The use of modified GRASP to teach students’ reading comprehension

Atik Winarti (Lampung University, Language and Arts Education Department, Teacher Training and Education Faculty)
Tuntun Sinaga (University of Lampung)
Muhammad Sukirlan (University of Lampung)

U-JET: Unila Journal of English Teaching
Vol 9, No 2 (2020): U-JET

This research is conducted to find out: 1) the significant difference on students’ reading comprehension before and after the implementation of GRASP; 2) the difference on reading aspect through modified GRASP; and 3) the correlation between students’ self-esteem and reading comprehension.This quasi-experimental research uses one group pre-test post-test design. It applies modified GRASP on students’ reading comprehension. The samples, taken purposively, are 30 students of the tenth grader. The result shows that there is difference of students’ reading comprehension before and after taught by GRASP and there is significant improvement between pretest of posttest. Based on the calculation of the reading aspects, it can be seen that the aspect of references became the lowest aspect that can be mastered by the students on the original GRASP (Pretest) class. After the researcher modified the GRASP, there was improvement in the aspect of references, especially main idea. Furthermore, there is correlation between students’ self-esteem with students’ reading comprehension.Keywords: Self-Esteem, Modified GRASP and Reading Comprehension Penelitian ini dilakukan untuk mengetahui: 1) perbedaan yang signifikan pada pemahaman membaca siswa sebelum dan sesudah implementasi GRASP; 2) perbedaan pada aspek membaca melalui modifikasi GRASP; dan 3) korelasi antara harga diri siswa dan pemahaman membaca siswa. Penelitian kuasi-eksperimental ini menggunakan satu kelompok pre-test post-test design. Penelitian ini memodifikasi GRASP untuk meneliti pemahaman membaca siswa. Sampel yang diambil secara purposive terdiri dari 30 siswa kelas sepuluh. Hasil penelitian menunjukkan ada perbedaan pemahaman membaca siswa sebelum dan sesudah diajarkan menggunakan GRASP dan ada peningkatan yang signifikan antara pretest dan posttest. Berdasarkan perhitungan aspek membaca, dapat dilihat bahwa aspek referensi menjadi aspek terendah yang dapat dikuasai oleh siswa pada kelas GRASP (Pretest). Selanjutnya, setelah peneliti memodifikasi GRASP, ada peningkatan dalam aspek referensi, terutama ide utama.Disamping itu, ada korelasi antara harga diri siswa dengan pemahaman membaca siswa.