The Use of Reading, Encoding, Annotating, Pondering (REAP) Technique towards Students’ Reading Skills: A Quasi-Experimental Research at Eighth Grade Junior High School Students of SMPN 4 Rancaekek Bandung in the Academic Year 2017/2018

Mulyuniawati, Rahmi (2017) The Use of Reading, Encoding, Annotating, Pondering (REAP) Technique towards Students’ Reading Skills: A Quasi-Experimental Research at Eighth Grade Junior High School Students of SMPN 4 Rancaekek Bandung in the Academic Year 2017/2018. Diploma thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

Rahmi Mulyuniawati (2017). The Use of Reading, Encoding, Annotating, and Pondering (R.E.A.P) Technique towards Students’ Reading Skills (A Quasi-Experimental Research at the Eighth Grade Junior High School Students of SMPN 4 Rancaekek Bandung in the Academic Year 2017/2018) Mastering reading skill ensures success not only in learning English, but also in learning where reading in English is required. With strengthened reading skill, students would make greater progress and development in all other areas of learning. In English subject, many students still find difficulties to interpret the meaning, vocabularies and hard to find the main ideas of reading passage. The teacher has to be creative in choosing the technique for teaching reading in order to make the students enjoy more when learning. The teacher can use REAP technique for teaching reading to enhance students’ reading ability. The objectives of this research are to find out; 1) the students’ reading ability after being taught by using REAP technique; 2) the students’ reading ability after being taught by using Pre-Questioning technique; and 3) the significant difference between students’ reading comprehension with REAP technique and Pre-Questioning technique. This research used quantitative method in quasi-experimental design. The population of this research was all second grade students of SMPN 4 Rancaekek Bandung which had 8 classes with 40 students each class. This research took 68 students from two classes; VIII-F as the control class and VIII-G as the experimental class. The instruments used in this research were pretest and posttest about reading text consisting 40 multiple choices test and the treatment of Reading, Encoding, Annotating, and Pondering (R.E.A.P) technique. The findings of the research show: 1) the mean of pretest scores in experimental class is 48.90 and the result of pretest mean in control class is 48.67. Therefore the result of pretest mean score in experimental class is higher than pretest in control class; 2) the mean of posttest scores in experimental class is 66.83 and the mean of posttest scores in control class is 62.22. It means that the mean of posttest scores in experimental class higher than control class; 3) the result of data showed that the value of t_count (2.064) and the value of t_table with significance α 0.05 was (1.966). If t_count> t_table (Ho) is rejected and (Hα) is accepted. It was proven that (Ho) was accepted, which means there is a significant improvement of students’ reading comprehension by using REAP technique and Pre-Questioning technique

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