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Journal E-Link 2 FKIP
THE INFLUENCE OF READING INSTRUCTION ON THE STUDENTS’
READING ACHIEVEMENT
Idah Kusniah
[email protected]
Islamic University of Lamongan
Abstract: Reading instruction means a pedagogical strategy that allows students to
work collaboratively on meaningful tasks at their own level and pace. Good reading ability
will help students to get better and new knowledge easily. The purpose of this study is to
know whether there is a significant influence of reading instruction on the students‟ reading
achievement. This study uses Pre-experimental design, exactly uses One-Group PretestPosttest. Meanwhile the writer uses test to know whether there is any influence of reading
instruction on the students‟ reading achievement. The test consists of pre test and post test.
Based on the result of this study, the average of students‟ achievement is 47.9 in pre-test and
64.6 in post-test. This result shows that the t-value is higher than t-table. t-value is 7.13 and
t-table is 2.07 at level significance 0.05 with df. 23. It means that there is a significant
influence of reading instruction on the students‟ reading achievement.
Key words: reading instruction, english achievement
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Journal E-Link 2 FKIP
2. Silent reading. It means that reading
INTRODUCTION
There are some definition of reading.
without
voice.
In
special
time
One of them is according to Tankersley
sometimes people use this way. For
(2003:2) reading is a complex process
example when they get an examination
made up for several interlocking skills and
or at other times like when they read
processes. According to Nation (2009:49)
magazine in the bed room.
reading is a source of learning and a
According to Westwood (2001:51)
source of enjoyment. It can be a goal in its
the methods and strategies outlined below
own right and a way of reaching other
can be used very flexibly with a whole
goals. As a source of learning, reading can
class or a group of children. They can also
establish previously learned vocabulary
be adapted easily and applied in a more
and grammar, and through success in
structured way when tutoring individual
language use it can encourage learners to
children who have learning difficulties. In
learn more and continue with their
all cases the teaching for reading is
language study. As a goal in its own right,
encouraged as a thinking process, with an
reading can be a source of enjoyment and
emphasis on understanding.
a way of gaining knowledge of the world.
1. Shared book experience
As learners gain skill and fluency in
reading, their enjoyment can increase.
The teaching method known as
shared book experience (SBE) owes
According to Fachrurrazy (2012:83)
much
to the
influence
Don
a
New
states that reading is a passive or receptive
Holdaway
skill. It means that the readers just receive
Zaeland educator. The strategy has
what materials have they read.
obvious
According to Hoien & Lundberg (in
Peter
Westwood,2001:51)
reading
is
(1982;1990),
of
application
with
young
children in the first year of schooling
but the principles can also be applied
something that has to be taught and
to
learnerd.
difficulties if age appropriate and
There are two kinds of reading , they
are :
1. Reading aloud, oral reading. It means
older
children
with
learning
appealing books are used.
2. Language-experience approach
Language-experience
is
that reading by strong voice. For
(LEA)
example in the class, a student must
„dictated story approach‟ (Taylor et al.
read a text louder in order to his / her
1996)
and
sometimes
approach
this
known
description
as
does
friends can hear his / her voice.2.
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Journal E-Link 2 FKIP
capture the main feature of the
Phonemic awareness is the
method.
first thread in the tapestry of
Reading is one of language skills.
reading.
Phonemic
It means that reading is the most
awareness is the ability to
important
hear
foreign
language
skill,
and
manipulate
especially when students difficult to
phonemes, which are the
understand the English material for
smallest part of a spoken
subject,although they can be speak the
language.
language.
phonemic
To
help
students
Instruction
in
awareness
comperhend the written material in a
involves helping children
text,
examine
teachers
should
give
them
and
manipulate
knowledge and and ability to be able
phonemes
to read. Teachers can be successful in
syllables and words.
providing the best type of learning
2.
in
spoken
Phonics and Decoding
environment if they are aware of
The
desire and result of the students‟
reading instruction involves
learning experiences. Thompson and
phonics
Vaughn (2007, 3) said that explicit
Phonics is the ability to
instruction refers to task-specific,
identify that there is a
teacher-led instruction that overtly
relationship
demonstrates how to complete a task
individual
and can be used to teach students both
(phonemes) of the spoken
basic and higher-order reading skills.
language and the letters
Moreover, teacher should consider the
(graphemes) of the written
best teaching-learning strategies given
language.
to the student. Instruction supported
3.
second
thread
and
of
decoding.
between
the
sounds
Vocabulary
by reading research that are related to
Vocabulary is the meaning
the abilities students must develop to
and pronunciation of words
become competent readers.
that
we
use
in
According to Tankersley (2003:5)
communication. It is simply
there are five key areas of reading
the number of words that we
instruction :
understand or can actively
1.
Phonemic Awareness
use to listen, speak, read, or
write.
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Journal E-Link 2 FKIP
4. Fluency
have been documented by many
Fluency is the ability to read
investigators.
a text accurately, smoothly,
predictive statistical models show that
quickly,
with
engagement is a mediator of the
expression. There are two
effects of instruction on reading
types of fluency : (1) oral
achievement. If instruction increases
fluency
students‟ engagement, then students‟
and
and
(2)
silent
reading fluency.
5.
brief,
the
most
achievement increases.
Comprehension
Comprehension
In
According to BICSE as
requires
quoted
by
Porter
and
Gamoran
identified
the
following
making meaning from words
(2002:7)
when listening, speaking,
criteria for quality study as follows :
reading and writing. Good
(a) the study has value for better
readers have a purpose of
understanding
reading
U.S.education, (b) the study is tied to
and
use
their
and/or
experiences and background
previous
knowledge to make sense of
comparison, (c) the study takes into
the text.
account cultural differences between
Achievement is the result of study
countries,
work
for
improving
(d)
purposes
the
study
of
is
that achieved by someone at school
characteristic by research neutrality,
and it determine in score form. In the
(e) there is adequate capacity to
other hand, “achievement is gain or
conduct a study, both internationally
reach something by effort”. So, the
and within each participating country.
participation
To improve student achievement in
of
students
is
the
important thing that influences an
reading,
the
best
investment
is
achievement. It means that if students
probably in ourselves- expanding the
study english hard so they will
number of teaching strategies we have
understand english easily, because it
ready for use and expanding our
needs the increasing of teaching and
understanding of the structure of the
learning process well. According to
discipline of language arts. This is
Skinner, Wellborn, & Connel (in
something that we public school
Catherine Snow, 2002:42) the roles of
educators have some direct control
motivation and engagement as links
over. We cannot quickly change
between instruction and achievement
neighborhoods or home environments
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Journal E-Link 2 FKIP
or socioeconomic circumstances, but
this study the writer uses One group pre-
we
test post-test design.
can
change
the
range
of
instructional opportunities and the
The design as is follows:
learning environments available for
students and for ourselves. (Adapted
Y1 X Y2
from Calhoun, 1999:100).
Through the explanation above,
Where :
English achievement is achievement
that achieved at school in English
subject.
In
achievement
this
study
Y1
(before training given)
English
gotten from English
achievement of summative test at
school that given by the teacher to the
: Pre – Test value
X
: Treatment
Y2
: Post – Test value
(after training given)
(Adapted from Ary,et al 2006:328)
students. Based on the axplanation
above, the present research is intended
Instrument of pre test and post test are
to find the answer to the following
different. In the pre test, the students were
research problem:
answered 10 questions of reading text
1. Is
there
any
significant
without get the treatment of reading
influence
of
reading
instruction from the teacher. After the
instruction on the students‟
students finished the pre test, the teacher
reading achievement ?
gives a treatment by applied the reading
instruction. The reading instruction has
METHOD
applied by the English teacher were :
Subjects of the Study
reading aloud, showing the difficult words,
The subject of this research, the writer
repeating the reading text for many times,
uses the eighth grade students of MTs
translating the reading text into Indonesian
Assa‟adah Sarirejo in the academic year
language, and doing the task of the reading
2012/2013 consists of 24 students, the
text. Finally, the teacher gives post test.
male is 10 and the female is 14.
From the pre test and post test, it can see
the value of of the students.
Research Instrument
The instrument for data collection
is test, by using pre test and post test. In
Data Analysis
The steps to analyze data in this
research are:
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Journal E-Link 2 FKIP
1. Tabulating the score of Pre-test and
= total number of
post test, then determine the deviation
quadrate deviation
(d) by counting post-test minus pre-test
N
= total number of subject of sample
and account all deviation from all
subject
After knowing the result of t – test, it is
2. Determining the mean of the difference
between pre-test and post-test (Md) by
checked at the table critical value of t –
test distribution.
dividing all device by total number of
subject
To make easy the process of analyzing
3. Determining the deviation of every
subject (xd) by counting deviation
data with t-test formula, the writer describe
and account some step as below :
minus every subject‟s deviation.
4. Determining
the
quadrate
of
a. X =
the
deviation (x2d), and then account its
X
: The means the scores
: The sums of the score
entire total.
2
5. After determining d, Md, xd and x d,
: The number of the subjects
then determine the result of experiment
b. Md =
by using t-test formula (Arikunto,
2010:125).
Md : The main from the different
To the find the result of the
of pre-test and post-test
experiment, the writer uses formula of t-
: The sum of the different of
test:
pre-test and post-test
N: The number of the subjects
c.
: The sum squared deviation
(Adapted
from
Arikunto,
2010:125)
Where:
t
Md
deviation of each subject
= test of significant
of quadrate deviation
N : The number of the subjects
= mean score of
difference pre test and post test
Xd
: The sum of the acquired
= deviation number
6.
Then after the result ot t-test is
known, the writer checks it with the
critical t-value table at the 0,05
level
to
know
whether
the
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Journal E-Link 2 FKIP
hypothesis is accepted or not.
significant
influence
of
reading
(Arikunto, 2010:406).
instruction
on the students‟ reading
achievement. The result of observation
FINDINGS AND DISCUSSION
The result of the test, it was be
also showed that the students are
enthusiastic, attentive and active in
known that the total point of pre test is
learning-process
1150. The highest point was 70 and the
instruction.
using
reading
lowest point was 10. The average point is
The students were interested in the use
47.9. The total point of post-test is 1550.
reading instruction to help them in the
The highest point was 85 and the lowest
reading materials. They were motivated
point was 45. The average point was 64.6.
by the reading instruction and done the
It could be seen from the result of the test
task together, though this sometimes
that the total point, the highest point and
makes the class noisy. The writer
the lowest point of post-test were higher
concluded that the teacher also showed
than those of pre-test. t-value is 7.13.
great enthusiasm in teaching learning
After knowing the result of t-test, it
process. During the teaching learning
was checked at the table critical value of t-
activity the teacher walked around the
test table distribution.
class checking the students‟ work and
Table 1. The Analysis of t-value and t-
Based on the research finding, the writer
table
df
(N-1)
23
tvalue
7.13
Levels of
significance
0.05
was ready to help the students.
ttable
2.07
Explanation
The result showed
that t-value was
higher than t-table
(tvalue > ttable)
concluded that there was significant
influence of reading instruction on the
students‟ reading achievement.
CONCLUSION
The finding of the result of the calculation
Based on the research there is
showed the result of t-value 7.13 was
significant influence of reading instruction
higher than t table 2.07 at the level of
on the students‟ reading achievement. This
significance 0.05 with df. 23. It meant
result shows that the t-value is higher than
that there was a significant value. It
t-table, t-value is 7.13 and t-table is 2.07 at
meant that the hypothesis was accepted.
level significance 0.05 with df. 23. It
The result of pre-test and post-test was
means that there is a significant influence
different and it was influenced by the
of reading instruction on the students‟
treatment. It meant that there was
reading achievement.
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Journal E-Link 2 FKIP
REFERENCES
Arikunto, Suharsimi. 2010. Prosedur
Penelitian Suatu Pendekatan
Praktik. Jakarta: Rineka Cipta.
Ary, Donald. Jacobs, L Cheser. Razavieh,
Ashgar. Sorensen, Chris. 2006.
Introduction to research in
education. Belmont: Thompson
Wandsworth.
Calhoun, Emily F. 1999. Teaching
Begining Reading and Writing
with the Picture Word Inductive
Model. Alexandria: Association
for Supervision and Curriculum
Development.
Erben, Tony. Ban, Ruth. Castaneda,
Martha. 2009. Teaching English
Language
Learners through
Technology.
New
York:
Routledge.
Fachrurrazy. 2012. Teaching English as a
Foreign Language for Teachers
in Indonesia. Malang: State
University of Malang.
Nation, I. S. P. 2009. Teaching ESL / EFL
Reading and Writing. New York:.
Routledge.
Porter, Andrew C. And Gamoran Adam.
2002. Methodological Advances
in Cross- National Surveys of
Educational
Achievement.
Washington,
DC:
National
Academy Press.
Tankersley, Karen. 2003. The Threads of
Reading Strategies for Literacy
Development.
Alexandria,
Virginia:
Association
for
Supervision and Curriculum
Development.
Westwood, Peter . 2001. Reading and
learning difficulties. Camberwell,
Victoria: Acer Press.
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