DISERTASI dan TESIS Program Pascasarjana UM, 2009

Ukuran Huruf:  Kecil  Sedang  Besar

The Effectiveness of Extensive Reading Activity in Increasing Reading Comprehension and Reading Speed of English Text in the Ninth Grade Students of MTs Negeri Pamekasan 1. (Thesis)

Nanang Rohmat Busthomi

Abstrak


            This study was conducted to determine the effectiveness of extensive reading activity in increasing reading comprehension and reading speed. The major questions to be answered were: (1) "Do the ninth grade students of MTs Negeri Pamekasan 1 who are given additional extensive reading activity achieve higher reading comprehension compared to the students who are not given additional extensive reading activity?" (2) "Do the ninth grade students of MTs Negeri Pamekasan 1 who are given additional extensive reading activity achieve higher reading speed compared to the students who are not given additional extensive reading activity?" The tentative answers of the two major questions, then, were formulated in the form of hypotheses saying that (1) the students who are given additional extensive reading activity achieve significantly higher reading comprehension than those who are not given additional extensive reading activity, (2) the students who are given additional extensive reading activity achieve significantly higher reading speed than those who are not given additional extensive reading activity.

            The design of the present study was a quasi-experimental study with non-randomized control group pretest-posttest. The subjects of this research study were 72 students of the second semester of the ninth grade students of MTs Negeri Pamekasan 1. Thirty six students were assigned in the experimental group while thirty six students were assigned in the control group. The research instrument was in the form of 30 multiple-choice items, which covered the subject matter of reading comprehension for the second semester of the ninth grade students. Both the experimental and control groups were given one pretest, the experimental group was, then, taught reading comprehension and reading speed by using additional extensive reading activity while the control group was taught reading comprehension and reading speed without using additional extensive reading activity. After that, both groups were given a posttest, which was also used as a pretest.

            The data, furthermore, in the form of the gained scores, were analyzed by using One-Way ANOVA. All of the obtained F-ratios in testing hypotheses were significantly higher than the critical value at p