being compared. In carrying out statistical analysis with the t test, it is

necessary to refer to the null hypothesis (H0) which has been determined.

In this experimental research design, the t test was used to test the significant

difference in the mean. This calculation is only done on the results of student post-

test calculations. Then the following formula is used:

x 1−x 2
t=
S
√ √
1
n1
+
1
n2

Information:

x = average of both samples (experimental and control)

n = number of sample

S = standard deviation

Data analysis for the t-test, the hypothesis that will be used in this study is as

follows:

H0 = There is no difference in reading comprehension taught using extensive

reading and improving students' reading comprehension taught not using extensive

reading.
Ha = There are differences in reading comprehension taught using extensive

reading and improving students' reading comprehension taught not using extensive

reading.