Modified
Modified
PROPOSAL
ENGLISH DEPARTEMENT
YAYASAN PENDIDIKAN UJUNG PANDANG (YPUP)
SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN (STKIP)
MAKASSAR
2024
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APPROVAL SHEET
After reading and revisions to this proposal, it is complete and ready for
examination.
Makassar, November 2024
Approved by:
Cognizant by:
The Head of English Department
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TABLE OF CONTENTS
COVER ........................................................................................................... i
A. Background ......................................................................................... 1
iii
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D. Hypothesis ........................................................................................... 23
BIBLIOGRAPHY ......................................................................................... 29
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CHAPTER I
INTRODUCTION
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
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
foreign language, many people focus on speaking. However, reading plays a big
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
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the likelihood of understanding and analyzing the text, which allows readers to
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
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
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
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
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
Referenced Riyani et al. (2023), Our engagement with the material and its content
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
than simply decoding text; it also includes the retention of the main idea and
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
Another theory from (Ahmad, 2007) The strategy aims to assist teachers in
objectives. Both students and teachers can gain from strategies that improve the
teaching and learning process. Clearly in a perceptive manner, depending upon the
conventional method, start with simple stories (SSS ER) extensive reading, which
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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this research is To find out whether Start Simple Stories Extensive Reading
method can improve the students’ reading comprehension at the eighth grade of
The findings of this study are expected to provide students with useful
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.
presents narrative texts particularly at the literal reading level through the use of
CHAPTER II
This chapter presented and discussed the previous research findings, some
Lawang Senior High School. He stated that students experience a positive feeling
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
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
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.
"good." The mean is 76.2, and the standard deviation is 7.5. It exceeds the mean
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
(A Classroom Action Research)”. The aim of this study is to find out if the start
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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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
applying the Start Simple Stories Extensive Reading Method. The author
concludes that the Start Simple Stories Activity is suitable for teaching reading
2012/2013 academic year. The Start Simple Stories Activity can be implemented
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,
a) Definition of Reading
books to novels, and they also read messages on their phones and the
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Reading is one of the four essential skills for kids. Students will
knowledge from the book they have read. Reading is an active process of
derived from the text's significance, which are integrated with existing
knowledge.
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.
b) Reading Process
as follows:
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important.
2) Reaction
author.
3) Comprehension
4) Interaction
c) Types of Reading
1) Skimming
2) Scanning
The sense of sight must fast investigate and extract a singular piece
comprehension.
3) Intensive Reading
you need brief texts to help you stay focused on your objectives.
4) Extensive Reading
essential for the student to employ reading practices that enhance their
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
process.
2) Lack of fluency
retention.
1) Literal Reading
recall what the text says is the answer to the literal question. The
2) Interpretive Reading
3) Critical Reading
critical reading.
4) Creative Reading
The creative Reading requires students to think when they read and
author's suggestions.
the text. Stanley M. and King, as cited in Dewi (2017), identify five
4) Finding reference
(Eskey, 2005).
the students understand about reading material and which level has been
achieved.
comprehension:
1) Literal Comprehension
2) Interpretative comprehension
process of inferring concepts that are not explicitly stated but rather
reading:
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(a) Inferring main ideas of passages in which the main ideas are
stated
3) Critical comprehension
and holds off on making decisions until they have thought through
crucial.
4) Creative comprehension
think while they read, much like critical reading does. With the
help of the concepts learned from the text, the reader who engages
perspectives.
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stories to audiences.
fictional or factual, containing a series of events that convey the story and
which collects facts via the protagonist's accounts, conveys them, and aids
Student Writer: Editor and Critic, 2006, p. 186). The narrative imparts a
that tells a story and follows conventions in order to amuse the readers.
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combination of the two. There are many different types of narrative texts,
including fables (stories about animals acting like humans), fairy tales (the
stories for readers, usually in the form of a love story that is not up).
(Barwick, Targeting Text, 2006, pp. 4-6) These are five generic narrative
text structures:
1) Orientation
2) Complication
the orientation. This section explains how the characters' lives are
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
This method was first employed in Japan. The necessity for pupils
puts too much strain on students and keeps them from learning English.
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not imply that students should refrain from using dictionaries for
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.
makes readers feel more at ease, which has helped to improve English
follows:
available
and understanding
9) Teacher orient and guided their students and teacher is role model
reality
2) The students will placed into five groups, each with five or six
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
2) Total words count is only 15-100 words. The students will not
content. In addition to their interest in the plot, they will do every effort to
book could be found in their passion for the narrative. Conversely, the plot
C. Conceptual Framework
The three variables, conceptual framework input, process, and output are
reading method
Output : The students’ reading achievement after using Start with Simple
D. Hypothesis
1. The Null Hypothesis (H0) the SSS ER method is not effective to improve
CHAPTER III
RESEARCH METHODOLOGY
This chapter of the research deals with research method and design,
consists of three steps: pre-test, treatment, and post-test design, the goal is to learn
Where:
O1 : Pretest
X : Treatment
O2 : Posttest
dependent variables.
1. Independent variable
Independent variable of the research is the use Start with Simple Story
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1. Population
populations is 27 students.
2. Sample
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,
researcher selected this specific class based to the prevalent difficulties the
comprehension.
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
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.
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
follows:
d) The researcher will collect their response sheet after they finish it.
2. Treatment
meeting lasts around 45 minutes. For further details, the researcher will
b) The researcher will arrange the students into five groups, each
narrative text.
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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
3. Posttest
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:
The raw score is converted to a fixed score of a maximum of 100 using the
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
5. Finding the mean score of the difference score by using SPSS 25 version.
using SPSS.
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BIBLIOGRAPHY
Akio Furukawa, SSS Extensive Reading Method Proves to Effective Way to Learn
English, International Journal, 1-8.
Baiti YS, The Implementation of Start with Simple Stories (SSS) Method it
Improve Students’ Reading Comprehension, NARAP Volume 2, p. 1-3.
Burn At.al. (1984) in Yosuke. (2011). The Effect of Using Pq4r Strategy on
Students ‘reading Comprehension of Descriptive Text for The Eight Grade
at Sump Negeri 23 Pekanbaru. Diss. UNIVERSITAS ISLAM NEGERI
SULTAN SYARIF KASIM RIAU.
Creswell. (2012). “Improving the students’ writing narrative text by applying
cooperative learning type student teams’ achievement divisions (STAD).”
Professional journal of English education. 2(4):588
Dirge Yasa, I. Wayan. (2016). "The Improvement of Students ‘writing Skill
Achievement Through Error Analysis Method." International Journal of
English Language Teaching.
Faiz. 2010. “The Effect of Start with Simple Story Extensive Reading Method on
Students’ Reading Comprehension. Reading in a Foreign language”,
Volume 10 (1) 2-10.
Fauzia, Y., Rianti, W., & Asilestari, P. (2023). An Analysis on Students’ Reading
Comprehension Difficulties in Narrative Text at SMA Muhammaddiyah
Bangkinang. Jurnal Pengabdian Masyarakat Dan Riset Pendidikan, 2(1),
121-126. https://doi.org/10.31004/jerkin.v2i1.115
Gay, l. 2012. Education research: Competences for analysis and application.
United states of America: Pearson education.inc.
Hidayat. A, and Nurinayah N, 2018. The Effectiveness of Extensive Reading
Approach to Improve Students’ Reading Comprehension. Journal English
Education Volume 1, Number 1.
Hudson. (2007). Using Graded Peer Evaluation to Improve Students’ Writing
Skill, Critical Thinking Ability, And Comprehension of Material in A
Principles of Public Relations Course. Volume 4 Number 10.
Idawana, Thesis: “Improving Students’ Reading Comprehension Using Start
Simple Stories Extensive Reading at SMPN 3 Sungguminasa” (Makassar:
UNISMUH, 2021), p.46.
Ikha Shofia Ellyana, Thesis: “The Reading Comprehension of the Eighth Grade
Students of SMPN 1 Gembong Pati Taught by Using Start Simple Stories
Activity in Academic Year 2012/2013” (Kudus: MURIA KUDUS
UNIVERSITY, 2013), p.45
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