NASKAH JURNAL ARBITRER FINISH_3.pdf THE EFFECT OF READ-IMAGINE-DESCRIBE-EVALUATE-REPEAT (RIDER) STRATEGY AND READING MOTIVATION TOWAR READING COMPREHENSION AT GRADE VIII OF SMP PERTIWI 2 PADANG Dwi Anggreini Waskito Putri Universitas Negeri Padang dwi2orchid@yahoo.com Abstrak Penelitian ini bertujuan untuk melihat pengaruh penggunaan RIDER strategi dan motivasi membaca guna memotivasi siswa dan meningkatkan kemampuan membaca siswa dalam memahami teks deskriptif pada satuan pendidikan Sekolah Menengah Pertama (SMP) di SMP PERTIWI 2 Padang. RIDER strategi diharapkan dapat memberikan kontribusi yang lebih baik dalam pengajaran membaca teks deskriptif bagi siswa di SMP. Jenis penelitian ini adalah penelitian eksperimen dengan populasinya yaitu kelas VIII SMP PERTIWI 2 Padang tahun pelajaran 2014-2015. Sampel penelitiannya yaitu kelas VIII-2 sebagai kelas kontrol dan kelas VIII-3 sebagai kelas eksperimen. Instrumen yang digunakan adalah test membaca dan kuesioner. Hasil dari penelitian ini menunjukkan tidak adanya efek yang signifikan pada siswa yang memiliki motivasi tinggi. Key words: Teaching reading, RIDER strategy, teks descriptive Vol. 3, No. 2 Oktober 2016 113 http://code-industry.net/ http://code-industry.net/ I. Introduction Reading is a very important activity to get information, knowledge, technology, and pleasure. The importance of reading acti- vities make reading becomes an important part of the language skills that is deve- loped in school. Reading is a means for students to gather information and to get knowledge from printed material in which most of the knowledge and science are found. According to Bowman (2001) reading is an appropriate means to promote a life-long learning. By reading, one can obtain information, and improve knowledge about the world. Especially in educational aspect, the importance of reading has been claimed as one of the skills that can determine the students success in learning. Basically, the main purpose of conducting reading activity at school is to get ideas and information. To achieve this purpose, it is necessary for the students to comprehend reading texts. Conducting reading activity with deep comprehension is not easy, because reading is a complex process in which many factors can be involved. As a matter of fact, the students often feel unable to comprehend their text. They frequently feel hard to figure out ideas in the text that they have just read. From the interview with some students and observation conducted, there were several problems which caused the lack of motivation, lack of vocabulary and lack of imagination or prediction that make them got difficulties to identify the main idea of the text, determine topic sentence, and identify supporting detail. I addition, the teachers used the same teaching strategy almost all over teaching learning process. Reading with deep comprehension is not easy because reading is a complex process in which many factors are involved. As a matter of fact, the students often feel unable to comprehend their text. They frequently feel hard to figure out ideas in the text that they have just read. Reading comprehension is understanding a text that is read, or the process of constructing meaning from a text. Lenz the process of construction meaning from ehension as a process not a state and it involves the message by the use of prior knowledge, The role of teacher is absolutely viewed necessary and required to guide the stu- dents and apply all techniques of reading toward the success of teaching reading. According to Nunan (2003:68), there are two aspects of teaching reading, they are: teaching reading can refer to learners who are learning to read for the first time, and teacing learners who already have reading skill in their first language. It means that when we teach on reading is better to transfer the content of the text. In teaching reading, teachers have to know how to teach students comprehend the text that they have read. It must be a good idea that teachers can apply some strategies which make reading easier for that in teaching reading must include at least five components. They are a large number of reading, time in class to read, the right material that encourages students to read, direct teaching reading strategies and teachers skilled in matching material and reading strategies to students' interests and level of language skills. 114 Jurnal Arbitrer http://code-industry.net/ http://code-industry.net/ Based on the English syllabus of eighth grade of SMP PERTIWI 2 Padang, stu- dents are expected able to comprehend descriptive, narrative, and recount texts. In this syllabus, the basic competence that should be acquired by the students in this level is comprehending the purpose, generic structure, and language features of the text. It means that the students are able to understand and produce the texts. However, many students had problem in comprehending the text, especially oc- curred in class VIII of SMP Pertiwi 2 Padang. The students got difficulty particularly on descriptive text. From the result of interview with the English teachers, it was found that many students did not pass minimum standard adequacy (SKM) on descriptive text. This is supported by pre-test given to students which indicated that the students had some problems in comprehending des- criptive text, especially on main idea, supporting details, reference, and infe- rence. There were several problems which cau- difficulties in com- prehending the texts that was found from interview with the English teachers and many students. The problems were the vation, lack of vocabulary, and lack of imagination or prediction that make them got difficulties to identify the main idea of the text, determine topic sentence, and identify supporting detail. In addition, the teachers used the same teaching strategy almost all over teaching learning process. These problems need to solved imme- diately. Visual imagery or visualisation is one of the key comprehension strategy to teach the low ability readers who have difficulty with comprehension, R.I.D.E.R strategy should be used for teaching and can overcome those problems. RIDER stands for Read- Image-Describe-Evalu- ate-Repeat. According to Mercer (1993), there are some steps of using RIDER strategy. It is explained as follow: Read (reading the sentence), Image (Making an image or picture in your mind), Describe (how the new image is different from the last sentence), Evaluate (making sure that the image contains everything necessary), Repeat (the step to RIDER as you read the text sentence). First, R.I.D.E.R strategy can make stu- dents active and skillful readers in the reading class since it provides many challenging activities. It activates the imagination or visualisation through the texts. Second, by doing the activities, the stu- dents read more actively and enthu- siastically because they are more inte- rested in finding out what happened. In addition, they often remember more infor- mation, even after much time has passed Third, a strategy can motivate students to read by imagination, what is coming to the them a text, the students predict what will happen in the text, then they want to know whether their imagination is true or not by reading then after reading they evaluate their imagination. It creates higher order thinking. The process of R.I.D.E.R stra- tegy encourages students to be active and thoughtful readers, improving their com- prehension. Not only a strategy that is needed in rea- ding comprehension but also reading mo- tivation. The factors that influence stu- dents in reading comprehension is their motivation in reading, because reading is Vol. 3, No. 2 Oktober 2016 115 http://code-industry.net/ http://code-industry.net/ an effortful activity that students often can choose to do or not to do. Motivation is one of important factors that influence learning achie- vement. Every student needs motivation in accomplishing his/her study during te- aching learning process. Brewster and Fager (2000) states that students who are not motivated to engage in learning are unlikely to succed, with learning without getting bored and or giving up easily. Motivation relies on reading compre- hension, which fuels strategy develop- ment. Students do reading for a particular purpose. Reading by purpose provides motivation. Teacher should think what factors make students to read. As Harris make reading interesting. One is by employing material which is intrinsically capable of attracting and holding the readers interest. The other is by using the material that available in ways which foster interest. It means reading will become interesting if the teacher can combine these two alternatives. Finding and creating appropriate material and procedure to teach it. Motivation gives a great effect to the succes of learning. Brown (2001:17) states that motivation is one of the most important factors in success in learning English. Motivation means having a real purpose in learning English or really wanting to learn English for a reason. So, it is obvious that one also needs moti- vation in order to get success in reading English as one of the language skills. If he does not have motivation in reading, he will not read anything. As Burnet (2001), state that motivation for reading is internalized reason for reading which active cognitive operation that enabled the individual such as acts as acquiring know- ledge, enjoying aesthetic experiences, performing tasks, and parti-cipating in social contexts. The students should be motivated to read and reading itself can become their good habit. The students need internal and external motivational force. It may come from inside of individual himself or from the surrounding that can make reading becomes their habitual activity. Therefore, the researcher implemented motivation toward stu reading com- prehension in descriptive text. RIDER stands for Read-Image-Describe-Evaluate- Repeat. Generally, the RIDER strategy helps the students to more easily understand the material given by the teacher, because this strategy uses imagination of students in thinking. Considering the explanation above, the purpose of this research was to find out whether teaching reading a descriptive text to junior high school students by using RIDER strategy and reading moti- vation give significant result toward stu- reading comprehension at grade VIII of the SMP PERTIWI 2 Padang. II. Method of The Research The design of this research was Expe- rimental Research because it tested the effect of twi independent variables (RI- DER strategy and reading motivation) reading comprehension at grade VIII of SMP PERTIWI 2 Padang). It was Quasi- Experimental research, this design was used because if randomly assigns the students to classes, it would disrupt class- room learning. 116 Jurnal Arbitrer http://code-industry.net/ http://code-industry.net/ This research used post-test only Design because this research only sees whether there is an effect of the treatment in experimental group or not, and the posttest score then compared with the control group to see the effect. The popu- lation of this research was the second grade students of VIII at SMP PERTIWI 2 Padang and the sample were 72 students who registered in two classes were VIII-2 as experimental class and VIII-3 as control class. The instrumentation of this research was reading comprehension test which consist of 30 items and ques- tionnaire of reading motivation which consist of 40 items. The validity of reading test and reading motivation questionnaire was measured in the basic of content validity, construct validity and item validity. For reading motivation questionnaire, the construct, content and item validity of this ques- tionnaire has already validated by the experts. As this research adapted a ready- made questionnaire, the use of this questionnaire had been permitted by J.T. Guthrie. For reading comprehension test, the test items were constructed by the researcher and it consult to the validator. The texts were are taken from an integrated course of English for SMP VIII (handbook). The procedure of this research is the experimental class was taught by using RIDER strategy in whilst-teaching. Mean- while, control class was taught by using conventional teaching. III. Findings and Discussions comprehension post-test scores in the experimental and control class. Experimental class Control class Number of students 36 36 Max 100 97 Min 47 40 Sum 2910 2566 Posttest Scores in Both Experimental and Control Class From the table above, it can be seen that the highest reading comprehension score of students in expe- rimental class is 100 and the lowest 47, while the total score is 2910. In con-trol class, the highest reading compre-hension score of students is 97 and the lowest 40, while the total score is 2566. Table 2. Recapitulation of Post-test Based on Mo- tivation of Experimental and Control Group Reading Motiv ation Group N X ma x X mi n x SD High Experi mental 1 8 10 0 53. 33 80. 19 15. 10 Control 1 8 86. 67 46. 67 74. 82 10. 37 Low Experi mental 1 8 96. 67 46. 67 81. 48 13. 68 Control 1 8 86. 67 40. 00 67. 78 15. 30 Reading Motivation Group N X ma x X mi n x SD High Experi mental 1 8 10 0 53. 33 80. Vol. 3, No. 2 Oktober 2016 117 http://code-industry.net/ http://code-industry.net/ 19 15. 10 Control 1 8 86. 67 46. 67 74. 82 10. 37 Low Experi mental 1 8 96. 67 46. 67 81. 48 13. 68 Control 1 8 86. 67 40. 00 67. 78 15. 30 Based on the table above, it can be seen high reading motivation of experimental group was 100, the lowest score was 53.33 and the mean score was 80.19. on the other hand, the highest score of stu- control group was 86.67, the lowest score was 46.67 and the mean score was 74.82. Moreover, on the students with low reading motivation, it can be seen that the highest score of experimental group was 96.67, the lowest score was 46.67 and the mean score 81.48. On the other hand, the reading motivation of control group was 86.67, the lowest score was 40 and the mean score was 67.78. a. Hypothesis 1 Classification Group Experimental Control N 36 36 x 80.83 71.30 1664 1437 tcalculated 2.935 ttable 1.667 Table 3. Result of Hypothesis 1 It can be caused by the teaching strategy which is used by the researcher, as Wang (2007:2) states that a good teaching stra- tegy can motivate students and make them focus in the process of learning. It means that RIDER strategy can improve stu- b. Hypothesis 2 Classification Group Experimental Control N 18 18 x 80.19 74.82 850 777 tcalculated 1.246 ttable 1.691 Table 4. Result of Hypothesis 2 The result of hypothesis testing shows that t-calculated is 2.935 which is 1.667 higher than ttable (tcalculated > ttable ), it means that the alternative hypothesis (H1) is accepted and H0 is rejected. It shows who was taught through RIDER strategy was better than students who was taught through conventional teaching. The result of hypothesis testing shows that tcalculated is 1.246 and ttable is 1.691 lower than ttable (tcalculated > ttable ), it means that the alternative hypothesis (H1) is rejected and null hypothesis (H0) is accepted. The average score of the high - perimental group have the highest scores than students in the control group. Furthermore, students with higher reading motivation payed more attention on text given by the teacher. They tended to be active in class and have more reading mo- 118 Jurnal Arbitrer http://code-industry.net/ http://code-industry.net/ tivation because they have positive view toward reading activity. Reading motiva- tion will create interesting in read-ing. According to Guthrie et. Al (2006:284) interest in reading is a motivational cons- truct that has been described as a personal investment. It means that, the students who have reading motivation, they will be interested in reading. So, the students who have reading motivation will want and willing to read and they will try to gain the meaning from the text that they read. c. Hypothesis 3 Classification Group Experimental Control N 18 18 x 81.48 67.78 688 590 tcalculated 2.935 ttable 1.691 Table 5. Result of Hypothesis 3 2.935 and ttable is 1.691 with df=34 igher than ttable (tcalculated > ttable ), it means that the alternative hypothesis (H1) is accepted and H0 is rejected. It shows that the taught through RIDER strategy was better than students who was taught through Conventional teaching. It was influenced by some factors. First, students in the experimental group who were taught by RIDER strategy got more active to develop their imagine and thinking. This is in line with Scevak and Moore (1997:280) who state that strategy will improve the comprehension of a whole class of students, as opposed to Then they discussed their ideas and share. It was different by the control class. Classification Group Experimental Control N 18 18 x 81.48 67.78 688 590 tcalculated 2.935 ttable 1.691 The result of hypothesis testing shows that tcalculated is d. Hypothesis 4 Table 5. Result of Hypothesis 4 Source Type III sum of Squar e s D f Mean Squar e Fcalcu lat Sig. Ftab le Inter 1637.25 1 1637.2 8.66 0.0 3.9 row 5 55 9 4 8 (Strateg y) Inter 148.264 1 148.26 0.78 0.3 3.9 column 4 5 79 8 (Reading Motivati on) Interacti 312.500 1 312.50 1.65 0.2 3.9 on 0 5 03 8 Error 12842.8 6 188.86 52 8 5 Total 431527. 7 578 2 Table ANOVA above shows that score of Fcalculated for interaction of strategy and reading motivation is 1.655 and signi- value of Ftabel is 3.98 , because of fcalculated < ftable and sig value is higher It means that there is no interaction between both strategies of teaching read- ing and reading motivation toward stu- - criptive text. It means that null hypothesis (H0) is accepeted and the alternative hypothesis (H1) is rejected. The unexpected result of this study was caused by the meeting in this research was fewer than 12 meetings, and the resear- Vol. 3, No. 2 Oktober 2016 119 http://code-industry.net/ http://code-industry.net/ cher could not treat the students maximally. So, the result might not be as good as expected. Moreover, the students participated activelly in experimental class, but in control class only few of students participated in teaching learning process. This is may be due to the fact that the researcher was not their real teacher. This is also could have affected the results. In conclusion, RIDER strategy that used in experimental group more effective than conventional strategy. Moreover, the data showed that there was possibility for the students that have low motivation to improve their reading comprehension and get the high score of reading compre- hension through RIDER strategy. And for the students that have high motivation, it is a change to maximalist their abiltiy in reading comprehension. IV. Conclusions Based on the results of the data analysis and findings of this research which was conducted at grade VIII of SMP PERTIWI 2 Padang, it can be conclude that the effect of using Read-Imagine- Describe-Evaluate-Repeat reading (RI- DER) strategy and reading motivation give significant result toward reading comprehension at grade VIII of SMP PERTIWI 2 Padang. From that result, it was caused by the students with low reading motivation who were taught by Read-Imagine-Describe- Evaluate- Repeat reading (RIDER) strate- gy have significantly higher reading com- prehension than the students with reading motivation who were taught by using conventional strategy. Referring to the research findings and discussions of the research, some sugges- tions can be given. The suggestions are the teacher of SMP PERTIWI 2 Padang and other teachers to apply RIDER strategy as one of the alternative way to hension. It can help the teacher have various activities in the classroom. It is suggested to other researcher to attempt to conduct a research about stu- kinds of the texts like narrative, report, review, and so on. This research is only limited reading comprehension, it is suggested to other researchers to attempt conducting a research on other skills like listening, speaking, and writing. The moderator variable in this research is reading motivation. It is suggested to the other researcher to conduct a research on other moderator variable like learning motivation, self-efficacy, self- confident, participation, and so on. Note: This article was written based on State University of Padang supervised by Prof. Dr. M. Zaim, M.Hum and Dra. Yenni Rozimela, M.Ed, Ph.D 120 Jurnal Arbitrer http://code-industry.net/ http://code-industry.net/ References Bowman, B. (2001). Eager to learn: Educating our pre-schoolers. Report of Committee on Early Childhood Pedagogy, Commission on Behavioral and Social Sciences and Education National Research Council. 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