THE EFFECT OF FANFICTION ON THE NINTH GRADE STUDENTS’ READING COMPREHENSION

AT SMP NEGERI 4 CIKUPA

A RESEARCH PROPOSAL

Submitted to the Board of Examiners in a Partial Fulfillment of the Requirements for the

S1 Degree of English Education Teacher Training and Education Faculty

By

NURDIANAH HANIFAH

1688203192

ENGLISH EDUCATION STUDY PROGRAM

TEACHERS TRAINING AND EDUCATION FACULTY

UNIVERSITY OF MUHAMMADIYAH TANGERANG

2020

APPROVAL SHEET

Name : NURDIANAH HANIFAH

NIM : 1688203192

Study Program : English Education Study Program

Mini Thesis : THE EFFECT OF FANFICTION ON THE NINTH

GRADE STUDENTS’ READING COMPREHENSION

AT SMP NEGERI 4 CIKUPA

This paper has been approved by advisors to be presented the mini thesis.

Tangerang, 2020

Advisor Team Signature

Advisor I,

Diah Retno Anggraini, M.Pd ………………………

NBM: 1211180

Advisor II,

Euis Yanah Mulyanah, M.Pd ………………………

NBM: 1146118

Validated by,

Head of English Education Department

Ikhfi Imaniah, M.Pd

NBM: 1094923

i

ACKNOWLEDGMENT

In the name of Allah, most Gracious, most Merciful, praise be to Allah SWT

lord of word, so that the writer can finish thesis as a partial fulfillment of the

requirement for the graduate degree. The writer is fully aware that this thesis still

has many weaknesses. In addition, this thesis would not be finished without

other’s helps therefore. In this chance she would like to express her gratitude and

appreciation to:

1. Dr. H. Ahmad Amarullah, M.Pd as Chairman of Muhammadiyah University

of Tangerang.

2. Dr. Enawar, S.Pd, MM, as the Dean of Teacher Training and Education

Faculty of Muhammadiyah University of Tangerang.

3. Ikhfi Imaniah, M.Pd, as the Headmaster. My first advisor is Diah Retno

Anggraini, M.Pd and the second advisor is Euis Yanah Mulyanah, M.Pd of

English Education study program of the Faculty of Teacher Training and

Education Muhammadiyah University of Tangerang.

4. All lecturers of English Education study program, which has taught and

educate the writer during her study at Muhammadiyah University of

Tangerang.

5. The beloved family, father (H.Agus Trikarna, M.Si), mother (Hj.Nurleha) who

always gives inspiration and motivation to continue this study. And my

beloved couple Moh. Affandi who always support the writer.

6. For my all beloved friends who always supporting and give the references.

7. The headmaster, the teachers and the students of IX grade of SMPN 4

CIKUPA

Tangerang, 2020

The Researcher

Nurdianah Hanifah

ii

1688203192

Table of ContentsAPPROVAL SHEET................................................................................................i

ACKNOWLEDGMENT.........................................................................................ii

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

INTRODUCTION...................................................................................................1

A. Background of Problem.............................................................................1

B. Identification of Problem...........................................................................3

C. Limitation of problem...............................................................................4

D. Formulation of Problem............................................................................4

E. Objective of Research...................................................................................4

F. Significance of the Research.........................................................................4

CHAPTER II............................................................................................................6

THEORETICAL FRAMEWORK, CONCEPTUAL FRAMEWORK, RESEARCH HYPOTHESIS...................................................................................6

A. Theoretical Description.............................................................................6

1. Reading.........................................................................................................6

a. Definition of Reading................................................................................6

b. Function of Reading..................................................................................8

c. Definition of Reading Comprehension......................................................8

d. The Types of Reading.............................................................................10

e. Strategies of Reading Comprehension....................................................11

f. The Specifications of Reading Comprehension......................................12

g. The Procedure of Teaching Reading.......................................................13

h. Assessing Reading...................................................................................14

2. Narrative Text.............................................................................................15

3. Fanfiction....................................................................................................16

a. Definition of Fanfiction...........................................................................16

b. The Procedure of Using Fanfiction.........................................................18

4. Relevant Research.......................................................................................19

5. Conceptual Framework...............................................................................21

6. Hypothesis of the Research.........................................................................22

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CHAPTER III........................................................................................................24

RESEARCH METHODOLOGY...........................................................................24

A. Time and Location of the Research.........................................................24

B. Research Method.....................................................................................25

C. Population and Sample............................................................................27

D. Technique of Collecting Data..................................................................28

E. Research Instrument....................................................................................29

F. Statistical Hypothesis..................................................................................34

G. Technique of Data Analysis....................................................................35

REFERENCES.......................................................................................................42

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CHAPTER I

INTRODUCTION

A. Background of Problem

English is an international language. As an international language,

English is used for communication between people from different

countries whose first language is not English. It also becomes a foreign

language that is used in Indonesia and has been taught in the schools. To

be master English well, the students need to learn four skills there are

reading, listening, speaking, and writing.

Reading becomes one of the important parts for our life especially

in daily activities. It is also one of the easy ways to get information.

Therefore, through reading activity, the readers are able to get more

knowledge and information about something that we want to know more

about it.

On other side, reading is one of the English skills which should be

mastered by students besides other skills which writing, speaking, and

listening. However, many students have difficulties to comprehend reading

subject. In learning English process, comprehension in reading cannot be

separated. As we know, comprehension takes the learner to a new level of

active understanding.

Based on the researchers’ pre-observation on 10 January 2020 at

SMPN 4 Cikupa, especially in ninth grade, reading is taught by using

textbook that available in school to improve students reading

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comprehension. In reading activity, the teacher ask the students to listen

and repeat together loudly after the teacher read sentence by sentence.

After that, the students have to read the passage and find out the meaning

of difficult words and answer questions based on reading text. Besides

that, the researcher knows from interviewing on 16 January 2020 one of

the English teachers, Mr. Budi Stiadi, S.Pd that English teacher has

explained the material properly and even he uses different methods,

technique and strategies to improve students reading comprehension.

The ninth grade students at SMPN 4 Cikupa should be able to

understand reading text well from the expectations of the curriculum. But

in fact, some students are not able to comprehend the reading texts. This

problem is seen from the phenomena such as the first, the students are

lacks of vocabulary. When the students read the text, fill in the questions

and the teacher asks the meaning that relate of the words in the text, the

students are unable to fill it and answer the teacher’s questions because

there are many vocabularies that they do not understand. Second, the

students are less motivated in reading English text. This problem, when

the teacher gives a text, the behavior aimed at students is like not

responding well and expressing dislike in reading English text. Third, the

students are difficult understanding well about English text. This problem

seems after the students read the text, they have difficulty finding the main

ideas contained in the text. The last, the teacher teaches reading

2

conventionally. Teaching reading is done by the teacher that reads the text,

and then the student are asked to follow what the teacher said repeatedly.

Based on phenomena above, it is clear the ninth grade students at

SMPN 4 Cikupa still face difficulties in reading. The researcher tries to

use good media as reading material in teaching and learning activity. By

using good media as reading material, the students will be interested to

learn English, especially for reading skill.

In education views, actually there are many good reading materials

that can help students easily understand about the texts. But one of good

reading materials that can be used to improve students reading

comprehension is Fanfiction. Fanfiction are original works of fiction based

on forms of popular media such as television, movies, books, music, and

video games. Using Fanfiction in the classroom can give every student the

opportunity to critically engage in a text that is meaningful to him or her.

Therefore, the researcher is interesting to do a research entitled:

“THE EFFECT OF FANFICTION ON THE NINTH GRADE

STUDENTS’ READING COMPREHENSION AT SMPN 4 CIKUPA”.

B. Identification of Problem

As stated at the background of the research, the problem can be

identified as follows:

1. The students are lack of vocabulary

2. The students are less motivated to read English text

3. The students are difficult to understand well about English text.

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4. The teacher teaches reading conventionally

C. Limitation of problem

Based on problems as mentioned above the study will focus on:

The study will focus on giving Fanfiction as reading material on reading

comprehension of ninth grade students at SMPN 4 Cikupa. Then the genre

of the text which the researcher focuses is Narrative Text.

D. Formulation of Problem

Based on limitation of problem as mentioned above, is there any

significant difference between the students’ reading comprehension who

are taught by using Fanfiction and the students’ reading comprehension

who are not taught by using Fanfiction?

E. Objective of Research

From the previous in the background of the study, the objective of

this study is to know whether there is significant effect on the ninth grade

students’ reading comprehension who are taught by using Fanfiction and

those are not taught by using Fanfiction at SMPN 4 Cikupa.

F. Significance of the Research

a. Theoretically

Theoretically, this research can be additional reference for reading

subject.

b. Practically

1. For Researcher

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a. To the researcher it is expected this study can be used as an

experience on how to conduct the research.

2. For Student

a. To the student it can be improved their English reading skill,

especially in reading comprehension by using Fanfiction.

3. For Teacher

a. To the teacher, the media can be used for reference in teaching

English for reading skill, especially in reading comprehension.

4. For School

a. To the school, it can be gained the score of KKM in this

school.

5. For Other Researcher

a. To the other researcher the media can be used for the next

research.

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CHAPTER II

THEORETICAL FRAMEWORK, CONCEPTUAL FRAMEWORK,

RESEARCH HYPOTHESIS

Theoretical Description

1. Reading

a. Definition of Reading

Reading is one of the important basic skills of language learning. It

cannot be separated from other skills of language besides writing,

speaking, and listening. Those skills must be learned all by English

language learners. Generally, the skill of reading is developed in

societies with literary taste, because it can lead to develop

comprehension, enrich vocabulary. Reading as with other skill is more

enjoy able to do.

Reading becomes one of the crucial parts for our life especially in

daily activities. It is also one of the most common ways to get

information. According to Johnson (2008, p.3) “Reading is the practice

of using text to create meaning.” It means that when someone read a

text, the person should put forward the main idea of the text to create a

conclusion or understanding as a result. Then, the person also have to

understand other purpose of the text they read.

Reading is an activity with a purpose, which is not only the process

where the reader reads the words, sentences or the text, but also the

reader intends to get something from the reading materials. Based on

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Moreillon (2007: 19) that “Reading is a transaction among the readers,

the texts, and the intentions of the author”. By reading the students can

know everything for example about education, politic, social, culture,

religion, health, etc.

Reading is the most crucial in learning a language. Harrison (2004)

says that reading not only increases our life skills and extends our

knowledge, it goes much deeper. It means reading is one of the easy

ways to get information. More students read more knowledge that they

will get. Therefore, through reading activity, the readers are able to get

more knowledge and information about something that we want to

know more about it.

Reading is most useful and important skill for people. Reading is

an activity to comprehend some information in written language.

According to Patel and Jain (2008) reading is not only a source of

information and a pleasurable activity but also as a means of

consolidating and extending one's knowledge of the language. From

brief explanation above, it can be said that reading is a skill of

language to bring information from written text. Reading is also

activity to extending knowledge of the language.

In line with definition above, it can be concluded that reading is a

complex activity to get information from something that has been

written. Reading involves the interaction between reader and the

passage. The information that readers get from reading activity is very

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useful for themselves because it will increase and improve their

knowledge about the topics that they are reading about.

b. Function of Reading

According to Grabe (2002) lists the following functions for

reading in academic setting, which are listed here in order likely

difficulty for L2 learners (from least to most difficulties):

1) Reading to find information: scan or search text for a specific topic,

word, or phrase

2) Reading for general understanding: get the main ideas and at least

some supporting ideas and information

3) Reading to learn: understand the main ideas and store meanings

and supporting details in a coherent organizational frame

4) Reading to critique and evaluate: in addition, reflect on text

content; integrate it with prior knowledge, and judge quality and

appropriateness of texts in relation to what is already known about

the topic. (Saville-Troike, 2006, p. 157)

In brief, there are four function in reading; reading to find the

information, reading for general understanding, reading to learn, and

reading to critique and evaluate that all are based on the aim of the

readers are reading the text.

c. Definition of Reading Comprehension

Reading comprehension are important for English language

learners, especially for students who learn English as a foreign

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language. According to Oakhill, Cain and Elbro (2015) reading

comprehension is important, not just for understanding text, but for

broader learning, success in education, and employment. It is even

important for our social lives, because of email, text, and social

networking sites. Reading comprehension is a complex task, which

requires the orchestration of many different cognitive skills and

abilities.

It can be inferred that reading comprehension is very important,

not only broader learning, success in education and employment but

also for our social lives.

Based on Klingner, Vaughn, and Boardman (2007) reading

comprehension involves much more than readers’ responses to text.

Reading comprehension is a multicomponent, highly complex process

that involves many interactions between readers and what they bring to

the text (previous knowledge, strategy use) as well as variables related

to the text itself (interest in text, understanding of text types).

It can be concluded that reading comprehension is highly complex

process that implicate many interaction between the readers and a

previous knowledge related to the text.

The most detailed one, Snow et al in Antoni (2010:41) defines

reading comprehension as the process of simultaneously extracting and

constructing meaning through interaction and involvement with

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written language. They classify that comprehension entails three

elements: They are the reader (considering with capacities, abilities,

knowledge and experiences that a person brings to the act of reading),

the text (including printer text or electronic text) and the activity

(considering the purposes, process, and consequences associated with

the act of reading).

Based on the explanations above, the researcher concludes that

reading comprehension is the reader activity to understand and to get

information from a text with the simultaneous process. There are three

components that involve in this process. They are: the reader, text and

activity. These three components relate each other in various stages of

reading comprehension.

d. The Types of Reading

According to Brown (2004, p. 189) there are several types of

reading performance:

1) Perceptive

Perceptive reading tasks involve attending to the components of

larger stretches of discourse: letters, words, punctuation, and other

graph emic symbols.

2) Selective

In order to ascertain one’s reading recognition of lexical,

grammatical, or discourse features of language within a very short

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stretch of language, certain typical, tasks are used: picture-cued

tasks, matching, true/false, multiple-choice, etc.

3) Interactive

Included among interactive reading types are stretches of

language of several paragraph one page or more in which the

reader must, in a psycholinguistic sense, interact with the text.

4) Extensive

Extensive reading as discussed in this book, applies to texts of

more than a page, up to and including professional articles,

essays, technical reports, short stories, and books.

Based on the explanation above, there are four types of reading,

such as perceptive, selective, interactive and extensive those classify

the designing task to measure the students in reading.

e. Strategies of Reading Comprehension

According to Brown (2004, p. 188) the brief taxonomy of

strategies below is a list of possible assessment criteria. Some principal

strategies for reading comprehension:

1) Identify your purpose in reading a text

2) Apply spelling rules and conventions for bottom up decoding

3) Use lexical analysis (prefixes, roots, suffixes, etc.) to determine

meaning

4) Guess at meaning (of words, idioms, etc.) when you aren’t certain

5) Skim the text for the gist and for main ideas

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6) Scan the text for specific information (names, dates, key words)

7) Use silent reading techniques for rapid processing

8) Use marginal notes, outlines, charts, or semantic maps for

understanding and retaining information

9) Distinguish between literal and implied meanings

10) Capitalize and discourse markers to process relationship

Based on the brief explanation above, there are ten of strategies

of reading comprehension to be assessment criteria to ease the students

to comprehend the text.

f. The Specifications of Reading Comprehension

According to Brown (2004, p. 206) the specifications of reading

comprehension:

1) Main idea (topic)

2) Expressions/idioms/phrases in context

3) Inference (implied detail)

4) Grammatical features

5) Detail (scanning for a specifically stated detail)

6) Excluding facts not written (unstated detail)

7) Supporting ideas

8) Vocabulary in context

Based on the explanation above, those are the

specifications of reading comprehension to measure the

comprehension of reading text of the students.

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g. The Procedure of Teaching Reading

Awareness of those reading strategies that help students

comprehend the text is essential for reading success. Based on

Ibrakhimovna (2016:45) generally, a reading lesson has three major

stages: a pre-reading stage; a while-reading stage and a post-reading

stage.

a) Pre-reading stage

By pre-reading activities, we mean tasks/activities that students do

before they read the text in detail. The purpose of this stage is to

facilitate while-reading activities. Garmer calls this stage of reading

Lead-in, where the students and teacher prepare themselves for the

tasks and familiarize themselves with the topic of the reading

exercises. Pre-reading activities contain: Predicting based on the title,

Predicting based on vocabulary, Predicting based on the true or false

questions, Skimming, Scanning, Eliciting word games, Word spider,

Discussions, Brainstorming.

b) While-reading stages- These include activities that a pupil engages in while reading the text

and the purpose of these activities would be to enable pupils to achieve

the lesson aims by handling the text in different ways. Reading

discussion, answering the questions, Predicting what is next, Matching,

Jigsaw reading, Reading puzzles, True/ False activities are

while-reading activities.

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c) Post-Reading Stage

The purposes of this stage are: to help students use their acquired

knowledge in similar readings, to have them integrate their reading

skills both with the other language skills: listening, speaking, writing

and with the foreign culture, to make use of key words and structures

to summarize the reading passage, to ex- tract the main idea of a

paragraph or a reading text and to interpret descriptions (outlining and

summarizing). Useful and interesting activities of this stage are:

Retelling, Reporting, Discussion, Writing a paragraph, Role play, Gap-

filling, Summarizing. These activities provide the students with

opportunities to relate what they have read to what they already know

or what they feel.

h. Assessing Reading

As stated by Brown (2004, p. 190) that the assessment of reading

based on the level in types of reading itself, as follows:

1) Perceptive Reading

Assessment of this basic reading skill may be carried out in

number of different ways such as reading aloud, written response,

multiple-choice, and picture-cued items.

2) Selective Reading

Here are some of the possible tasks you can use to assess lexical

and grammatical aspects of reading ability such as multiple-choice

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(for Form-Focused Criteria, matching tasks, editing tasks, picture-

cued task, and gap-filling task.

3) Interactive Reading

Assessment reading of interactive reading is such as cloze tasks,

impromptu reading plus comprehension questions, editing (longer

text), scanning, ordering tasks, and information transfer.

4) Extensive Reading

Assessment reading of extensive reading is such as skimming

task, summarizing- responding, and note-taking outlining.

Based on the explanations above, in this research uses

interactive reading and multiple-choice questions in narrative text to

assess the students reading comprehension due to the fact that level of

students in ninth grade.

2. Narrative Text

In this research, the researcher focuses on students’ reading

comprehension of narrative text. Narrative text is a text which is telling

about what happened in the past. Narrative text is focusing on specific

participants which tell an interesting story. According to Kane (2000,

p.366) a narrative is a meaningful sequence of events told in words. It is

sequential in that the events are ordered, not merely random. Sequence

always involves an arrangement in time (and usually other arrangements

as well). In general, narrative has three elements: orientation,

complication and resolution. Orientation part sets the scene: who

15

(introduces the participants in the story), where, when the story

happened. While in complication part tells the beginning of the

problem’s which leads to the climax of the main participants. In the end

for resolution part, the problem is solved, either in a happy or sad

ending.

The general examples of narrative texts are short story, novel,

manuscript drama, and other texts telling about experience that have

conflict-resolution. Klinger et.al (2007, p. 773) give some examples of

narrative text which includes: realistic fiction, fantasy, fairytales,

folktales, fables, mysteries, humor, historical fiction, plays, and real-life

adventures. Narrative text often contains of structural and character

elements that should be familiar to the students. These elements can be

used as a guide to help the student think about the action, themes, and

context of.

3. Fanfiction

a. Definition of Fanfiction

Fanfiction is just what the name implies: it is fiction written by

fans, often teenagers, of novels, movies, television, or other media.

This fiction is based in the worlds created by the authors, but young

fans extend, elaborate, or appropriate the text for their own purposes.

Fanfiction come in many different recognized genres, and some

innovative, even multimodal forms, as well. The world of Fanfiction

is inhabited by a community of authors and readers, where critics

16

argue that the point of intersection between reader and text is the

only true place where the work “exists” (Keesey 1994).

Fanfiction is what happens when enthusiasts create writing that is

based on published works such as favorite novels, TV shows, films,

comics and games (Collins, 2006; Jenkins, 2008). It means Fanfiction

is a paper written by the fans based on the works they have read or

seen in novels, TV shows, films, comics and games.

Fanfiction is what literature might look like if it were reinvented

from scratch after a nuclear apocalypse by a band of brilliant pop-

culture junkies trapped in a sealed bunker. They don't do it for money.

That's not what it's about. The writers write it and put it up online just

for the satisfaction. They're fans, but they're not silent, couch-bound

consumers of media. The more recent incarnation of Fanfiction can be

traced to the fanzines that sprung up around Star Trek in the 1960s

(Jessop, 2010).

It can be inferred that Fanfiction is a collection of fiction fans

work written in an online site that is inspired by an author’s work that

they like. The aims only for their satisfaction as fans.

Based on Kell, 2009 that Students are excited about their favorite

TV shows, movies, cartoons, books, and so on, and this enthusiasm

makes “an excellent learning environment. It means Fanfiction are

some texts of reading, which have purposes that students can be

17

learning something when they read the text with various subjects of

reading.

Fanfiction provides evidence that young people can not only read

and respond to literature, and do so voluntarily, but also craft their

responses in sophisticated, polished writing. (Mathew & Adams, 2009,

p. 36). Furthermore, all of Fanfiction types can be used in this research

but the writer only uses the popular like: Movies, Anime, Cartoons and

Books. The important point to keep in mind is that students must have

a variety of types of text in their reading instruction in order to help

them become motivated, successful readers.

It means that, the use of various reading texts is very important,

because variety types of text like Fanfiction in their reading can help

them become motivated in reading comprehension and apply it in daily

life. In this research, the writer will use Fanfiction as reading material

to teach the students about narrative text.

b. The Procedure of Using Fanfiction

According Tracey Kell (2006), the procedures of using Fanfiction

as reading material in teaching reading are:

a) The lesson can began by asking students to answer and share their

responses to the questions, "What is a fan? What are examples of

something you are a fan of?" From the discussion we can

introduced the concept of Fanfiction and shared the Fanfiction site

with the class.

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b) Next, the teacher give the students types of Fanfiction like: (movie,

videogame, book, and TV show).

c) The teacher ask the students to read a piece of Fanfiction with the

accompanying reviews that printed from Fanfiction.net. During

this work period the students were to 1) summarize the piece, 2)

decide if it was a good example of fiction writing-after a quick

reminder of items to look for in good fiction: strong dialogue,

descriptive vocabulary, and cohesive story line 3) make one

suggestion for improvement, and 4) decide if the reviews were

beneficial or not and report their results to the class.

4. Relevant Research

Relevant research is required to observe some previous researcher

conducted by other researchers in which they are relevant to our

research itself. Besides, we have to analyze what the point that focused

on, inform the designs, finding and conclusion of the previous research,

that of:

The first relevant research was written by Aini Nur Rahmawati and

Dwi Sloria Suharti from University of Muhammadiyah Tangerang

which entitled “Reading Assignment: Group Work, Impacts on

Students’ Reading Comprehension at SMPN 1 Rajeg Tangerang. This

research was conducted in ninth grade students of SMPN 1 Rajeg

Tangerang. This research is used quantitative research (quasi

experiment) method. The researcher took 2 classes as a sample for this

19

research there are 84 students which is divided into two classes there are

class IX.G consist of 41 students as experiment class and class IX.J

consist of 43 students as control class. They found that tscore was 4.78

higher that ttable 1.99 with 5% of significant level. It can be read that

(4.78 > 1.99). It means that there was significance of students’ reading

comprehension between students in experiment class who were taught

by group work technique and the students in control class who were

taught by using conventional method. It could be concluded that the use

of Group work technique as a technique in teaching reading

comprehension was effective.

The second relevant research was written by Chatarina Edfeldt,

Anneli Fjordevik and Hiroko Inose research focused on fan culture as an

informal learning environment. They found that today students want and

do not receive. They found that students reported it was motivating

when they were able to select topics that interested them. Using fan

culture such as Fanfiction make students learns by pursuing their

passion and interest. The lesson was designed to meet these criteria. The

students were given choice regarding which genre (book, movie, TV

show, or video game) and within each genre they selected which

specific book, movie, TV show, or video game they wanted to use for

their story. The students were given the opportunity to participate in

examining Fanfiction posted online at fanfiction.net as well as their read

like a fan.

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The last relevant research was written by Nazaruddin research

focused on The Effect of Various Reading Texts Presentation to

Improve Students' Reading Comprehension at the Second Year SMA

Negeri 2 Tebing Tinggi of Meranti Regency. He found that tscore is higher

than ttable in either at 5% or 1% grade of significance. It can be read that

2.02< 9.461< 2.72. From the data above, teaching reading by using

various reading texts presentation got good effect to improve students’

reading comprehension. It means that there is significant effect of

various reading texts presentation to improve students’ reading

comprehension at the second year SMAN 2 Tebing Tinggi of Meranti

Regency. Fanfiction is one of various of reading text, Related for this

study, by using various reading texts such as Fanfiction can make the

students predict and delimit easily as discussed or informed in the text

after they read and answer the questions.

From the relevant studies above, the researcher takes reading

comprehension as a variable of the research, due to the fact that reading

comprehension is an important of education and some students are still

hard to comprehend the text. For now, the researcher uses a research for

reading comprehension using Fanfiction and expects there is any effect

in reading comprehension to improve the students’ reading

comprehension.

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5. Conceptual Framework

In this research there are two variables: Fanfiction as the independent

variable and the students’ reading comprehension as the dependent. The

research focuses on the experiment to know whether there is significant

effect of using Fanfiction in students’ reading comprehension and to

know whether the students reading comprehension using Fanfiction

would be better than reading without treatment of Fanfiction.

Reading comprehension is a higher process than reading. As the

(Klingner, Vaughn, & Boardman, 2007, p. 8) states that Reading

comprehension is a multicomponent, highly complex process that

involves many interactions between readers and what they bring to the

text (previous knowledge, strategy use) as well as variables related to

the text itself (interest in text, understanding of text types).

It can be inferred that reading comprehension can improve their skill

to understand the message in the text. However, the reading

comprehension still becomes the weakness of the students.

Fanfiction is what happens when enthusiasts create writing that is

based on published works such as favorite novels, TV shows, films,

comics and games (Collins, 2006; Jenkins, 2008).

However, based on the explanation above, it is found that the

students’ reading comprehension is better if the students are exposed to

use Fanfiction as reading material in order to solve the students’ interest

and difficulties in reading comprehension. So, the researcher

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proposes that Fanfiction as media in teaching reading in

English can improve students' reading comprehension.

6. Hypothesis of the Research

Based on the theories, thoughts, and explanation above, the researcher

formulated the hypothesis as follows:

1) Hypothesis of Pre-test

H0 : There is no significant different between experimental class

and controlled class in term of students’ reading

comprehension

on the ninth grade students of SMPN 4 CIKUPA

H1 : There is significant different between experimental class and

controlled class in term of students’ reading comprehension on

the ninth grade students of SMPN 4 CIKUPA

2) Hypothesis of Post-test

H0 : There is no significant effect of Fanfiction on the ninth grade

student’s Reading Comprehension at SMPN 4 CIKUPA.

H1 : There is significant effect of Fanfiction on the ninth grade

student’s Reading Comprehension at SMPN 4 CIKUPA.

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CHAPTER III

RESEARCH METHODOLOGY

A. Time and Location of the Research

The researcher conducted at SMPN 4 Cikupa that is located on Kp.

Pasir Rangdu RT.008/002 Desa. Cibadak, Kec. Cikupa, Kab. Tangerang –

Banten in academic year 2019/2020. There were some considerations why

the researcher chose SMPN 4 Cikupa as a place of research. The problems

found are related with the research topic such as the students’ lack of

vocabularies, the teacher teaches conventionally and the students are less

motivation in learning English. Therefore, the problems cause the

achievement in students’ achievement in English subject.

Table 3. 1

Schedule of the Research

Activities Time Allocation

2019 2020

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Dec Jan Feb Mar Apr May Jun Jul Aug SepSubmitted the tittle

                   

Guidance of the research

                   

Make a research instrument

                   

Seminar of proposal

                   

Guidance and revision the result of proposal

                   

Collecting of the data

                   

Analyzing of the data

                   

Mini Thesis Examination

                   

B. Research Method

In this research, the researcher used the quantitative method with

quasi experimental design. According to Riadi (2014), “Experimental

research trying to make something may happen to the dependent variable

through a series of treatment as independent variable (p.8). It means that

experimental research investigates the cause-effect between variable.

Therefore, the researcher will conduct experimental research, because the

researcher wants to know the effect of students’ reading comprehension by

using Fanfiction.

Riadi (2014) mentioned there are three types of experimental research

based on the design, that is weak experimental design, true experimental

design, and quasi experimental design (p.9). In this research, the

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researcher used quasi experimental design. Therefore, the researcher

designed the research by giving the pre-test and post-test to the

experimental and controlled class. First, the researcher gave the pre-test to

experimental (Ye) and controlled class (Yk). Second, the researcher

treatment use media of Fanfiction to experimental class (X) and traditional

strategy to controlled class. The last, the researcher will gave post-test for

both classes (Ye and Yk).

Table 3. 1

Research Design

Definition:

Ye 1 : Students’ reading score of experimental group on pre-test

Yk 1: Students’ reading score of control group on pre-test

X : Pre-questioning treatment

- : Non pre-questioning treatment

Ye : Students’ reading score of experimental group on post-test

Yk : Students’ reading score of control group on post-test

In this research, the researcher used Fanfiction as the independent

variable and students’ Reading Comprehension as the dependent variable.

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Group Pre-Test Treatment Post-Test

Experimental Class Ye X Ye

Controlled Class Yk - Yk

It is one approach of research that uses two groups: those are experimental

group and controlled group. The group that receives the new or specific

treatment is called the experimental group and the group that receives no

treatment or is treated as usual is called controlled group. This study

focused on giving treatment to the experimental group by using popular

Fanfiction types like: Movies, Anime, Cartoons and Books, and then the

researcher observed and analysed the result through the test.

Those are two variables involved in this research. They were the

use of Fanfiction as the independent variable and student’s Reading

Comprehension as the dependent variable.

C. Population and Sample

a. Population

The population is a generalization area that consists of objects /

subjects that have certain qualities and characteristics determined by

researchers to be studied and then drawn conclusions (Sugiyono,

2015). The population of this research is the ninth grade students of

SMPN 4 CIKUPA in the academic year 2020 and 2021. It consists of

189 students.

Table 3.2

Research Population

Class 9A 9B 9C 9D 9E

Number of Students 39 39 37 38 36

Total 189

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b. Sample

A Sample is the part of the number and characteristic possessed

by the population (Sugiyono, 2015). In the ninth grade, there were two

classes. Each class consists of 36 until 39 students. The

researcher used simple random. The researcher selected Ninth B and

Ninth C as samples because Ninth B and Ninth C had same scores in

the English lesson. The technique of sample will take in this research

is random sampling.

Table 3.3

Research Sample

No Class Number of Students Explanation

1 IX B 39 Experiment Class

2 IX C 37 Control Class

Total 76 students

D. Technique of Collecting Data

The researcher gave the different reading comprehension test namely

pre-test and post-test to both experimental and controlled class by used

multiple choice to know students response in teaching and learning

process, as follows:

1) Pre-test

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Pre-test was conducted at the first meet before the researcher applied

treatment in both experimental and controlled class, there were IX B as

experimental class and IX C as controlled class.

2) Post-test

Post-test was conducted at sixth meet after teaching and learning

process used Fanfiction in the experimental class and also in controlled

class without used Fanfiction in teaching reading comprehension.

E. Research Instrument

1. Instrument of Dependent Variable (Y)

a. Conceptual Definition

Based on the theories are mentioned, reading comprehension

involves much more than readers’ responses to text. Reading

comprehension is a multicomponent, highly complex process that

involves many interactions between readers and what they bring to

the text (previous knowledge, strategy use) as well as variables

related to the text itself (interest in text, understanding of text

types).

b. Operational Definition

In this research, to get the data the researcher gives the multiple

choice test that consisted of 20 items. The multiple choice test as

the instrument because it is commonly used for measuring the

students’ reading comprehension by the researchers. The

29

researcher used some indicators to measure students’ reading

comprehension there are main idea of the text, the generic structure

of the text, meaning of words on the text, the specific information,

and the inference of the text.

c. Test Specification of Instrument

According to Sugiyono (2016, p. 102) defines a research

instrument is a tool used to measure observable natural and social

phenomena. As follows:

The Test Specifications of Instrument

Name of school : SMP Negeri 4 Cikupa

Subject : English

Class : IX

Skill : Reading

Lesson topic : Narrative Text

Type of item test : Multiple Choices

Standard Competence :

…………………………………

Table 3. 2

Specification of Instrument

Variable IndicatorItem

NumberDomain

Reading Identify Main Idea of the

text

30

Comprehensio

n

Identify the generic structure

of text

Identify the meaning of

words on text

Identify the specific

information of text

Identify the inference of text

Scoring system

As Rahmawati (2015) in Riyadi (2019) for the objective test, the

students get 1 point for the correct answer, and the students get 0 point

for the incorrect answer.

Score: BN × 100 (0-100 scales)

Description:

B: The correct answer

N: The total questions

The scoring system of this research:

Total of questions = 20 questions

Correct answer = 1 point

Incorrect answer: 0 point

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Students’ score = Correct AnswerTotal Questions ×100

d. Instrument Validity and Reliability

1) Validity

Validity is the evidence of the accurate instrument

(Sugiyono, 2017). The researcher uses biserial point in testing

validity. (Riadi, 2014, p. 146) Biserial point is a tool in statistics

parametric which is used to examine the correlation of each

variable with dichotomy characteristics such pass-fail, true or

false, etc.

The formulation is as follows:

Y bls=( xp−xqS )√ pq

Description:

XP = The mean score on the total test of answering the item

right

Xq = The mean score on the total test of answering the item

wrong

S = Standard deviation of the total sample

P = Proportion of cases answering the item right

q = Proportion of cases answering the item wrong

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2) Reliability

Reliability refers to the consistency of the measurement.

The consistency of the results when the same subject is given

different times and it shows the same result. Thus, no matter

how many times the test is implemented, if it is reliable, the

result will almost be the same. To obtain the reliability of the

test, the formula of KR 20 was used because this formula has an

accurately accounting, and easy to use (Sugiyono, 2015, p. 132).

The formulation is as follows:

ri¿= K

( K−1) {St 2−∑ Pi qiSt 2 }¿

Description:

ri = Reliability

K = The sum of items in instrument

pi = The proportion of subjects who answer the item 1

qi = 1 – pi

St2 = Variance total

Based on the counted using the theory of reliability test above, all of the

questions in instrument was reliable. Therefore, the questions can be used for

measuring reading comprehension in ninth grade.

2. Instrument of Independent Variable (X)

33

a. Conceptual Definition

According the theories are mentioned, the researcher takes the conclusion

that new media is needed in learning and teaching process especially in

teaching reading comprehension. Fanfiction is what happens when

enthusiasts create writing that is based on published works such as favorite

novels, TV shows, films, comics and games. In other words, Fanfiction

provides evidence that young people can not only read and respond to

literature, and do so voluntarily, but also craft their responses in

sophisticated, polished writing. Therefore, Fanfiction can help the students

remembering and understanding the text by their own words.

b. Operational Definition

In the experiment class, the researcher will use Fanfiction to teach

reading comprehension and in control group the researcher uses text book

to teach reading comprehension. These are the steps teaching reading

comprehension using Fanfiction: first, The lesson can began by asking

students to answer and share their responses to the questions, "What is a

fan? What are examples of something you are a fan of?" Next, the teacher

give the students types of Fanfiction like: (movie, video game, book, and

TV show). And then the teacher ask the students to read a piece of

Fanfiction with the accompanying reviews that printed from

Fanfiction.net. During this work period the students were to 1) summarize

the piece, 2) decide if it was a good example of fiction writing-after a

quick reminder of items to look for in good fiction: strong dialogue,

34

descriptive vocabulary, and cohesive story line 3) make one suggestion for

improvement, and 4) decide if the reviews were beneficial or not and

report their results to the class.

F. Statistical Hypothesis

Based on the study of theory and frame of statistical hypothesis in the

study are:

1. Hypothesis Statistic of Pre-test

Ho : µ1 = µ2

H1 : µ1 ≠ µ2

This means there is no difference on average between classes

using Fanfiction with classes that do not use Fanfiction in teaching

reading.

2. Hypothesis Statistic of Post-test

Ho : µ1 = µ2

H1 : µ1 ≠ µ2

This means there is difference on average between classes using

Fanfiction with classes that do not use Fanfiction in teaching reading.

G. Technique of Data Analysis

To test the research hypothesis, the researcher will use t-test data

analysis technique. This technique consists of data analysis requirement

testing as requisite of technique data analysis and testing of hypothesis.

1. Descriptive Statistic

35

This is the descriptive statistic by Riadi (2014), as follow:

1.1 Mean

As Riadi (2014, p. 45) described the rule, as follow:

X=∑i=1

nfix i

∑i=1

nfi

Definition:

X = the average

Fi= class frequency

Xi= middle point of class

N=total data

1.2 Mode

According to Riadi (2014, p. 48) said “Mode is the value that often

arise by the most frequent number.”

Mo = Lo + I b 1

b1+b2

Definition:

Lo = bottom edge of class mode

I = class interval

b1= the frequency difference of the class mode with the frequency of the

previous class

36

b2 = the frequency difference of the class mode with the frequency of

the after class

1.3 Median

According to Riadi (2014, p. 46) defined “Median is data that divide

into two parts or median.”

Me = Lo + I

n2f

−F

Lo = lower edge of median

I = length of interval class

F = cumulative Frequency

f = median frequency class

n = total data

1.4 Standard Deviation

As Riadi (2014, p. 64) stated that standard deviation is to measure

how the data is scattered.

S = √∑ ∑ f ( x−x )n−1

x = Middle point of class

f = frequency

X = the average

37

S = Standard deviation

N = Total sample

1.5 Variance

As Riadi (2014, p.66) states “Variance is squared of standard

deviation”.

S2 =

∑ f ( x− x )N

2. Inferential Statistic Data Analysis

Inferential statistics relates to the modeling of data and make the

decision. As Sugiyono (2016, p. 148) stated “Statistics are inferential

statistics used to analyze sample data, and apply the result to the

population”.

1) Normality Test

Normality test used to know the distribution data normal or not.

To find out the distribution data, the data used normality test with

Chi square. The formula as follow:

X2=∑ ( f o−f e)2

f e

Description:

x2 = Value of Chi Square

f e = Frequency Expectation

38

f 0 = Frequency Observed (Absolute)

Criteria Test:

- X2count compared X2

table using a significance level 5% and dk

=k– 1

- If X2Fcount< X2 Ftable, it means the data is from normal

distribution.

- If X2Fcount> X2 Ftable, it means the data is not from normal

distribution. Riadi (2014, p. 94)

2) Homogeneity Test

“The homogeneity test is used to know whether the data are from

homogeny population or not, namely to compared two or more

variants”.

The formula to know the homogeny data using Fisher – Test:

F=S2 AS2 B

Description:

S2 A = Greatest Variance

S2B = Smallest Variance

The Hypothesis in homogeneity test is:

Ho = Homogeny Variance

Ha = Non Homogeny Variance (Riadi, 2014: p.104)

39

Criteria Test:

If the calculation result of Fcount was lower that Ftable (Fcount<Ftable)

by 5% degree of significant so Ho was accepted, it means the data

was homogen or both of groups have the same variance.

Hypothesis Test

The researcher is going to use hypothesis test or t-test to know

the differences before and after treatment in groups not pair or

significant. There were two types of t-test formula for independent

sample. They were the separated model t-test and the pooled

variance model t-test.

The formula for the separated model t-test :

t=X B−X A

√ S21

n1+

S22

n2

(Riadi, 2014, p.159)

Description:

X1 = Mean score of Experimental group

X2 = Mean score of Controlled group

n1 = The number of subject of Experimental group

n2 = The number of subject of Controlled group

40

S12 = Variance of Experimental group

S22 = Varience of Controlled group

If n1 = n2 obtained are sample homogeny ↔ df = n1 + n2 – 2

If n1 = n2 obtained are sample not homogeny ↔ df (n1-1) or (n2-1)

If n1 ≠ n2 obtained are sample not homogeny ↔ ttable= (∆ttable/2) +

ttable the smallest. ∆ttable = range ttable n1 and n2.

The formula for the pooled variance model t-test:

t=X 1−X2

√ (n1−1 ) S12+( n2−1 ) S1

2

n1+n2−2 ( 1n1

+1n2 )

(Riadi, 2014. p.159)

Description:

X1 = mean score of Experimental group

X2 = mean score of Controlled group

n1 = number of Experimental group

n2 = number of Controlled group

S12 = standard deviation of Experimental group

S22 = standard of deviation of both group

41

If n1 = n2 obtained are sample homogeny ↔ df = n1 + n2 – 2

If n1 = n2 obtained are sample homogeny ↔ df (n1-1) or (n2-1)

If n1 = n2 obtained are sample not homogeny ↔ df (n1-1) or (n2-1)

After getting the result score of tcount then determines ttable, it is

compared at significance level α = 5% . With the test’s criteria:

1) If, tcount<ttable then Ho is accepted.

2) If, tcount>ttable then Ho is rejected.

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