The Effect of Using English Newspapers to the Students' Reading Achievement

CHAPTER I

INTRODUCTION

This chapter consists of background of the study, reasons for choosing the topic, research question, the limitation of the study, objective of the study, definition of key terms, and significance of the study.

A.  Background of the Study

English has been taught from elementary school but there are still many problems for students to improve their English. Therefore, the way to solve those problems is much needed in learning English. There are two cycles that students should learn and of course master it, first is spoken cycle, listening and speaking are included in it. Second is written cycle, they are reading and writing. Therefore, teacher has an important role to make students master all cycles. Students’ success depends on teacher ways. Reading is one of the important factors on students’ success in learning English, because reading is a skill that relates with another skill. From reading, students can improve their pronunciation, vocabularies, grammar and their knowledge.

According to Alyousef (2005:143) in Goodman (1983:554), reading is a guessing game in which the reader reconstructs, as best as he can, a message which has been encoded by a writer. It means reading is a process of guessing        the meaning of the text. The reader should arrange from word to word until sentence is formed and the reader tries to read the message, which the writer makes in every sentence.

Reading can be defined as a process of looking at and understanding what is written but it is not as simple as that, for many understand something and not others and still be reading (Bottino, 63). It means the reader should understand the written text in reading but it is not easy to be done. The reader should know some elements such as vocabularies, grammar rule, etc.

Teaching reading is not easy and it becomes more challenging for the teacher. The teacher should have some strategies to make students understand about the text. For the first time, the teacher can choose the text based on the students’ grades or levels. By choosing texts of the right difficulty and interest level will encourage children to read and to enjoy what they are reading. (Pang, Muaka, Bernhardt, and Kamil, 2003: 13). In senior high school, the teacher can see the syllabus first. Then the teacher can look for the texts, which are appropriate with the materials.

The alternative strategy, which the teacher can use, is extensive reading. According to Stoeckel, Reagan, and Hann (2011:1) in Bamford and Day (2004:1), Extensive reading is an approach to language teaching in which learners read a lot of easy material in the new language. They choose their own reading material and read it independently of the teacher. They read for general, overall meaning, and they read for information and enjoyment.

The teacher can use the strategy in teaching reading. It depends the problems that the teacher faces it. The teacher need to use various ways in teaching reading, it can make students feel fun and motivated in learning English. Finally, the teachers should be creative in teaching English especially in teaching reading.

Pape and Featherstone (2005:14) in Burns (2000:50) define that news as something that binds ‘people together in a sense of community’. It means news can be a bridge in people relationship in daily life, people can share each other the new information or news even hot news which happen certain time.

Communicating the news through newspapers has faced constant challenges (Franklin, 2008:2). It means there are some challenges to get information in the newspapers, such as to get the main idea of the text, to know cause and effect of certain situations, etc. it also becomes a challenge to the teacher to make the students understand about the information in the text of the newspapers. English newspapers have been experimented by some people in the world.

There are three studies that promote English newspapers in reading; Tafani (2009) entitled Teaching English through Mass Media, Lancouchová (2006) entitled using magazines and newspapers in ELT with interpersonal and intrapersonal types of students, and Mehta (2010) entitled English Newspapers: Exploring Innovative Methodological Paradigm.

B.  Reasons for Choosing the Topic

According to Johnson (2008: 7), reading is not an isolated process. Four language processes work together to enhance the development of each of           the others: speaking, listening, reading, and writing. It means reading is one of skills that enhance another skills so the role of reading is very important to support another skills.

Based on interview which is done by the writer and the teacher in SMA Negeri 1 Balapulang, there are some problems that students face in learning English; lack of vocabularies, grammar, reading, speaking, listening, and writing. Because almost all skills become a problem, it is impossible to be investigated. Then, the writer only chooses reading for his research because the writer believes that if the students good in reading they will be good in other skills.

The teacher only used the textbook as a main source in teaching reading. The information are on the textbook is limited while the students need a lot of information. Then the writer chooses English newspapers as alternative reading material. From English newspapers, the students can learn more about many vocabularies, grammar rule, and the way of the writer that become the problems of the students in learning English. The materials can be challenging and interesting for the students thus the students become more interesting to read.

Relating to the case above, the writer conduct a research entitled:

“The Effect of Using English Newspapers on Students’ Reading Achievement to the Eleventh Grade Students of SMA Negeri 1 Balapulang”.

C.  Research Question

Based on the background of the study above, the writer formulates the questions as follows:   

1.    How is the implementation of teaching reading using English newspapers to the students?

2.    Is the implementation of teaching reading using English newspapers effective to the students?

3.    How effective is the implementation of teaching reading using English newspapers to the students?

4.    Is there any significant difference in reading achievement between students who are taught by using English newspapers and those who are not?

D.  The Limitation of the Study

According to the School Level – Based Curriculum or KTSP, teaching and learning process of English is emphasized on the introduction of text genre. At senior high school, the text genres are taught such as Narrative, Descriptive, News Item, Recount, Report, Review, etc. In this research, the writer takes the limitation of the study on reading achievement in reading a text. The writer uses report and analytical exposition text in teaching reading by using English newspapers at the eleventh grade of senior high school at SMA Negeri 1 Balapulang. English newspapers, which are used by the writer in this research, are Jakarta post, Reuters, and BBC News.

E.  Objective of the Study

Based on the research statement, this study aimed at finding out:

1.    To describe the implementation of teaching reading using English newspapers to students.

2.    To measure whether or not the implementation of teaching reading using English newspapers effective to students.

3.    To measure how effective is the implementation of teaching reading using English newspapers to the students.

4.    To measure whether or not there is any significant difference between students who are taught using English newspaper and those who are not.

F.   Definition of Key Terms

English Newspapers. Its are printed publications usually daily or weekly with local and abroad news (Kunek, 2002:13). English newspapers are newspapers that are in the way of writing using English; it can be local newspapers or international newspapers. There are three English newspapers that will be used by the writer; Jakarta post, Reuters, and BBC News. Jakarta post is        a famous local English newspaper comes from Jakarta, Reuters is a news office, which is located in London, England while BBC or British Broadcasting Corporation is a television station, radio from UK. BBC also provides online news through BBC news.

Reading. It is the ability to associate a written word or string of letters with the spoken word that it represents and, consequently, with the concepts or meanings associated with this word (Kruidenier, 2002:35). Reading has              an important role in the success of teaching and learning English. From reading, we can know everything in this world knowledge, technology, events, sports and others.

Report. It is a text that describes the way things are, with reference to arrange of natural, manmade and social phenomena in our environment (Astuti, 2010:26). A report provides information by stating facts. It often describes a class of things. Its purpose is to present information about something. Its generic structure is general classification and description. The generic structure tells what phenomenon under discussion is. It may include a definition, classification or brief description. The description tells what phenomenon under discussion is like in terms of parts, qualities, habits or behaviors, if living; uses, if non-natural.

Analytical Exposition. It is a text which persuades the readers or listeners that something is the case, give a point of view, and confirms what is claimed (Astuti, 2010:95). Its social function is to persuade the reader that the idea is       an important matter. Its generic structure is thesis, arguments, and reiteration.       The thesis introduces a topic, outlines main idea or point of view to be presented (thesis statement). The arguments provide the evidence (arguments) to support the thesis statement; each paragraph identifies a particular point, the elaboration may be further description, analysis, justification, giving examples, comparing, contrasting, etc. The conclusion restates the position, perhaps with some emphasis.

G. Significance of the Study

The result of the study is expected to be used theoretically and practically.  Theoretically, the result of this study is expected to be able to widen the skill of teachers in using English newspapers in order to improve student’s reading skill. As a reference to other researchers who want to study using of English newspapers more intensively in teaching reading.

Practically, the result of this study is suggested to apply this strategy to increase the students’ competence in English reading skill. The use of using English newspapers in reading can make the students feel more enjoyable in doing their tasks associated with the reading materials.

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter consists of previous studies, learning media in ELT, English newspaper, newspaper elements, the advantages of using English newspapers, developing habit of reading English newspapers amongst the students, English newspapers contain for ESL classroom exercises, reading at senior high school, reading, reading strategies and techniques, the importance of teaching reading, logical assumption, and hypotheses.

A.  Previous Studies

There are three previous studies that claim there is the effectiveness of using English newspapers on students’ reading achievement.

First, Tafani (2009) conducted the research on Teaching English through Mass Media. Newspaper is one of kinds of mass media. The problems of this study are 1) How can Media help my students speak more 2) How can the teacher help my students not to forget what they learn through Media. The objective of this study is analyzing the importance of using Mass Media in the classroom and finding the ways how to use Printed and Audio-visual Media. The method of this study is quantitative research and it includes an in-depth study, surveys and questionnaires. The findings of this study are first, media provide huge information, they motivate students to speak and help them integrate listening, reading, talking and writing skills, through various kinds of activities. Second, a clear example are Power Point presentations which help students speak freely, eye contact, organize ideas. Through Media Presentations, there is more communication and collaboration among students, while working with the pages of a book is more individual, less collaborative and less interactive. Third, there is so much information available at the click of a mouse but at the same time you have the feeling that there is little memory space in the brain and students may forget everything, so, try to select the most important things and review and review till they are located in the long-term memory.

Second, Lancouchová (2006) conducted the research on using magazines and newspapers in ELT with interpersonal and intrapersonal types of students. The problem of this study is improving the remaining skills, reading included, is often not given the appropriate attention. This unfortunate situation in which reading is only treated as an outside activity consisting mostly from reading a text, checking student’s general comprehension or even language to language translation. The objective of this study is to introduce another additional source of teaching practice: newspapers as an authentic material and magazines as a semi-authentic material in the EFL class. The method of this study is quantitative research and it describes theoretical part and practical part. The findings of this study are first, the newspapers and magazines were described as a good source for practicing the English language. It was stressed that using newspapers as authentic material and magazines as semi-authentic material is very important for a learner’s connection with ´real´ English. Second, this thesis also addressed the effectiveness of including English through newspapers and magazines in the EFL student’s learning process. Third, even though working with authentic newspapers was at times too difficult for my students, semi-authentic magazines used during my English lessons seemed to be a bit more interesting and less complex. And the last is integrating authentic newspapers and semi-authentic magazines into classroom curricula seemed to be very useful for my students and it extended their language knowledge and skills.

Third, Mehta (2010) conducted the research on English Newspapers: Exploring Innovative Methodological Paradigm. The problem of this study is the newspapers are regarded one of the most reliable, easily available, less expensive and effective sources of sharing information and knowledge. The objective of this study is to encourage and motivate the students and help them to sharpen their LSRW (Listening, Speaking, Reading and Writing) skills by English newspapers. The method of this study is quantitative research. The finding of this study is technology enabled English Language learning tools are only available in some schools, it is quite imperative for a ESL teacher to use resources which are readily available to them, including English newspapers. Scholars must work out a strategy on developing a new teaching model about using the English newspapers as an effective tool to improve English as a language.

The differences between the writer’s research with the first previous studies are design of the research, sample of the research, and the research question. Then, the differences between the writer’s research with the second previous studies are the design and the sample of the research. The last, the differences between the writer’s research with the third previous studies are the design and the sample of the research.

The similarities between the writer’s research with the first previous studies refer to the method of the research and the finding. It helps them integrate listening, reading, talking and writing skills, through various kinds of activities. Then the similarities between the writer’s research with the second previous studies are the method of the research and the finding. It addresses the effectiveness of including English through newspapers and magazines in the EFL student’s learning process. The last, the similarities between the writer’s research with the third previous studies are also the method of the research and the finding.

Based on the previous studies, it can be concluded that English newspapers give positive effect in teaching reading. It is proved that using English newspapers is not only made the students more understand in learning English but also can make a connection between students with real English.

B.  Learning Media in ELT

Media are important because we get to know the world through using them; we understand the world and try to change it (Mahalakshmi, 2013:81). “We live in a world where media are omnipresent. An increasing number of people spend a great deal of time watching television, reading newspapers and magazines, playing records and listening to the radio. The school and the family share the responsibility of preparing the young person living in a world of powerful images, words and sounds” (UNESCO Declaration on Media, 1982). In second language learning more exposure should be given to the students to acquire the proficiency over the language. For this purpose, through various media only we can provide an opportunity to learn the language as the native speakers of the language.

Media Education is important because it develops students’ creative powers for those images, words and sounds that come to the students from various Media. Media Education has to do with film and television, press and radio, their impact on the students’ progress. It has to do with what to teach through media, when and how. Its aim is to enable students to develop critical thinking, analyzing and reflecting on their experiences while using various means of Media.

Mass media provide students with a lot of language practice through activities using newspapers, magazines, radio, TV, movies, books, Internet, etc, and tasks which develop reading, writing, speaking and listening skills. They also provide students with lots of inside and outside classroom activities, promoting extensive reading by giving the students the confidence and the ability to continue their reading outside the classroom and above all they enhance motivation. Media keep us informed about what is happening in the world, they extend our knowledge and deepen our understanding. Nowadays the information is abundant, it comes through different sources, but we should try how to benefit from this information, how to learn about specific issues, how to become aware of problems, opportunities and resources, how to find issues we are interested in, how to identify the issues that have impact on us, etc. So, it is easy to get this information but it is difficult to choose and more difficult to bring it to the classroom which needs teacher efficiency.

C.  English Newspapers

Newspaper is a group of information such as news, articles, and advertising that is published periodically. Newspaper can be brought in the classroom and it can make the difference situation in it. The various ways to teach is needed to make students do not feel bored in learning English.

Cole and Harcup (2010:4) discussed that a newspaper has been described as a portable reading device with serendipity. You can take it anywhere and read it anywhere. You do not have to plug it in or recharge it. The newspapers can be found and brought in the classroom easily, it can make the teacher easy to get the materials for teaching then conduct it to the students.

Garrett (2006:5) defined that the newspaper is the ultimate informational text. This teacher’s guide provides educators with specific activities to help students develop and extend their ability to comprehend informational text structures and organization. From the newspapers, the teacher asks the students to read the text and makes some activities such as students are asked to comprehend the text and to guest the structures and organization of the text.

From several definitions mentioned above, the writer concludes that English newspapers can be found and can be brought easily in the classroom to teach the students and the teacher can make some activities with the text in the newspaper.

D.  Newspaper Elements

According to Garret (2006:6), newspaper elements are divided into several parts, they are:

a.     Newspaper content provides information about the real world of the reader. International, national, state and local people and events are the subjects of news and feature stories every day. Anything that touches the lives of readers can be found in the newspaper, from weather reports, to stock prices, to community problems and solutions, to national decisions that affect the country and the world.

b.     The newspapers see themselves as primary resources for many different kinds of information. News is gathered and written by professional journalists who operate under clear codes of ethics. Professional photographers and artists develop photographs and art elements. Professionals with degrees and backgrounds create advertising in business and marketing. Newspapers hold all of their employees to high standards of performance.

c.     The newspaper contains a variety of navigational aids to help readers quickly find information they are seeking. Newspapers are usually divided into specific sections – such as news, business, lifestyle and sports. Many times, the section has its own “front page.” Newspapers identify each page with a folio line, which gives the name of the newspaper, the date, the section and the page number.

d.     The newspapers may include newspaper or section content previews with front-page elements, such as “in this section” boxes which provide information about stories inside the section. The classified advertising section of the newspaper has its own index to help readers locate information quickly.

e.     The newspaper uses graphic devices wherever an editor thinks that information can best be provided in a visual format. Locator maps, data charts and tables often accompany news stories. Feature stories and how-to columns use diagrams and tables. Sports stories are accompanied by box scores in tables and data charts providing information about an individual or team performance. National and/or regional maps usually dominate the weather page with icons indicating specific weather predictions.

f.      The newspaper has a staff of professional photographers and artists who provide visual support for news and feature stories. Editors realize that photos and illustrations are efficient ways to transmit information. Newspaper photographers take photos of local and regional events; sometimes, photos accompany stories and sometimes, the photos and captions (called cutline) are stand-alone features. Wire photos are used to provide information about national and international news events. Newspaper artists provide illustrations to add information and impact to news stories and features.

g.     The newspapers provide many examples of comparative/contrastive text structures. The editorial and op-ed pages of the newspaper provide text in which different points of view are presented and debated. Many newspapers have regular science features, which often use comparison and contrast.

h.     The newspaper categorizes its content in ways to make information easily accessible to readers. The newspaper categorizes news and features by topics. The newspaper has an index on page one, which directs readers to appropriate information. The classified ad section categorizes ads by function. Within each ad category, information is usually arranged in a particular order. For example, autos might be listed by brand name and year.

E.  The Advantages of Using English Newspapers

Teacher can use English newspapers in their teaching learning process because using English newspapers has many advantages. According to Mehta (2010:56), the main advantages of using English newspapers in an ESL classroom are:

a.    Provide motivation for reading and discussion in English.

b.    Develop affection and interest towards the use of English Language.

c.    Make the process of learning interesting and innovative.

d.   Flexible and adaptable to all curriculum areas and grade levels.

e.    Promote good reading habits that will help in a better understanding.

f.     Offer a wide variety of knowledge and information -- news, sports, weather, editorials, and comics.

g.    A very cost-effective way to impart learning.

h.    Contain practical vocabulary and the best models of clear, concise writing.

i.      Develop writing, speaking and listening skills of the students.

j.      Explore and unfold the world of knowledge and information.

k.    Lessons take time to prepare. Once a teacher finds an interesting material, he/she may use it repeatedly.

l.      Helpful in learning grammatical usages, carefully crafted sentence structures and idioms and phrases besides new words.

The English newspapers can be used for ESL learners of all levels. For beginning students, the large print headlines, recognizable symbols and numbers, and many color and black-and-white photographs can communicate information that students understand. At an intermediate level, the newspaper offers exposure to print, to graphic devices, and to punctuation. Advanced students can read English newspapers much as a native speaker would, skimming some articles, reading others completely, and ignoring those parts of the newspaper of small interest to them.

F.   Developing Habit of Reading English Newspapers amongst the Students

According to Mehta (2010:57), English newspapers are good sources for students to know about the world. In English newspapers, there is much information, which is good for students’ knowledge. In the other hand, the using of English newspapers is still limit in the teaching whereas the using of English newspapers has many advantages for students. Therefore, it is needed the ways to change the students habit.

Following measures can be applied as to develop habit of reading English newspapers among the students:

a.    Motivate the students to read at least one English newspaper on regular basis for a month or two.

b.    Ask the students to select the most interesting part of the newspaper that appeals them. They can read it and report to other classmates.

c.    Encourage the students to read outside class as much as possible.

d.   Help the students to become better learners. Reading is a great way of acquiring language. It will be very handy in developing their reading skills, writing skills, and vocabulary.

e.    Talk about reading and comprehension of English texts with your learners as well, and share strategies that they can use when reading.

f.     Encourage the students to keep and refer an authentic dictionary while reading the newspaper. At the initial stages, the students can be asked to understand the meanings of hard/new words with the help of context so that flow and interest during reading can be maintained.

g.    Try to encourage the students to comprehend the story/feature/article as a whole. They should be made enable to have their focus on getting a complete picture rather than being stuck with the parts that they do not understand at ease.

h.    Encourage the students to pen down the details/information that are relevant and useful for them, as it will enable them to develop writing notes/essays/paragraphs/summary etc.

G. English Newspapers Contain for ESL Classroom Exercises

According to Mehta (2010:58), English newspapers can be used not only for reading comprehension but also for writing skill, vocabulary mastery, grammar and others. It is caused the content of English newspapers are complete.

Following are the main ingredients of the English newspapers:

a.    News Stories:

The front page is considered as the mirror of any newspaper. It contains all the breaking or important news in it. The headlines of the front page are prepared meticulously with an aim to draw the attention of the readers.

b.    Feature Stories:

Feature stories are very helpful in sharing information on the topics of reader’s interest. These stories may be based upon a trend, event, situation etc.

c.    Special Features:

Special features are meant to have a healthy discussion on a specific issue or a special case/event/story.

d.   Editorial and Letters to the Editor:

Editorial columns reflect the views of the editor/ editorial team/guest writer. Editorial columns are considered very insightful and thought provoking ones. They help the readers to build up their thoughts and views and promote a high level of thinking skills. The letters to the Editors represent the opinions of the readers. It is helpful in bringing out the views of the readers before other readers.

g.    Advertisements/Classified:

The advertisements/classified items are very helpful for the readers to know more about an existing or a newly launched product(s).

h.    Miscellaneous Items:

In a newspaper, the readers can easily find timetable of Trains/Flights, schedule of events, television, theatre, movies etc. we can also get useful information on weather, fashion, share-market, trade etc.

H.  Reading at Senior High School

Teaching reading is more challenging because is not enough to bring in others kind of reading materials and students see reading as an uninteresting and painful process. So the teacher should be creative in choosing appropriate reading materials.

According to the syllabus in senior high school especially for the eleventh grade, the materials for reading in senior high school for the eleventh grade consist of narrative, report, analytical exposition, hortatory exposition, spoof, etc. The types of genre are taught as follows; for the first is Report. The social function of report is to describes the way things are, with reference to arrange of natural, manmade and social phenomena in our environment (Astuti, 2010:26). It means report text is used to describe something. Its generic structure is general classification and description. The generic structure tells what phenomenon under discussion is. It may include a definition, classification or brief description. The description tells what phenomenon under discussion is like in terms of parts, qualities, habits or behaviors, if living; uses, if non-natural.

The second one is Analytical Exposition. The social function of Analytical Exposition is to persuade the reader that the idea is an important matter (Astuti, 2010:95). It means that this text is used to persuade the readers about the problem. Its generic structure is thesis, arguments, and reiteration. The thesis introduces a topic, outlines main idea or point of view to be presented (thesis statement). The arguments provide the evidence (arguments) to support the thesis statement; each paragraph identifies a particular point, the elaboration may be further description, analysis, justification, giving examples, comparing, contrasting, etc. The conclusion restates the position, perhaps with some emphasis.

I.      Reading

Reading is an activity to get some information from the text through comprehends it. With reading the texts, it can make some positive influences to the readers such as add their knowledge, know the present events, catch the hot issues etc.

According to Alyousef (2005:144), reading can be seen as an “interactive” process between a reader and a text, which leads to automaticity or (reading fluency). When someone read, the text there is a connection between the reader and the text that can give a good effect to the readers’ comprehension.

Reading is a process shaped partly by the text, partly by the reader's background, and partly by the situation the reading occurs in Hermida (2009:23)  in Hunt (2004:137). Reading is the practice of using text to create meaning. The two key words here are creating and meaning. If there is no meaning being created, there is no reading taking place (Johnson, 2008:3). Reading is a simple process: readers decode (figure out how to pronounce each word in a text and then automatically comprehend of the words, as they do with their everyday spoken language (Schoenbach, 1999:38).

Reading is an exercise dominated by the eyes and the brain. The eyes receive the messages and the brain then has to work out the significance of these messages. A reading text moves at the speed of the reader. The fact that reading texts are stationary is clearly a huge advantage.

Reading is one of the essential language skills comprising every language lesson and the whole process of learning itself (Lancouchová, 2006:7).

Based on the definitions above, the writer concludes that reading is a process between the reader and the text, an activity that is dominated by the eyes and the brain, and as a message-getting, problem-solving activity. Reading relates with the reader, the text, the eyes, and the brain.

J.    Reading Strategies and Techniques

To understand the text is difficult for students, it becomes a challenge for the teacher because in English newspapers there are many texts inside. Therefore, the teacher should have strategies and techniques in reading. According to Lancouchová (2006:14), many reading strategies and techniques may help students to be a better reader, they are:

a.    Activating prior knowledge - the teacher uses this as a pre-reading activity, which enables the reader to make connections between something they already know and the new knowledge from the reading material.

b.    Clarifying - used throughout reading, students ask questions, reread, restate and visualize, making the text more comprehensible.

c.    Context Clues – using words surrounding an unknown word to determine its meaning.

d.   Drawing Conclusions – used after reading, the students use written or visual clues to figure out something that is not stated, students respond with their ideas and opinions based on information learned from reading the text.

e.    Evaluating – used during and after reading, it encourages students to form their opinions, make judgments and develop ideas from reading; teachers make evaluative questions and these lead the student to evaluate a text critically.

f.     Inference - used during reading, students give a logical guess based on facts to help the students understand the deeper meaning of a text.

g.    Predicting – used before and during reading, students use the text to guess what will happen next, and then they confirm or reject their own prediction as they read.

h.    Rereading – gives students another chance to understand a challenging text better.

i.      Restating – used during reading, the students shorten or summarize the meaning of a chapter or a passage.

j.      Setting a purpose – used before reading, the students read directions for a reading task and then determine why they are being asked to read; the reader provides focus by setting a purpose.

k.    Scanning – reading quickly to locate specific information, or looking for specific answer.

l.      Skimming- reading for a quick ´gist´ of a chapter or section.

m.  Visualizing – used during reading, it is introduced by reading aloud while students close their eyes and imagine how it looks, and then students write or draw what they see.

K. The Importance of Teaching Reading

According to Alyousef (2005:147) in Hedge (2003), any reading component of an English language course may include a set of learning goals for :

a.    The ability to read a wide range of texts in English. This is the long-range goal most teachers seek to develop through independent readers outside EFL/ESL classroom.

b.    Building knowledge of language, which will facilitate reading ability.

c.    Building schematic knowledge.

d.   The ability to adapt the reading style according to reading purpose (i.e. skimming, scanning).

e.    Developing an awareness of the structure of written texts in English.

f.     Taking a critical stance to the contents of the texts.

The last goal can be implemented at an advanced level. Students, however, should be kept aware that not all internet content is authentic since there are no “gate keepers” and anyone can post whatever he/she likes in this cyberspace. Consequently, students can check the authenticity of the text by looking at the following indicators: whether the article gives the name of the author or no, the date of publication, the aim of the article, etc.

L.  Logical Assumption

English newspaper is a good source for the teacher that can be used as a tool in learning English. It can develop all skills such as listening, speaking, reading, and writing.  So the teacher can choose the topic based on the objectives that want be achieved in the last of teaching. The writer focuses in using English newspapers to develop the students’ reading achievement.

Reading is one of skills that are important in learning English. Someone’s reading ability influences the ability of another skills for example someone who has a good ability in speaking, he firstly learn to speak English by reading the text, from that text he knows how to pronounce words correctly. After that, he applies it in his way to say something. The writer wants to know the effect of using English newspapers to the students’ reading achievement.

M.     Hypotheses

Based on the descriptive on related literature and the logical assumption, the hypotheses of the research are formulated as Null Hypothesis in statistic inferential.

a.    Null Hypothesis 1 (

The using English newspapers are not effective in teaching reading on their reading achievement for the eleventh graders of SMA Negeri 1 Balapulang in the academic year of 2014/2015.

b.   Null Hypothesis 2 (

The using English textbooks are not effective in teaching reading on their reading achievement for the eleventh graders of SMA Negeri 1 Balapulang in the academic year of 2014/2015.

c.    Null Hypothesis 3 (

There is no significant difference between students who are taught by using English newspaper and those who are not.

CHAPTER III

RESEARCH METHOD

This chapter consists of approach, type, and design of the research, population, sample, and sampling technique, data collecting technique, research instrument, and data analysis technique.

A.  Approach, Type and Design of the Research

Research approach is a way or a plan that will be used to conduct a research. In this research, the writer used quantitative approach. Sugiyono (2013:7) states that:

Quantitative research method is named traditional method, because this method has been used in long time so that it is used as method for research. This method is called as positivistic method because it is based on positivism philosophy. This method as scientific method because it has fulfilled scientific principles, they are concrete / empiric, objective, measured, rational, and systematic.

Based on the statement above, quantitative research method can be define as research method which has been used in long time and it is complete as a method because it fulfilled scientific principles. In this research, the writer did clear steps, starting from research questions, theories, hypotheses, collecting data, analyzing data, and making conclusion and suggestion.

Research type is a kind of research that would be done by the writer. In this research, the writer would find the effect of using English newspapers on students’ reading achievement. Therefore, the writer used experimental research as the type of this research. In experimental research, the writer does a manipulation toward independent variable, does measurement toward independent and dependent variable itself (Sudjana, 2009:56).

Independent Variable

Independent Variable

Dependent Variable

 

Figure 1. The Description of Experimental Research

In this research, the writer used one group design and two group designs (figure 2) to know the effectiveness of using English newspapers in teaching reading. First, one group design is used to know there is an effect or not using English newspapers in teaching reading. Second, two group designs is used to know whether there is significant difference between both groups. In this design, there were two groups as samples. One group is an experimental group and the other is the control group. The first group or experimental group is a group of the students that was taught by using English newspapers. The second group or control group is a group of students that was not taught by using English newspapers but it was taught by using a single text in a textbook that was always used by the teacher in the school.

In this design, the writer chose two groups randomly, then the writer gave pretest to know the condition whether there is significant different between experimental and control group. The result of pretest is good if the score experimental group is not different significantly. Treatment influence ( - ) - ( - ) (Sugiyono, 2013:76).

R                X         R

 

                            Figure 2. Pretest-Posttest Control Group Design

            R         : experimental and control group that are chosen randomly.

                   : pretest for experiment group.

                    : posttest for experiment group.

            X         : the special approach/strategy/method.

                    : pretest for control group.

                    : posttest for control group.

: different approach/strategy/method in treatment for control group.

The writer gave pretest and posttest of each group. Pretest was used to measure the ability of the students before giving the treatment and posttest was used to know the effect of using English newspapers on students’ reading achievement. Posttest was given after the writer applied the treatment to the experimental group and control group. The writer analyzed the result of this treatment from posttest and the writer compared the result between experimental group and control group. Then, the writer compared the results of pretest and posttest of each group, whether there is effect in students’ reading achievement after being given the treatment.

After the result had been compared, the writer was able to take the conclusion that there is significant difference between the students who were taught by using English newspapers and those who were taught without using English newspapers.

B.  Population, Sample, and Sampling Technique

According to Arikunto (2006:130), population is a whole of the research subjects. It means that the researcher should conduct the research to all of subjects of the research but it is impossible to do it, so the writer only took a little part of subject that has the same characteristic.

Population is so wide, even it can be counted the number and the measurement, so it is impossible to be investigated (Sudjana, 2009:71). The population of this research was the eleventh graders of SMA N 1 Balapulang that consist of students who were divided into 9 classes, those are XI IPA 1, XI IPA 2, XI IPA 3, XI IPA 4, XI IPS 1, XI IPS 2, XI IPS 3, XI IPS 4, and XI IPS 5.

Sample is a part of population that will be investigated in the research. Sample will represent the population as the subject of the study. The sample must be represented the whole of population.

Sample of research is a part or research representation of population (Arikunto, 2006:131) or process take apart of subject, indication, or object on population (Sudjana 2009:71).

Numbers of sample were 60 students at the eleventh graders of SMA Negeri 1 Balapulang that divided into 2 groups; each group consists of 30 students. One group is an experimental group and the other group is control group. The sample, which was used by the writer, is believed homogenous. The homogeneity could be seen from score of the pretest.

To get the sample in this research, the writer used simple random sampling technique. On simple random sampling, the writer took sample from the population randomly, so every subject in the population has chance to be selected as sample in this research (Arikunto, 2006:134).

In this research, the writer used cluster random sampling technique and random sampling technique to choose the sample from the population. Cluster random sampling is the way to choose the certain group (in class) at random without see the ability of the students itself (Sudjana, 2009:73). At first, the writer used cluster random sampling because in cluster random sampling the students got same chance to be sample of the research. The writer chose two classes not individually randomly. Those two classes were one class as experimental group, and the other as control group.  The two groups were taught the same topic but different material source and method in teaching reading.

Each class consists of 32 students, to get 30 students each class as the sample of the research, the writer then used random sampling. In this random sampling, the writer chose the sample by using paper writing the name of students and made the paper like ball. Then, the writer put 30 papers to be the sample of the research.

C.  Data Collecting Technique

In this research, the writer used instrument test as the technique to collect the data. Test as instrument of collecting data is a group of exercise, which is used to measure knowledge, intelligence, ability that are owned by individual or group. Test is a tool, questions of exercises, which are used to measure the skills, knowledge of intelligence, talent or ability in individual or group (Arikunto, 2006:150).

In order to collect the data, the writer used multiple choices with five options; a, b, c, d and e for each item of reading test. The test content 40 test items in allocation time 80 minutes. The test was divided into two; those are pretest and posttest. The writer gave pretest to the experimental group and control group to know the students’ reading achievement before using English newspapers in teaching-learning process. The writer also gave posttest to the experimental group and control group to know the students’ reading achievement after using English newspapers in teaching-learning process. The posttest was given after teaching-learning process to both groups. The effectiveness of the treatment were shown by the differences between pretest and posttest for experimental group. The differences of the groups were shown by the result between posttest for experimental group and posttest for control group.

D.  Research Instrument

Instrument is a tool or a way to filter the data (Sudjana, 2009:52). It means that instrument is a tool or a way to get a data in a research. An instrument had an important role in collecting data. The data would be reliable if we chose the right instrument. There are some instruments in research such as test, questioner and observation. In this research, the writer used one kind of instrument. It is a reading test.

In this research, the writer used reading test. The test contains of 50 items of multiple choice with 25 questions of report text and 25 questions of analytical exposition text. There are five alternative answers a, b, c, d and e and the time allocation is 90 minutes. To know the validity and reliability of the instrument, the writer tried out the test to other students who do not belongs to experimental and control group. Try out the instrument was intended to know whether the items were good items quality or not.

In order, to make the instrument of research is valid and reliable. An instrument is asserted as valid instrument if it can measure what will be measured. Validity is a standard or criteria on that show whether the instrument is valid or not (Arikunto, 2006:168). A test or an instrument is valid when it could measure what will be measured.

A good research is a research, which has valid data. Therefore, the writer needs validity test to check whether the data, which has got is valid or not. In this research, the results were valid if the instrument had been tested in accordance with the material being taught.Validity of the test, which was used in this research, is internal validity. Internal validity reached if there is a correlation between parts and the entire instrument (Arikunto, 2006:171).

According to Sugiyono (2013:121), research result that is reliable, if there is data similarity in different time. Reliability is used to know the degree of stability of the instrument. Because of the test used objective test, so the writer used multiple choice type question with five alternative answers a, b, c, d, and e as the instrument of the research. Reliability is an instrument which is believable to be used as data collector tool because that instrument is good (Arikunto, 2006:178).

The writer used Pearson’s correlation computation to calculate the validity and reliability of instrument. The writer used SPSS 16.0. The writer did try out twice. The first try out to get validity and reliability for pretest and the second try out to get validity and reliability for posttest. The validity and reliability are explained below:

1.    Validity of Reading Test (Pre Test)

The writer has already made two instruments that have same difficulty. The writer does the first tryout on  March 2015. In the first tryout, there are 50 questions and the result of the first tryout that is valid is 44 questions and the instrument that is not valid is 6 questions. The writer only used 40 questions as the instrument for pretest. The writer has chosen the example number 1 to check the validity. This is the calculation the instrument number 1 can be seen on the table below:

Table 1. Validity for Pre Test

Item 1       Pearson correlation	0.405
Sig. ( 2- Tailed )	0.026
N	30

From the computation above, the writer finds that the r-test value is 0.405. Then, the level of significant 5%, we find that r-table with N = 30 is 0.361, so r-test is higher than of the r-table (0.405 > 0.361). It can be said that the question is “VALID”. The result of the first validity is able to be seen in Appendix 3.

2.    Reliability of Reading Test (Pre Test)

The writer has already made two instruments that have same difficulty. The writer does the first tryout on  March 2015. In the first tryout, there are 50 questions and the result of the first tryout that is valid is 44 questions and the instrument that is not valid is 6 questions. From the table, we know that reliability:

Table 2. Reliability for Pre Test

Cronbach's Alpha	N of Items
0.890	50

The writer uses Cronbach's Alpha technique to count reliability of instrument and it is counted by SPSS 16.0. From the result above, we find that the r-test is 0.890. The level of significant is 5 %, we find that r-table with N = 30 is 0.361, so r-test is higher than r-table (0.890 > 0.361). It can be said that the test is “RELIABLE”.

3.    Validity of Reading Test (Post Test)

The writer does the second tryout on  April 2015. In the second tryout, there are 50 questions and the result of the second tryout that is valid is 45 questions and the instrument that is not valid is 5 questions. The writer only uses 40 questions as the instrument for posttest. The writer has chosen the example number 1 to check the validity. This is the calculation the instrument number 1 can be seen on the table below:

Table 3.Validity for Post Test

Item 1       Pearson correlation	0.705
Sig. ( 2- Tailed )	0.000
N	30

From the computation above, the writer finds that the r-test value is 0.705. Then, the level of significant 5%, we find that r-table with N = 30 is 0.361, so r-test is higher than of the r-table (0.705 > 0.361). It can be said that the question is “VALID”. The result of the second validity is able to be seen in Appendix 12.

4.    Reliability of Reading Test (Post Test)

The writer has already made two instruments that have same difficulty. The writer does the second tryout on  April 2015. In the second tryout, there are 50 questions and the result of the second tryout that is valid is 44 questions and the instrument that is not valid is 6 questions. From the table we know that reliability:

Table 4. Reliability for Post Test

Cronbach's Alpha	N of Items
0.736	50

The writer uses Cronbach's Alpha technique to count reliability of instrument and it is counted by SPSS 16.0. From the result above, we find that the r-test is 0.736. The level of significant is 5 %, we find that r-table with N = 30 is 0.361, so r-test is higher than r-table (0.736 > 0.361). It can be said that the test is “RELIABLE”.

E.  Data Analysis Technique

Before the writer answered the hypothesis testing, firstly the writer did pre analysis testing. Pre analysis testing used to know the homogeneity of sample, the normality of sample, Paired Sample T-test, and Independent Sample T-test which are explained as follow:

1.    Homogeneity

According to Arikunto (2006:320), homogeneity is the group variance similarity of the samples which are taken from the same population. The aim is to find whether there is significant difference mean between the samples. In this research, the writer took score of pretest to know the homogeneity of sample distribution. The sample is told homogenous if the value of F-test (F₀) is lower than F-table (F_t) (F_t  > F₀). It means there is no significant difference mean between the samples. To find out the homogeneity of the samples, the writer uses SPSS program.

F₀ =

To find out whether there is significant or not of the value of F₀, the writer consults to the F table with the value of df between groups (db_k) shows the column of the table, and the value of df within groups (db_d) shows the row of the table. If F-table is higher than F-test (F_t > F₀), it means there is no significant difference mean between the samples, in other word the sample that used is homogenous.

2.    Normality

According to Arikunto (2007:301), normality is organizing trial/testing data which will be analyzed is normal or not. If the data has normal distribution, the sample of population is equal. The writer used pre-test score of both sample and analyzed by using SPSS (Statistical Product and Service Solution) program in testing normality of the data by using One-Sample Kolmogorov- Smirnov Test, the normality criteria are as follows:

a)    If score of the significance (sig.) or score of probality (p) < 0.05, distribution of the data is not normal.

b)   If score of the significance (sig.) or score of probality (p) > 0.05, distribution of the data is normal.

The formula of normality test as follow:

Zi =  , where Si =

In wich: Zi = normality

Yi = total scor

Y = mean

Si = standart deviation

N = number of students

3.    Paired Sample T-Test

Paired Sample T-Test is two measurements on the same subject (within-subject design) toward an effect or certain treatment (Trihandredi, 2004:103). The measurement before and after giving the treatment is measured. If the treatment does not give effect, so mean difference is null.

T =

In which: T = t-statistic

              d = the mean difference

                          SE( d) = the standard error of the mean difference

4.    Independent Sample T-test

Independent Sample T-test Is used to examine the significance of mean difference two groups. This test usually is used to examine effect of one independent variable toward one or more dependent variable (Trihendradi, 2004:99). The writer searches t-test (Computing t-test). T-test is used to know whether there is significant, difference (in the certain degree) from both variables that will be researched (Sudjana, 2009:149).

t =

In which:

t           = t-test

        = mean of group I

        = mean of group II

n₁         = the number of students group I

n₂         = the number of students group II

S          = combination of variants

CHAPTER IV

RESEARCH FINDINGS

This chapter consists of implementation of using English newspapers, data description, data analysis, and findings and discussions.

A.      Data Description

As mentioned previously, this research was held at the eleventh graders of SMA Negeri 1 Balapulang in the academic year of 2014/2015 since  March until  April 2015. The writer gave try out twice. The first try out was to get validity and reliability for pretest and the second try out was to get validity and reliability for posttest. After conducting try out, the writer did pretest to calculate homogeneity and normality to the sample. The writer had done the research in eight meetings which focused on reading achievement. In this research, the writer taught two classes (class XI IA 2 and class XI IA 4), Class XI IA 4 as the experimental group which was taught by using English newspapers. Then, class XI IA 2 as the control group which was not taught by using English newspapers. The material in teaching reading based on lesson plan is about report and analytical exposition text. The things that distinguish them were the reading text. Then, the writer gave posttest to calculate paired and independent sample t-test.

In this experiment, the writer divided into following stages to get the data, they were:

1.    Try Out

The writer created try out instrument. The writer divided into two; try out 1 and try out 2. The try out 1 was held on  March 2015, the test was multiple choices which consisted of 50 questions. The materials were report and analytical exposition text. Try out 1 was used to know validity and reliability for pretest. The try out 2 was held on and  April 2015, the test was multiple choices which consisted of 50 questions. The materials were report and analytical exposition text. Try out 2 was used to know validity and reliability for posttest. Try out was given for class XI IA 3. The students had to do it in 90 minutes.

2.    Pretest

The writer created pretest instrument. The pretest was given before the writer gave the treatment. For the experiment group (class XI IA 4), the writer gave pretest on  March 2015 and for the control group (class XI IA 2), on  March 2015. Pretest was used to measure the beginning’s ability of the students. The test was about report and analytical exposition text. The test was multiple choices which consisted of 40 questions and students had to do it in 80 minutes.

3.    Treatment

After the writer gave pretest for the students then the writer gave the treatment to apply the implementation of using English newspapers in teaching reading. The writer used Jigsaw strategy in teaching reading to the students. The writer also had prepared lesson materials. The materials which were given in the treatment was about report and analytical exposition text which taken from English newspapers and English handout. The treatment had been held since  March 2015 until  April 2015.

Table 5. The Treatment of Experimental Group

Meeting	Date	Topic	Activities
First	Thursday,  March 2015	Report text	The teacher explained goal, general structure, language features, and an example of report text. The students studied the text entitled “Spiders”.
Second	Tuesday,   April 2015	Report text	The students studied the text entitled “Whales”.
Third	Thursday,   April 2015	Analytical exposition text	The teacher explained goal, general structure, language features, and an example of Analytical exposition text. The students studied the text entitled “Opportunity in the Global Financial Crisis”.
Fourth	Tuesday,  April 2015	Analytical exposition text	The students studied the text entitled “Jakarta issue”.
Fifth	Thursday,   April 2015	Report text	The students studied the text entitled “Elephants”.
Sixth	Thursday,   April 2015	Report text	The students studied the text entitled “Strange old animal”.
Seventh	Tuesday,   April 2015	Analytical exposition text	The students studied the text entitled “Career in Translation”.
Eighth	Thursday,  April 2015	Analytical exposition text	The students studied the text entitled “Writing for Money Online”.

From table 5, it can be drawn the explanation during treatment for eight meetings in SMA Negeri 1 Balapulang as paragraph below.

At the first meeting, the students studied report text and the title is ‘Spiders’. The students were divided into some groups and each group consisted 4-6 students then the groups were given one text. Each group got one text and each member of the group got one paragraph. Then, they were asked to analyze the text with the new group, this group discussed the same paragraph. They should find the main idea. After that, they come back to their original group to deliver the result to other member. Then, they were explained about the definition of report text, goal, general structure, language features, and an example. After that, they were asked about goal, general structure, language features of that text.

At the second meeting, the students studied another material. The title is ‘Whales’. The groups were checked and given one text. As usual, each member of the groups got one paragraph. After that, they made a new group that got same paragraph. They were asked to read that text loudly and the writer checked their pronunciation. Then, they translated and tried to find main idea of the text. After that, they come back to their original group and they delivered the result to other member. They discussed what kind of text it is, goal general structure, language features of that text.

At the third meeting, they studied analytical exposition text with the title ‘Opportunity in the Global Financial Crisis’. The groups were checked and given one text. As usual, each member of the group got one paragraph. After that, they made a new group that got same paragraph. They were asked to read that text and the writer checked their pronunciation. Then, they translated and tried to find main idea of the text. After that, they come back to their original group and they delivered the result to other group. Then, they were explained about the definition of analytical exposition text, goal, general structure, language features, and an example. After that, they were asked about goal, general structure, language features of that text.

At the fourth meeting, the students studied another material. The title is ‘Jakarta issue’. The groups were checked and given one text. As usual, each member of the group got one paragraph. After that, they made a new group that got same paragraph. They were asked to read that text loudly and their pronunciation were checked. Then, they translated and tried to find main idea of the text. After that, they come back to their original group and they delivered the result to other member. They discussed what kind of text it is, goal general structure, language features of that text.

At the fifth meeting, the students studied report text with the title ‘Elephants’. The groups were checked and given one text. As usual, each member of the group got one paragraph. After that, they made a new group that got same paragraph. They were asked to read that text and their pronunciation were checked. Then, they translated and tried to find main idea of the text. After that, they come back to their original group and they delivered the result to other group. Then, they were explained about the definition of report text, goal, general structure, language features, and an example. After that, they were asked about goal, general structure, language features of that text.

At the sixth meeting, the students studied another material. The title is ‘Strange old animal’. The groups were checked and given one text. As usual, each member of the group got one paragraph. After that, they made a new group that got same paragraph. They were asked to read that text loudly and their pronunciation were checked. Then, they translated and tried to find main idea of the text. After that, they come back to their original group and they delivered the result to other member. They discussed what kind of text it is, goal general structure, language features of that text.

At the seventh meeting, the students studied analytical exposition text with the title ‘Career in Translation’ for the experimental group. The groups were checked and given one text. As usual, each member of the group got one paragraph. After that, they made a new group that got same paragraph. They are asked to read that text and their pronunciation were checked. Then, they translated and tried to find main idea of the text. After that, they come back to their original group and they delivered the result to other group. Then, they were explained about the definition of analytical exposition text, goal, general structure, language features, and an example. After that, they were asked about goal, general structure, language features of that text.

At the eight meeting, the students studied another material with the title ‘Writing for Money Online’. The groups were checked and given one text. As usual, each member of the group got one paragraph. After that, they made a new group that got same paragraph. They were asked to read that text loudly and their pronunciation were checked. Then, they translated and tried to find main idea of the text. After that, they come back to their original group and they delivered the result to other member. They discussed what kind of text it is, goal general structure, language features of that text.

The treatment was done in eight meetings. Then the writer gave them posttest.

4.    Posttest

After the writer finished all the treatment during 8 meetings, the writer gave posttest. It was used to find out whether the students understood the material which the writer gave to them and the test showed whether there were differences on the students after using and applying English newspapers in teaching reading. the writer gave posttest on  April 2015 for the experimental group (class XI IA 4) and on  April 2015 for the control group (class XI IA 2). The test was 40 multiple choices and it was given in 80 minutes. The instrument of the test was different with pretest. The instrument taken from the result of second try out.

B.  Data Analysis

1.    Pre Analysis Testing

Before the writer answered the hypothesis testing, the writer did pre analysis testing. Pre analysis testing used to know homogeneity and normality of the sample.

a.    Homogeneity Test

According to Arikunto (2006:320), homogeneity is the condition of the samples variance from the same population. The aim was to find whether there is significant difference mean between the samples. In this research, the writer took score of try out to know the homogeneity of sample distribution. The sample is told homogenous if the value of significance (Sig) is higher than 0,05 (Sig > 0,05) an. To find out the homogeneity of the samples, the writer used SPSS 16.0. The result of homogeneity test was as follow:

Table 6. The Result of Homogeneity Test

Levene Statistic	df1	df2	Sig.
1.632	1	58	0.207

The sample is told homogenous if the value of significance is higher than 0,05 (Trihendradi, 2004:110). From the table above, it is known that the significance is 0.207. Thus, the significance is higher than 0.05 (0.207>0.05). It means the sample is homogenous.

b.   Normality Test

The writer uses try out score to know the normality of the test. To find out normality of the samples, the writer uses SPSS 16.0. The data is normal If the value of significance (Sig) is higher than 0.05 (Trihendradi, 2004:110).

Table 7. The Result of Normality Test

	Kolmogorov-Smirnova
	Statistic	Df	Sig.
Experiment	0.141	30	0.134
Control	0.127	30	0.200*

a. Lilliefors Significance Correction

The table above shows the result by using Kolmogorov-Smirnov and Lilliefors test. The result of value (sig) of both groups are higher than 0.05. So based on Lilliefors test, the data of both groups are normal.

2.    Hypotheses Testing

a.    Null Hypothesis 1 (

The writer calculates paired sample t-test by using SPSS 16.0 program. Paired sample t-test is used to find whether there is an effect on students’ reading achievement by using English newspapers after the treatment to experimental group. Here is the output of paired sample test:

Table 8. The Result of Paired Samples Statistics Experimental Group

		Mean	N	Std. Deviation	Std. Error Mean
Pair 1	Pretest	61.167	30	4.9451	0.9028
	Posttest	76.083	30	6.4555	1.1786

Based on the table above, it can be seen that mean of Posttest is higher than mean of Pretest (76.083>61.167). It means there is an effect on students’ reading achievement by using English newspapers after the treatment to experimental group.

Table 9. The Result of Paired Samples T-Test Experimental Group

		Mean	Std. Deviation	Std. Error Mean	95% Confidence Interval of the Difference		t	df	Sig. (2-tailed)
					Lower	Upper
Pair 1	Pretest- Posttest	14.9167	5.0208	0.9167	16.7915	13.0419	16.273	29	0.000

Based on the paired sample test above, the result of Sig. (2-tailed) is 0.000. The writer finds the result of the Sig. (2-tailed) is lower than 0.05 (0.000>0.05). Because the result of Sig. (2-tailed) is lower than 0.05 so the null hypothesis (H₀₁) is refused and the hypothesis (H₁) is accepted. It means that using English newspapers are effective in teaching reading on their reading achievement for the Eleventh graders of SMA Negeri 1 Balapulang in the academic year of 2014/2015.

Table 10. The Result of Paired Samples Correlations Experimental Group

		N	Correlation	Sig.
Pair 1	Pretest- Posttest	30	0.641	0.000

Based on the paired sample correlations above, the writer can conclude that the correlation between pretest and posttest is categorized strong. In this case, the writer knows the effectiveness of using English newspapers in teaching reading on their reading achievement for the Eleventh graders of SMA Negeri 1 Balapulang.    The result is 0.641 = strong.

0             -           0.199   : very weak

0.20        -           0.399   : weak

0.40        -           0.599   : moderate

0.60        -           0.799   : strong

0.80        -           1.0       : very strong (Sugiyono, 2013:242)

b.        Null Hypothesis 2 (

The writer calculates t-test in SPSS 16.0 program by using paired sample t-test. Here is the output of paired sample test:

                 Table 11. The Result of Paired Samples T-Test Control Group

		Paired Differences					t	df	Sig. (2-tailed)
		Mean	Std. Deviation	Std. Error Mean	95% Confidence Interval of the Difference
					Lower	Upper
Pair 1	Pretest- Posttest	2.0833	9.3561	1.7082	5.5769	1.4103	1.220	29	0.232

Based on the paired sample test above, the result of Sig. (2-tailed)  is 0.232. The writer finds the result of the Sig. (2-tailed) is lower than 0.05 (0.232<0.05). Because the result of the Sig. (2-tailed) is lower than 0.05 so the null hypothesis (H₀₂) is accepted and the hypothesis (H₂) is refused. It means that using English textbooks are not effective in teaching reading on their reading achievement for the Eleventh graders of SMA Negeri 1 Balapulang in the academic year of 2014/2015.

Table 12. The Result of Paired Samples Correlations Control Group

		N	Correlation	Sig.
Pair 1	Pretest- Posttest	30	0.090	0.635

Based on the paired sample correlations above, the writer can conclude that the correlation between pretest and posttest is very weak. In this case, the writer knows the effectiveness of using English newspapers in teaching reading on their reading achievement for the Eleventh graders of SMA Negeri 1 Balapulang. The result is 0.090 = very weak.

c.    Null Hypothesis 3 (

The writer calculates independent sample t-test by using SPSS 16.0.  Independent sample t-test is used to find whether there is significant difference between experimental group and control group. Here is the output of hypothesis testing:

Table 13. The Result of Group Statistics of Independent Sample T-Test

	GROUP	N	Mean	Std. Deviation	Std. Error Mean
SCORE	IA 4	30	76.083	6.4555	1.1786
	IA 2	30	57.500	7.3696	1.3455

Based on the table above, it can be seen that mean of experimental group Posttest is higher than mean of control group posttest (76.083>57.500). It means students who are taught by using English newspapers have higher score than students who are not.

Table 14. The Result Independent Samples T-test

		Levene's Test for Equality of Variances		t-test for Equality of Means
		F	Sig.	t	Df	Sig. (2-tailed)	Mean Difference	Std. Error Difference	95% Confidence Interval of the Difference
									Lower	Upper
SCORE	Equal variances assumed	1.453	0.233	10.389	58	0.000	18.5833	1.7887	15.0028	22.1638
	Equal variances not assumed			10.389	57.012	0.000	18.5833	1.7887	15.0015	22.1651

It is shown by the following hypothesis:

After calculating independent samples t-test above, the result of Sig. (2-tailed) is 0.000. The writer finds that the result of the Sig. (2-tailed) is lower than 0.05 (0.000<0.05). Because the result of the Sig. (2-tailed) is lower than 0.05, so the null hypothesis (H₀₃) was refused and the hypothesis (H₃) is accepted. It means that there is significant difference in reading achievement between the students who are taught by using English newspapers and the students who are not.

C.  Findings and Discussions

Based on the result of study at the Eleventh graders of SMA Negeri 1 Balapulang in the academic year of 2014/2015, the writer formulates some findings and discussions as follows:

First, the writer finds that the result of Sig. (2-tailed) of paired sample t-test on experimental group 0.000>0.05. It can be concluded that using English newspapers are effective in teaching reading to the students. In implementing English newspapers, when the writer taught, students are highly motivating in opening dictionary to find the new words they did not know. Thus, students enjoyed it because they knew more about what happened in the world. Moreover, for students using English newspapers are a highly effective way of bringing the target culture closer. Using English newspapers were not bored as students expected before. It also can be seen for the first time when the teacher gave the first treatment, they looked lazy to follow the class but after several activities they felt enthusiastic in doing the tasks that were given by the writer. They also were active in their groups and the slow learner can cooperate with fast learner. If they had questions they would directly asked the writer. By giving a text, they read the text, and they opened dictionary to know the meaning of the text. After they knew the meaning, then they read the text loudly. The writer finds that there was also an improvement to the students in mastering vocabularies. This opinion is strengthen by the theory of English newspapers. According to Laconchova (2006:13), the students develop their vocabularies from basic words to the latest terms and expressions. It proves with the fact in the field, they can translate the text better than before. By knowing more vocabularies they also can express the idea from the text.

Second, the writer finds that the result of Sig. (2-tailed) of independent sample t-test on experimental group 0.000>0.05. It can be concluded that there is significant difference between students who are taught by using English newspaper and those who are not. In the field, The writer gave material of the lesson and it is about report and analytical exposition text. The things that distinguish them were the reading text. The writer does not have significant problems in the teaching process using English newspapers. Only in the teaching process there are still some students who are not active and the writer should be able to make them active with the group. As long as the writer taught there, the writer found some difficulties in teaching and learning process. For the eleventh grade, the students both of the class that were experimental group and control group were quite hard to control them. Then, the writer tried to attract them with discussed something they like for example about their hobbies or something that happened around us.  The second is when the writer started to give the material about report and analytical exposition text. The writer gave English newspapers to the experimental group which are taken from internet etc. When the writer asked them to read report and analytical exposition text there was many mistaken in pronouncing some words. In process of time they were enjoy and became familiar with the text, moreover when the writer discussed report and analytical exposition text they like. It proved that they more motivated to read and they became active. This opinion is strengthen by the theory of English newspapers. According to Tafani (2009:84), the variety of subjects and topics makes newspapers interesting and motivating for the students to work with. English newspapers make the students feel interesting and motivating in learning English because in English newspapers provide various subjects and topics, so it makes the students do not feel bored. It is very important in English learning’s success. It was different with the control group, the writer gave material about report and analytical exposition text based on their handout for the control group. So they were not surprised with the text especially in teaching and learning process. In this class, they were looked bored and unenthusiastic with the lesson. They just did what the writer asked. They were passive. So the point is students who taught by English newspapers are more active and motivating to read then students who are not taught by English newspapers. It is very clear that there is significant difference between students who are taught by using English newspaper and those who are not.

Therefore, the writer can conclude that using English newspapers are effective in teaching reading to the students and there is significant difference between students who are taught by using English newspaper and those who are not (An Experimental Research at the Eleventh Graders of SMA Negeri 1 Balapulang in the academic year of 2014/2015.

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter consists of conclusions and suggestions of the research.

A.  Conclusions

Based on the result of study at the Eleventh graders of SMA Negeri 1 Balapulang in the academic year of 2014/2015, the writer concludes as follows:

1.    To describe the implementation of using English newspapers, the writer describe it based on the treatment in chapter IV. The steps are the writer divided students into some groups and each group consisted 4-6 students then the writer gave the groups one text. Each group got one text and each member of the group got one paragraph. Then, they were asked them to analyze the text with the new group, this group discussed the same paragraph. They should find the main idea. After that, they come back to their original group to deliver the result to other member.

2.    The writer calculates Sig. (2-tailed) of paired sample t-test on experimental group to measure whether or not the implementation of teaching reading using English newspapers are effective to students. The result of t-test is 0.000 and it proves that the result of Sig. (2-tailed) is lower than 0.05 (0.000>0.05. It can be concluded that the null hypothesis (H₀₁) is refused and the hypothesis (H₁) is accepted. It means using English newspapers are effective in teaching reading to the students.

3.    The writer calculates paired sample correlation in experimental group to measure the effectiveness of using English newspapers. In this research, the paired sample correlation is 0.641. This number is consulted with the criteria of the correlation, the result is strong effective to teach reading. It can be assumed that the progress from pre test to post test is categorized STRONG.

4.    The writer calculates Sig. (2-tailed) of independent sample t-test to measure whether or not there is any significant difference between students who are taught using English newspaper and those who are not,. The result of Sig. (2-tailed) is 0.000 and it proves that the result of Sig. (2-tailed) is lower than 0.05 (0.000>0.05). It can be concluded that the null hypothesis (H₀₃) is refused and the hypothesis (H₃) is accepted. It means there is significant difference in reading achievement between the students who are taught by using English newspapers and the students who are not.

Therefore, the implementation of teaching reading using English newspapers is effective to the Eleventh graders of SMAN 1 Balapulang in the academic year of 2014/2015, the implementation is categorized strong effective, and there is significant differences in reading achievement between the students who are taught by using English newspapers and the students who are not.

B.  Suggestions

After conducting this research, the writer would like to give some suggestions as follows:

1.    The teacher should improve their professionalism in teaching reading through a creative learning to make the students easy to achieve the goal.

2.    The teacher can look for the reading materials in English newspapers, English magazines, and other sources.

3.    The teacher need to apply various strategies in teaching reading in order to the students are not bored.

4.    The teacher should provide and choose the materials which are suitable for the students.

5.    The teacher should give students brainstorming to make students are not bored when they got reading lesson.

6.    The teacher should give students motivation and reinforcement.

7.    The students should bring English dictionary.

8.    The students should often read the texts from many sources such as English newspapers, magazine, etc.

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