In this research the learners still had problems in learning reading, For example, some students could not understand about the content of reading text and identify the detailed information of the text. They could not also answer the questions given after reading a text, especially on narrative text. The objective of this research was to find out whether there was significant effect of using Rock Around The Clock strategy on reading comprehension of narrative text. The design of this research was a quasi experimental design. The population of this research was the students of the second year at State Junior High School of 3 Teluk Kuantan in 2013-2014 academic years. The total number of population was 58 students. The sample was taken by using cluster sampling. The sample was class VIII B that consisted of 19 students as experimental group, and class VIII C consisted of 19 students as control group. So, the number of sample from two classes was 38 students. To analyze the data, the researcher adopted independent sample T-test formula by using SPSS 16 version. After analyzing the data, the writer found that the score of to was higher than t table, which showed (2.032.72). It can be concluded that there is a significant effect of using Rock Around The Clock strategy on reading comprehension of the second year students at state Junior High School 3 Teluk Kuanta

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25CHAPTER IIIRESEARCH METHODA. Research DesignThe type of this research is an experimental research. According to Gay andAiraisian, an experimental research is “the only type of the research that can testhypothesis to establish cause- and- effects relationship”1. Then, Cresswell states thatexperiment is you test an idea (or practice or procedure) to determine whether itinfluences the outcome or the dependent variable2. The essential feature ofexperimental research is that investigators deliberate control and manipulate thecondition which determines the events, in which they are interested, introducing andinterventing and measuring the difference that it makes. So, in this research thewriter practiced the rock around the clock strategy of the second year students atState Junior High School 3 Teluk Kuantan to determine whether it influences thestudents’ reading comprehension.The design of this research was quasi-experimental design that involved twogroups; a control group and an experimental group. The kind of quasi-experimentalwas Non-equivalent control group that consisted of pre-test, treatment, and post-test.The experimental group was treated by Rock Around The Clock Strategy while the1 L.R. Gay and Peter Airasian, Educational Research Competencies for Analysis andApplication. Six Ed. (New Jersey: Prentice-hall, Inc, 2000). p.3672 Jhon. W. Cresswel, Educational Research: Planning, conducting, and EvaluatingQuantitative And Qualitative Research.,(New Jersey: Pearson education, 2008), p.29926control group was treated as usual without using Rock Around The Clock Strategy.In this research, the writer taught the experimental class 8 meetings in 4 weeks; 2meeting in a week. The design of this research is as follows:3Table III.1Nonequivalent Control Group DesignGroup Pre-test Treatment Post-testExperimentalControlO1O1X-O2O2Where:O1 : Pre-test for Experimental and Control ClassX : doing particular treatment- : Without particular treatmentO2 :  Post-test for Experimental and Control Class3 L.R. Gay and Peter Airasian, Op.Cit., p..391.27B. Location and Time of the ResearchThe research was conducted at state Junior High School of 3 Teluk Kuantan,Kuantan Singingi. The time of the research was done from February to March2014.C. Subject and Object of the ResearchThe subject of the research was the second year students at Junior HighSchool 3 Teluk Kuantan. The object of this research was the effect of using RockAround The Clock strategy toward the students reading comprehension in narrativetext.D. The Population and Sample of the ResearchThe population of this research was the students of the second year at StateJunior High School of 3 Teluk Kuantan in 2013-2014 academic years. It has threeclasses. The total number of population is 58 students.Based on the limitation of the research, the writer took a sample by usingcluster sampling technique. According to Gay et al, cluster sampling selects groupnot individuals.4 Therefore, the writer took two classes as a sample; class VIII B andclass C. It was VIII B as an experimental class and VIII C as control class.4 Ibid, p. 12928Table III.2Total Population of Second Year Students at Junior High School 3 TelukKuantanNo ClassesPopulationTotalFemale Male1. VIII A 10 10 202. VIII B 11 8 193. VIII C 11 8 19Total Population 58Table III.3Total Sample of Second Year Students at Junior High School 3 Teluk KuantanNo ClassesSampleTotalFemale Male1. VIII B 11 8 192. VIII C 11 8 19Total Sample 38E. Technique of Data CollectionIn this research, the writer used test as instrument to collect data. The testwas used to measure the students’ reading comprehension on narrative text. The testwas done twice; the first was pre-test given before treatment, and the second testwas given after giving the treatment (for experimental class and no treatment forcontrol class) intended to obtain students’ reading comprehension of the second yearat state junior high school 3 Teluk Kuantan. The test was multiple choices. Afterdoing the test, the writer then looked the total score from the result of the test. Theprocedures of collecting data were as follows:291. Procedures of collecting data for experimental groupa) Pre-testThe pre-test was carried out to determine the students’ comprehensionwith their score.b) TreatmentThe treatment was conducted for experimental group/class by usingRock Around the Clock strategy applied for six meetings.c) Post-testAfter conducting the treatment, the post-test was administered andanalyzed as final data of this research.2. Procedures of collecting data for control groupa) Pre-testThe control class was given pre-test to know their readingcomprehension. The test was the same as experimental class.b) No treatmentIn control class, the researcher did not give treatment to control class.c) Post-testThe post-test was also given to control class the same as experimentalclass and the result was analyzed and used as final data for thisresearch.303. Validity of the TestValidity refers to appropriateness of a given test or any of itscomponent parts as a measure of what it is purpose to measure. It meansthat a test is valid if it measures what it purpose to measure. There areseveral types of validity; content validity, criterion-related validity andconstruct validity.5 All of them have different usage and function. Contentvalidity is the degree to which a test measures intended content area.Criterion-related validity has two forms, concurrent and predictive. Themethod of determining validity is the same for each form but the time forrelations between them differ. The last is construct validity. Constructvalidity is degree to which a test measures and intended hypothetical (fromtheory).Based on the definitions above, to measure whether the test wasvalid in this research, the writer used content validity. In other word, testswere given based on material that they had learned and concerning fivecomponents:a. The students are able to find the main idea of the narrative text.b. The students are able to identify specific fact or detail of the text.c. The students are able to identify reference of the narrative text.d. The students are able to identify generic structure of narrative text.5 Ibid., 16231e. The students are able to identify language features of the narrativetext.Before the test given to the sample of this research, the writer triedout the test items. The test given to the students was considered not toodifficult or not too easy. According to Arikunto the test is accepted if thedegree of d ifficulty is between 0.30 – 0.70.6 It was determined by findingthe difficulty level of each item. The formula for item difficulty is asfollows:7P=Where:P : Index of difficultyB : The number of correct answerJS : the number of studentsThe difficulty level of an item shows how easy or difficult aparticular item in a test. The items that do not reach the standard level ofdifficulty are excluding from the test, and they are changed with new itemsthat are appropriate.The standard level of difficulty used is < 0.30 and > 0.70. It meansthat an item is accepted if the level of difficulty is between 0.30-0.70and it6 Suharsimi Arikunto, Dasar- Dasar Evaluasi Pendidikan, (Jakarta:PT. Rineka Cipta, 2009).p.2457 Ibid.,p. 208.32is rejected if the level of difficulty is less than 0.30 (the item is toodifficult) and over than 0.70 (the item is too easy). The proportion ofcorrect is represented by “p”, whereas the proportion of incorrect isrepresented by “q”. The calculation of item difficulty can be seen from thefollowing table:Table III. 4Identification Main Idea on the Narrative TextVariable Identify main idea of the text NItem no 1 6 11 1620Correct 12 13 14 14P 0.60 0.65 0.70 0.70Q 0.40 0.35 0.30 0.30. Q = 1.00 – PThe table III.5 above shows the portion of correct answer. For itemnumber 1 shows the proportion of correct 0.60, item number 6 shows theproportion of correct 0.65, item number 11 shows the proportion of correct0.70, item number 16 shows the proportion of correct 0.70. Based on thestandard level of difficulty “p” and 0.70, it is pointed out that itemdifficulties in average of each item for identifying main idea of narrative textwere accepted.33Table III.5Identification Specific Fact or Detail of the TextVariable Identifying Specific fact or Detail of the text NItem no 2 7 12 1720Correct 13 12 14 13P 0.65 0.60 0.70 0.65Q 0.35 0.40 0.30 0.30P = Q = 1.00 – PThe table III.6 above shows the portion of correct answer. For itemnumber 2 shows the proportion of correct 0.65, item number 7 shows theproportion of correct 0.60, item number 12 shows the proportion of correct0.70, item number 17 shows the proportion of correct 0.65. Based on thestandard level of difficulty “p” and 0.70, it is pointed out thatitem difficulties in average of each item for identifying specific fact ordetail of the text were accepted.Table III.6Identification Reference of Narrative TextVariable Identify Reference of Narrative Text NItem no 3 9 13 1820Correct 14 14 14 13P 0.70 0.70 0.70 0.65Q 0.30 0.30 0.30 0.35P = Q = 1.00 – PThe table III.7 above shows the portion of correct answer. For itemnumber 3 shows the proportion of correct 0.70, item number 8 shows the34proportion of correct 0.70, item number 13 shows the proportion of correct0.70, item number 18 shows the proportion of correct 0.65, item number.Based on the standard level of difficulty “p” and 0.70, it ispointed out that item difficulties in average of each item for identifyingreference of the text were accepted.Table III.7Identification Generic Structure of Narrative TextVariable The identify  Generic Structure of  Narrative Text NItem no 4 8 14 1920Correct 13 12 13 12P 0.65 0.60 0.65 0.60Q 0.35 0.40 0.35 0.40P = Q = 1.00 – PThe table III.8 above shows the portion of correct answer. For itemnumber 4 shows the proportion of correct 0.65, item number 9 shows theproportion of correct 0.60, item number 14 shows the proportion of correct0.65, item number 19 shows the proportion of correct 0.60. Based on thestandard level of difficulty “p” and 0.70, it is pointed out thatitem difficulties in average of each item for identifying the genericStructure of narrative text were accepted.35Table III.8Identification Language Feature of the Narrative TextVariable Identify Language Feature of The Narrative Text NItem no 5 10 15 2020Correct 13 14 14 13P 0.65 0.70 0.70 0.65Q 0.35 0.30 0.30 0.35P = Q = 1,00 – PThe table III.9 above shows the portion of correct answer. For itemnumber 5 shows the proportion of correct 0.65, item number 10 shows theproportion of correct 0.65, item number 14 shows the proportion of correct0.70, item number 20 shows the proportion of correct 0.65. Based on thestandard level of difficulty “p” and 0.70, it is pointed out that itemdifficulties in average of each item for identifying language feature ofnarrative text were accepted.Based on explanations above, all of pointed item difficulties of fivecomponents were accepted. The supervisor and teacher concluded that testwas valid.364. Reliability of the TestRealibility is a measure of how consistent repeated measurementswhen being performed under comparable condition.8 A test is said toreliable it can produce stable or consistent score although the test isadministrated at different time. Heaton explains that reliability is theaccuracy of the result obtained by the instrument or measurement.9 Toobtain the reliability of the test given, the researcher used the formula asfollows:KR20:Where:K : number of items in the instrumentP : proportion of subjects who answered the item correctlyQ : proportion of subjects who answered the item with the wrong(1- Pi) : The multiplication result between p and qSt2 : Total varianceWe must first calculate the total variance before:St2=8 Graeme Keith Porte, Appraising Research in Second Language Learning: A PracticalApproach to Critical Analysis of Quantitative Research,(Amsterdam: John BenjaminPublishing,2002)p.243.9 J. b Heaton, Writing English Language Test (New York: Cambridge University, 1988), p.16.37N: number of respondentsX2 = (∑ )2X2 = 3511 )2X2 =  3511X2 = 3511 458.45X2 =  52.55St2 =St2 =St2 = 2.6275ri =ri = 1.0526ri = 1.0526ri = 1.0526 xri =The reliability coefficients for good identified kinds of structure textand reading comprehension test were expected to exceed 0.0 and closed1.00. Heaton states that, the reliability of the test was considered asfollows:381. 0.0-0.20 = reliability is low2. 0.21-0.40 = reliability is sufficient3. 0.41-0.70 = reliability is high4. 0.71-1.0 = reliability is very high10From Heaton level above, it can be said that reliability was acceptedwhich was 0.71 < 0.73<1.0 or higher than 0.71 and lower than 1.0. it alsocan be stated that very high.F. Technique of Data AnalysisIn this research , the data were analyzed by using statistical method. First, toanalyze the students’ score on reading comprehension, the writer used the categorystandard as follows:11Table III.9The Classified of ScoreNO SCORES CATEGORIES1. 80-100 Very good2. 66-79 Good3. 56-65 Enough4. 40-55 Less5. 0-39 FailSecond, in order find out whether or not there was a significant effect ofusing Rock Around The Clock strategy toward reading comprehension, the datawere analyzed statistically. In analyzing the data, the writer used the post-test score10 Ibid. 16811 Suharsimi Arikunto,Op.Cit., p.24539of experimental and control groups. The data were analyzed by using T-test(independent sample T-test) and it was calculated by using software SPSS 16.0version.Third, to find out the significant difference of using Rock Arround the Clockstrategy toward reading comprehension, the writer used the paired samples t-testfrom the pre-test and post-test score in experimental class.Statistically hypothesis:Ho = to < t tableHa = to > t table1. Ho is rejected if to < t table or there is no significant difference on students’reading comprehension in narrative text between those are taught by using RockAround The Clock strategy and without using Rock Around The Clock strategyof the second year at state Junior High School 3 Teluk Kuantan.2. Ha is accepted if to > t-table or There is no significant difference on students’reading comprehension in narrative text between those are taught by using RockAround The Clock strategy and without using Rock Around The Clock strategyof the second year at state Junior High School 3 Teluk Kuantan.

THE EFFECT OF USING ROCK AROUND THE CLOCK STRATEGY

ON READING COMPREHENSION OF THE SECOND

YEAR STUDENTS AT STATE JUNIOR HIGH

SCHOOL 3 TELUK KUANTAN

http://repository.uin-suska.ac.id/4926/4/BAB%20III.pdf

THE EFFECT OF USING ROCK AROUND THE CLOCK STRATEGY ON READING COMPREHENSION OF THE SECOND YEAR STUDENTS AT STATE JUNIOR HIGH SCHOOL 3 TELUK KUANTAN

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