USING RAP (READ, ASK, PUT) STRATEGY IN TEACHING SHORT FUNCTIONAL TEXT COMPREHENSION AT THE EIGHTH GRADE OF STATE JUNIOR HIGH SCHOOL 23 PEKANBARU

Abstrak / Ringkasan

The specific objective of this research was to find out if there is a
significant difference in students’ reading comprehension of short functional text
before and after being taught by using RAP (Read, Ask, Put) for experimental
class and without using RAP (Read, Ask, Put) strategy for control class at eighth
grade of state junior high school 23 Pekanbaru. In this research, the type of the
research used was a quassi experimental research. The writer took non-equivalent
control group design. The writer used two classes as samples that consisted of 56
students. Before giving the treatments, the students were given pre-test and after
the treatments they were given post-test. The technique of collecting the data was
test. The test was used in order to find out students’ reading comprehension of
short functional text at eighth grade of state junior high school 23 Pekanbaru. The
research finding showed that the improvement could be seen from the score of
test. The technique of data analysis used Independent Sample t-Test and Etasquared

formula by using SPSS.16 Version. The result found that there is
significant difference in students’ reading comprehension of short functional text
after being taught by using RAP (Read, Ask, Put) strategy for experimental class.
It showed that hypothesis was accepted, since t-value > t-table. The total score of
t-test was 3.477 compared with t-table with significance level of 5 % and 1%
(2.00 <3.477> 2.65). Then, the writer also found the effect size was 0.182 and
result of coefficient effect (Kp) was 3.312%. It means that RAP (Read, Ask, Put)
strategy was considered very large effect and contributed 3.312% for reading
comprehension of short functional text at the eighth grade of state junior high
school 23 Pekanbaru.

Key Words: Reading comprehension, RAP Strategy, Short Functional text

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