THE EFFECT OF USING PEER-ASSISTED LEARNING STRATEGY

ON STUDENTS READING COMPREHENSION

AT SMP 1O KOTA KUPANG
A THESIS

NAHA ANA AWANG

ENGLISH EDUCATION STUDY PROGRA

TEACHER TRAINING AND EDUCATION FACULTY
ARTHA WACANA CHRISTIAN UNIVERSITY
KUPANG
2023
THE EFFECT OF USING PEER-ASSISTED LEARNING STRATEGY
ON STUDENTS READING COMPREHENSION
AT SMP 1O KOTA KUPANG

NAHA ANA AWANG

Registered Number:19130091

ENGLISH EDUCATION STUDY PROGRA

TEACHER TRAINING AND EDUCATION FACULTY
ARTHA WACANA CHRISTIAN UNIVERSITY
KUPANG
2023
 APPROVAL PAGE

This thesis entitled (The effect of using peer-assisted learning strategy for
students’ Reading comprehension at SMP Negeri 10 kota kupang) written by
(Naha ana awang) has been approved to be defended in a thesis examination

First supervisor Second Supervisior

(Dr.Phil.Festif R.Hoinbala,S.Pd.,MA) (Eltina A.Maromon,S.Pd.)

NIDN.0825067902 NIDN.0815128102

Kupang,
Acknowledged by

Dean of Teachers Training and Head of English Education study

Education Faculty program

Dr.Anderias J.F.Lumba.,M.Pd Tiarma Marpaung,S.Pd.,M.Pd

NIDN.0806086801 NIDN.0813058001
LEGITIMATION PAGE
 MOTTO

For I Know The Plans I Have For You, Declares The Lord, Plans For Peace And
Not For Evil, To Give You A Future Full Of Hope
Jeremiah 29:11 Tb
 DEDICATION
This writing is dedicated to the writer’s:
1. Beloved Lord, Jesus, for she incalculable blessing and guidance
2. Beloved parents, Windi Mbakurawa, and Karanja Ngana, who always give
unconditional love, pray, and support to complete this study.
3. Beloved brothers and sisters; Ambu mbarapapa,toni,ina ,rifan, radit and also my
cousin (rambu emi,asri,umbu ari) who always help, pray, support, give motivation
to complete this study.
4. Beloved friends at fatule’u (mama be,kaka ba’I,rikosbes,reni billy,uno,ryanus
nora,feti dawa,emanster,nofri gus and dede.
5. Beloved Friends At sumba hostel; Nandang,ambu yayu,frido,rambu
kuddu,nadia and elsa.
6. Beloved Siblings at Kupang; Marlince,Mariana,Jimes,Jelita,doni,papi and
Gloria .
7. Almamater of Artha Wacana Christian University, particularly the English
Education Study Program
 ACKNOWLEDGEMENT
First of all, the writer greatest gratitude for Lord Jesus for Her
incalculable, blessing, and guidance in conducting the research and the process of
writing.The writer would never completed this writing without Her spirit and Her
never ending love.
Through this research, the writer has got much help, motivation,
guidance, support, and advice. The writer would like to present his deepest thanks
to those who help, pray and support the writer to complete this writing. They are
as follows:
1. Dr. Phil. Festif R.Hoinbala, S.Pd.,MA.TEFL and Eltina M.Maromon,
S.Pd, M.Pd
as the writer’s first and second supervisors who have assistance the
writer in completing this thesis and also have given many advices,
supports guidance and knowledge.
2. Tiarma Marpaung, S.Pd,M.Pd as the head of the English Education
Study
Program.
3. Seprianus A.Nenotek, S.Pd, M.Pd as The Academic Supervisor for her
advice,
guidance throughout the writer‟s study since the beginning of the
semester until the end of the writer’s study.
4. Dr.Andreas J. F. Lumba.,M.Pd as the Dean of Faculty of Teacher
Training and
Education Artha Wacana Christian University, for the permission to
conduct this research.
5. The writer also gives deepest gratitude to all lectures in English
Educational
Study Program for the knowledge, experience, skill, motivation, and
advise they have given during her study.
6. Headmaster and all teachers at SMP Negeri 20 Kupang and also all
Students of Class 1X G and 1X H that give permission to the writer for
doing the research
7. All of the writer‟s friends in English Class A in the academic year
2018, who are the writer‟s friends to study together and always being
the writer‟s best reminder and motivation to complete her study.
 8. Almamater Artha Wacana Christian University, especially the Faculty
of Teacher Training and Education Study program.
Finally, there is no valuable gift to be presented to them for their love and great,
except to remember them in her prayer.

Kupang, 27 Januari 2024

The researcher

Naha ana awang

THE EFFECT OF USING PEER-ASSISTED LEARNING STRATEGY ON
STUDENTS READING COMPREHENSION AT SMP 1O KOTA KUPANG

ABSTRACT Ana awang Naha.., 1 Hoinbala Festif., 2 maromon eltina.. 3 The main
objective of this study was to find out the improvement of students‟ ability in writing
procedure text using picture. This study was conducted at SMP 2 Kota Kupang, with the
population was eight grade students and the sample was class VIII A and VIII B. The
number of population was 60 students. The method used in this study was a
quantitative method and the design was …. The instrument was obtained using a
multiple choice test. Data collection techniques are found by calculating the average
score on the pretest and post-test in experimental group and control group. The results
of this study was indicated that there was a significant difference between experimental
group and control group with the mean score in experimental group was 80.3 and the
mean score in control group was 50.2. Whereas in the paired test samples, there were
significant results between the pre-test and post-test based on the result of the value,
the value of t-test (9.86) was higher than the value of ttable (2.045) with df = N-2. It
means that the hypothesis(Ho) was rejected and the hypothesis(H1) was accepted. This
showed that using picture can improve students‟ ability in writing procedure text. The
research question has been answered. In addition, the total score of experimental group
was 2410 and the total score of control group was 1570. In writing procedure text , can
develop students‟ way of thinking to be active and critical. Therefore, by using picture
can be used as an alternative teaching strategy, in improving students‟ writing
descriptive paragraph. Key words:Using picture, Writing, Procedure tex
THE EFFECT OF USING PEER-ASSISTED LEARNING STRATEGY ON
STUDENTS READING COMPREHENSION AT SMP 1O KOTA KUPANG

ABSTRAK
(Naha Ana Awang) (Dr.Phil.Festif R.Hoinbala,S.Pd.,MA TEFL) (Eltina M.
Maromon)
Tujuan dari penelitian ini adalah untuk mengetahui strategi
 TABLE OF CONTENT

COVER……………………………………………………………………………
…...

TABLE OF
CONTENTS………………………………………………………….ii

CHAPTER 1 INTRODUCTION………………………………..1

1.1 Background……………………………………………………1
1.2 ResearchProblem………………………………………………3
1.3 Aim of Study ………………………………………………… 3
1.4 Significance of Study………………………………………..... 3

CHAPTER II LITERATURE REVIEW ………………………. 5

2.1 Review Related Literature ……………………………………. 5

2.2 Concept…………………………………………………………7

2.3 Hypothesis……………………………………………………..9

2.4 Theoretical Framework…………………………………………9

CHAPTER III RESEARCH METHODOLOGY …………….13

3.1 Research Design………………………………………………13

3.2 Research Locus………………………………………………..13

3.3 Type and Data Resource………………………………………13

3.4 Data Collection Technique and Research Instrument ………...14

3.5 Research Procedure…………………………..………………..14

3.6Technique of Collecting Data………………………………......16

BIBLIOGRAPHY ……………………………………………..…17

CHAPTER 1
INTRODUCTION

1.1 Background

Reading is one of the basic skills needed to master a language. Through

reading activities, the readers are able to gain information that can help improve
their knowledge. According to Brown (2007), reading is the most important
academic skill since it may be used to gauge a student's general language
proficiency. Moreover, Siahaan (2008) argued that reading is the capacity to
deduce knowledge from printed words and apply it appropriately. To strengthen
this argument, Sari (2017) stated that reading can also be defined as one of the
language skills that can help the reader absorb and interpret information. So,
based on the definition above, the writer can conclude that reading is a skill that
must be mastered by someone who is interested in developing and improving
language skills through reading activities and can also be divided into two stages
or levels.

There are two levels of reading (Tompkins, 2011), namely reading at the
lower level and reading at the higher level. Firstly, reading at a lower level refers
to a direct understanding of the meaning of each text, such as what vocabulary is
used, the setting of the place, the setting of time, and the setting of the location in
a text. The information is stated clearly in each text. So, it can be concluded that,
at a lower level of reading, someone only needs to read the entire text to get the
information. Secondly, reading at a higher level, which is related to the level of
information in a text, is presented implicitly. The reader may find it difficult
because the information is not presented directly, so to find information in a text,
it requires literal knowledge of the content of the text, an understanding of the
content, and also intuition towards the contents of the text. Other than that, in
order to know the level of reading of someone, it needs something called reading
comprehension.

Reading comprehension is the ability to understand, differentiate, and

reconstruct the meaning of text read by using the appropriate knowledge,
strategies, and reading skills (Oakhill, Cain & Elbro, 2015). Moreover, Tarci,
(2017) stated that reading comprehension can build understanding; someone with
poor reading comprehension would have difficulties understanding the text, so
their understanding becomes less. From the two statements above, it can be
concluded that reading comprehension is the ability to understand what is read,
and with a good level of reading comprehension, the reader can conclude what the
reader read, so when the reader has good reading comprehension, the reader can
create and give a good conclusion about the thing that has already been read. One
way to improve reading comprehension is to use strategies, and in this case, peer-
assisted learning strategies can be one of the strategies that can help people,
especially students, improve their reading comprehension.

Peer-Assisted Learning Strategy is a methodology intended to raise pupils'

academic achievement through group work and engaged student engagement
(Santo, 2017). Besides that, Daulay (2017) said that peer-assisted learning is a
strategy that includes some activities such as reviewing information read,
sequencing information, summarizing paragraphs and pages, stating the main idea
in as few words as possible, and predicting and checking the outcome. Last,
Oakhil, et al (1996) argued that peer-assisted learning is learning that involves
interaction between students who are more able to help students who are having
difficulty understanding concepts or solving problems. So, based on the
explanation above, the writer can say that peer-assisted learning is a strategy that
can help students gain knowledge and comprehension about something through
peer-assisted learning or work.

Based on all the definitions and explanations above, the writer is interestedin
doing research about the use of peer-assisted strategies. In conducting this
research, the writer will do the research at SMP Negeri 10 Kota Kupang because,
when the writer did the Praktek Pengalaman Lapangan (PPL) in this school, the
writer found that students still had low ability in reading comprehension. The
students also felt it difficult to understand a text and to know the main idea in a
paragraph, and they felt bored with their reading session. So, it is a problem in the
teaching process. The problem is not only the material that makes some students
feel bored but also the strategy of teaching. The teaching process will not produce
a good result if the way of teaching is not suitable for the student’s conditions. To
solve the problem, peer-assisted learning strategy can be alternative way to
improve student reading comprehension. At last, the thoughts above led the writer
to do research entitled "The Effect of Using Peer-Assisted Learning Strategy on
Students’ Reading Comprehension at SMP Negeri 10 Kota Kupang".

1.2 Research Problem

Is use peer-assisted learning strategy effective on students reading
comprehension at SMP Negeri 10 Kota Kupang?
1.3 Aim of Study
The purpose of this study to find out whether peer-assisted learning strategy
effective for students reading comprehension at SMP Negeri 10 Kota Kupang.
1.4 Significance of Study
The benefits obtained in this study are as follows:
1.4.1 Implication
The result of this study expected to support and enrich the
theory about peer-assisted learning for student comprehension that
proposed by Lewis, Walpole and McKenna (2014).
1.4.2 Application
The result of this research can help teachers get additional peer-
assisted learning strategy. For students, this can be used to increase
knowledge and understanding through peer-assisted learning. And
finally, for future researchers, this research can be used as a resource
to help them carry out the same research or possibly related research
with peer-assisted learning.
 CHAPTER II
LITERATURE REVIEW

2.1 Review Related Literature

There are previous studies that are used in this research topic. The first from
Fitriani & Tarwana (2020), This article is aimed at finding out the effectiveness
on implementing Peer Assisted Learning Strategy (PALS) in teaching reading
comprehension and investigating the students' perceptions on implementing this
method. This study used mixed method study which employed quantitative and
qualitative research design. Quantitative data were analysed by using pre-test and
post-test, the qualitative data was analysed by using close ended questionnaire.
The population of this study were the students of tenth grade in one of senior high
school in Ciamis and the researcher selected a particular class, which was sciences
for a total 38 students as the sample. Based on statistical result, after
implementing PALS in teaching reading comprehension of recount text, the
significant improvement of reading comprehension showed from result of pre-test
and post-test. In the pre-test the average score of students was 71.84, and in the
post test the average score of students was 87.37. Thus, the use of Peer Assisted
Learning Strategy (PALS) is effective in teaching reading comprehension of
recount text. In addition, from the analysis of close ended questionnaire, the
students were giving a positive response towards PALS in teaching reading
comprehension of recount text. In conclusion, the student's reading
comprehension was effective and the students were able to comprehend the text
through PALS. Based on these finding, it is recommended for English. teachers to
implementing PALS to improve students reading comprehension.

The second Arendale (2014), the Peer Assisted Learning (PAL) program at
the University of Minnesota is a primary academic support program for
historically difficult, introductory college courses that serve as gatekeepers to
academic degree programs. PAL is integrated into the courses it serves based on
the operating principles of other academic support programs and educational
theories. The PAL groups review the essential course content, and model
cognitive learning strategies to deepen understanding and promote met cognitive
awareness so students are autonomous learners in courses without academic
support services. The PAL approach operates at the confluence of collaborative
learning, cooperative learning groups, and learning communities. This article
provides a detailed overview of the PAL model, educational theories upon which
it is based, and how variations of it are implemented at the institution.
Quantitative and qualitative studies reveal academic and personal benefits for
participating students and those serving as PAL facilitators. The studies validate
the role of PAL with closing the achievement gap between students of different
ethnicities and levels of academic preparedness for rigorous college courses in
mathematics and science. The program is built upon best practices from previous
international peer learning models like Supplemental Instruction. Peer-led Team
Learning, Emerging Scholars Program, and others. PAL is also guided by learning
theories such as Universal Design for Learning to make the model more
culturally-sensitive and embedded within the courses to increase its effectiveness
for all students. Both quantitative and qualitative studies of PAL validate its
effectiveness for increasing academic success of participating students and
fostering development of personal and social skills. In addition to benefits for the
participants, the PAL experience benefits PAL facilitators through deeper mastery
of rigorous course material, increased confidence in public speaking and small
group management skills, and encouragement to pursue a teaching career. While
the PAL program was started to address the achievement gap in courses, it has
bloomed into one that also enhances personal and professional skills for all that
are involved. Built upon principles identified by other academic support programs
and innovations of its own creation, PAL is an integral part of UMN's overall
academic support efforts.

The third from Budiyanto (2019), the objective of this study was to find out
whether or not there was any significant difference on reading comprehension of
analytical exposition that were taught by using Peer Assisted Learning strategy
(PALS) and those who were not, and to find out whether or not it was effective to
use PALS on reading comprehension. This study used quasi experimental method.
78 students was taken as sample, consists of 39 students XI IPS 3 as experimental
group and XI IPS 4 as control group. Test was used in collecting data as pre-test
and post-test To verify the hypothesis, the result of independent sample t-test
found that t-obtained (11.077) was higher than t-table (1.9917) with df=76), and
the significance 2-tailed was 0.000. It means that there was any significant
difference on reading comprehension that were taught by using PALS and those
who were not and also it was effective to use PALS.

There are similarities and differences between previous research and the
author's research title. The implication is that these three researchers both used
peer-assisted learning (PALS) strategies. The difference in the first research is to
determine the effectiveness of implementing peer-assisted learning strategies
(PALS). The difference is that this second research focuses more on students or at
the college level for student success. The difference in the third study is that the
researcher focused more on seeing whether there was a significant difference in
understanding of exposition reading taught using (PALS) to XI IPS4 students
using the quasi-experimental method.

2.2 Concept

2.2 1 Reading Comprehension

Reading comprehension is not achieved easily. It required a

reasonable knowledge of grammar, the ability to identify main ideas, and
awareness of discourse structure. Serravalo (2010) stated that
comprehension is at the heart of what it means to really read by thinking and
understanding and getting at the meaning behind text. Reading is considered
 as a difficult language skill to learn. In teaching reading, there were several
aspects that should be measured in order to know whether the students can
achieve the goal of reading or not. Suparman (2011) stated that there are
several aspects of reading comprehension skills that should be mastered by
the reader to comprehend the text deeply they are identifying the main idea,
identifying details, finding references, making inferences, and
understanding vocabulary.

2.2 2 Peer-Assisted Learning Strategy

Peer Assisted Learning Strategy (PALS) is a strategy which could be

applied in reading class (Lewis, et al. 2014: 99). During the application of
PALS, the students would develop their reading comprehension through
active help and support from their companions. PALS consist of a set of
structured activities, and students are trained to implement them
independently. These activities include partner reading, paragraph
shrinking, and prediction relay.

In this study peer-assisted learning strategy can be used to improve

student reading comprehension. Peer-assisted learning strategy (PALS) is a
strategy which could be applied in reading class, Lewis, et al (2014). During
the application of PALS the students would develop their reading
comprehension through active help and support their companions.

2.3 Hypothesis

H0: The use of Peer-Assisted Learning Strategy doesn’t effect on students’

reading comprehension at SMP Negeri 10 Kota Kupang.

H1: The use of Peer-Assisted Learning Strategy effect on students’ reading

comprehension at SMP Negeri 10 Kota Kupang.
2.4 Theoretical Framework

2.4.1 Reading

Reading comprehension is "a process in which the reader makes

meaning from text using his knowledge, experience, and understanding of
language", Anderson and Pearson (1984). Moreover Tarci (2017) stated
that reading comprehension can build understanding; someone with poor
reading comprehension would have difficulties understanding the text, so
their understanding becomes less. The main purpose of reading is to
understand all the information contained in the reading text to develop the
intellectual property of the reader. In addition, there are techniques in
reading the benefits.

2.4.1.1 Reading Techniques

There are many techniques that we can use to make our reading easy.
According Tomikulecky and Jeffries in Rahma (2007), state the reading
can help much more if we can read well. The techniques are:

a. Scanning is a technique you often use when looking up a word in the

book or dictionary, you search for the key word or ideas. Steps in
scanning are:
1. State the specific information you are looking for.
2. Try to anticipate how the answer will appear and what clues you
might use to help you locate the answer. For example, if you were
looking for a certain date, you would quickly read the paragraph
looking only for numbers.
3. Use headings and any other aids that will help you identify which
sections might contain the information you are looking for.
4. Selectively read and skip through sections of the passage.
b. Skimming is technique used to quickly the main ideas of the text. Steps
in skimming are:
1. Read the title.
2. Read the introduction or the first paragraph.
 3. Read the first sentence of every other paragraph.
4. Read any headings and sub-headings.
5. Read the summary or last paragraph.

2.4.1.2 Purposeful of Reading

Teachers must be certain to teach students the skills needed for

reading with different purposes as well as how to read for different
purpose some different purposes for reading include these:

1. To be able to identify and remember specific facts or a main idea

2. To be able to follow instructions to reach a goal
3. To be able to explain the content of a passage to someone else.
4. To be able to provide an understanding of what is read.
5. To be able to give intuition about what is read.

2.4.2 Peer-Assisted Learning Strategy

Peer Assisted Learning Strategy (PALS) is a strategy which could be applied in

reading class (Lewis, et al. 2014:99). During the application of PALS, the students
would develop their reading comprehension through active help and support from
their companions. PALS consist of a set of structured activities, and students are
trained to implement them independently. Reading is an activity with a purpose. A
person may read in order to gain information or verify existing knowledge. A
person may also read for pleasure or to increase knowledge of the language being
read. Reading also plays an important role in social life. Through reading,
individuals remain informed about something. Reading influences our attitudes,
beliefs, standards, morals, judgments and behaviour in general thereby shaping
our thoughts and actions. The goal of reading is to connect the ideas in the text to
what you already know. In applying this technique, the teacher divides students
into two groups (upper group and lower group) through tests. Students are paired
using a ranking system. They are ordered from top to bottom. Then, the top and
bottom of the class are determined. Students pair up by taking the first person
from the top half, the first person from the bottom half, the second person from
the top half, and the second person from the bottom half, and so on. Students are
designed to work together with their partners to help each other solve a problem
they face in the reading text. So it is hoped that it can improve students' reading
comprehension (Toping, 2005). According to Harmer (2001, p. 21) Working in
pairs allows students to be more confident, and also makes the point that working
cooperatively gives students the opportunity to be more confident because they
can work without pressure from the whole class.

2.4.2.1 The Process of Peer- Assisted Learning.

According to Christian D.& Sera (2019) there are several peer-assisted

learning strategy processes can be used to improve student reading
comprehension. Because peer assisted learning strategy include:

1. Partner reading with story retell

Partner reading is cooperative learning strategy in which two
students work together to read an assigned text. During partner
reading, each student read aloud for one paragraph. The higher
performing as a tutor.
2. Paragraph shrinking
Paragraph shrinking is activity that allows each student to take
turn reading, pausing and summarizing the main points of each
paragraph. Students provide each other with feedback as a way to
monitor comprehension in paragraph shrinking the higher
 performing asks the reader to identify who (a) who or what the
paragraph is mainly about and (b) the most important thing about
the ‘who’ or ‘what’ the reader must condense, or shrink this
information into 10 words or less. If the tutor disagrees with the
is mainly about and readers answer, he/she will correct it by
saying that’s not quite right then higher performing or tutor tell
about his/her idea. They will continue partner reading and retell
till finish half of text.
3. Prediction Relay
The prediction relay is the activity that allows each student to (1)
make prediction about the assigned text, (2) take turn reading for 5
minutes, (3) check their prediction and (4) summarize the main
points. This activity begins with stronger reader, each student
complete step listed below and repeats the process until one
paragraph elapsed, at which time the students switch the roles. The
students begin in the text at the point at which they left off in
paragraph shrinking. In the prediction relay, the students will do
four steps. First, the reader reads the half page aloud while the
tutor correct errors, the third, the reader confirms the prediction.
The fourth, the reader identifies and summarizes the main idea of
the half page in 10 word or less.
 CHAPTER III
METHOD OF RESEARCH

3.1 Research Design

In this study, the authors used a quantitative method (sugiyono,2014;109), saying

that a Pre-Experimental design is a design that includes only one group or class
that is given Pre-test, treatment and post-test. According to Arikunto (2010), a
research design is a plan and procedure for research that is created by researchers
as approximate activities to be implemented. This research follows the
methodology in a descriptive quantitative approach because the winter wants to
find out the effect of using peer-assisted learning strategy in teaching reading
comprehension to grade students of class nine SMP 10 Kupang. The winter uses
class called pre-experimental class.The experimental group receives treatment by
using Peer-assisted learning strategy.

his research was be conducted using Pre- Experimental research design

Tabel 1. The research designs

Group Pre-Test Treatment Post-test

Experimental X1 T X2
Arikunto, (2010:51)
3.2 Research Locus

The subjects of this research were class IX students at SMP Negeri 10 Kota
Kupang.

3.3 Type and Data Resource

The research was in the form of direct test from researcher and reading
comprehension using peer-assisted learning strategy in teaching narrative text at
SMP 10 Kupang. Students understanding of teaching reading comprehension from
peer-assisted learning strategy were used as research data.

3.2.1 Population

The next step of the research process is to determine which subject or

school students were include as the population and sample the population is
defined as all members of each a generalization area consisting of
objects/subjects that have certain qualities and characteristics that are
applied by researchers to study and then conclusions are drawn (Sugiyono,
2019). The total numbers of class IX at SMP Negeri 10 Kota Kupang is 304
students with 10 classes. In this technique the research selected one class as
the research subject specifically class 1X- H at SMP 10 Kupang .

3.3.2 Sample

This sample is defined as a cluster population subject. The sample in this

research was class 1X, totalling 30 students. The sample was divided into
two groups, namely the pre- experimental class.

3.4 Data Collection Technique

3.4.1 Pre-test

The Pre-test was conducted to find out the results and average scores of
students using Peer-Assisted Learning Strategy (grade 1X H )

3.4.2 Treatment
 Treatment was given to the experimental group at the other time. In this
research, the writer teaches by using Peer-Assisted Learning strategy.

3.4.3 Post-test

The post-test is used to determine student scores after the learning process in the
treatment class. After giving treatment to experimental group, the research gave
the students a post-test in the form of story grammar to find out the results of the
treatment.

3.4.2 Research Instrument

According to Sugiyono (2019), a research instrument is a tool used to

measure observed social or tool phenomena. Specifically, all of these
phenomena are called research variables. The research instrument that will
be used in the research is giving questions in the form of multiple choice. In
multiple-choice, the researcher will give 10 questions where for each
question there are four choices, namely: a, b, c, and d.

3.5 Research Procedure

In this study, the winter was using some type of procedures to obtain the data:

a. The writer prepared a pre-test first.

b. The writer did a pre-test to find out the student’s ability to understand their
reading skills using Peer-assisted learning strategy in narrative text.
c. The writer provided treatment using Peer-assisted learning strategy in
narrative text.
d. The writer provided a post-test
e. The writer scored on the test
f. The writer analyzed data related to a research problem.
g. The writer made a report on the results of the research

3.6 Data Analysis

Method of data analysis is very important in determining a quantity of data

after all data has been identified and collected. In analysing the data, the writer
uses descriptive Pre-Experimental to collect data about students'

understanding of the material using reading skill material at SMP 10 Kupang.

In this study the author uses a quantitative method, the data analysed

qualitatively based on the research results in the form of a descriptive study of

learning strategies using the reading skills method at SMP 10 Kupang.

The researcher gave the individual scores on reading comprehension test

using the formula:

1. To found out students means score the pre-test and post-test, the researcher

uses the formula:

To analyze the data, this research use analyzing of five categories such as

excellent, good, enough, less and very less. According to (Arikunto ,2013)

The table as follow:

The Score Level of achievement

90 – 100 Excellent

80– 90 Good

70– 80 Enough

60 – 70 Less

50 – 20 Very less

1. To get the mean score

∑x
X=
N

2. To finding out the Standard Deviation

 D=
∑D
N

3. T-test

D
t=

√
(∑ D )
2

∑D − 2
N
N (N−1)

4. Calculating mean difference by using formula, the researcher uses the

formula by (Arikunto,2014);

MD =

Based on the indicator of success of this research, this research success if

the Peer-assisted learning strategy improved the students’ reading comprehension

with the percentage of the students who reached the standard score of ≥ 70 at least

60% of the total students. To measure the success of this research, the researcher

used the following category:

Table 3.7: The percentage of the students who passed the standard score.

Category Standard Score Frequency Percentage

Passed >70 …….. …….

Did not pass <70 ……. ……..

 CHAPTER IV

FINDINGS AND DISCUSSION

This chapter outlines the findings and discussion of this research. In the

findings section, the researcher shows all the data he collected during the research.

In the discussion section, the researcher analyses and discusses all the data in the

findings section. The researcher compared data between a pre-test and a post-test.

The formulation of this research problem is also answered in this section.

4.1. Findings

These findings indicate that teaching reading comprehension in narrative texts

by using story grammar strategies can improve Student achievements in reading

comprehension and interpretation can be seen below:

4.1.1 The result of pre-test and post-test scores in the control group
The pre-test was given at the first meeting because the researcher wanted to see

the students' knowledge and abilities before giving treatment. In the Pre-

experimental, 30 samples participated in the pre-test. Researchers assessed the

components of students' reading skills: After giving them a pre-test, the researcher
gave them a score. Based on the pre-test of the 30 samples taken, students who

have better reading comprehension based on pre-test results were combined with

students who are less capable.

Table 4.1.1.1.

The result of students’ scores on pre-test in Pre-experimental

No Name Pre-test score X12

1 ASRN 40 1600

2 ABM 50 2500

3 DEB 50 2500

4 DSB 40 1600

5 FAT 50 2500

6 IM 50 2500

7 IEMT 50 2500

8 JAS 80 6400

9 JDJ 80 6400

10 JT 50 2500

11 MLN 50 2500

12 MJB 80 6400

13 MH 50 2500

14 MPMEC 40 1600

15 MFPK 80 6400

16 PCFB 50 2500

17 PYT 40 1600

18 RKHM 80 6400

19 RVT 40 1600

20 RJN 50 2500

21 SASF 80 6400

22 VS 50 2500

23 VA 60 3600

24 YRT 50 2500

25 YPSJ 50 2500

26 YA 50 2500

27 AMS 80 6400

28 AS 80 6400

29 ACRR 80 6400

30 ADG 80 6400
 See appendix page 59

 Mean score pre-test

ΣX
M=
N

1385
=
22

= 62.95

 Standard deviation pre-test

Sd =
√ Σ x 2−
( Σx ) 2
N

N-1

√
= 91091−
(1385)2
22

22-1

√
= Σ 91091−
( Σ 89706 ) 2
21

21

√
¿ 3.047 .075−
38319
21

Sd= 3.04
 Table 4.1.1.2. The Data Percentage of Students’ Scores of Pre-test

Experimental

No Classification Score Group

F P (%)

1 Excellent 90-100 0%

2 Very Good 80-90 10%

3 Good 70-80 23%

4 Fair 60-70 22%

5 Poor 50-60 22%

6 Very Poor 0-50 23%

Total 100%

The table above shows the students' scores on the pre-test. In the Pre-

experimental group, the students were classified as very good, 2 students (10%)

were classified as good, 5 students (23%) were classified as quite good, 5 students

(22%) were classified as poor, 5 students (22%) were classified as very poor, 5

students (23%. After teaching the use of peer-assisted learning strategy to the

experimental group, they were taught to use peer-assisted learning strategy in

narrative texts and gave a post-test to determine whether there was improvement

after being given treatment. The scores of students’ post-test in both of the groups

can be seen in the table below:

Table 4.1.1.3. The result of students’ scores on post-test in Pre-

experimental
No Name Post-test X22

score

10

11

12

13

14

15

16

17

18

19

20

21

22

Total

Mean
 See appendix page 60

 Mean score post test

ΣX
M=
N

1480
=
22

= 67.27

 Standard deviation of post test

Sd =
√ Σ x 2−
( Σx ) 2
N

N-1

√
= Σ103004−
( Σ1480 ) 2
22

22-1

√
= Σ2.087 .396−
( Σ 1480 ) 2
21

21-1

√
¿ 4.067 .861−
1043
21

Sd= 4.67

Table 4.1.1.4. The Data Percentage of Students’ score of Post-test

Experimental
 No Classification Score Group

F P (%)

1 Excellent 90-100 0 0%

2 Very Good 80-90 4 18%

3 Good 70-80 4 18%

4 Fair 60-70 5 23%

5 Poor 50-60 6 28%

6 Very Poor 0-50 3 13%

Total 22 100%

The table above shows the post-test scores of students in the experimental

group. This shows that in the Pre-experimental group, it was students who were

classified as very good, 4 (18%) students who were classified as good, 4 (18%)

students who were classified as quite fair, 5 (23%) students who were classified as

poor, 6 (28%) students who were classified as quite good, 3 (13%) students who

are classified as quite good. This means that there is an increase in students who

are taught using story grammar strategies in narrative texts. The pre-test and post-

test results are shown in the following table:

Table 4.1.1.5. The Score of Pre-test and Post-test of Pre-Experimental Group

No Name Pre-test X12 Post-test X22
score score

1 46 50 2500
2 40 45 2025
3 75 85 7225
4 80 80 6400
5 66 70 4900
6 60 60 3600
7 80 80 6400
8 82 85 7225
9 65 70 4900
10 82 82 6724
11 75 80 6400
12 53 60 3600
13 66 66 4356
14 60 65 4225
15 75 75 5625
16 53 60 3600
17 40 45 2025
18 50 55 3025
19 46 55 3025
20 66 70 4900
21 70 82 6724
22 55 60 3600
Total 1385 1480 100605

Mean 62.95 41.40 67.27 45.72

See appendixes page 62

CHAPTER V
CONCLUSION AND SUGGESTION

A. Conclusion
Based on their result of this study, it is concluded that the application
of peer-assisted learning strategy on the students reading
comprehension at SMP 10 Kupang affect on improving the students
reading comprehension. It is supported by the data analysis which the
t-observed (…) is higher than t-table (…) at the significa nt effect level
of (…) it means of peer assisted learning strategy on the students’
reading comprehension.
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