SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM, 2018

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Using Read, Encode, Anotate, Ponder (REAP) Strategy to Improve the Ability of the 8th Graders to Comprehend Narrative Text at SMPN 4 Malang

vita sofiani




Sofiani, V. 2017. Using Read, Encode, Anotate, Ponder (REAP) Strategy to Improve the Ability of the 8th Graders to Comprehend Narrative Text at SMPN 4 Malang. Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Dr. Utari Praba Astuti, M. A. and (II) Dra. Sri Andreani, M.Ed.


Key words : REAP strategy, reading comprehension, narrative texts, fable


            Nowadays, reading should bestudents’ habit. Reading provides a chance for students to be successful in the future. By doing some reading, students will exercise their comprehension to get some information from many references, such as books, e-books, magazines, newspapers. Then, students also practice their reading comprehension skill to get what the text delivers to them. Reading comprehension is very important because it enables students to build their background knowledge in reading.In this research, the study focuses on teaching reading narrative texts because the researcher found that class VIII-D of SMPN 4 MALANG had problems in comprehending them. It was confirmed by the result of the reading test in the preliminary studywhich showed that of 35 students, 24 (68.6%) scored below the standard minimum score (75) and 11 (31.4%) students passed it.

            The research design used in this study was Classroom Action Research (CAR). There are four stages in conducting Classrroom Action Research (CAR), i.e planning the action, implementing the action, observing the action, and reflecting the action. The researcher use four instruments i.e. the students reading comprehension test, observation checklist, fieldnotes, and quetionnaires. There was the criterion of success that 60% of the students showed a gain of at least 10 points in the reading comprehension test.

            The results of the research showed that23 students (62%) gained  ≥10 points, 1 student (3%) gained 9 points, 1 student (3%) gained 7 points, 1 student (3%) gained 5 points, and 1 student (3%) gained 3 points, two students (5%) got the same score, and 8 students (21%) got lower scores. The students response toward the implementation of REAP strategy was good and their reading skill in comprehending the story improved. This research was successful because the researcher provided the students more time to understand the story, give clear instructions, and kept the class monitored.

            In conclusion, the implementation of the REAP strategy can improve the students reading comprehension of narrative texts. There were some aspects that should be considered i.e.the proper time management, clear instruction, and monitore during class. Future researcherswho want to conduct the same study are recommended to use REAP strategy on different language skills, grades and levels of educations. To anticipating the weaknesses, future researcher should pay attention in some aspect above.