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PROPOSAL

IMPROVING READING COMPREHENSION AT EIGHTH GRADE

STUDENTS THROUGH START WITH SIMPLE STORIES
EXTENSIVE READING (SSS ER) METHOD
OF SMP PGRI MAKASSAR

ADRIANA MIRA RISA NDILA

2114002

ENGLISH DEPARTEMENT
YAYASAN PENDIDIKAN UJUNG PANDANG (YPUP)
SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN (STKIP)
MAKASSAR
2024
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APPROVAL SHEET

Title : IMPROVING READING COMPREHENSION STUDENTS

THROUGH START WITH SIMPLE STORIES
EXTENSIVE METHOD OF SMP PGRI MAKASSAR
Name : ADRIANA MIRA RISA NDILA
Reg number : 21-14-002
Departement : English Education (S1)

After reading and revisions to this proposal, it is complete and ready for
examination.
Makassar, November 2024

Approved by:

The first consultant The second consultant

Dr. Rina Asrini Bakri, [Link] Dr. Nurfiriyah Halim, [Link]., M. Pd

NIDN. 0922018503 NIDN. 0920068501

Cognizant by:
The Head of English Department

Rita Roswita Duyo, SS., [Link]

NIDN. 0926057003

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TABLE OF CONTENTS

COVER ........................................................................................................... i

APPROVAL SHEET ...................................................................................... ii

CHAPTER I INTRODUCTION ................................................................... 1

A. Background ......................................................................................... 1

B. Problem Statement .............................................................................. 4

C. Objective of the Research ................................................................... 5

D. Significance of the Research ................................................................ 5

E. Scope of the Research ......................................................................... 5

CHAPTER II REVIEW OF RELATED LITERATURE ........................... 6

A. Previous of Relative Findings ............................................................. 6

B. Some Partinent Ideas ........................................................................... 8

1. Concept of Reading Comprehension ............................................. 8

a) Definition of Reading .............................................................. 8

b) Reading Process ...................................................................... 9

c) Types of Reading ..................................................................... 10

d) Definition of Reading Comprehension ................................... 11

e) Types of Reading Comprehension .......................................... 13

f) Components of Reading Comprehension ................................ 14

g) Models of Reading Comprehension ........................................ 14

h) Levels of Reading Comprehension ......................................... 15

2. The Concept of Narrative Text ...................................................... 17

a) Definition of Narative Text ..................................................... 17

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b) Purpose of Narrative Text ........................................................ 18

c) Types of Narrative Text ........................................................... 18

d) The Generic Structure of Narative Text .................................. 18

3. SSS ER Method ............................................................................. 19

a) Definition of SSS ER Method ................................................. 19

b) The Procedure of SSS ER Method .......................................... 21

c) The advantages and disadvantages of SSS ER Method ........... 22

C. Conceptual Framework ....................................................................... 22

D. Hypothesis ........................................................................................... 23

CHAPTER III RESEARCH METHDOLOGY .......................................... 24

A. Research Method and Design .............................................................. 24

B. Variable of the Research ...................................................................... 24

C. Population and Sample ........................................................................ 25

D. Instrument of the Research .................................................................. 25

E. Procedure of Collecting Data .............................................................. 26

F. Technique of Data Analysis ................................................................. 27

BIBLIOGRAPHY ......................................................................................... 29

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CHAPTER I

INTRODUCTION

This chapter presents: background, problem statement, objective of study,

significance of the study, and scope of the study.

A. Background

Language is a tool which is used by the peoples to talk each other with

other peoples. Every nation has its own language. Not only is language a means of

communication, but it also conveys information. The world has determined that

English is the worldwide language in the age of globalization. Nowadays, English

is important language in which should be mastered by every people in the world

because it has become the international language. Everybody in this world,

especially some students, is aware of how important it is to study English.

That is why, now English is formally taught from elementary until university. The

four components of English are speaking, writing, listening and reading. Reading

fluency is one of the key English language skills that we need to have. The act of

reading is how information is developed. In learning English as a second and

foreign language, many people focus on speaking. However, reading plays a big

role in acquiring a second or foreign language, especially for academic purposes.

Achieving language learners’ objectives also requires reading fluency. Reading

and reading instruction have been the subject of extensive research.

Reading is a crucial language skill that must be cultivated both within and

beyond the classroom. It is also one of the most used methods for acquiring

information. Significant efforts are required to foster kids' reading habits, enhance

text comprehension, and cultivate a genuine enjoyment of reading. Julianti et al.

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(2020) underscore the vital relationship between comprehension and the

interpretation of written material, establishing that reading with clarity enhances

the likelihood of understanding and analyzing the text, which allows readers to

draw inferences and deduce meaning.

(Lim et al, 2019) Students can create meaning through reading by

synthesizing information from a text with their prior knowledge. As young

individuals acquire reading skills, they can utilize them to derive meaning and

generate understanding from a text by integrating both the text itself and their

existing knowledge. This enables them to apply their knowledge and cognitive

linguistic abilities. Reading abilities are essential for students to cultivate this

understanding, which can be defined as an intrinsic competence applicable in

actions that utilize their cognitive and linguistic knowledge. To address

challenges, the reader must utilize their prior knowledge and experience to

understand the text, both explicitly and implicitly. Students can construct meaning

from reading by synthesizing information from a text with their prior knowledge.

As young individuals acquire reading skills, they can utilize these abilities to

derive meaning and generate understanding from a text by integrating both the

text itself and their existing knowledge. This enables them to apply their

knowledge and cognitive language abilities effectively. Reading skills are

essential for students to cultivate this understanding, which can be defined as an

internal competence applicable in actions that utilize their cognitive and linguistic

knowledge. To address challenges, the reader must utilize their prior knowledge

and experience to understand the text, both explicitly and implicitly. Quiet reading

is the most effective approach to enhance reading comprehension (Laily, 2014).

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Readers use both the text and their prior knowledge to derive meaning from it.

Students must possess reading skills to derive meaning, which can be defined as

an internal proficiency applied in actions that utilize their cognitive and linguistic

understanding.

Based on the above explanation, This means that reading is a skill that

shares Witter's idea about how to handle text information. So, the reading material

that will be checked must be easy to understand. A person's level of

comprehension is also affected by how well they know English words, how fast

they read when answering questions, and the quality of the speech they read. In

addition, reading is meant to help you understand and analyze the messages that

language sends. Reading and language practices are supposed to go hand in hand.

People who deal with language may be able to tell the difference between the

different purposes of communication.

In terms of reading comprehension, according to Clarke's remarks

Referenced Riyani et al. (2023), Our engagement with the material and its content

dictates our level of understanding. It pertains to our reactions to the text in

addition to the words itself. Reading comprehension can be regarded as a means

for an individual to perceive and understand the information derived from reading.

The important thing in reading process is how to comprehend the texts and

how to record detail on texts after reading. Following their reading, students must

document all information acquired from the texts. It suggests that one must be

capable of comprehending texts, as "understanding what you read transcends

simply recognizing and interpreting words." Comprehension encompasses more

than simply decoding text; it also includes the retention of the main idea and

supporting elements. Comprehending the material and correlating the text's

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concepts with your existing knowledge are essential for a complete

comprehension. This research refers to the impact of prolonged reading activities

on students reading comprehension. Extensive reading in language training refers

to the practice of engaging with a substantial amount of uncomplicated material in

the target language. They choose and read the given book alone, without the

teacher's aide. They read not only for enjoyment and information but also for

comprehensive understanding. If the information is uninteresting or overly

intricate, it is recommended to set the book down.

Another theory from (Ahmad, 2007) The strategy aims to assist teachers in

creating an environment conducive to the attainment of formal learning

objectives. Both students and teachers can gain from strategies that improve the

teaching and learning process. Clearly in a perceptive manner, depending upon the

backgrounds, capabilities, and financial resources of the pupils.

Therefore, the researcher attempted to apply the method beside the

conventional method, start with simple stories (SSS ER) extensive reading, which

was thought to be suitable for conveying reading materials. this method is

expected to encourage pupils to change their reading habits.

Based on the background above, The researcher will perform a study

titled: Enhancing Reading Comprehension of Eighth Grade Students Through the

Start with Simple Stories (SSS ER) Extensive Reading Method.

B. Problem Statement

Based on the background above, The research will formulate the following

problem statement; “Does Start with Simple Stories Extensive Reading Method

improve the students’ reading comprehension at the eighth grade of SMP PGRI

Makassar?”
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C. Objectives of the Research

Based on the previously stated written problem statement, The objective of

this research is To find out whether Start Simple Stories Extensive Reading

method can improve the students’ reading comprehension at the eighth grade of

SMP PGRI Makassar.

D. Significance of the Research

The findings of this study are expected to provide students with useful

information and strategies for learning and improving their reading

comprehension. It is much desired that this research will benefit English teachers,

providing them with a reference for their instruction. Therefore, that they can

apply Start With Simple Story Extensive Reading in improving the students'

reading comprehension.

E. Scope of the Research

The research focuses on improving reading comprehension and will be

conducted with eighth-grade students at SMP PGRI Makassar. The research

presents narrative texts particularly at the literal reading level through the use of

the Start With Simple Stories Extensive Reading Method.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presented and discussed the previous research findings, some

pertinent idea, conceptual frameworks, and the hypothesis of the research.

A. Previous of Related Findings

Faiz stated in a research article entitled “The Effectiveness of the SSS

(Start with Simple Stories) Extensive reading is an effective strategy for

delivering reading information to low-achieving first-grade students at PGRI

Lawang Senior High School. He stated that students experience a positive feeling

towards reading when instructed using SSS ER.

It can enhance students reading habits at the appropriate moment. He also

advised English teachers to establish a small classroom library of diverse reading

materials of varying difficulty levels to sustain students' motivation and interest in

reading. The SSS ER technique not only enhances students reading

comprehension but also encourages reading as a habitual practice among them.

Additionally, he had challenges in using the SSS ER approach due to the library's

limited textual resources, which he relied upon for implementing the method. Due

of the limited variety of texts available in the school library, he independently

sought materials from alternative references.

The second research was conducted by Ikha Shopia Ellyana. In her

research Entitled “The Reading Comprehension of the Eighth Grade Students of

SMPN 1 Gembong Pati Instructed Through the Start Simple Stories Activity in

the Academic Year 2012/2013." The research focused on Eighth Grade Students

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of SMPN 1 Gembong Pati, with the purpose being the implementation of the Start

Simple Stories Activity. During the Academic Year 2012/2013. The population

size was substantial; the author employed cluster random sampling by selecting

two classes as the sample. The author selects VIII B as the research sample. There

are twenty-five students. This research employed an experimental design. The

experiment's results indicate that the t-test calculation, with a significance level of

0.05, has a Degree of Freedom (df) of 24, a t-table value (tt) of 2.064, and an

acquired t-value (to) of 13.74. The obtained t-value exceeds the critical t-value.

The reading comprehension of the eighth-grade pupils at SMP N 1 Gembong Pati,

following instruction through the Start Simple Stories Activity, is classified as

"good." The mean is 76.2, and the standard deviation is 7.5. It exceeds the mean

reading comprehension score of eighth-grade students at SMP N 1 Gembong Pati

prior to instruction utilizing the Start Simple Stories Activity during the

2012/2013 academic year, when the mean was 52.8 and the standard deviation

was 7.08. It is classified as "poor."

Idawana stated in his a research article entitled “Improving Students’

Reading Comprehension Using Start Simple Stories Extensive Reading Method

(A Classroom Action Research)”. The aim of this study is to find out if the start

simple stories extended reading approach improves reading comprehension in

second-grade children at SMPN 3 Sungguminasa. This study was designed using

a classroom action research model with two cycles. Each cycle consisted of eight

meetings. The research technique was divided into four steps in each cycle. They

were preparing, doing, observing, and reflecting. The research subjects were class

VIII pupils, who numbered 20 in total. The devices used a reading test.
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The results showed that Start Simple Stories Extensive Reading is

effective at improving students' literal reading comprehension in terms of

presenting, as seen by the students' total rating of which was 32.25 on the D-test,

58.75 on cycle I, and 80.25 on cycle 2. The previous chapter's data show that

basic comprehension of text produces excellent results. It indicates that there is an

important improvement in students' conceptual comprehension before and after

applying the Start Simple Stories Extensive Reading Method. The author

concludes that the Start Simple Stories Activity is suitable for teaching reading

comprehension to eighth-grade students at SMP N 1 Gembong Pati during the

2012/2013 academic year. The Start Simple Stories Activity can be implemented

by the teacher and the other researcher as a step-by-step component of the

teaching and learning process.

Based on the study's results shown above, there were a few similarities and

variations between them and other researchers. The formula uses the identical

media, specifically the SSS ER (Start Simple Stories Extensive Reading) method,

which improved reading comprehension. Researchers deviated from one another

in that they applied various samples and research methods.

B. Some Pertinent Ideas

1. Concept of Reading Comprehension

a) Definition of Reading

The study includes reading comprehension as one of its subjects.

The definition of reading is the extraction of meaning from written

material. Individuals have been acquiring reading skills from the

commencement of their education, progressing from elementary picture

books to novels, and they also read messages on their phones and the
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principal pieces of newspapers (Liao & Wang, 2018). It indicates that

reading has integrated into individuals' daily routines. Reading provides

advantages such as acquiring knowledge about one's surroundings and the

broader world (Schotter & Jia, 2016).

Reading has a purpose, be it for pleasure, information, or study.

Reading is one of the four essential skills for kids. Students will

experience an easier time discovering significant terms. They can acquire

knowledge from the book they have read. Reading is an active process of

identifying and analyzing significant concepts. (Rahmah & Astutik, 2020).

The objective is to comprehend the text as a whole rather than only

deriving meaning from isolated words or sentences. Reading

comprehension produces new information and mental representations

derived from the text's significance, which are integrated with existing

knowledge.

Reading is a continuous process of speculation, and an individual's

contribution to a work often outweighs its discovery. It signifies that, when

individuals read, they utilize their eyes to see written symbols (letters,

punctuation marks, and spaces), and they engage their thoughts to convert

these symbols into words, phrases, and paragraphs that convey meaning.

In literature, students are instructed to apply their existing knowledge to

understand unfamiliar elements, such as concepts or fundamental

vocabulary. (Kocisky et al, 2018).

b) Reading Process

According to Karson, (2014) The steps of the reading process are

as follows:
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1) Perception question on the text

Perceptions indicated that the ability to comprehend words was

important.

2) Reaction

The response must be considered in relation to the actions of the

author.

3) Comprehension

The ability to make an author's or writer's words beneficial to

helpful when read in environment is known as comprehension.

4) Interaction

The lesson suggests that readers can comprehend the writer's

previous background, which may be beneficial.

c) Types of Reading

Various readers may approach reading in different ways depending

on their preferences and goals. According to Hudson, (2007). There are

four types of reading, as presented below:

1) Skimming

Skimming is often described as "acquiring the essentials."

Skimming can be beneficial for grasping the most important

aspects of Next. The article selected for a more comprehensive

examination is typically located in a magazine directory. typically

searches for a name by studying a telephone directory.

2) Scanning

The sense of sight must fast investigate and extract a singular piece

of information. Studies indicate that reading on a computer screen

impairs the cognitive processes essential for efficient scanning;

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hence, reading on paper significantly enhances rapid text

comprehension.

3) Intensive Reading

It will take a lot more time to comprehend extensive reading, but

you need brief texts to help you stay focused on your objectives.

For optimal understanding, every text in the material is read

attentively and completely.

4) Extensive Reading

Reading texts that are longer is something we have to do before

reading them; if we do those things, it will be simpler for us to

understand the text's core theme. It is true that language learners

gain from this kind of reading.

d) Definition of Reading Comprehension

Reading comprehension in English holds significant significance,

as it is a primary target of English language education methodologies. It is

essential for the student to employ reading practices that enhance their

reading skill development. The subsequent procedures are active reading,

comprehensive reading, scanning, and skimming (Ginger Xuimena, 2022).

Reading comprehension refers to the capacity to grasp the significance of a

written passage. Reading comprehension is the process of understanding,

acquiring, and understanding the substance of written material. accurately

interpreting information from the text.

Reading comprehension is the main purpose of reading activity.

The author claims that readers establish links between new information
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from the text and their existing knowledge, creating a relationship with the

reading material when comprehension difficulties emerge. For each reader,

comprehending the material can be characterized as a demanding cognitive

process.

According to Tankersley (2005:108-109), reading comprehension

is influenced by four main factors;

1) Command on the linguistic structure of the text

2) Adequate vocabulary in content area

3) Degree of metacognitive control of the text

4) Adequate domain knowledge.

Westwood (2012:33). He mentions that there are eight factors that

may influence the comprehension, such as;

1) Limited of vocabulary knowledge

2) Lack of fluency

3) Lack of familiarity with the subject matter

4) Difficulty level of the text (readability)

5) Inadequate use of effective reading strategies

6) Weak verbal reasoning

7) Problem with processing information

8) Problems in recalling information after reading

In conclusion, a reader's language framework, vocabulary,

cognitive ability, and knowledge generally influence their reading

comprehension abilities. By improving these elements, readers will

mitigate challenges encountered during independent reading, such as

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vocabulary imperfections, fluency concerns, lack of subject knowledge,

and difficulty in verbal reasoning, information processing, and memory

retention.

e) Types of Reading Comprehension

According to Burn et al (1984) in Yosuke (2011) there are four

types of reading comprehension, they are:

1) Literal Reading

Learning information that is made clear in a selection is the goal of

reading for literal understanding. Simply requiring the pupils to

recall what the text says is the answer to the literal question. The

most basic kind of comprehension is direct comprehension.

2) Interpretive Reading

Having to read between the lines or make is included or pointed

rather than stated clearly in the text. Literal comprehension is only

one aspect of reading comprehension at the interpreting levels.

3) Critical Reading

Similar to how the definition of critical reading was previously

disclosed, Burn believes that crucial reading consists of assessing

the concepts in the materials using established criteria and drawing

conclusions regarding their suitability and validity. A reader must

gather, evaluate, and analyze the information when practicing

critical reading.

4) Creative Reading

The creative Reading requires students to think when they read and

to engage their imagination in addition to going beyond the content

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that is supplied by the outside creative. When reading creatively,

the reader attempts to think of a different or fresh solution to the

author's suggestions.

f) Components of Reading Comprehension

Certain reading components should prioritize the comprehension of

the text. Stanley M. and King, as cited in Dewi (2017), identify five

reading components that facilitate considerate reading for students:

1) Finding factual information

2) Finding main ideas

3) Finding the meaning vocabulary in the context

4) Finding reference

5) Making inference of reading text

g) Models of Reading Comprehension

However, if these can be implemented in classroom practices,

bottom-up and top-down reading models provide detailed descriptions of

how reading comprehension and speed improve.

1) The bottom-up approach identifies the essential skills associated

with words, letters, and syllables in the structural composition of

material for novice readers. Gough (1972) proposed the perspective

of reading as a process of unraveling based on each individual

letter. This suggests that interpreting the terminology employed in

the article could provide a translation that aids in understanding the

significance of such interactions.

2) The concept of top-down reading argues that readers who assess

their reading strategies focus on the content of the text while

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disregarding its actual substance, operating "from mind to material"

(Eskey, 2005).

3) This method provides readers with an interesting perspective,

especially when students overlook the essential points, hints, and

forecasts of the text. The methodology underscores the need of

offering students a diverse array of reading materials and different

levels of complex language.

h) Levels of Reading Comprehension

The following levels of comprehension can tell us about how far

the students understand about reading material and which level has been

achieved.

According to Burns (1984;177), there are four levels of reading

comprehension:

1) Literal Comprehension

Involves learning clearly stated information; the fundamentals of

literal understanding include identifying the core idea, specific

cause and effect, and sequencing. Additionally, it is a requirement

for more advanced comprehension. Understanding vocabulary and

the meaning of sentences and paragraphs are crucial at this level.

2) Interpretative comprehension

Involves making conclusions or reading between the lines. It is the

process of inferring concepts that are not explicitly stated but rather

suggested. The following are some abilities for interpretive

reading:
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(a) Inferring main ideas of passages in which the main ideas are

not directly stated

(b) Inferring cause-effect relationships when they are not directly

stated

(c) Inferring referents of pronouns

(d) Inferring referent of adverbs

(e) Inferring omitted words

(f) Detecting mood

(g) Detecting the author’s purpose in writing

(h) Drawing conclusion

3) Critical comprehension

Analyzing written content by contrasting its concepts with

recognized standards and making judgments regarding its

timeliness, appropriateness, and accuracy. The critical reader needs

to be an active reader who asks questions, looks for information,

and holds off on making decisions until they have thought through

everything. Literal comprehension is the foundation of critical

reading, and understanding included concepts is particularly

crucial.

4) Creative comprehension

It involves going beyond the information that the author has

provided. It calls for the reader to engage their imagination and to

think while they read, much like critical reading does. With the

help of the concepts learned from the text, the reader who engages

in creative reading generates new ideas, solutions to problems, or

perspectives.
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2. The Concept of Narrative Text

a) Definition of Narrative Text

According (Jeffery, 2016) A text is essential in the study of

English. The writing seeks to convey information pertinent to its purpose

and context. Text exists in multiple forms, including explanatory,

descriptive, persuasive, process, and narrative. Texts provide several

functions, such as describing things, explaining processes, and recounting

stories to audiences.

This study will mostly concentrate on narrative text. Narrative text

is a type of text that attempts to convey a story to the readers. Moreover,

narrative language illustrates a perspective designed to amuse and interest

readers. Dirge Yasa, I. Wayan (2016). Narrative texts can be either

fictional or factual, containing a series of events that convey the story and

the method in which the background is presented as components of story

development (Barwick, Targeting Text, 2006)

The examination of an individual is the practical focus of narrative,

which collects facts via the protagonist's accounts, conveys them, and aids

readers in comprehending their significance (Creswell, 2012). As

previously indicated by Clouse, narrative writings do not solely aim to

entertain; instead, they impart moral lessons to readers (Clouse, The

Student Writer: Editor and Critic, 2006, p. 186). The narrative imparts a

clear message to exhibit kindness towards one another, including both

relatives and strangers. The narrative's themes will consequently be

assimilated and understood by the readers.

According to the previously stated definition, a narrative text is one

that tells a story and follows conventions in order to amuse the readers.
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b) Purpose of Narrative Text

The objective of narrative writing is to convey a story, whether

imaginative or grounded on real occurrences. It depicts individuals,

circumstances, and a sequence of events or experiences to engage, amuse,

educate, or motivate the audience. Narrative writing typically features a

structured storyline involving a clear beginning, middle, and finish, with

its purpose dependent on the writer's objectives.

c) Types of Narrative Text

The main plot of a narrative text is typically either the author's

imagination, an actual event that the author documented, or even a

combination of the two. There are many different types of narrative texts,

including fables (stories about animals acting like humans), fairy tales (the

story is amazing and full of wonders), mysteries, science fiction, romance

horror stories, legends, historical narratives, personal experiences (written

about personal experiences), and romantic (which can be heartwarming

stories for readers, usually in the form of a love story that is not up).

d) The Generic Structure of Narrative Text

Each structure has its unique function. An orderly narrative text

structure makes it easier for readers to comprehend a text or story.

(Barwick, Targeting Text, 2006, pp. 4-6) These are five generic narrative

text structures:

1) Orientation

The first structure in a narrative text is orientation. This section

provides all of the information that is required for the story,

including the scene, setting, atmosphere, and time period.

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2) Complication

It is time to discuss the story's intricacy or tensions after providing

the orientation. This section explains how the characters' lives are

complicated by their troubles.

3) Sequence of the events

The author describes the characters' expected or surprising

reactions to that dilemma in this section. It accepts the emotions

and actions of the characters.

4) Resolution

The author describes the events that happened and then goes on to

discuss how the issues were resolved. To prevent the tragedy from

occurring, the characters must take action to resolve the issue in a

way that is satisfying.

3. Start With Simple Stories Extensive Reading Method

a) Definition of Start With Simple Stories Extensive Reading Method

The SSS ER Method is the latest approach to English instruction.

Only a limited number of educators deliver English sessions utilizing the

SSS ER Method. Professor Sakai Kunihide from the University of Electro-

Communications has actively investigated the SSS ER Method. In 2001,

Aiko, Mariko, and Maria advanced SSS as an SSS ER Method. They

assert that SSS is a comprehensive reading approach.

This method was first employed in Japan. The necessity for pupils

to look up challenging terminology in English dictionaries and interpret

phrases is frequently overemphasized by teachers. But using dictionaries

puts too much strain on students and keeps them from learning English.
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It is essential to convey to kids that engaging with ten accessible

novels is more beneficial than abstaining from reading a single difficult

one. The utilization of dictionaries is discouraged among pupils. This does

not imply that students should refrain from using dictionaries for

language-learning activities. However, the reading material in the SSS ER

program should be sufficiently straightforward that a dictionary is

unnecessary.

The tools are easy to understand; each page has ten to fifteen new

words. Students will also get better at figuring out what things mean by

reading them. Because of this, vocabulary will grow because new words

are promoted after a few uses. A story that is made up can also be used as

the main text. By skipping words, students can keep reading and learn new

words as they use the word in context and see it many times.

According to Richard, this method is enjoyable, adding fun

dimension to the study of English. Interestingly, the SSS ER method

makes readers feel more at ease, which has helped to improve English

reading comprehension. Top principles of the SSS ER method are as

follows:

1) The reading material is easy

2) A variety of reading material on a wedge range of topics must be

available

3) Learners choose why they want to read

4) Learners read as much as possible

5) The purpose of reading is usually related to pleasure, information

and understanding

6) Reading is its own reward

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7) Reading speed is usually faster rather than slower

8) Reading is individual and silent

9) Teacher orient and guided their students and teacher is role model

reality

b) The Procedures of SSS ER Method

There are steps to conduct SSS ER method as the method for

teaching reading comprehension on narrative text. The procedure of SSS

ER method are as follows:

1) The researcher briefly explain about narrative text

2) The students will placed into five groups, each with five or six

students, by the researcher.

3) The researcher will give each students in one group a narrative text.

4) The researcher will allow the students enough time to read the

material.

5) The researcher will give the students in each group time to talk

about their responses to the questions.

6) After students receive responses to these inquires, the researcher

request a representative from each group to come to the front of

the classroom and read their responses.

7) After that, the researcher revision the students’ responses before

identifying the group that provide the right answers.

8) The researcher penalize the group representative for providing the

incorect response by requesting them to reread the material and

provide the proper responses.

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c) The Advantages and Disadvantages of SSS ER Method

According to Han, the advantages of using SSS ER Method are:

1) Reinforce and expand students’ knowledge of higher frequency

lexical and syntactic core

2) Students can have a chance to learn unplanned vocabulary when

they read many text

3) Student promote their reading fluency

4) Make students have positive attitude and motivation for reading

This advantages of SSS ER Method are:

1) Vocabulary growth is not high. Because SSS ER Method uses the

simple stories which is consist 10-15 difficult words

2) Total words count is only 15-100 words. The students will not

usually read long text

The SSS ER approach emphasizes students' understanding of the

content. In addition to their interest in the plot, they will do every effort to

understand the information correctly. The essence of comprehending the

book could be found in their passion for the narrative. Conversely, the plot

was uncomplicated and did not add substance to the narrative.

C. Conceptual Framework

The conceptual framework of this research is illustrated as follow:

INPUT PROCESS OUTPUT

Reading Teaching reading by The improvement
using Start with of students’ reading
materials
Simple Stories comprehension
Extensive Method
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The three variables, conceptual framework input, process, and output are

briefly classified as follow:

Input : The researcher gives the reading material to the students.

Process : The researcher teaches reading material by using stretchy snake

reading method

Output : The students’ reading achievement after using Start with Simple

Stories Extensive Method.

D. Hypothesis

The hypothesis in this research is following:

1. The Null Hypothesis (H0) the SSS ER method is not effective to improve

the students’ reading comprehension.

2. Alternative Hypothesis (H0) the SSS ER is effective to improve the

students’ reading comprehension.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter of the research deals with research method and design,

variables of the research, population and sample, instrument of the research,

procedure of collecting data, and technique of data analysis.

A. Research Method and Design

This research using the pre-experimental method. This study's design

consists of three steps: pre-test, treatment, and post-test design, the goal is to learn

more about the research's purpose. The Research design as follow:

Table 3.1 The design described

Pretest Treatment Posttest

O1 X O2
(Gay, 2012)

Where:

O1 : Pretest

X : Treatment

O2 : Posttest

B. Variable of the Research

There are two kinds of variables employing researchers: independent and

dependent variables.

1. Independent variable

Independent variable of the research is the use Start with Simple Story

Extensive Method for improving reading

2. Dependent variable is the students’ reading comprehension. The

dependent variable will be affected in some way by the independent

24
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25

variable. This study evaluates whether or not students' reading

comprehension is impact by teachers' instruction by providing them with

resources and using a start with simple stories method

C. Population and Sample

1. Population

The population of this research is the eighth-grade students’ of SMP

PGRI Makassar in the 2024/2025 academic year. The total number of

populations is 27 students.

2. Sample

The researcher will employ a sampling technique to pick one class as

the sample, choosing class VIII as the experimental group, consisting a total of

27 students. This will be divided into five groups, each having 5 or 6 students,

with the objective of enhancing students' reading comprehension. The

researcher selected this specific class based to the prevalent difficulties the

majority of students face in learning English, particularly in reading

comprehension.

D. Instruments of the Research

The instrument that will collect the data for this research is a reading test.

The goal of this research reading assessment is to evaluate whether the student’s

reading comprehension is improving. Two sections of the test be given out. The

pre-test and post-test would give before and after treatments. The pre-test aim to

know the students’ reading omprehension skill before using SSS ER method, and

post-test aim to know the students’ improvement in reading comprehension after

teaching by using SSS ER method. The pre-test and post-test consist of 20

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26

numbers with one type of question: multiple choice. Multiple choice questions

because they can cover a wider range of material, are easier to analyze, and more

efficient in assessing, have only one definite and correct answer, and students find

it easier and faster to understand and work on questions with multiple choices.

E. Procedure of Collecting Data

In collecting the data, the researcher collecting the data with the following

procedures:

1. Pretest

Before doing treatment, Students are given a reading test to find out

their prior knowledge of reading comprehension. The pre-test approach is as

follows:

a) The researcher administrates the test to the students.

b) The researcher explains to the students how to complete the test?

c) The researcher offering students a chance to finish the test.

d) The researcher will collect their response sheet after they finish it.

2. Treatment

After giving pre-test, the researcher administrates a treatment to the

students. The researcher administers a treatment during four meetings. Each

meeting lasts around 45 minutes. For further details, the researcher will

discuss the treatment in the following steps:

a) The researcher will provide a brief explanation of narrative text.

b) The researcher will arrange the students into five groups, each

comprising five or six individuals.

c) The researcher will provide each student in a single group with a

narrative text.
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27

d) The researcher will provide enough space for the students to read the

content.

e) The researcher will provide time for students in each group to discuss

their responses to the questions.

f) After students get responses to these inquiries, the researcher requests

a representative from each group to come to the front of the classroom

and read their responses.

g) In turn, the researcher reviews the students' responses prior to

determining the group that provided the correct answers.

h) The researcher penalizes the group representative for supplying the

incorrect response by instructing them to review the material and

produce the correct answers.

3. Posttest

After giving treatment, the post-test is use to determine the students

reading comprehension levels. It is useful to know whether or not the usage of

illustrations is effective to employ in reading comprehension.

F. Technique of Data Analysis

In this phase, the researcher tries to determine the mean score of all the

pupils. The research calculates each student's score using the formula below:

1. Scoring the students’ answers

The raw score is converted to a fixed score of a maximum of 100 using the

following sample form:

𝑡ℎ𝑒 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑎𝑛𝑠𝑤𝑒𝑟

Students’ score X 100
𝑡ℎ𝑒 𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒
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Classify the students raw score into five levels as follows:

Table 3.2 scoring classification of reading

Score Interval Classification

80-100 Very Good
70-79 Good
50-69 Fair
30-49 Poor
0-20 Very Poor
(Browm in Wijorse, 2017)

2. Calculating the mean score, frequence, percentage, test of normality, data

statistics, and t-test values by using the SPSS analysis version 25.

3. Computing the frequency and the rate percentage of the students’ score by

using SPSS 25 version.

4. Calculating the mean score of the students’ by using SPSS 25 version.

5. Finding the mean score of the difference score by using SPSS 25 version.

6. To know the significant difference between the pre-test and post-test by

using SPSS.
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