Effectiveness Of Genre-Based And Literature-Based Methods To Improve Student’s Reading Comprehension Skill: a Study at SMP 163 Jakarta

dr. atiq susilo, ma.; dr. suciana wijirahayu, m.pd.;

The study is aimed at investigating the effect of genre-based method and literature based method in enhancing students’ reading comprehension skill in SMP 163 Jakarta. The study was conducted in quantitative approach with experimental design. The total population of this site is 207 students. This study comprises 30 students from purposive sampling. Those students were treated using different learning method namely genre-based method for first experimental group (E1) and literature-based second experimental group (E2). Both of the experimental groups were treated using time frame with different learning method in enhancing reading comprehension skill. Before doing the analysis and test, all data are estimated its normality and homogeneity using Spearman formula to see that the data are normally distributed. In order to answer the research questions and testing the hypothesis, researcher used dependent t-test and independent t-test for both data from dependent variables and independent variables. From the finding of statistical analysis, t-test 246.96 this value is greater than t-table which shows 117.26. While for students who were taught using literature-based also improved. It indicates by
statistical data that show t-test value was 238.338 and this value was greater that in t-table which shows 110.32. Mean scores were also different respectively. Mean score for genre-based was 82.3 and 82.2 for literature-based method. By having these statistical data, it can be concluded that there are differences of using genre based method and literature-based method in improving students’ reading comprehension skill. The progression of students’ who were being taught using genre-based method empirically influenced by student’s active participation. No matter how difficult the text was, they can overcome it by deliberately share the exchanging ideas. Treatment activities such as participating and enhancing prior knowledge and guided instructions were effective to get students more attentive. Students became more familiar with codes, and the way to revise the information in the text into current knowledge. Finally, students could have the benefit of teacher’s feedback for their active discussion.