RESEARCH PROPOSAL

USING CHUNKING STRATEGY TO IMPROVE STUDENTS READING

COMPREHENSION AT THE SEVENTH GRADE STUDENTS OF MTS IZZATUL
MA’ARIF TAPPINA SULAWESI BARAT

By

SULUMIA
REG NUM. 19.1300.003

ENGLISH EDUCATION PROGRAM

TARBIYAH FACULTY
STATE ISLAMIC INSTITUTE (IAIN)
PAREPARE

2022
 USING CHUNKING STRATEGY TO IMPROVE STUDENTS READING
COMPREHENSION AT THE SEVENTH GRADE OF MTS IZZATUL MA’ARIF
TAPPINA SULAWESI BARAT

RESEARCH PROPOSAL

Submitted as Requirements for Proposal Seminar Test of Thesis

By

SULUMIA
REG NUM. 19.1300.003

ENGLISH EDUCATION PROGRAM

TARBIYAH FACULTY
STATE ISLAMIC INSTITUTE (IAIN)
PAREPARE

2022

i
 ENDORSEMENT OF CONSULTANT COMMISSIONS

The Title of Research Proposal : Using Chunking Strategy to Improve Students Reading At
the Seventh Grade of MTs Izzatul Ma’arif Tappina
Sulawesi Barat
Name of the Student : Sulumia
Student Reg. Number : 19.1300.003
Study Program : English Education Program
Faculty : Tarbiyah
By Virtue of Consultant Degree : SK The Dean of Tarbiyah
Faculty Certificate Num : 2709

Approved by
Consultant Commissions

Consultant : Dra. Hj. Nanning, M.Pd. ( ……………. )

NIP : 196805232000032005
Co-Consultant : Kalsum, M.Pd. ( ……………. )
NIP : 202698601

Cognizant of,
Tarbiyah Faculty
Decan,

Dr. Zulfah, S.Pd., M.Pd

NIP. 198304202008012010

ii
 TABLE OF CONTENTS
Page
COVER..............................................................i
ENDORSEMENT OF CONSULTANT COMMISSIONS................................ii
TABLE OF CONTENTS.................................................iii
I. INTRODUCTION....................................................1
A. Background of Research.......................................1
B. Research Question...........................................5
C. Objective of the Research....................................5
D. Significance of the Research.................................5
II. REVIEW OF RELATED LITERATURE.....................................7
A. Previous Related Research Findings............................7
B. Some Partinent Ideas........................................10
1. The Concept of Reading.................................10
2. The concept of Reading Comprehension......................15
3. The Concept of Chunking Strategy.........................19
C. Conceptual Framework........................................21
D. Hypothesis.................................................23
III. RESEARCH METHOD................................................24
A. Research Design............................................24
B. Location of the Research....................................24
C. Variable of the Research....................................25
D. Populatiom amd Sample.....................................25
E. Instrument of the Research..................................26
F. Procedure of Collecting Data................................26
G. Technique of Data Analysis..................................29
BIBLIOGRAPHY........................................................I

iii
 Title : USING CHUNKING STRATEGY TO IMPROVE STUDENTS READING
COMPREHENSION AT THE SEVENTH GRADE STUDENTS OF MTs IZZATUL
MA’ARIF TAPPINA SULAWESI BARAT

I. INTRODUCTION
A. Background of the Research

Reading is one of the skills that must be mastered by students. Reading is the most
critical skill for future success in school as well as throughout life. It means that every
students should focus in reading because it is a key for success. 1On the other hand, a chance
for success will loose without the ability of reading. Reading is very important for the
students. It can help the students to enlarge their knowledge because they can get alot of
information through reading.2 Reading comprehension is an ability where humans are able to
unite ideas with their understanding when reading a text which can process the text to
understand its meaning. Reading comprehension is about understanding, that is understand
about the written word, understand of the content that had been read and understand about the
construction of meaning in a text. An interest in reading largely supports success in learning.
Having an interest in reading can lead to various positive impacts, such as increasing reading
comprehension. However, in reality, people in Indonesia still have a low interest in reading.

In reading itself has a strategy, so that all reading can be absorbed well and quickly,
reading can be through electronic media and print media. When students want to know
science and other information, it is necessary for students to read. Due to reading, students
can acquire new information and can improve their understanding of reading skills.3 Students
sometimes lack clarity in understanding a text or need substantial ideas, to understand it
students must master a lot of vocabulary and get a good understanding of the text to expose it.
Good comprehension is essential if reading has a purpose, if readers want to engage and learn
from a text and, ultimately, if readers want to enjoy what they are reading. But actually, the
fact as now reading comprehension is very important for students as English learners.

1
Anum Sahara and Others, “The Use of Reading Aloud in Teaching Reading Comprehension,” 2018, 112–14,
https://jim.unsyiah.ac.id/READ/article/view/9244. (1 Agustus 2022).
2
Fauzul Etfifa, Improving Students Reading Comprehension of Descrivtive Texts Through Cognitive Srtaegy, vol.
3, 2013.
3
Nurlaily Sofyan, Jusmin HJ Wahid, and Nirwan H Idris, “The Effectiveness of Reading Aloud Strategy in
Concerning Students’ Reading Skills,” Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan
Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 8, no. 1 (2021): 11, https://doi.org/10.33394/jo-
elt.v8i1.3564. (1 Agustus 2022).

1
Therefore, when we are able to understand a text, we don't just remember the exact words
and

2
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phrases we read. Instead , we form mental models of what the text describes by
integrating the meanings of words and sentences into a meaningful whole . Based on the
results of observations, researchers found several problems in the learning process, especially
in the use of strategies. Students lack vocabulary, do not know how to read and have
knowledge in reading, do not understand reading and they do not know even though they
have vocabulary and understand text processing, understand sentences based on chunking
strategies, and need to understand the meaning of sentences. The use of chunking will help
students understand the temporary structure of a text and then they can restructure and
organize the content of each sentence. To create an atmosphere in the active teaching and
learning process, teachers and lecturers need good strategies so that students are comfortable
in paying attention to reading material. In line with that, the researcher is interested in
chunking strategies in improving students' understanding of reading skills. By using this
strategy, the researcher hopes that students can improve their understanding in reading skills.

Reading is the meaningful interpretation of printed letters into meaning. It is a mental

activity in interpreting the symbols of the language, that is also called “decoding”. The focus of
reading is meaning getting, or comprehending the content of a text for practical or aesthetic
purposes. Then, he defines reading as purposeful reconstruction of an authors printed message for
recreational or functional purposes. 4 According to the statement above, reading comprehension is
one of the important things in learning English and must be improved. It is used to get important
information. Although, we know that there are many ways to 5get information but reading is a
common way to fulfill our need for up-to-date or current information, because almost all
information, advertisements, scientific books and instructions of things are in written form. In
addition, through reading, people can improve themselves in terms of knowledge, which is
necessary to ensure continuous personal growth. In other words, to broaden the experience of the
world in which we live. However, most of the students still have difficulty in reading. Teaching
reading comprehension skills to students is very difficult. The difficulties may come from
teachers who are not creative in teaching reading, lack of knowledge in teaching grammar, and
teachers who pay less attention to students' needs. Other difficulties arise from students who are
not interested in reading long passages, lack of vocabulary, and do not understand the meaning of
what they read because students think that reading English reading texts is very difficult,
especially if the strategy used by conventional teachers is that students feel bored and
unmotivated to improve their reading comprehension. Therefore, there are several strategies that
4
Sasha Blakeley, “What Is Reading? - Definition & Process,” 2022, https://study.com/academy/lesson/what-is-
reading-definition-process.html. (11 July 2022).
5

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can be designed to improve reading comprehension, one of which is by using a chunking

strategy.

The problem that occurs in schools at the end of the day is the low reading
comprehension of students. Reading comprehension is influenced by various factors, both
internal and external factors such as lack of vocabulary, lack of motivation so that students end up
lazy and do not have the enthusiasm to read. The quality of learning is the quality of the learning
activities carried out and this concerns the learning strategies used.

The learning strategy used in the learning process in the classroom must be right on
target and able to be applied by the teacher properly. a good learning strategy is a learning
strategy that is chosen and developed by the teacher to encourage students to read by utilizing
their potential optimally. Therefore, Therefore, to improve reading comprehension, students
cannot work optimally on their own. The students need strategies to improve their reading
comprehension. A good strategy must involve students to become active participants in the
learning process. The strategy is Chunking. This chunking strategy is one of the learning
strategies that makes students comfortable in reading and does not take time. 6 Chunking is one of
the effective reading strategies that can challenge and make students feel comfortable in reading.
Both the challenge and the feeling of comfort are caused by breaking difficult passages into
easier-to-understand parts or small parts. By doing this students can find and identify key ideas
and words, improving their ability to paraphrase, organize students' thinking and gather
information.7

Chunking is the brain's tool for digesting new information easily. The reason is because
the brain is a working memory. In manipulating pieces of information , it stores a limited amount
of information at once. It should be noted that students can increase and understand the amount of
information that students already remember. Overall, teaching reading through text chunking
strategy is interesting to do in teaching a second language. This chunking strategy is intended to
improve the teaching system carried out by teachers so far, with the use of this chunking strategy
the teacher is expected to be able to apply it well, so that the results in the teaching and learning
process are good and in accordance with what is expected. Departing from the use of the
chunking strategy, it is necessary for the teacher to apply this strategy in the learning process in
6
Anggraeni Rini, “The Effectiveness of Using Guided Reading Strategy to Improve Students’ Reading
Comprehension,” Research in English and Education (READ) 5, no. June (2020): 56–64,
http://www.jim.unsyiah.ac.id/READ/article/view/15496%0Ahttp://www.jim.unsyiah.ac.id/READ/article/
viewFile/15496/6950. (2 Agustus, 2022).
7
Atul Nur Riva Aida, “The Effectiveness of Using Chunking a Text Strategy Towards Students’ Reading
Comprehension in Recount Text of The Second Grade Students at MTs Mujahidin Ngadiluwih Kediri in
Academic Year 2018/2019.” 4, no. 1 (2557): 88–100.

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the classroom so that teaching is not monotonous which makes students sleepy, lazy, and
unmotivated to read. Therefore, this strategy is expected to provide an alternative to students in a
forum where students can carry out activities with the help of teachers as teaching staff who will
direct students to read. Especially here, the MTs Izzatul Ma'arif Tappina school. The school has
a fairly long history with teaching staff who keep changing over time that is so sophisticated as it
is today. Therefore, it is not uncommon for teachers to have different ways of carrying out the
learning process in the classroom, especially in the use of second language learning strategies.

As it was found in the field that the teacher mastered the material of a subject well but
could not carry out learning activities well. This happened because the activity was not based on
a particular learning strategy so that this had an impact on the student's learning process,
especially on students' reading comprehension.

Based on observations (pre-observation) in the field conducted at MTs Izzatul Ma'arif

Tappina, it is clear that most are only able to master the material, but they are not able to choose
good and interesting strategies that can improve students' reading comprehension. After
conducting an interview directly with the English teacher, Mr. Syarifuddin. He said that he used
the Strategy when learning English, namely TPR Total Pishychal Response because he was still a
Beginner with the aim of directly involving students in Mts Izzatul Ma'arif Tappina, by using
direct hearing. Then regarding the strategy in reading, namely Mr. Syarifuddin guides his
students because this is related to pronunciation when reading. So Mr. Syarifuddin set an example
first while his students followed him. Then regarding the problems that exist in learning English,
especially related to reading comprehension, this English teacher has already done this Chunking
strategy, but several steps have not been carried out, as Mr. Syarifuddin said during my
observations and interviews directly at the school. He only said that I had used this strategy but I
didn't know the name and I also just found out that it was called Strategy Chunking. As well as
Mr. Syarifuddin as the English teacher at Mts Izzatul Ma'arif Tappina, he also only teaches his
students, namely by simply asking his students about which vocabulary they don't know about the
reading on the blackboard. Apart from that, Mr. Syarifuddin also said that he didn't know much
about Strategy because it lacked updates, he would find out when there was training. not only
that, the father is also classified as old and does not understand this increasingly sophisticated
technology. So from the explanation of the English teacher in grade 7, the researcher concluded
that the strategy applied when teaching this English teacher was very monotonous and there was
no renewal. Therefore, the researcher wants to implement this Chunking strategy to improve
students' reading comprehension. Moreover, with the introduction of the chunking strategy,
where the Chunking strategy introduces an utilization and meaningfulness of the learning process

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that will be delivered by the teacher, so that the teacher is able to improve students' reading
comprehension well. However, the reality is that in the field the teacher does not utilize the
strategy as much as possible in the learning process in the classroom, so that the desired reading
comprehension of students is not achieved at school. Therefore, the title of this research was
chosen, namely Using chunking strategy to improve student's Reading Comprehension at the
seventh grade student's of MTs Izzatul Ma'arif Tappina. The reason is, where students' low
reading comprehension is found in learning English, one of which is because teachers are not able
to carry out learning activities well, especially in choosing learning strategies, so students do not
understand reading English texts.

The choice of this Chunking strategy by the authors in this study is intended to mean that
this strategy is very interesting to develop in learning because this strategy introduces an
utilization and meaningfulness of the learning process (increasing students' reading
comprehension so that students' reading comprehension becomes better or improved. Then, MTs
Izzatul Ma’arif Tappina school was chosen as a place of research is because the school has
problems, namely the low reading comprehension of students.

B. Research Question

Based on the background above, the researcher formulates the problem statement as
follow:” Is chunking strategy effective in improving the reading comprehension of seventh
grade students at MTs Izzatul Ma'arif Tappina?”

C. Objective of the Research

Based on the research question above, the researcher states the objective of this research
as follow:

To improve student's reading comprehension using the chunking strategy of the seventh
grade at MTs Izzatul Ma'arif Tappina.

D. Significance of the Research

The significance of this research the author hopes to make a useful contribution for the
author himself and others, the benefits that can be taken in this research include:
1. Theoretical Significance: The results of this study are expected to be useful
information for students to learn English, especially in improving reading
comprehension. This research adds insight and knowledge of researchers and readers
regarding chunking strategies in second language learning. Then this study also

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examines learning strategies that are suitable to be used to improve students' reading
comprehension.
2. Practical Significance: this research is expected to contribute to the following parties:
a) Students: this research is useful to provide sources or information for students. In
addition, this research also contributes to them as examples in language learning,
especially in learning to read. Therefore, they can learn with strategies that suit
the needs and abilities of students.
b) English teacher: this research is expected to provide information and knowledge
about the application of chunking strategies to improve students' reading
comprehension.
c) Other researchers: this research can be useful as a reference to conduct similar
research related to the same strategy and with the same or different research
design to develop the quality of teaching reading through any text.

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II. REVIEW OF RELATED LITERATURE

A. Previous Research Findings

The review of the research results is used as a support for the research that will be carried
out by the researcher. On the one hand, it is intended as a material for comparison to
existing research, both regarding its strengths and weaknesses. So in this case the author
takes research related to the title raised.

There are some researchers have done the study about the use of chunking strategy,
Namely:

1. The article entitled " Using chunking a text strategy at MTs Mujahidin Ngadiluwih
Kediri." by Riva Atul Nur Aida (2019), English Education Study Program, Kediri in
2019. conducted study to determine whether there is signifficant differences on
students’ reading comprehension in recount text before and after taught using
chunking a text strategy. The research design of this study is pre-experimental
reseach with quantitative approach. The participant of this research is the second
grade of students at MTs Mujahidin Ngadiluwih Kediri which consist of 90 students.
The research instrument was reading comprehension test which is in the form of
multiple choices that consist of 20 questions. The result showed that (1) The mean of
students’ score before being taught by using chunking a text strategy was 63.50 and
the students’ mean after being taught by using chunking a text strategy improved to be
80.50 (2) In addition, the result of statistical computation used T-test with IBM SPSS
16.0, showed that the signifficance value was 0.00. It meant that signifficance value
was lower than signifficance level (0.00<0.05) . The result of signifficance value
indicated that the null hypothesis (ho) is rejected and the alternative hypothesis (ha) is
not rejected. It means there was signifficance on the students’ reading comprehension
in recount text before and after being taught by using chunking a text strategy at MTs
Mujahidin Ngadiluwih Kediri.8

Based on the results of previous studies with prospective researchers, there are
differences, namely differences in research locations, differences in student levels in

8
Riva Atul Nur Aida, “The Effectiveness of Using Chunking a Text Strategy Towards Students’ Reading
Comprehension in Recount Text of The Second Grade Students at MTs Mujahidin Ngadiluwih Kediri in
Academic Year 2018/2019.” 4, no. 1 (2557): 88–100..

7
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terms of class and research objectives used. While the similarities are in the learning
strategies, methods and types of research used.
2. Thesis entitled " Improve student's Reading Comprehension of the second year of
SMP Negeri 2 Barombong " by Rini Anggraeni (2015), English Education Study
Program, Institute in 2015. Conducted study to know wether chunking strategy
effective to improve student's Reading Comprehension of the second year of SMP
Negeri 2 Barombong and found the student's attitude in Learning using chunking
strategy. This study use of Quasi Experimental design consisting of two groups
( experimental group and controller group). The participant of this research 60
student's of the second year of SMP Negeri 2 Barombong. The instrument is reading
text, observation sheet, and questionare. That study showed that (1) Chunking strategy
effective to improve the student's Reading Comprehension in which the mean score of
students post test of experimental group was 56 and it was higher than the controlled
group that was only got 23 (2) This research was successful to solve the students’
problem in comprehending the text by using chunking strategy.9

Based on the results of previous studies with prospective researchers there are
differences, namely differences in research locations, research designs and research
objectives used. While the similarities are found in learning strategies.

3. Thesis entitled " Applying chunking strategy to improve students’ reading

comprehension at the eighth grade of SMP Negeri 6 Duampanua Kab. Pinrang " by
Hardiana (2019), English Education Program, State Islamic Religion Institute
Parepare in 2019. Conducted study to find out the ability of applying chunking
strategy to improve students’ reading comprehension at the eighth grade of SMP
Negeri 6 Duampanua Kab. Pinrang. In this research, it aims to know how is chunking
strategy can improve students’ reading comprehension. This study use pre-
experimental with pre-test and post-test. The participant 73 student's. The instrument
is used objective and subjective test which consist of pre-test and post-test. In general
there were types of objective test, that was multiple choices, true false, and matching.
In this research, instrument used test of multiple choices 10 numbers, and essay 10
numbers. The total number of this test was 20 numbers. That study showed that (1)

9
Rini Anggraeni, “The Effectiveness of Using Guided Reading Strategy to Improve Students’ Reading
Comprehension,” Research in English and Education (READ) 5, no. June (2020): 56–64.

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Positive impact in the students’ reading ability and class situation (2) In this research
showed that through The applying Chunking strategy was able to improve the
students’ reading comprehension where could increase their knowledge about reading,
to know how to pronounce the text , how to understand reading text. The
enhancement of the students’ reading comprehension is also supported by the result
of the test scores.10

Based on the results of previous studies with prospective researchers, there are
differences, namely differences in research locations, differences in student levels in
terms of class and research objectives used. While the similarities are in the learning
strategies, methods and types of research used.

4. Kasim Kiroglu and Melek Demirel conducted study aims at determining the effects of
one of those reading strategies, namely, chunking on the reading comprehension of
learners of English. The study was conducted with the preparatory class students at
the Department of English Language Teaching of the Faculty of Education of
Ondokuz Mayıs University in Turkey. This study use experimental and control groups
randomly. The study was employed non-equivalent control group pretest-posttest
design. The participant is 36 learners. The Instrument is questionare. This study
showed that chunking, as an effective reading strategy, improved the reading skills of
the learners of English.11
Based on the result of previous studies with perspective researchers, there are
differences, namely differences in pupose of the research , differences in student
levels in terms of class and research objectives used. While the equality are in the
learning strategies, methods of research used. Cari perbedaan dari 5 penelitian
sebelumnya dgn penelitianku sekarang.

5. Asni Nurul Fajriana ( 2014) conducted study to find out whether or not the using
Chunking Technique can improve the students’ reading comprehension at Eighth
grade of SMPN 1 Tanete Rilau Kab. Barru in literal comprehension and interpretive
comprehension. This study use pre-experiment design using one group pre-test and
10
Hardiana, “Applying Chunking Strategy to Improve Students’ Reading Comprehension at the Eighth Grade of
SMP Negeri 6 Duampanua Kab. Pinrang,” 2019.
11
Kasım Kıroğlu, “Chunked Texts in Reading Class: The Case of Turkish Learners of English,” Pamukkale
University Journal of Education 32 (2012): 65–76, https://doi.org/10.9779/puje472.

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post-test design. The participant of this research class VIII.8 of SMPN 1 Tanete Rilau
in academic year 2014/2015 which consisted of 30 students as sample. The sample is
selected by using purposive sampling. The instrument of this research is an essay test
used in pre-test and post-test. This study showed that (1) Using Chunking Technique
can improve students’ reading comprehension. It was proved by the mean score of
pretest was 5.77 is classified as fair score then improved to be 7.6 in posttest is
classified as good (2) Therefore there was the improvement of the students’ reading
comprehension in terms of main idea, word meaning and conclusion (3) The result of
improvement is also proved with t-test value. In this research, the researcher
concludes that using chunking technique can improve students’ reading
comprehension of the Eight Grade at SMPN 1 Tanete Rilau, Kab. Barru.12
Based on the research finding above that, shown of five researchers have been
done the research about chunking strategy. That is all about how to chunking strategy
can improve students’ reading comprehension. In this research, the researcher will use
chunking strategy. It aims to know how is chunking strategy can improve students’
reading comprehension. The researcher also wants to examine whether the use of
chunking strategy is effectively used to identify students who have difficulty in
reading comprehension. However, the difference in this study with previous studies is
that in this study the researchers focused more on examining students' reading
comprehension in one of its types, namely this research focused on inferential
comprehension, reading comprehension Types. Whereas the five previous studies
focused more on literal comprehension and of course the researcher focused on the
seventh grade of MTs Izzatul Ma’arif Tappina Polewali Mandar with participants
taken from class VII.

B. Some Partinent Ideas

1. The concept of Reading
a. Definition of Reading
According to Tom Solomon state that the focus of reading is meaning getting,
or comprehending the content of a text for practical or aesthetic purposes. Then, he
defines reading as purposeful reconstruction of an authors printed message for
recreational or functional purposes. Reading is a skill that must be mastered by

12
Asni Nurul Fajriana, “Using Chunking Technique to Improve the Students Reading Comprehension at the
Eight Grade Students of SMPN 1 Tanete Rilau in Barru Regency (An Experimental Study).,” 2014, 139.

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students because reading is part of the teaching and learning process. In the process
of reading, students can obtain information or knowledge from various sources, one of
which is books. newspapers, novels, and others. Reading is also an important role for
academic success. Students have a better chance of achieving their studies if they
have good reading skills. On the other hand, students have difficulty in achieving
their learning achievement if their reading ability is not good. In order for students to
improve their reading skills students must practice reading more and more.13
Reading is not only a source of information in every class activity, but also
as a means of expanding, strengthening an idea, and language knowledge. According
to reading is a fluent process of combining information from text and background
knowledge to construct meaning. Both definitions have the aim of achieving
comprehension. Reading can be defined as a combination of reading text, fluency, and
strategy. The combination of readers can be obtained from the correlation between
the background knowledge of the readers and the text. Meanwhile, strategies can be
decided to achieve the reading objectives if students face reading difficulties. Fluency
is needed to improve reading comprehension. Reading is an active process of getting
information that involves, predicting, guessing, checking and asking oneself.14
From the above definition, it can be concluded that reading is a process in
which the reader constructs the author's message from the text. Then, the reader can
obtain information and ideas based on the students' thinking. Reading also helps
students improve their vocabulary.
According to Wahyuni Fitria said that reading interest and reading
comprehension are correlational studies. Reading is an activity that can help readers
gain more knowledge without wasting more money. Through reading, readers gain
new information, acquire new knowledge and discover new ideas.15
Reading is the process of receiving and interpreting information in language
from print media. Reading is an exercise using text to create meaning. Based on this

13
Tom Solomon et al., “Review of Liteture,” International Journal of Tropical Insect Science 8, no. 4 (2004):
104–10.
14
Richard R. Day and Baford Julian, A Reading Comprehension, Extensive Reading in the Second Language
Classroom, (New York: Cambridge University Press, 1998), P 12 11 (New York: Cambridge University Press,
2019).
15
Wahyuni Fitria, “Reading Interest and Reading Comprehension : A Correlational Study” 4, no. 1 (2019): 95–
107.

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definition, the researcher concludes that reading should develop, so that readers can
understand the meaning of reading and also catch it text meaning.16
b. Category of Reading
According to Junaedi, there are several categories of reading such as
intensive reading, extensive reading, reading aloud, and silent reading.
a. Intensive reading is a type of reading that focuses on idioms and
vocabulary taught by the teacher in class and those idioms and vocabulary exist in
poetry, poetry, novels or other sources. For the example: Students focus on the
linguistic or semantic details of a passage and focus on structure details such as
grammar.
b. Extensive Reading is a type of reading that involves students reading texts
to pleasure and to develop general reading skills. For the example: The students read
various types of books such as journals, newspapers and magazines you can, mainly
for fun, and just requires a general understanding of its contents.
c. Reading aloud is reading in a loud and clear voice. As an example : Read
poetry, dialogue, and other types of text.
d. Silent reading activities are intended to train students to read silently so
that students can focus their attention or think about understand the text. Example:
Students read the text by heart.17
Based on explanation above that there are four categories of reading and must
be understood by reader because each Kinds of reading has different style and level to
read , understand more about kind of reading make the reader easy to determine style
on reading. So the categories of reading very important to help students use the style
or level to read.
c. The purpose of reading
Reading goals are set for each lesson and each extension changes the reading
goals, which then change the reader's focus. That is, the purpose of reading can be
achieved if the reader gets the best way to understand it reading material. Reading
can be summarized as a process that involves vision and responses to understand and
understand reading material that aims to obtain information and improve reading
skills our knowledge.

16
Jose helio duvaizem, “the Use of Chunking Technique to Enhance English Reading Skills,” T the Use of
Chunking Technique to Enhance English Reading Skills, no. 2008 (2009): 12–42.
17
Jose helio duvaizem. “ the use of Chunking Technique to Enhance English Reading Skills,” no. 2008 (2009): 16

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Reading has its own purpose, Like:

1. Reading for pleasure is reading narratives, novels, comics etc. Here
readers enjoy the sound of and rhythm of literary texts.
2. Reading for general impressions, such as: to get an idea of author's point
of view, to decide whether to read or not text.
3. Reading to organize reading and learning, such as: identifying the
important content of a text, answering certain questions, deciding which part
of the text to start studying. The purpose of reading this is to find out and
know what happens to each part of the text - the first part, the second part, the
third part, etc. Each stage is made to be solved.
4. Reading to learn the content or procedures, such as: to obtain understanding
of new concepts, to learn certain facts from the text and follow instructions.18

d. The Components of Reading

The Four Components of Reading Instruction: (Susan Mcshane:2005)

1. Alphabet
Alphabet refers to the skills of phonemic awareness, decoding, word
recognition and spelling.
Suggestions for work on phonemic awareness and word analysis (phonics)
and word recognition:
a. Begin by assessing students' phonemic awareness and ability to recognize
and manipulating sounds in words
b. Focus on one or two tasks at a time.
c. Segmentation and blending may be most useful for learners.
d. Use letters and sounds in teaching phonemes.
e. Teach common high-frequency sight words, so students can recognize
them easily.
2. Fluency
Fluency refers to the speed, as well as the precise phrasing and expressions
that the reader uses. Fluency is necessary for understanding. A fluent reader
identifies words quickly and accurately with minimal effort.
Suggestions for working on fluency:

18
Day, A Reading Comprehension, Extensive Reading in the Second Language Classroom, (New York: Cambridge
University Press, 1998), P 12 11.

13
 14

a. Use guided repeated oral reading techniques to build fluency. Students can
read aloud or in tandem with the teacher providing models and assistance.
b. Audio cassettes allow adults to work independently and smoothly.
c. The types of instructions used to improve fluency include the following:
 Reading for teachers or tutors
 Reading echoes – the teacher reads a sentence aloud and the students
read the same sentence immediately after
 Reading the chorus – teacher and students read the passage in unison
 Reading in pairs or pairs – Pairs of students take turns reading and
rereading same part
 Reading with the aid of a tape – allows students to work independently
reading together while listening to the inside of the cassette.
2. Vocubulary
Vocabulary refers to knowledge of the meaning of words and it is important to
read understanding. Vocabulary teaching should include hands-on teaching and a
context-based approach.
Suggestions for working on vocabulary:
a. Pre-teach words in the text – analyze reading material to identify words that
may be unfamiliar. Teach the meaning of foreign words before students read
the text.
b. Ensure multiple exposures – teach vocabulary words the learner will use.
Teach them words they encounter in real life, such as family or work-related
vocabulary.
c. Maintain active student involvement – ask students to use the new words
they are learning.
d. Teach word learning strategies –
Introduce common prefixes and suffixes and show how they change the
meaning of basic word. Teach strategies for using context clues (eg – paying
attention to definitions or explanation follows a word beginning with a
comma). Teach students how to use a dictionary.
e. Take advantage of the Frayer Model as a strategy to use when introducing
new vocabulary

4. Comprehension

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 15

Comprehension refers to the process of "simultaneously extracting and

constructing meaning through interaction and engagement with written language."
More simply, it interacts with text in a variety of ways. The use of comprehension
strategies allows students to monitor their understanding as they read.
Suggestions for working on understanding:
a. Provide instruction in comprehension strategies.
b. Teach comprehension strategies, explain what to do, and how and when to
implement strategies.
c. Teach strategies one at a time and provide plenty of opportunities for
guided practice. Model understanding strategies for students using think aloud.
d. Consider the student's reading level and background knowledge when
selecting text for strategy-comprehension instruction.19
From the explanation above, the researcher stated that all components of
reading contribute to the development of understanding. Comprehension is an
understanding of what is being read and that is the ultimate goal of reading but in this
study the focus of the researcher is on explaining Comprehension as one component
of reading.
2.The Concept of Reading Comprehension
Reading is one of the skills that must be studied by students. It is a thought
process for students to understand or analyze a text or paragraph that prompts them to
more information than what is read. According to Liya Astarilla state that
understanding is a process build a supportive understanding of a text. He added that
understanding involves two important things features: actively involved with text and
using the right one is necessary to identify the key idea of each sentence cluster.
Students must remember and organize information and build overall understanding of
a text.20
Reading is not only a means of understanding but being aware of how the
author expresses meaning and also being able to reconstruct that meaning for our own
understanding. So, reading can increase our knowledge because every word that is
read builds meaning to be understood. By reading we get more knowledge or
information. This means that reading is important to learn. Reading Comprehension
is the ability or capacity to understand and understand reading mothers to get

19
The Four Components of Reading Instruction, vol. 4, 2557.
20
Liya Astarilla and Dede Warman, “Improving Students’ Reading Comprehension… ..” 1, no. 2 (2015): 1–8.

15
 16

information from them. It is not only how to get the meaning of each word or
sentence but also what is important is how the reader can get and understand the
message or ideas.
Reading comprehension is the product of a complex interaction between the
properties of the text and what the reader brings to the reading situation. Readers
must be relevant to knowledge, word decoding ability, differentiating skills based on
text and model situations, competence with various reading strategies, metacognitive
skills, and so on. Reading comprehension is a process in which the reader must decide
on linguistic symbols and reconstruct and reconstruct them into a meaningful whole
as intended by the author.21
a. Definition of reading comprehension
A number of different research studies have been carried out by researchers,
to account for the definition of reading comprehension. Most researchers believe that
reading comprehension is not simply recognizing individual words, or even
understanding each individual word as readers’ eyes pass over it. Comprehension that
is the process of understanding meaning from the given text which involves word
knowledge, reasoning and thinking. Readers can efficiently proceed from the stage of
learning to read to the ultimate objective of reading to learn as their comprehension
matured greatly. In the simple term, that reading comprehension is the understanding
of a printed passage's structure through an exchange of ideas between the reader and
the written text. Reading comprehension is the ability to apply previously knowledge
to construct meaning for a given text. It could be understood that reading
comprehension is the process of understanding written texts. The readers are expected
to elicit information by using comprehension skills. Reading comprehension is a
multi-constituent, highly complicated process that comprises many interactions
between readers and what they present to the text as well as variables related to the
text itself. Comprehension involved in the ability to understand the ideas provided in
the complete text by going beyond the words. Alternatively, considered reading
comprehension as the process of altogether to excerpt and construct meaning through
collaboration and interference with a written language.22
21
Day, A Reading Comprehension, Extensive Reading in the Second Language Classroom, (New York: Cambridge
University Press, 1998), P 12 11.
22
Pham Thi Kieu Oanh, Dang Thi Thanh Dung, and Ngo Thi Ngoc Anh, “Using Chunking Technique To Improve
English Reading Comprehension For First-Year English Majors At Thai Nguyen University Of Education,”
International Journal of Scientific and Research Publications (IJSRP) 11, no. 8 (2021): 482–90,
https://doi.org/10.29322/ijsrp.11.08.2021.p11660.

16
 17

b. The purposes of reading comprehension

Many researchers have referred to the reason why we read. Readers can efficiently
proceed from the stage of learning to read the ultimate objective of reading as their
Comprehension skills improve
The main objectives of reading as follows:
 Reading for survival: People have discovered that reading is quite beneficial
or significant in their daily lives, such as when reading an instruction sign.
Reading for survival satisfies immediate requirements.
 Reading for learning: Reading is an important activity at school because it is
prepared to support learning. Students must translate their material literally or
metaphorically while reading in order to learn vocabulary, identify relevant
groupings or structure, use a printed text as a model for writing, and practice
pronunciation.
 Reading for pleasure: Reading for enjoyment is a way of achieving happiness.
Some readers are drawn to the text because of its sound, rhyme, or rhythm.
The literature that was read was written with the intention of providing
delight, as seen by reading narrative texts. To increase students' motivation for
English reading, it should be assessed as a motivated activity in which
students are well-informed about what they should perform.23
c. Types of reading comprehension
Based on the reading comprehension levels, there are four types of reading
comprehension which were defined through theexperiences in teaching, reading and
analyzing materials.
 Literal comprehension
Literal comprehension focuses on the main idea of the text. Itmeans that literal
comprehension is the ability to comprehend the basic meaning of the text, such as
concepts, dates, times, and places mentioned in the reading passages. Students can
find the information which is shown directly in the text to answer the basic questions
related to who, what, when, where and why. Students can employ literal
comprehension skills such as underlining keywords, skim reading and scanning to
gather the information efficiently.
23
Nimatuzahroh, “Efektifitas Strategi Membaca Kolaboratif Untuk Meningkatkan Pemahaman Bacaan Siswa
Sekolah Dasar,” no. October (2015): 184, https://doi.org/10.13140/RG.2.2.14997.63205. (15 Agustus, 2022).

17
 18

 Reorganizational comprehension
Reorganizational comprehension is the next type. Students must take
information from multiple areas of the text and integrate them to answer the relevant
questions. For example, in a reading lesson, the students learnt that a man named Joey
was born in 1942 at the beginning of the text and died in 2010 at the end of the text.
After reading whole text, students need to organize the information to answer the
question like “How old was Joey when he died?” The student must put two pieces of
information from different portions of the book together.
 Inferential comprehension
Making inferences is more necessary than a literal comprehension. Students
will have difficulty to comprehend the text because the information in the text is not
explicitly stated. To answer the comprehension questions related to this type, students
have to combine their literal grasp of the text with their own knowledge and intuitions
to make an inference. Readers are required to answer the comprehension questions
based on their own knowledge of the topic and the information given in the text.
 Evaluation comprehension
Students need to make judgment about some aspect of the text while reading
English, and they must know how to relate their real -life experience to existing
knowledge or opinion. It means that this type of comprehension uses the information
collected from the text to form new ideas.24
d. Teaching Reading
Teaching is a series of events, in addition to the learner, intended to support
the internal learning process. Teaching is external to the learner. Learning is in-house
for students. We can't motivate others if we're not motivating ourselves. The pattern is
invisible, but the behaviour is visible. Is learning a purpose or a behaviour? Learning
is a pattern and a behaviour, but only behaviour is visible, learning is internal. 25
Reading is an important part of education and learning activities. But there are
complex activities that can be carried out in the teaching and learning process.
Teachers need to identify what students need, including material selection,

24
Kieu Oanh, Thanh Dung, and Ngoc Anh.” “Using Chunking Technique To Improve English Reading
Comprehension For First-Year English Majors At Thai Nguyen University Of Education,” International Journal of
Scientific and Research Publications (IJSRP) 11, no. 8 (2021): 482–90.
25
A. H. Sequeira, “Introduction to Concepts of Teaching and Learning,” SSRN Electronic Journal, no. September
2012 (2012), https://doi.org/10.2139/ssrn.2150166.

18
 19

instructional strategies and media, classroom management, etc. It is intended that

students become active participants and better understand continuous learning.26

3. The concept of Chunking Strategy

a. Definition of chunking strategy
Strategy is the science or art of military command as applied to overall
planning and conduct of large-scale combat operations. Furthermore, it is also stated
that strategy is the art or skill of using strategems (a military manuvre design to
deceive or surprise an enemy) in politics, business, courtship, or the like. Abdul Majid
added that strategy is a pettern that is planned and determined intentionally to carry
out activities or actions. Strategy is defined by as procedures that facilitate a learning
task they are most often conscious and goal driven. It aims making the learners
succesfull can be gained by using appropriate strategy with them then, to get know
knowledge, competence and skills in their language learners do many efforts and
actions to employ the language, they learn in order they get knowledge and
competence and skills in their language.27
Chunking as part of English language teaching is receiving increasing interest
and attention. The practice and research of reading using chunks is now very
common. This may be partly because chunking is one of the components involved in
reading fluency, proposed.28
The benefits of chunking in reading comprehension are; increased processing
speed. Chunking is usually measured by chunking accuracy and the size of chunks.
Reading comprehension is carried out based on ‘chunks’. A chunk is a semantically
and structurally distinct unit constructed by the researcher.
b. Steps using chunking strategy
The steps for using the chunking strategy in teaching reading comprehension
consist of five steps. These steps are as follows:
a. Step one: in the first step then we do the preparation, Chunking can be
used with challenging texts of any length. A paragraph can be cut into phrases and
sentences while multiple page readings useful for students' are cut into paragraphs or
26
“Reading Comprehension, Teaching Reading, Testing Reading, Recount Text, Chunking a Text Strategy” 34,
no. 2 (1968): 78–86.
27
Abdul Majid M.Pd, Strategi Pembelajaran, ed. Engkus Kuswandi, 7th ed. (Bandung: PT REMAJA
ROSDAKARYA, 2017).
28
Harumi Nishida, “The Influence of Chunking on Reading Comprehension: Investigating the Acquisition of
Chunking Skill,” Journal of Asia TEFL 10, no. 4 (2013): 163–83.

19
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sections. It can be helpful if students record information about each "chunk" that has
been prepared in advance.
b. Step two: in this step, Review reading strategies Before students work on
paraphrasing the text, it is helpful to discuss specific decoding strategies. You may
want to place the following "reading reminders" on your whiteboard:
1) Circle unknown words.
2) Use context clues to help define.
3) Look up the meaning of unknown words.
4) Write synonyms for these new words in the text.
5) Underline important places and people and identify them.
6) Read aloud.
7) Read several times.
c. Third step: Cutting text
In this step we "Cutting text" means breaking text into smaller parts.
Sometimes teachers cut text in advance for students, especially if this is the first time
students have used this strategy. Other times, the teacher asks students to cut text.
Students can work on chunking texts with a partner or alone. Depending on the
student's reading level, the length of the chunks may vary. A struggling reader can
work with phrases, not sentences. More powerful readers can often work with longer
pieces. Example: When a student reads a large text, he or she should separate the
parts that make sense to break up the story before rewriting them under subtitles or
numbers. For example, when reading a Cinderella story, students break up the text
into subheadings such as “Cleaning the House”, “The Wicked Stepsister”, “The
Wicked Stepmother”, “One Day My Prince Will Come”, “The Lost Shoe” and
“Happy Ever After” ." " This activity gives students the tools to break down longer
passages and read the smaller, more manageable sections for better understanding
d. Step four: Paraphrasing means Students must rewrite the "chunk" in their
own words. At the end of this activity, students should have a paraphrased version of
the original text.
e. Step five: Assessment and sharing Paraphrasing texts can be used to
evaluate students' comprehension and reading ability. In this step we ask students to
compare their versions of the text. This step often leads to interesting discussions
about interpretation – how people often find different meanings in the same word.29
29
Matthew Lynch, “How to Implement Chunking Teaching Strategy in Your Class,” 2022.

20
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c. Chunking strategy teaching variations:

There are several ways that might be used in teaching reading using chunking
strategies to get students interested:
1. Identify and Define Keywords
To help students move from reading the text to paraphrasing, ask them to first
identify and define the key words contained in the chunk. You can add spaces in the
graphic organizer for this step.
2. Create Visuals
To increase understanding and retention of ideas ask students to visually
represent selected image pieces or symbols. They can create the symbols or pictures,
or they can find them in magazines or online.
3. Initial shrinkage
To help students clarify main ideas, ask them to summarize the meaning of a
paragraph in ten words or less. In this way students find the meaning of words that
are familiar that are not familiar to hear.
4. Identification of Significance and Linkage
After students summarize some of the text. ask them to respond to these ideas.
Questions you might use to prompt their thinking include: what do these ideas remind
you of? What questions do they ask? Why is this idea important? To whom ?
C. Conceptual Framework
The conceptual framework of research is a relationship or link between one
concept toanother concept of the problem to be studied. This framework concept is
useful for connecting or explaining at length about a topic to be discussed. This
framework is derived from the concept of science the theory used as the basis for
research obtained in the review literature or if it may be said by the researcher is a
summary of the review libraries that are connected by lines according to the variables
studied. Quantitative research, the conceptual framework is a unified whole
framework of thought in order to find answers scientific answers to research problems
that explain the variables, the relationship between the theoretical variables related to
the results of previous studies whose truth can be empirically tested”. Reading is one
of the most important skills of the four skills in English that must be mastered by
students, without understanding a reader is not really reading because understanding

21
 22

here is very important for reading. Reading comprehension is very important in the
process of learning to read, especially in learning a second language.30
The main focus of this research is the use of pre-reading tasks, learning in
improving students' reading skills. The underlying conceptual framework in this
study is given below.

The researchers design the conceptual framework of this research by showing

diagram below:

Input

Teaching Reading

30
“Reading Comprehension, Teaching Reading, Testing Reading, Recount Text, Chunking a Text Strategy.”

22
 23

There are three components are explained in the following:

The first, Input : Refers to the applied in the classroom .

Secondly, Process: Refers to teaching a treatment that was teaching reading to the seventh
Process/Treatment
grade students of MTs Izzatul Ma'arif Tappina Sulawesi Barat through using chunking
strategy.

Thirdly, Output : The result ofChunking

the treatment was the improvement of the students reading
Strategy
comprehension.

a. Hypothesis
A hypothesis is a statement Output
of the researcher’s expectation or prediction about
relationship among study variables.31 The research process begins and ends with the
hypothesis. It is core to theThe
entire procedure
Result of the and, therefore, is of the utmost importance.
Students Reading
Hypothesis is nothing but the heat of the research. In the research without hypothesis,
Comprehension
research cannot service properly.
Based on the previous related literature, several related ideas, as well as conceptual
With this framework, the researcher formulates the following hypothesis:
1. Null Hypothesis (Ho) There is no effective in reading comprehension through the using
of chunking strategies of the seventh grade students of MTs Izzatul Ma'arif Tappina
Sulawesi Barat.
2. Alternative Hypothesis (Ha) There is effective in reading comprehension through the
use of chunking strategies of the seventh grade students of MTs Izzatul Ma'arif Tappina
Sulawesi Barat.

31
Anupama. K Dayanand, HypothesisTypes and Research, Internasional Journal of Nursing Science Practice and
Research, vol. 4, n.d., www. Journal pun.com. (25 December 2022).

23
 24

III. RESEARCH METHOD

A. Research Design

This research design of this research by using pre-Experimental design with one
group pre-test and post-test. It aims to know whether using chunking strategy can
improve the students reading comprehension at the seventh grade students of MTs Izzatul
Ma’arif Tappina. Pre - Experimental Designs ( non - design ) is not yet a real experiment
because there are still external variables that also influence the formation of the
dependent variable . This is as explained by Emzir ( 2007 : 96 ) in Experimental
Research Methods in Education " Pre - Experimental Design is the basis of experimental
research”. It is said to be the basis of experimental research because it follows the basic
steps of experimental research. Pre-Experimental Design does not include , control group
or there are external variables that also influence the defendant variable.

The following the formula:.32

E=O1 xO 2

Annotation:

E= Experimental Group

O1= Pre-test (before given the treatment and posttest)

X= Treatment

O2= Post-test (after treatment)

B. Location and Duration of the Research

The location of this research took a place at MTs Izzatul Ma’arif Tappina, Binuang
District, Polewali Mandar Regency, Sulawesi Barat Province. Has several classes,
namely consisting of 9 classes where, class VII has three classes, class VIII has three
classes, and class IX has three classes. The researcher did this research more than two
mounth for collecting data.

32
Jakni S.Pd, Metodologi Penelitian Eksperimen Bidang Pendidikan, ed. Al Kautsar Wirawan, 1st ed. (Bandung:
Alfabeta, 2016).

24
 25

C. Variable of the Research

Definition of Operational Variables: Variable 7 There are two variables involved in

this study, namely the independent variable and the dependent variable.

1. Independent variable : Chunking strategy

2. Dependent variable : Students reading comprehension

Operational Definitions:

1. Reading comprehension according to the researcher is one of the activities to

gain an understanding related to the information and ideas contained in the
reading through interaction between the writer and the reader. In this case, the
reader tries to understand what the author actually meant and what he said.
Students' reading comprehension in the teaching and learning process is where
students are able to understand reading texts when reading after the researcher
uses the chunking strategy.
2. According to the researcher, Chunking strategy is an activity that teaches
reading comprehension by using reading texts. Chunking is a reading strategy
that breaks up text or cuts text into easy text. Break sentences into words or into
smaller parts to help students identify key words, organize ideas, and synthesize
information.

D. Population and Sample

1. Population

The population in this research was the seventh grade students of MTs Izzatul Ma'arif
Tappina. There are three classes in the school, namely VII A, VII B, and VIII C. The
total of population is 47 students.

25
 26

Table 3.1 Number of class VII students of MTs Izzatul Ma'arif Tappina

No Class Number of Students

1 VII.A 15 Students
2 VII.B 16 Students
3 VII.C 16 Students
Total of Students 47 Students

Sumber: Administration of MTs Izzatul Ma’arif Tappina

2. Sample

The sample was taken by using cluster random sampling. The researcher used this
technique because it could represent others as sample. Only by random classes at the
seventh grade of students and took want of class as sample from three classes. In this
research the researcher took VII.A as a sample which consist 15 students.

E. Instruments of the Research

This study used an objective test and a subjective test consisting of a pre-
test and post-test. In general, there are types of objective tests, namely multiple
choice, true false, and matchmaking. In this study, the instrument used was a 10-digit
multiple choice test, and a 5-point essay.

F. Procedure of Collecting Data

Before doing the treatment, the researcher will first conduct a pre-test to find out the
basic value of students' reading comprehension before doing the treatment. This test
consists of several questions and students are given 60 minutes to answer all the
questions the first time they are asked.
a. Pre-test

26
 27

Before applying the treatment, the researcher first conducted a pre-test to

determine the basic score of students' reading comprehension. The test consists of
several questions and students are given 60 minutes to answer all the questions
that the researcher gives on the sheet of paper. At first, the researcher introduced
himself and explained the purpose of his research to the students. Then the
researcher gave a pre-test to them.
b. Post-test
After the treatment, the researcher gave a post-test to the students to improve
students' reading comprehension. In this post-test, the researcher gave multiple
choice and essay tests, but the questions were different from the pre-test so that it
was easier for researchers to find out whether there was an improvement after
being given treatment.
c. Treatment

After the pre-test, the researcher gave treatment to the students. The researcher
applied chunking strategy as a way to improve students' reading comprehension.
The treatment process will be carried out for six meetings.

Below will be described the treatment steps that the researchers carried out at each
meeting.

a. The first meeting

First treatment:

1) Researchers introduce themselves to students and explain the purpose of

conducting research and what students must do during research.

2) The researcher explains about narrative text.

3) The researcher explains the chunking strategy and how to chunk narrative text.

4) The researcher gives an excerpt about the narrative text "The dog and the
Bone" The researcher asks the students to cut it. The strategy is:

a) Circle unfamiliar words.

b) Using context clues to help define.

27
 28

c) Looking for the meaning of unknown words or words that are not understood.

d) Write synonyms for these new words in the text.

e) Underline important places and people and identify them.

f) Read aloud. Read many times.

b. Second meeting

Second treatment:

1) The researcher prepares a narrative text about "True Friends".

2) The researcher asked the students to cut the text. The strategy is:

a) Circle unfamiliar words.

b) Using context clues to help define.

c) Look up the meaning of unknown words.

d) Write synonyms for these new words in the text.

e) Underline important places and people and identify them.

f) Read aloud.

g) Read many times.

3) Students are asked to answer the questions that have been provided on the
paper.

4) The researcher asked the students to share their versions of understanding about
the text and the researcher gave a score.

c. Third Meeting

Third treatment:

1. The researcher prepared a narrative text about "The Fox and Grapes". The
researcher asked the students to cut the text based on their version.

28
 29

2. Students are asked to answer the questions that have been provided in the
paper.

3. The researcher asked the students to share their versions of understanding of

the text and the researcher gave a score.

d. Fourth meeting

Fourth treatment:

1) The researcher prepares a narrative text about "Snow White"

2) Researchers ask students to cut text based on their version.

3) Students are asked to answer the questions that have been provided on the
paper.

4) The researcher asked the students to share their versions of understanding about
the text and the researcher gave a score.

G. Technique of Data Analysis

a. The Classification of the students score33

Table 3.2: Classification of Student Values

No Classification Score
1. Excellent 80-100
2. Good 66-79
3. Fair 56-65
4. Poor 40-55
5. Very poor ≤39

Based on Suharsimi Arikunto's statement that students who score 80-100 will be in a
excellent position, students who score 66-score 79 will be in a good position, students
who score 56-65 will be in a fair position, while students who score 40-55 will be in a
poor position. and the student will be in a very poor position. position if they got 39
scores.

33
Suharsimin Arikunto, Dasar-Dasar Evaluasi Pendidikan (Jakarta: Bumi aksara, 2009).

29
 30

Scoring students from the pre test and post test

To calculate the students scores, the researcher used the following formula:34

students accurate answer

scores= x 100
thetotal items

Finding out the main score by the using following formula:35

∑x
X=
N

In wich:

X : Mean Score

∑ : The total score

N : The total of number students

Calculating the rate percentage of the students scoring by the using following
formula:

F
P= x 100 %
N

Where:

P: Percentage

F: Frequency

N: Total of number of sample.36

Finding out the difference of mean score between pre-test and post-test by calculate
of the calculate T-test value using by the following formula:

34
Depdiknas, Langkah-Langkah Penyusunan Soal Pedoman Perskoran Dan Cara Perhitungan Nilai Akhir
SMP/SMU/SMK (Jakarta, n.d).
35
Arikunto, Dasar-Dasar Evaluasi Pendidikan.
36
Anas Sudijon, Pengantar Statistik (Jakarta: Raja Grindo Persada, 2006).

30
 31

D
t=
❑

√ (∑❑ D )❑2
❑

❑
∑
❑
D 2−
N ¿
❑ N ( N −1 )
¿

In which:

T: test of significance

D: The mean of score the difference (X1-X2)

∑D: The sum of the total score

∑D2: The square of the sum score of difference

N: The total of sample

Calculating standart derivation of score by using the formula:37

√ (∑ x )
❑
2
−
❑
SD= ∑ x 2 N ¿
❑ ( N −1 )
¿

In which:

SD: Standar derivation

∑x2: The sum of score

(∑x2): The square of the sum of score

N: The total of the number

37
Educational research Gay. L. R, Competencies for Analysis and Application, ed. A Bell & Howell Company, 8th
ed., 2006.

31
2
 BIBLIOGRAPHY

Aida, Atul Nur Riva. “The Effectiveness of Using Chunking a Text Strategy Towards
Students’ Reading Comprehension in Recount Text of The Second Grade Students at
MTs Mujahidin Ngadiluwih Kediri in Academic Year 2018/2019.” 4, no. 1 (2557): 88–
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Arikunto, Suharsimin. Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi aksara, 2009.

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no. 1 (2019): 95–107.

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III
 KEMENTERIAN AGAMA REPUBLIK INDONESIA
INSTITUT AGAMA ISLAM NEGERI (IAIN)
PAREPARE
FAKULTAS TARBIYAH
Jl. Amal Bhakti No. 8 Soreang 911331 Telepon (0421) 21307

VALIDASI INSTRUMEN PENELITIAN PENULISAN SKRIPSI

NAMA MAHASISWA : SULUMIA

NIM : 19.1300.003

FAKULTAS : TARBIYAH

JUDUL : USING CHUNKING STRATEGY TO IMPROVE

STUDENTS READING COMPREHENSION AT THE
SEVENTH GRADE STUDENTS OF MTS IZZATUL
MA’ARIF TAPPINA SULAWESI BARAT

Intsrumen Penelitian

Dalam penelitian ini, peneliti akan menggunakan metode pre-experimental sehingga pada
penelitian ini peneliti akan memberikan pre-test dan post-test terhadap kelas yang akan
dijadikan sebagai sampel penelitian seperti berikut ini.

Instrument of Pre-Test

Name:

Class:

Read carefully the text below and answer the question!

Fox and A Cat

One day a cat and a fox were having a conversation. The fox, who was a conceited creature,
boasted how clever she was. 'Why, I know at least a hundred tricks to get away from our
mutual enemies, the dogs,' she said. 'I know only one trick to get away from dogs,' said the
cat. 'You should teach me some of yours!' 'Well, maybe someday, when I have the time, I
may teach you a few of the simpler ones,' replied the fox airily.

IV
Just then they heard the barking of a pack of dogs in the distance. The barking grew louder
and louder - the dogs were coming in their direction! At once the cat ran to the nearest tree
and climbed into its branches, well out of reach of any dog. 'This is the trick I told you about,
the only one I know,' said the cat. 'Which one of your hundred tricks are you going to use?'
The fox sat silently under the tree, wondering which trick she should use. Before she could
make up her mind, the dogs arrived. They fell upon the fox and tore her to pieces.

1. What does the text generally tell us about ?

a. The story of Fox and Cat

b. The story of dog

c. The story of Lion

d. The story of Cat on the tree.

2. From the story, we know that the fox was ...

a. Brave

b. Arrogant

c. Wise

d. Diligent

3. Who is the enemy of the Fox and the Cat in the story above?

a. Crocodile

b. Fox

c. Cat

d. Dog

4. From the story, we know that the cat was ...

a. Smart

b. Stupid

V
c. Arrogant

d. Wise

5. ...climbed into its branches. The underlined word means....?

a. run

b. Jump

c. Tree

d. Ground

Essay: 5

6. What is the purpose of the text?

7. What can we learn from the story?

8. ... they heard the barking. The underlined word means....?

9. What did the cat do to save them self?

10. What did the dog di to see the fox....?

Keyword Multiple Choice:

1. A

2. B

3. D

4. A

5. C

Keywords Essay:

6. The goal or the purpose of the text above is to entertain.

7. We can learn that pride is meaningless. You can't boast about your intelligence

VI
8. The barking means about a dog that sounds.

9. The cat jumped up the tree to save itself from the dog that wanted to ambush it.

10. The dogs ambushed the fox and tore it to pieces.

Read carefully and answer the question below!

The Ant and the Dove

One hot day, an ant was seeking for some water. After walking around for a moment, she
came to a spring. To reach the spring, she had to climb up a blade of grass. While making her
way up, she slipped and fell unintentionally into the water. She could have sunk if a dove up
a nearby tree had not seen her.

Seeing that the ant was in trouble, the dove quickly put off a leaf from a tree and dropped it
immediately into the water near the struggling ant. Then the ant moved towards the leaf and
climbed up there. Soon it carried her safely to dry ground.

Not long after at that, there was a hunter nearby who was throwing out his net towards the
dove, hoping to trap it in this way. Guessing what he should do, the ant quickly bit him on the
heel. Feeling the pain, the hunter dropped his net and the dove flew away quickly from this
net.

Multiple Choice:

11. What does the text generally tell us about?

a. The Ants and Dove

b. The Ants and the hunter

c. The Dove on the tree

d. The Ants near the river

12. Siapa yang mencari air?

a. Dove

b. Ants

VII
c. The hunter

d. Frog

13. Who helped the ant when he was almost drowning?

a. The hunter

b. The frog

c. The Dove

d. The Lion

14. ...dropped it immediately into the water

The underlined word taht means....?

a. Water

b. a leaf

c. Tree

d. Ground

15. What can we learn from the story?

a. Supporting each other in the crime

b. thanking each other for kindness

c. Sharing each other

d. Helping each other is the best way in life

Essay : 5

Keyword Multiple Choice:

11. A

12. B

13. C

VIII
14. B

15. D

IX
 KEMENTERIAN AGAMA REPUBLIK INDONESIA
INSTITUT AGAMA ISLAM NEGERI (IAIN)
PAREPARE
FAKULTAS TARBIYAH
Jl. Amal Bhakti No. 8 Soreang 911331 Telepon (0421) 21307

VALIDASI INSTRUMEN PENELITIAN PENULISAN SKRIPSI

NAMA MAHASISWA : SULUMIA

NIM : 19.1300.003

FAKULTAS : TARBIYAH

JUDUL : USING CHUNKING STRATEGY TO IMPROVE

STUDENTS READING COMPREHENSION AT THE
SEVENTH GRADE STUDENTS OF MTS IZZATUL
MA’ARIF TAPPINA SULAWESI BARAT

Insrumen Penelitian

Dalam penelitian ini, peneliti akan menggunakan metode pre-experimental sehingga pada
penelitian ini peneliti akan memberikan pre-test dan post-test terhadap kelas yang akan
dijadikan sebagai sampel penelitian seperti berikut ini.

Instrument Post-Test

Name:

Class:

Read carefully and answer the question below!

Snow White

Once upon a time there lived a little girl named Snow White. She lived with her aunt and
uncle because her parents were dead.

X
One day she heard her uncle and aunt talking about leaving Snow White in the castle because
they both wanted to go to America and they didn’t have enough money to take Snow White.
Snow White didn’t want her uncle and aunt to do that so she decided that it would be best if
she ran away. The next morning she ran away into the woods. She was very tired and
hungry. Then she saw a little cottage. She knocked but no one answered so she went inside
and fell asleep.

Meanwhile, the seven dwarfs were coming home from work. There they found Snow White
sleeping. Then Snow White woke up. She saw the dwarfs. The dwarfs said, “What is your
name?” Snow White said, “My name is Snow White.” Then, Snow White told the dwarfs the
whole story. The dwarfs said, “If you want, you may live here with us. Snow White
answered, “Oh, could I? Thank you.” Finally, Snow White and the seven dwarfs lived
happily ever after.

1. What type of the text is used by the writer?

A. narrative

B. report

C. anecdote

D. comparative

E. news item

2.. To tell the plot, the writers uses…

A. a rhetorical question and an exclamation

B. time sequences

C. contrastive evidences

D. past tense

E. concessive conjunctions

3.. Why Snow White ran away to the woods?

A. Her parents passed away

XI
B. Her uncle was angry with her

C. Her uncle and aunt would go to America

D. Snow White was happy to run away

E. Snow White liked playing in the woods.

4. When did Snow White run away to the woods?

A. In the afternoon

B. In the morning

C. In the evening

D. In the full moon

E. In the middle of night

5. Where did Snow White live after she ran away to the woods?

A. She lived in the cave

B. She lived in the lion nest

C. She lived everywhere in the woods

D. She lived in the dwarfs’ cottage

E. She lived on the street

Keywords Multiple Choice:

1. A

2. D

3. C

4. B

5. D

XII
 The Rabbit and the Turtle

One day a rabbit was boasting about how fast he could run. He was laughing at the turtle for
being so slow. Much to the rabbit's surprise, the turtle challenged him to a race. The rabbit
thought this was a good joke and accepted the challenge. The fox was to be the umpire of the
race. As the race began, the rabbit raced way ahead of the turtle, just like everyone thought.
The rabbit got to the halfway point and could not see the turtle anywhere. He was hot and
tired and decided to stop and take a short nap.Even if the turtle passed him, he would be able
to race to the finish line ahead of him. All this time the turtle kept walking step by step by
step. He never quit no matter how hot or tired he got. He just kept going. However, the rabbit
slept longer than he had thought and woke up. He could not see the turtle anywhere! He went
at full-speed to the finish line but found the turtle there waiting for him.Answer the questions
based on the text above!

6. Who was boasting?

A. the rabbit

B. the fox

C. the turtle

D. the Ant

7. Who could run fast?

A. the fox

B. the rabbit

C. the turtle

D. The Ant

8. Who wanted to challenge the rabbit to a race?

A. the turtle

XIII
B. the fox

C. the rabbit

D. The Ant

9. What happened at the start of the race?

A. The rabbit took a nap.

B. The turtle ran ahead.

C. The rabbit ran ahead.

D. The turtle retreated

10. What happened at the half-way point?

A. The turtle took a nap.

B. The rabbit stopped to take a nap.

C. The turtle went past the rabbit.

D. The turtle tired

Essay:

11. What kind of the text above?

12. What is the purpose of the text above?Jawaban:

13. Who was boasting?

14. Who could run fast?

15. Who wanted to challenge the rabbit to a race?

Keywords Multiple Choice:

6. C

7. C

8.A

XIV
9. A

10. A

Keywords Essay:

11. Narrative text

12. To amuse or to entertain the reader with a story

13. the rabbit

14. the rabbit

15. the turtle

XV