THE EFFECTIVENESS OF SNOWBALL THROWING TECHNIQUE TO

IMPROVE RECOUNT TEXT AT THE EIGHTH GRADE OF SMPN 1

BABADAN PONOROGO IN THE ACADEMIC YEAR 2019/2020

THESIS

By

Siti Fatimah Tenri Sari

NIM.210916048

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHING TRAINING

STATE INSTITUTE OF ISLAMIC STUDIES PONOROGO

2020
 ABSTRACT

Fatimah, Siti Tenri Sari. 2020. The Effectiveness of Snowball Throwing

Technique to Improve Recount Text at The Eighth Grade of
SMPN 1 Babadan Ponorogo in The Academic Year
2019/2020. Thesis, English Education Department, Tarbiyah
Faculty, State Institute for Islamic Studies Ponorogo, Advisor
Dr. Ahmadi M. Ag.

Keywords: Recount Text, Snowball Throwing Technique

Snowball throwing is a learning technique to explore the potential for

student leadership in groups and student creativity in asking and answering
questions that are combined through imaginative play in groups. This technique
can improve students' reading comprehension. Practically speaking, the snowball
throwing technique is fun and can stimulate students to be active. The material
used to teaching reading is recount text. Recount text is a text that telling the
student about one story, action or activity.
The purpose of this research was to examine whether there was a significant
difference between students who are taught by using Snowball Throwing
technique and who are not taught by using Snowball Throwing technique at the
eighth grade of SMPN 1 Babadan Ponorogo in the academic year 2019/2020
The researcher applied a quantitative approach and used a quasi
experimental design. The researcher used two classes as experimental and control
classes. The experimental class was taught by using snowball throwing technique
and control class was not taught snowball throwing technique. The researcher
used cluster random technique sampling to determine the sample. The population
was 164 students of the eighth grade at SMPN 1 Babadan. The researcher took
VIII D as the experimental class and VIII F as the control class, both of them
consisted of 25 students. The total sample in this research was 50 students. The
researcher used multiple-choice test to measure students’ score from pre-test and
post-test. After getting the score from pre-test and post-test, the researcher used
independent ttest, it had aim to compare the data from two different groups by
using the ttest, formula in SPSS 23.
Based on the analysis on the data and the testing of hypothesis, the
researcher found the result of this research showed Mean score in the
experimental class was 78.00. Whereas the post-test Mean score in the control
class who were not taught by using the snowball throwing technique was 73.40. It
showed that the students who were taught by using snowball throwing technique
got a better scores than the students who were not taught by snowball throwing
technique. The significant standard 5%, the value of t t was 2,01. Then the value of
to was compared to the value of t t the value of t o was 1.620. It means that Ha was
accepted and Ho was rejected. So there is a significant influence in using snowball
throwing technique to improve recount text at the eighth grade of SMPN 1
Babadan Ponorogo in the academic year 2019/2020.
iii
Examiners :

iv
v
vi
 CHAPTER I

INTRODUCTION

A. Background of the Study

In Junior High School, English is important. It's because English is

compulsory subject. This subject divided into four skills. They are speaking,

listening, writing, and reading. These skills can help students master English.

Therefore, students must master these four skills to become proficient in

English. 1

Reading is one of the essential elements of the four skills in English.

Students can expand their knowledge and information on English by reading

articles, books, and texts. If they read, they can learn new vocabulary. So as

the vocabulary will help them to learn English. 2 Reading consists of two

processes it is word recognition and comprehension. Word recognition is the

process of understanding how written symbols correspond to one's spoken

language. Comprehension is the process of understanding words, sentences,

and linking the experience of text knowledge with the text by using strategies

to help and understand the written text.3

Whereas, Reading comprehension of more complex texts originated

vocabulary knowledge grows exponentially. But not all students consider

1
Agatha, Improving The Reading Comprehension Ability Of Grade Viii Students Of Smp
Negeri 13 Yogyakarta Through The Multiple Intelligences-Based Techniques In The Academic
Year Of 2013/2014. 25.
2
Dian Nuryati. Improving Students’ Reading Comprehension in Recount Text by Using
Snowball Throwing at Grade VII SMPN 4 Pagaran Tapah Darussalam Provinsi Riau. Riau:
Universitas Pasir Pangaraian. 2015. 30.
3
Ibid.,32.

1
 2

learning to read as an easy process. students who have difficulties will be left

behind from their peers, causing a lack of confidence. because literacy affects

performance in all areas of the curriculum, it is important that teachers provide

adequate techniques as early as possible which must be tailored to the needs of

students.

Reading comprehension skills and strategies are designed to expand

knowledge and strengthen reading skills in students. The teacher is required to

choose a reading that is fun, high-interest fiction, and non-fiction that will

trigger students' reading interest.4

By choosing an attractive method, it can support students' reading

comprehension. Besides being able to influence student learning motivation, it

also makes students more competitive in class, therefore snowball throwing is

an interesting method used by several schools in the teaching and learning

process. Therefore, researchers took the snowball throwing technique as a

method in this research.

Reading comprehension is indispensable for students both during their

education at various levels of school and after they graduate school or work in
5
the community. Reading skills are basic skills that must be mastered by

students in participating in all activities in the learning and teaching process.6

4
Saddleback Educational Publishing, Reading Comprehension Skills and Strategies Level 8,
(USA: Three Watson, 2002). 5.
5
Suleiman Alyousef,and Hesham. Teaching Reading Comprehension to Esl/Efl Learners.
King Saud University (KSU). Saudi Arabia. 2005. 25.
6
Nuryana, Rika. The Correlation between Student’s Interest and Their Reading
Comprehension Ability in Learning English at the Second Year of SMPN 3 Ukui Kab. Pelalawan.
UIN SUSKA. Pekanbaru. 2009. 34.
 3

Therefore, teaching reading comprehension is very important for

students, because it can develop students' reading abilities not only in

textbooks but also in other reading materials. 7 Teachers must be able to choose

good and fun methods to teach students in order to make students understand

the text well. Because when students are taught using conventional methods,

the learning process only focuses on the teacher, so that it makes students

bored. The learning method is a constructivism theory and cooperative

learning model where students seek information from their ideas and solve

problems by sharing and discussing with their classmates.

Snowball throwing is a teaching technique that can improve students'

ability in understanding text. The use of snowball throwing techniques is one

solution for teachers to increase students' reading interest. The way to use this

technique is that students are formed into small groups of 5-6 people. 8

The purpose of snowball throwing is as a reading learning model. It is

known that reading is one of the important elements in schools such as

English language exams that use text to test students' understanding of the

text. Students must have a good understanding of the reading process in order

to understand the text and pass the test.

Based on observations according to researchers. In Indonesia, English

is a foreign language, making it difficult for students to improve their basic

knowledge of English. Indonesian students rarely use English in conversation,

7
Tuti Risnawati, The Effect of Applying Snowball Throwing Model Assisted by Audio on The
Students’ Reading Comprehension, University of Muhammadiyah Sumatera Utara, 2018. 15.
8
Yunisrina Qismullah Yusuf, The Effectiveness of Snowball Throwing Technique in Teaching
Reading Comprehension, Syiah Kuala University, 2017. 18.
 4

they also rarely hear people speaking English and are lazy to read English

books. This attitude makes it difficult for students to learn English and makes

them less motivated to develop.

Based on observation and interviewed with students at SMPN 1

Babadan Ponorogo, the researcher found students' problems in learning

English. Some problems came from the student self. Most students are not

able to understand the meaning of the text because they are not familiar with

the vocabulary in the text. Students still find it difficult to understand

information from the text for several reasons, such as lack of memorization of

vocabulary, lack of grasping main ideas, difficulty pronouncing, and are not

interested in reading and still difficult to understand previous readings. They

have low reading comprehension skills. Besides, the teaching strategies used

by teachers make students bored. This strategy does not support students to be

interested in learning. 9

Based on preliminary observation and interviewed with English

teachers in SMPN 1 Babadan Ponorogo, there some problems in reading class

such as the students feel so sleepy. Beside it, they played during the course. In

the classroom activity, they were lazy for studying. So that they had low

ability and achievement in reading English. So, the researcher suggests in

teaching reading should be applied Snowball throwing technique.10

Based on the explanation above, the researcher concluded, reading can

help us to understand the written expressions and the snowball throwing

9
Based on interview students, 20 January 2020, 09.00-09.30 WIB
10
Based on observation and interview, 20 January 2020, 10.00-10.30 WIB
 5

technique can be used for reading comprehension. This technique improves

reading skills because using this technique can train students' readiness, share

knowledge, and the creation of a communicative learning atmosphere. So that

the researcher interested in research by the title THE EFFECTIVENESS OF

SNOWBALL THROWING TECHNIQUE TO IMPROVE RECOUNT TEXT

AT THE EIGHTH GRADE OF SMPN 1 BABADAN PONOROGO IN THE

ACADEMIC YEAR 2019/2020

B. Scope and Limitation of the Study

In this research, the researcher limits the study to improve students

reading comprehension on recount text in the eighth grade of SMPN 1

Babadan Ponorogo. The experimental class will be taught by the snowball

throwing technique and the control class will be taught by the conventional

method.

C. Research Question

Based on the limitation of the study above, the research problem can

be formulated as follow: Is there any significant effect of snowball throwing

technique to improve students reading comprehension?

 6

D. Research Objective

Concerning the problem statement, this research can be stated as

follow: whether there is a significant effect of snowball throwing technique to

improve student's reading comprehension on recount text.

E. Significances of the Study

The result of this study was expected to be useful theoretically and

practically:

1. Theoretically

This research can be used to increase knowledge and reference, especially

in learning to read to improve reading comprehension and student learning

achievement.

2. Practically

The finding (result) of this research is expected for 3 groups are:

a. The Teacher

Provide information to teachers and institutions about the effect of

using snowball throwing techniques in improving students' reading

comprehension on recount text.

b. The Students

To contribute students in order to improve their ability to read recount

text, students feel relaxed, enjoy learning English lessons, and solve

their problems in learning English.

 7

c. The Further Researcher

This research is expected to provide new knowledge for future

researchers to conduct better research on teaching and learning cases,

and to solve reading problems of students and teachers who have the

same problems as this researcher.

F. Organization of Thesis

In order to write a good thesis, it is necessary to arrange it

systematically, the organization of this thesis provides the organization of the

main issues discussed. This thesis is devided into five chapters as follows:

Chapter I is introduction this chapter consists of background of the

study, scope and limitation of the study, research questions, research

objectives, significance of the study, and organization of the thesis

Chapter II is review of related literature this chapter consists of

previous research findings, theoretical background, theoretical framework, and

hypothesis.

Chapter III is research methode this chapter consists of research

design, population and sample, research instrument, technique of the data

collection, and technique of data analysis.

Chapter IV is research result this chapter consists of general location,

time of research, data description, data analysis, discussion and interpretation.

Chapter V isjuclosing this chapter consists of conclusion and

suggesstions.
 CHAPTER II

REVIEW OF RELATED LITERATURE

The research presents and breaks down this chapter into four parts. The

first part is related to previous research findings, the second part is related to the

theoretical background, the third part is related to the theoretical framework, and

the last is related to the hypothesis.

A. Previous Research Findings

There are two previous finding of some researchers that have relation

to this research as follow:

Afiska, in her thesis: “The Influence of Snowball Throwing Method

Towards Students’ Speaking Ability at The First Semester of Ninth Grade of

SMP Yasmida Ambarawa in The Academic Year of 2018/2019” the method

used in this research is quasi experimental method with three meetings, 2 X 40

minutes for each meeting. The population of this research was the ninth grade

of SMP Yasmida Ambarawa. The total sample was 54 students who were

taken from two classes, VIII A and VIII B. The researcher used oral test to

measure students’ score of speaking ability that were pre-test and posttest.

After getting the score from pretest and posttest, the researcher used

independent t-test, it had aim to compare the data from two different groups,

then the researcher used SPSS 16 to calculate the independent t-test. Based on

the analysis on the data and the testing of hypothesis, the researcher found the

result that was Sig. (2-tailed) = 0.00 and α = 0.05 where if Sig. (2tailed) <α =

8
 9

0.05 its mean that Hawas accepted. So, there is a significant influence in using

snowball throwing method toward students’ speaking ability at the first

semester of the ninth grade SMP Yasmida Ambarawa in the academic year of

2018/2019.11

Tuti Risnawati, in her thesis: “The Effect of Applying Snowball

Throwing Model Assisted by Audio on The Students’ Reading

Comprehension. University of Muhammadiyah Sumatera Utara. 2018” The

method of the research was the Experimental research method. The population

of the study was the tenth grade (X) students of SMA Negeri 1 Kuala at Jl.

Perintis Kemerdekaan No. 3 Kuala,Kec. Kuala Kab. Langkatin academic year

2017/1018, which consist of two classes. They were X-Bahasa and X-MIA3

class. The number of population were 72 students. The classes were divided

into two groups, namely experimental group and control group. All the

population was taken as the sample. The experimental group was taught by

applying snowball throwing model and the control group was taught by three

phase technique. The instrument of research was essay test. The essay test

consists of 5 items, each answers have 20 points. The result of this research

showed that t-test 2.66 was higher than t-table1.99 in which t-test > t-table.

The hypothesis was accepted. It means that there were a significant effect of

Afiska. The Influence of Snowball Throwing Method Towards Students’ Speaking Ability at
11

The First Semester of Ninth Grade of SMP Yasmida Ambarawa in The Academic Year of
2018/2019. 11.
 10

applying snowball throwing assisted by audio on the students’ reading

comprehension. 12

B. Theoretical Background

1. Reading

a. Definition of Reading

Reading is a receptive skill. 13 According to Rahmani and

Sadeghi, reading comprehension is also called text/message

recognition rate. This recognition comes from within a text that

contains words and how to understand knowledge inside and outside

the text/message. Reading comprehension lies in the ability to

understand words quickly. If word understanding is difficult, it will

make students not interested in reading the text so that they lack

reading interest and interfere with their ability to understand what the

text contains. 14

Reading is an interactive process. The main purpose of reading

is to understand a text. Students read to comprehend what the writer

intended to convey in writing.

12
Tuti Risnawati. The Effect of Applying Snowball Throwing Model Assisted by Audio on The
Students’ Reading Comprehension. University of Muhammadiyah Sumatera Utara. 2018. 20.
13
Spratt, Mary, Pulverness, Alan, and Williams, Melanie. The TKT (Teaching Knowledge
Test) Course. Cambridge: Cambridge Press. 2005. 21.
14
Rahmani, M., Effects of Note-taking Training on Reading Comprehension and Recall,
(Reading, 2011). 116-128.
 11

Reading is an interactive process.15 The main purpose of

reading is to understand a text. therefore reading needs

comprehension. 16 The students read to comprehend what the writer

intended to convey in writing.

Teaching reading is a complex process. 17 In teaching reading, a

teacher uses many different strategies, and use any instructional

technique effectively. The teacher teaches must understand the

principles and assumptions upon which each specific technique. The

best teacher develops an extensive knowledge base and draws on a

repertoire of strategies for working with struggling students. A major

aim in the teaching of reading is to help students in comprehension of

reading text and develop in the reader about the attitudes, abilities, and

skills needed for obtaining information, reacting to ideals, developing

interests. So that, deriving pleasure by reading through understanding

or "comprehension." Comprehension is a mental process.18

Reading comprehension is defined as the process of making

meaning by coordinating a number of complex processes that involve

language, word reading, word knowledge, and fluency.

15
Nuttall, Christine. Teaching reading Skills in a Foreign Language. Oxford: Macmillan
Education. 1996. 11.
16
Grabe, William. Reading in a Second Language: Moving from Theory to Practice. New
York: Cambridge University Press. 2009. 14.
17
Muslaini, Strategies for Teaching Reading Comprehension. Syiah Kuala Ubniversity. Banda
Aceh. 2017. 67.
18
Aksular, An Evaluation of Reading Passages in Cutting Edge Pre-Intermediate Coursebook
from the Perspectives of Preparatory School Students. Near East University. Nicosia. 2004. 34.
 12

Reading Comprehension refers to the ability the students which

are able to read accurately and effectively to get the maximum

knowledge and information from the text.

There are main ways in reading as follows:

1. Skimming

Skimming is consists of quickly meaning one’s eyes across a

whole text like an essay and article too, get the general idea of it, to

know how it is organized, to get an idea of the core of the intention

of the writer. It is the technique of allowing your eyes to travel

over a page very quickly stopping only here and there to get the

gist of it. Skimming can benefit the reader in seeing the purpose of

the section's topic or message and perhaps someone developing or

endorsing the idea. 19

The skimming technique procedure is carried out in three steps as

follows:20

a. Read the first sentence of paragraph

b. Read the last sentence of paragraph

c. Read key words in between

They next added two skimming patterns in the process:21

19
Ibid., 29.
20
Abdelrahman, The effect of speed reading strategies on developing reading comprehension
among the 2nd secondary students in English language. English Language Teaching, 7(6). 2014.
168.
21
Ibid., 169.
 13

a. For formal style, and this is typical of most textbooks (with

long paragraphs and long involved sentences), therefore readers

should read using the three steps outlined above.

b. For informal style (paragraphs and shorter sentences), the

readers should read using the first two steps only.

2. Scanning

Scanning is the process of quickly searching for a particular piece

or piece of information in a text. The purpose is a scan to extract

certain information without reading the entire text. It is basically

fast reading.22

Scanning is not skimming because the reader is not concerned with

the broader meaning of the text, but the details. 23 Scanning thing

for some particular piece or pieces of information in a text.24

Scanning refers to a technique when a person looks inside provided

text or documents to look for some specific text such as several

keywords. In this technique, the readers look for specific

information within a text such as places, names, and dates, among

others.25

22
Mikulecky, B. S., Advanced reading power: Extensive reading, vocabulary building,
comprehension skills, reading faster. White Plains, N. Y.: Pearson . 2007.
23
Sutz, R, Speed reading for dummies. Hoboken, NJ: Wiley Pub. 2009. 65.
24
Muslaini, Strategies for Teaching Reading Comprehension. Syiah Kuala Ubniversity. Banda
Aceh. 2017. 21.
25
Brown, Language assessment: Principles and classroom practices. San Francisco, CA:
Pearson Education. 2003. 76.
 14

The procedures of scanning technique are:26

a. Keep in mind only the particular information to be found out.

b. Make a choice, which clues would support the finding of the

required information.

c. Have a rush view and sweeps down the page quickly to find out

the clues. If a clue is found, read the section for the required

information.

When carrying out the above procedures, the reader should have

full concentration while reading, be able to scan two or three search

terms describing the information needed and search for italicized,

underlined, or bolded words that may carry specific information in

the text.27 The table and index within the text can also lead the

reader into the information needed.

3. Extensive reading

Extensive Reading is one of an approach to language reading.

When learners read extensively, they enjoyable books to build their

reading speed and fluency. The extensive reading is effective in

improving students reading comprehension achievement may be

caused by several reasons: 28

26
Olson, Teaching and researching reading in secondary school. Atlanta: Georgia State
University. 1972. 54.
27
Sutz, R, Speed reading for dummies. Hoboken, NJ: Wiley Pub. 2009. 69.
28
Sarwo Edy, The Effectiveness of Extensive Reading on Students’ Reading Comprehension
Achievement as Observed from Students’ Motivation. STAIN Curup. Bengkulu. 2014. 57.
 15

a. The extensive reading activities can provide comprehensible

input for general language competence.

b. Extensive reading can increase knowledge of vocabulary.

c. Extensive reading lead to an improvement in writing, motivate

learners to read.

d. Extensive reading can increase the students’ exposure to the

language.

e. Extensive reading can consolidate previously learned language.

f. Extensive reading program can help to build confidence with

extended texts.

g. Extensive reading program also can encourage the exploitation

of textual redundancy.

h. Extensive reading program can facilitate the development of

prediction skills.

Those benefits can make student comprehend reading texts well

with all aspects beyond reading activities

4. Intensive reading

Intensive reading is generally slower and requires a higher level of

comprehension in extensive reading. Intensive reading usually

involves text that is more than 500 words long. 29 Intensive reading

refers to a detailed focus on the construction of reading text which

29
Gholamhossein Shabani, The Degree of The Effectiveness of Paraphrasing vs
Summarization as Reading Tasks. International Conference on Languages, Literature and
Linguistics IPEDR vol.26. IACSIT Press, Singapore. 2011. 518.
 16

takes place usually in the classroom. 30 Reading shorter texts to

extract specific. This is an accuracy activity involving reading for

detail.

In short, intensive reading requires a deep and thorough

understanding of the detailed comprehension of very short texts.

The objective is to achieve a full understanding of the logical

argument, the rhetorical arrangement or pattern of the text such as

its symbolic, author's purposes, emotional, social aspects,

attitudes, and the linguistics means that he uses to reach his ends.

b. Levels of Reading Comprehension

1. Literal Comprehension

Explicit understanding of ideas and information in reading.

Abilities: a. Knowledge of words meanings, b. Recall of details

directly stated or paraphrased in own words, c. Understanding of

grammatical clues verb, subject, conjunctions, pronouns, and so

forth, d. Recall of the main idea explicitly stated and e. Knowledge

of the sequence of information specified in that passage. 31

2. Interpretive Comprehension

Understanding of ideas and information that are not explicitly

stated in the text. Abilities: a. Reason with the information

presented to understand the author’s tone, attitude, and purpose, b.

Infer factual information, comparisons, main ideas, cause-effect

30
Broughton et al. Reading as a Language Skill. Bandung. 1978. 11.
31
Tuti Risnawati, The Effect of Applying Snowball Throwing Model Assisted by Audio on The
Students’ Reading Comprehension, University of Muhammadiyah Sumatera Utara, 2018. 25.
 17

relationships not explicitly stated in the passage, and c.

Summarization of story content.

3. Critical Comprehension

Analyze, evaluate, and personally react to the information

presented in a section. Abilities: a. Personally reacting to

information in a passage indicating its meaning to the reader and b.

Analyzing and evaluating the quality of writing in terms of some

standards.

c. Part of Paragraph

1. Topic Sentence

The Topic sentence is the sentence that states the main idea, the

author’s most important point.32 The topic sentence is a sentence

in the introduction that tells the reader what your paper will be all

about. In other words, it gives them a look into your topic.

The topic sentence can be found anywhere in the paragraph, but

there are some places where it is more likely to appear. Topic

sentences are often the first sentence of the paragraph, sometimes

the topic sentence comes at the end of a paragraph. In some cases,

the topic sentences appear in the middle of the paragraph.

2. Main Idea

Main Idea sentences are sentences that support your topic. These

sentences appear first in the body paragraph, they tell the reader

32
Reid, Joy M. The Process of Paragraph Writing. USA: Prentice-Hall Inc. 1994. 36.
 18

about the details in the topic. The main idea is the most important

point the writer makes on the topic.33

3. Supporting sentence

Supporting sentences are sentences that develop the topic

sentence. 34 supporting sentences that develop the topic sentence by

giving definitions, examples, reasons, facts, comparison, incident,

analogy, cause and effect, statistics, and quotations. Development

means supporting the main idea or generalization with specifics. 35

The supporting sentence explains the main idea of the topic

sentence. They provide evidence to convince the reader of the truth

of a claim, statement, or opinion. You might regard the topic

sentence as an argument (view) to be proven. The support

sentences supply evidence in the form of facts, definitions,

examples, reasons, or illustrations to back up the claim in the topic

sentence.

4. The concluding sentence

The concluding sentence is the last sentence that concludes the

points of the paragraph. A Concluding sentence is a sentence that

summarizes the main points of the paragraph.36 It signals the end of

33
David A. Sousa, How the Brain Learns. Thousand Oaks: Corwin Press. 2006. 48.
34
Yudi Agus Prananda. Students’ Ability in Writing Paragraphs Using Structure of The
Paragraph in Argumentative Essay By The Sixth Semester of English Study Program of
Muhammadiyah University of Bengkulu.2011. 9.
35
Saraka. From Paragraph to Essay: Consepts and Practice. Jakarta: Departemen Pendidikan
dan kebudayaan. 1988. 30.
36
Dietsch, Betty Mattix. Reasoning and Writing Well. New York: Mc Graw- Hill Companies,
Inc. 1998. 78.
 19

the paragraph and leaves the reader with important ideas to think

about. It can be written as the same as the topic sentence but in

different words.

For concluding sentences, there are five techniques that can be used

in a paragraph. They are:37

a. Summarizes the material in the paragraph.

b. Offers a solution to the problem stated in the paragraph.

c. Predict a situation that will result in or occur from the statement

made in the paragraph.

d. Makes a recommendation concerning the materials presented in

the paragraph.

e. States a conclusion to the information given in the paragraph.

2. Recount Text

a. Definition Recount Text

Recounts are sections of text that retell past events, usually, in

the order, they occurred.38 The purpose of recount text is to provide a

description to the audience of what happened and when it happened.

A recount is a reconstruction of something which happened in

the past. It is a sequence of events that unfolds over time and its

purpose is to tell what happened. The recount text begins by telling the

reader who was involved, what happened, when it happened, and

where this event occurred. The sequence of events is to describe in

37
Reid, Joy M. The Process of Paragraph Writing. USA: Prentice-Hall Inc. 1994. 42.
38
O’hara, Shelley. Improving Your Reading Skill. Pustaka Pelajar. Yogyakarta. 2009. 114.
 20

some stories of order, for instance, a time order. The recount's generic

structure consists of three parts; they are settings or orientations,

events, and conclusions. Setting or orientation is background

information about who, when, where, and why. This is where you

outline what you wrote. write about things that happened and

identified and described in chronological order. And the conclusion

express a personal opinion regarding the events described. A recount

has a title, which concise. Because recount tells about past experiences,

it uses past tense. A recount describes events, so plenty of use is made

of verbs (action words) and of adverb (describe or add more detail to a

verb). It describes the word of the events which link events such as

next, later, when, then, after, before first. The lexicogrammatical

features of recount focus on specific participants, use of past tense, use

of material processes, circumstances of time and place, and temporal

sequence. 39

b. Grammatical Features of Recount

The common grammatical features of recount text are:

1. Proper Nouns

A proper noun functions exactly the same way a common noun

does, in that it is a person, idea, place, or thing. However, this

proper noun is capitalized. Proper nouns include the days of a

39
Tuti Risnawati, The Effect of Applying Snowball Throwing Model Assisted by Audio on The
Students’ Reading Comprehension. University of Muhammadiyah Sumatera Utara, 2018. 29.
 21

week, the months of the year, cities, towns, streets, countries,

states, and brands. 40

2. Pronoun

A pronoun is a word that replaces a noun, noun clause, or a noun

phrase. Pronouns are a part of traditional language. Pronouns can

function as subjects, objects, or complements in a sentence.

Pronouns is a closed word class in English. There are several

pronouns which often found in recount text that is Personal

pronoun, a reflexive pronoun, possessive pronoun, etc. Common

pronouns are I, me, you, she, her, he, him, they, them, mine, yours,

his, hers, and theirs. One of their function is to save repeating

nouns.

3. Simple Past Tense

Simple past tense is a tense to show activity has done in the past

time. The past tense is used to refer to events that occurred in the

past. The simple past tense is used for completed action that

happened at one specific time in the past.41

The form of past tense:

a. Nominal form

SUBJECT + TO BE (WAS/WERE) + COMPLEMENT

40
Resmi, Wijaya, and Suhartono. Improving Students’ Reading Comprehension of Recount
Text through Students Team Achievement Decision (STAD) Technique. Tanjung Pura University.
Pontianak. 2012. 13.
41
Kurniawan, Arief and Yeni Yuniawati. Mengeksplorasi Jenis-Jenis Teks Bahasa Inggris.
Jakarta: Multi Kreasi. 2010. 133.
 22

Example:

I was a student four years ago

They were children ten years ago

He was in that building yesterday

b. Verbal form

SUBJECT + VERB 2 + COMPLEMENT

Example:

I studied English last week

Tharel went to school yesterday

We visited the grocery store yesterday

4. Adjective

An adjective is a word or phrase that is used to modify a noun or

pronoun.

For example :

a. The cat is big and black

In this example, big and black are adjectives because they

modify the noun cat.

b. The badminton team is good

In this example, badminton modifier team. However,

badminton is not an adjective because it is not predicative of

the noun. Good is the only adjective in the sentence.

 23

5. Action verbs

Action verb is a word that show that someone or something is

doing.

For example:

a. He accepted the job offer

In this example, accepted is action verb

b. The dog sat by the window

In this example, sat is action verb

6. Conjunction and time connective

Conjunction are linking word which join groups of words and

sentences. If the students do not use enough of them, the sentence

will seem abrupt. Many common conjunction, they are and,

because, after, after that, for, or, but, etc.

For example:

a. She felt motivated because his result had improved.

b. I was tired but I continued to work and I started to make

mistakes.

7. Adverbs

Adverbs modify verbs, adjective, other adverbs, and even whole

clauses. Adverbs can tell us how something is done, when it is

 24

done and where it is done. Example of some common adverbs are:

really, especially, quickly, well, early, immediately, yesterday.42

c. Generic Concepts of Recount

There are three generic structure of recount. They are:43

1. Orientation: provides the setting and produces participants. It

provides information about who, where and when.

2. Record of events: tell what happened, present event in temporal

sequence. It is usually recounted in chronological order. Personal

comments and/or evaluative remarks, which are interpreted

throughout the record of events.

3. Re-orientation: optional-closure of events. It is rounds of the

sequences of events.

d. Types of Recount

There are three types of recount

1. Imaginative recount: taking on a imaginary role and giving details

of events (e.g. a day in the life of a roman slave; how I invented). 44

2. Personal recount: retelling of an activity that the writer or speaker

has been personally involved in (e.g. oral anecdote, diary entry).

42
Asriani Hasibuan, Students’ Errors in Using Lexicogrammatical Features in Writing
Recount Text (A Study at the X Grade Students of SMA Negeri 4 Padangsidimpuan 2016/2017
Academic Year). Institut Pendidikan Tapanuli Selatan. 2017. 27.
43
Pradini, Amalia. Exploring How Recount Text Works, Bogor. 2010. 7.
44
Dian Nuryati. Improving Students’ Reading Comprehension in Recount Text by Using
Snowball Throwing at Grade VII SMPN 4 Pagaran Tapah Darussalam Provinsi Riau. Riau:
Universitas Pasir Pangaraian. 2015. 15.
 25

3. Factual recount: recording the particulars of an accident (e.g. report

of a science experiment, police report, news report, historical

account).

3. Snowball Throwing Technique

a. Definition of Snowball Throwing Technique

Snowball throwing is a technique have used to improve the

student’s attention in reading comprehension of text.45 Snowball

Throwing is a technique where students are active in learning

activities. it is a way for students to teach each other important

concepts and information. 46 The snowball throwing model can be used

as a grouping strategy. Students can be responsible for extracting

larger information that is randomly. 47 Snowball Throwing technique as

a way in teaching -learning speaking in the form question and answers

through play and throw snowball in group to other group or in group

individually. 48

Snowball throwing is model which make students can decrease

worries and enjoy in learning reading, it encourages creative thinking.

45
Jumerli Ariati, Snowball Throwing on Students’ Reading Comprehension. English Journal
for Teaching and Learning Vol. 07 No. 02 December 2019. 11.
46
Grabe and Fredicka L. Stoller, William. Teaching and Researching Reading. UK: Pearson
Education. 2002. 17.
47
Richard, Jack C. and Theodore S. Rodgers.Approaches and Methods in Language Teaching.
USA: Cambridge University Press. 2001. 204.
48
Sinta Elvira, The Effectiveness of Using Snowball Throwing Technique Toward The
Students’ Speaking Skill Mastery. Tulungagung: May, 2016. 25.
 26

Students can increase their reading comprehension and making

motivated students for learning. 49

Snowball throwing is a method learning that started with

formation group that started from chairman group for get a task from

the teacher, then all of students makea question that formed like as ball

(question paper) so throwing with another students, after that will be

anwered question from the ball that get it. 50

Based on the definition of the researcher, Snowball throwing is a

learning technique reading comprehension as an attempt to facilitate

the students inserts the topic to avoid students less active in

reading.Snowball throwing model is advantageous in bringing students

to the situation where they can understand not only the text for

preparing to ask and be asked in the teaching and learning process.

b. Advantages of Snowball Throwing Technique

There are many advantages to using the snowball throwing

technique in the classroom; they are as follows:

1. Snowball throwing trains the agility of the students.

2. Snowball throwing technique encourages students to interact

communicate with other students.

49
Farhan. 2012. Model Pembelajaran Kooperatif Tipe Snowball Throwing. From
http://www.model-pembelajaran-kooperatif-tipe.html. Retrieved on 22 Maret 2020. 106.

50
Mukhtari.Penerapan Metode Pembelajaran Snowball Throwing dengan Penilaian
Portofolio dalam Upaya untuk Meningkatkan Pemahaman Materi Segitiga Siswa Kelas VII A SMP
Islam 02 Pujon Tahun Pelajaran 2007/ 2008. Jurnal Pendidikan. Vol 2, Nomor 1. 2010. 6.
 27

3. Snowball throwing technique trains the concentration of students in

learning.

4. The students are motivated and challenged.

5. Snowball throwing technique is a means to eliminate boredom

6. This technique provides language practice in the various skills of

speaking, writing, listening, and reading.

c. Steps of Implementing Snowball Throwing Technique

Based on Suprijono51and Istarani, 52 the procedure used in this study for

the Snowball Throwing was as follows:

a. The teacher explains the material to be presented.

b. She formed students into groups of 5-6 people and appointed the

group leader.

c. She called the group leader and explained the subject matter to

them.

d. The teacher asks all students to sit in their groups.

e. The group leader returns to the group and explains the material

and assignments to his group members.

f. After that, each group is given a sheet of paper and they have to

write down one question.

g. Then, each group rolls their paper into a ball and this paper

snowball is thrown from one student to another for 5 to 10

51
Suprijono, A. Cooperative Learning: Teori dan aplikasi PAIKEM (10th Ed.). Yogyakarta:
Pustaka Pelajar, 2013. 34.
52
Istarani. Model Pembelajaran Inovatif, Referensi Guru Dalam Menentukan Model
Pembelajaran. Medan: Penerbit Media Persada. 2012. 27.
 28

seconds. The purpose of making each sheet of paper into a paper

snowball is to give students the feeling that they are playing so

that they will enjoy learning English.

h. When the student gets a ball with questions, he or she has to

verbally answer the questions written on the paper. He must

provide his advice or opinion to answer the question. Then he

threw the ball at the other students. The same is done by students

who get the ball.

i. To facilitate learning for students, teachers help students with

problems. To enrich the interaction between them, the teacher

also asks some questions and asks for help to answer them from

students.

j. The teacher then evaluates the learning process and provides

feedback to students about the activities they have just done.

C. Theoretical Framework

Reading is an active and interactive activity to mentally and vocally

reproduce words and try to understand the contents of the reading text.53

Snowballs throwing is a learning model that makes students happy and

can reduce anxiety in the learning process. Snowballs throwing can train

students to think more deeply about receiving messages from others and

conveying these messages to other friends. These questions, keywords, or

53
Agus Rahmat, Small Group Discussion Strategy Towards Students’ Reading Comprehension
of SMA Negeri 11 Bulukumba. STMIK Handayani Makassar, 2017. 18.
 29

massage used by paper than press it is a paper ball and throws the ball to other

students. Students who get the paper ball then open it and answer the

questions and do something according to the command of the paper ball. In

addition, snowball throwing encourages active student participation in the

classroom, because this learning model contains rich communication in which

students must be active. 54

This research has two variable, independent and dependent.

Furthermore X and Y symbols are needed to distinguish between two

sentences. Symbol X used for independent and symbol Y used to dependent,

such as:

X : Snowball Throwing Technique

Y : Recount Text

D. Hypothesis.

The hypothesis is formulated as follows:

Ho = there is no effect significant of Snowball throwing technique to improve

recount text

Ha = there is effect significant of Snowball throwing technique to improve

recount text

54
Fatmawati, The Use of Snowball Throwing Learning Model in Improving the Writing
Ability. Journal of English Education and Development, 2018
 CHAPTER III

RESEARCH METHOD

The existence of the research methodology has a goal of guiding the

research in order to work systematically. The research methodology covers a set

of research activities concluded by the researcher. It involves research design,

population, sample research instrument, data collection technique, and data

analysis technique

A. Research Design

The research design used was the quantitative research method.

Quantitative research is a tool for testing objective theories by examining the

relationship between variables. These variables can in turn be measured in a

distinctive way on the instrument, so that numbered data can be analyzed

using statistical procedures.55

In this research, the researchers used experimental research.

Experimental is a scientific investigation in which the investigator

manipulates and controls one or more independent variables and observes the

dependent variable or variables for variation along with the manipulation of

the independent variable.56 This research was conducted in an experimental

research design with pre-test and post-test design, which uses two groups as a

sample.

55
John W. Creswell. Research Design Third Edition Quantitative, Qualitative, and Mixed
Methods Approaches. 2009. 4.
56
Daniel Muijs. Doing Quantitative Research in Education with SPSS. London: Sage
Publication Ltd. 2004. 1.

30
 31

For this research, the researcher used quasi-experimental research.

Quasi-experimental designs are similar to randomized experimental design in

that they involve manipulation of an independent variable but differ in that

subjects are not randomly assigned to treatment groups.57 In conducting the

research, the eighth-grade students at SMPN 1 Babadan Ponorogo

participated. The students were administered by giving pre-test at the

beginning in order to know their abilities in reading recount text. After that,

they were given treatment in the middle. In the end, they were given a post-

test. In this research, the pre-test and post-test were compared to determine the

effect of using the Snowball Throwing Technique in improving students'

reading comprehension on the recount text.. The design of the research can be

illustrated as follows: taught by the conventional method. Both of group was

given pre-test and posttest with the same material and test. The treatment was

conducted after the pre-test. A significant influence was got by comparing the

pre-test and post-test results.

Table 3.1 Design of the study

Sample Pre-test Treatment Post-test

Group

D O1 Snowball Throwing O2

F O1 Conventional O2

Note :

O1 = Pre-test

57
Donal Ary, Cheser Jacobs, and Cris Sorensen, Introduction to Research in Education (8th
edition). (Canada: Wardsworth Cengae Learning, 2010). 302.
 32

O2 = Post-test

D = Experimental sample

F = Controlling sample

Experiment class was a class that was given treatment by using

Snowball Throwing Technique and control class was given without Snowball

Throwing Technique.

B. Population and Sample

1. Population

A population is a group of individuals having the same

characteristic. 58 The population must be quantifiable, accessible, and

related to the purpose of the research. 59 Aside from that population is a set

(or collection) of elements processing one or more attributes of interest. 60

therefore, the population is the larger group to which one hopes to apply. 61

The population of this research was taken from the eighth grade

students in SMPN 1 Babadan Ponorogo. Which consist of 6 classes:

Table 3.2 Eighth Grade Students of SMPN 1 Babadan Ponorogo

Class Total Students

VIII A 30 Students

58
Geoffrey Marczyk, et al. Essentials of research design and methodology (New Jarsey: John
Wiley & Son, inc., 2005). 42.
59
Mark Balnaves and Peter Caputi. Introduction to Quantitative Research Methods :An
Invesrigate Approach. London: British Library Catalogius, 2001. 91.
60
Suharsimi Arikunto, Prosedur Penelitian : Suatu Pendekatan Praktek. Jakarta: Rineka
Cipta, 2010. 173.
61
Jack R. Fraenkel, et al. How to Design and Evaluate Research in Education. New York: Mc
Grow Hill Companies. 1932. 122.
 33

VIII B 30 Students

VIII C 30 Students

VIII D 25 Students

VIII E 24 Students

VIII F 25 Students

Students eighth A until C class consist of 30 students in each class,

meanwhile D class consist of 25 students, the eighth E at least consist of

24 students, and the eighth F consis of 25 students in the class. So total

students of the eighth grade of SMPN 1 Babadan Ponorogo is 164

students.

2. Sample

The smaller number of accessible populations is called a sample.62

The researcher used a cluster random sampling technique. Cluster random

sampling involves grouping the population and selecting the groups or the

clusters rather than individual elements for inclusion in the sample. 63 The

reseacher used this technique because the object study is not based on

individuals but based on groups. In this research, the researcher took two

classes as a sample. They were the eighth D class and the eighth F class

and the total numbers are 50 students. The classes were divided into two

groups; they are an experimental group and a control group. The eighth D

62
Latief, Mohammad Adnan. Research Method on Language Learning. An Introduction.
Malang. UM Press. 2011. 181.
63
C.R Kothari, Research Methodology: Methods and Techniques. New Delhi. New Age
International Publisher. 2004. 16
 34

class becomes the experimental group and the eighth F class becomes the

control group.

Table 3.3 Sample of Research

No Class Sample

1 VIII D 25

2 VIII F 25

Total 50

This research applied cluster random sampling which is a purpose

to determine both the experimental class and the control class. in cluster

random sampling, the samples were taken as a group.64 Cluster random

sampling is ideal when it is impossible or impractical to compile a list of

the elements composing the population. 65

The steps to decide the control class and the experimental class:

1. The paper consisted of 2 names of the classes in eighth grade was

provided by the researcher.

2. The paper rolled would put into a box.

3. Next, the research shook the rolled paper in the box, if one of both the

rolled paper come out unto the box, it is named as an experimental

class. until the first rolled paper comes out of it and then this rolled

64
Sutrisno Hadi, Methodology Research 1. Yogyakarta: Andi Offset, 2000. 32.
65
John W. Creswell. Education Research: Planning, Conducting, and Evaluating Quantitative
and Qualitative Research. 148.
 35

paper was taken as the experimental class and the second rolled paper

was as the control class.

C. Research Instrument

The instrument for collecting the data were designed in order to gain

the resolve of the study. In this research, the instrument of data collection

tests. The instrument of data collection can show in the table below:

Table 3.4 Instrumen of Data Collection

Tittle Variable Indicator Subject Technique Item

Some steps of
implementing
STT in the
classroom are
follows.
1. Teacher
The
extends the
Effectiveness The
material.
of Snowball Eighth
2. Teacher
Throwing Grade
forms the
Technique to of
students
Improve SMPN
into Multiple
Students 1
groups, and Objective Choice
Reading Effectiveness of Babada
calls each Test Question
Comprehensio Snowball n
leader of (Multiple : 20
n on Recount Throwing Ponoro
the groups Chooice number
Text at The Technique go in
to give Questions) (recount
Eighth Grade The
explanation text)
of SMPN 1 Acade
about the
Babadan mic
material.
Ponorogo in Year
3. Each group
The Academic 2019/2
leader
Year 020
comes back
2019/2020
to their
group and
explains
the material
to their
group.
 36

4. Every
student is
given one
worksheet
for writing
one
question
about the
material
explained
by the
group
leader.
5. For each
group there
are three
questions;
the paper is
rolled into
a ball and
thrown
from one
student in a
group to
the other
student in
the other
group for
approximat
ely 2
minutes.
6. After the
student gets
one ball
(one
question),
he or she is
given
chance to
answer the
question
written on
the paper.
7. Every
group has
their turn to
 37

answer the
question;
the group
that
answers
wrongly
and gets
the lowest
score is
given a
penalty.
8. Conclusion
.
9. Evaluation.
There are main
ways in reading
as follows:
1. Skim
Improvement of
mig
Reading
2. Scanning
Comprehension
3. Extensive
reading
4. Intensive
reading

In this research the instrument used to collect data is multiple-choice. it

is used for pre-test and post-test.

Multiple-choice tests are a way of testing. The multiple-choice format

can be used with words in a sentence context, or words in whole texts. The

test uses four alternatives (a, b, c, or d) in each item, and the students are

required to choose the correct answer by crossing one of four options provided

in the test sheet. The indicators appropriate for eighth-grade students of junior

high school.
 38

1. Validity Test

Validity is the most important idea to consider when selecting or

preparing an instrument for use.66 It means the extent to which the

conclusions made from the assessment results are meaningful, appropriate,

and useful in terms of the purpose of the assessment.67

In this research, the researcher uses SPSS to measure validity. To

find out the validity of the test, we can use Pearson's product-moment

correlation.

Table 3.5 Test of Validity

No Items r count r table Result

1 0,063 0, 344 Invalid

2 0,209 0, 344 Invalid
3 0,216 0, 344 Invalid
4 0,305 0, 344 Invalid
5 0,627 0, 344 Valid
6 0,585 0, 344 Valid
7 0,527 0, 344 Valid
8 0,478 0, 344 Valid
9 0,102 0, 344 Invalid
10 0,537 0, 344 Valid
11 0,373 0, 344 Valid
12 0,446 0, 344 Valid
13 0,387 0, 344 Valid
14 0,593 0, 344 Valid
15 0,629 0, 344 Valid
16 0,547 0, 344 Valid
17 0,452 0, 344 Valid
18 0,160 0, 344 Invalid
19 0,616 0, 344 Valid

66
Jack R. Fraenkel, et al. How to Design and Evaluate Research in Education. New York: Mc
Grow Hill Companies. 1932. 182
67
H. Douglas Brown. Language Assessement Principles and Classroom Practice. New York.
Longman. 2000. 22
 39

20 0,280 0, 344 Invalid

21 0,402 0, 344 Valid
22 0,272 0, 344 Invalid
23 0,467 0, 344 Valid
24 0,477 0, 344 Valid
25 0,296 0, 344 Invalid
26 0,446 0, 344 Valid
27 0,501 0, 344 Valid
28 0,207 0, 344 Invalid
29 0,736 0, 344 Valid
30 0,353 0, 344 Valid
31 0,466 0, 344 Valid
32 0,551 0, 344 Valid
33 0,128 0, 344 Invalid
34 0,600 0, 344 Valid
35 0,044 0, 344 Invalid
36 0,296 0, 344 Invalid
37 0,361 0, 344 Valid
38 0,234 0, 344 Invalid
39 0,504 0, 344 Valid
40 0,467 0, 344 Valid

From the above table, it showed the result of the validity test. To

knowing valid or invalid, if the value of r count > than r table was valid

and if the value of r count < r table, it was invalid. The value of r table

based on table product-moment with significance 5% (0, 05) and N= 33

their index is 0,344. There were 14 items invalid (1, 2, 3, 4, 9, 18, 20, 22,

25, 28, 33, 35, 36, 38) and more than it was valid (26 items). From the

valid items, the researcher took 25 items that used to pre-test and post-test.
 40

2. Reliability Test

Reliability is concerned with the effect of such random errors of

measurement on the consistency of scores. 68 Actually, the ideal test should

be both valid and reliable. In this research, the researcher also used SPSS

23 for windows to know the reliability of test instruments.

Table 3.6 Test of Reliability

Reliability Statistics
Cronbach's
Alpha N of Items
.899 26
From of the calculation above, the reliability of students‘

reliability instrument is 0,899. The value of reliability is consulted r table

on the significance level of 5%. The value of the r table is 0,388. Because

the value of r index reliability is 0,899 > than r table 0, 388 so the test is

reliable.

D. Technique of the Data Collection

The data were collected from the pre-test and post-test.

1. Pre-Test

The pre-test was carried out in both the experimental group and the

control group before the treatment or teaching presentation. The pre-test

was conducted to determine students' reading comprehension with their

scores.

68
Ary, Donald. Jacobs, Lucy C. Razavieh, Asghar. Introduction to Research in Education.
USA: Wadsworth Thomson learning. 2002. 250.
 41

2. Treatment

To determine the effect of teaching reading comprehension by

using the snowball throwing technique..

Table 3.7 The Teaching Procedures for Experimental Group

No Teacher’s Activities Student’s Activities

1 Opening

 The teacher will greet the  The students will answer

students. the teacher’s greeting

 The teacher will guide the

students to explain the

material related.

2 Main Activities

 Teacher will explain  Each group’s leader is

recount text (its definition, back to their group and

orientation, complication, then explains about the

resolution, reorientation, material told by teacher

language features). to their friends.

 Teacher makes some of  The students listen the

the students’ group and teacher and read the text

calls each of group leaders  Each of group members

to give the explanation writes one question that

about the material. has correlation with the

material on the paper.

 42

 The students get one

paper or question, then

they are given a chance

to answer written

question on the paper

such a ball

3 Closing

 Teacher together with the  The students together

students will conclude the with the teacher will

material of the lesson conclude the material.

Table 3.8 The Teaching Procedures for Control Group

No Teacher’s Activities Student’s Activities

1 Opening

 The teacher will greet the  The students will answer

students. the teacher’s greeting

2 Main Activities

 The teacher will give a  The students try to

text to the students. comprehend. -Students

 The teacher will read the will listen to teacher

text first to show how the carefully.

way make to  The students will read the

comprehend by text in front of class.

 43

conventional method.  The students will find the

 The teacher will choose meaning of the text by

some students to read finding the meaning of

aloud or will be read in difficult words in

front of class. dictionary.

 The teacher will ask the  The students will

students to find out the translate the text

meaning of difficult

words.

 The teacher will ask the

students to translate the

text.

3 Closing

 The teacher will ask the  The students will answer

students to answer the the question below the

question below the text. text.

 The teacher together  The students together

with the students will with the teacher will

answer the questions. answer the questions

 44

3. Post-Test

After conducting the treatment, a post-test was given and analyzed

as the final data for this study. The test given is the same as the test given

in the pre-test.

E. Technique of Data Analysis

The final aspect of the research methodology is data analysis. This is

the method used to determine the effect of the snowball throwing technique on

students' reading comprehension. The data analysis technique used by

researchers in this study is the assumption test.

1. Normality Test

The normality test is used to see whether the distribution of the

instrument's response is normal or not. Furthermore, the Normality test is

used for graphical normality assessment. The normality test can be

performed in the SPSS explorer procedure (statistical descriptive analysis-

explorer-normality plots with test).69

2. Homogeneity Test

A homogeneity test is used to determine the similarity of the

population. The homogeneity test is used to find out before we compare

several groups. In this study, researchers will use the SPSS 23 for

windows program to calculate the homogeneity test.

69
Asghar Ghasemi, Normality Test for Statistic Analysis: A guide for non Statistican. Vol 2.
No. 10.2012. 487.
 45

3. Hypothesis Test

The result of data as processed by comparing with the first data to

see the whether there will be a significant difference score between

snowball throwing technique and conventional method. The hypothesis

will be stated as the following: Snowball Throwing Technique to Improve

Students Reading Comprehension on Recount Text at The Eighth Grade of

SMPN 1 Babadan Ponorogo in The Academic Year 2019/2020.

Data analysis is the processing of data obtained using formulas or

rules that apply to the research or design approach taken. The researcher

used ttest to analyse the data. It was used to compare the students reading

comprehention that divided into two groups. The first group was using

Snowball Throwing Technique and second group was using conventional

method. The researcher used SPSS Program from windows to calculate the

result.

The criteria of testing hypothesis, as below:

a) Ho : if t-test < t-table in significant degree 5%

b) Ha : if t-test > t-table in significant degree 5%

 CHAPTER IV

RESEARCH RESULT

In this chapter, the research related to data description, analysis of the data,

discussion, and interpretation.

A. General Location

1. Geographical Location

SMPN 1 Babadan is located on Jl. Teuku Umar, Babadan Village,

Babadan Sub-district, Ponorogo District, and the Postal code is 63491.

2. Vision and Missions of SMPN 1 Babadan Ponorogo

a. Vision

Very good in achievement, knowledge, technology, culture, and caring

for the environment.

b. Missions

1. Develop active, creative, innovative, and fun learning programs

2. Develop students’ potential through ICT-based learning

3. Develop the potential of students in the fields of sports and art

4. Creating discipline, cleanliness, and noble character

5. Establish a good and average relationship between local residents,

agencies, and the community

c. Motto

“Building togetherness to create a conductive, aspirational, and

innovative school”

46
 47

B. Time of Research

This research was conduct in February 10th – 20th 2020. The schedule

for experiment and control class can be seen in the table bellow:

Table 4.1. Schedule of Experimental Class

Date Activities

February, 10th 2020 Pre-test

February, 11th 2020 First treatment

February, 17th 2020 Second treatment

February, 18th 2020 Post-test

Table 4.2 Schedule of Control Class

Date Activities

February, 10th 2020 Pre-test

February, 13th 2020 First treatment

February, 17th 2020 Second treatment

February, 20th 2020 Post-test

C. Data Description

In this research, the researcher used quasi-experimental as the research

design. It means that the researcher took two groups as a sample, one class as

an experimental group, and one class as a control group. The population that

was used in this research was the eighth-grade students of SMPN 1 Babadan

Ponorogo in the academic year 2019/2020. The researcher took 50 students as

 48

a sample there are VIII D as the experimental class consist of 25 students and

VIII C as a control class consist of 25 students. In the experimental class, the

researcher used a snowball throwing technique on recount text, while the

control class was taught by using conventional methods on recount text. At the

end of the research, the researcher wants to compare the result of the test

between students are taught using the snowball throwing technique and

students aren’t taught using the snowball throwing technique.

1. The Procedure of the Research in Experimental Class and Control

Class.

In the experimental class, the researcher taught the students by

using the snowball throwing technique. The learning process was done in a

set of the learning process involved in this study pre-test, first treatment,

second treatment, and post-test.

While in control class, the researcher didn’t teach by using a

snowball throwing technique but the researcher used the conventional

method on recount text.

Before giving the treatment in each class, the researcher gave the

pre-test for both classes to know the students’ abilities in each class. The

form of a pre-test was a written test.

After two meetings for the treatment by using the snowball

throwing technique and two meetings for the control class which is taught

by using the conventional method. The researcher held a post-test for both
 the experimental class and the control class. It was aimed to know

students’ achievement after giving treatment.

2. Students’ Score in Experimental Class

a. The Result of Pre-Test in Experimental Class (VIII D)

The table below showed the score who are taught by using the

snowball throwing technique in reading comprehension on recount

text.

Table 4.3 Pre-Test Score of Experimental Class

NO NAMA L/P PRE-TEST

1 AGIL DEVATARA L 45
2 AHMAD WAHYU PRASETYO L 65
3 AHSAN NABAWI MAULANA AHMADI L 60
4 ALVINA FEBRI FERNANDA P 40
5 ANDIKA KUSTIANTO L 85
6 ARIF MUSTHOFA KAMALI L 40
7 ARYA DWI MAHENDRA L 75
AURELLIA ATIKA PUTRI YUDHA
8 P 45
ASMARA
9 AWANG PANGESTU L 60
10 DESVITA FITRI MEGANTARI P 75
11 JALU EKA SAPUTRA L 50
12 LAORA GITA NABILA P 40
13 LUKY AGUSTINA PUTRI PRATAMA P 50
14 MOCHAMAD ROMADHON L 45
15 MUHAMAD NIZAM ARJUNA L 45
16 NESSA ANGELINA CINDI PRATAMA P 80
17 RAFIE IQBAL ZAAFARANI L 40
18 REFANY JULIANATASARI P 55
19 SALSABILA AULIA PUTRI P 60
 50

20 SANDRA FARDILLA NUR WAHYUNI P 55

21 SYAHRIZAL PUTRA PAMBUDI L 60
22 TITIN MAHARDIANTI P 55
23 VALENTIN DWI FEBRIANTI P 45
24 VERY TRISNANI L 55
25 VIBIADY SWASTI PRADANA L 40
Total 1365
Mean 54.6

b. The Result of Post-Test in Experimental Class (VIII D)

The table below showed post-test score of students who are

taught by using the snowball throwing technique.

Table 4.4 Post-Test Score of Experimental Class

POST-
No. NAMA L/P
TEST
1 AGIL DEVATARA L 80
2 AHMAD WAHYU PRASETYO L 95
3 AHSAN NABAWI MAULANA AHMADI L 85
4 ALVINA FEBRI FERNANDA P 75
5 ANDIKA KUSTIANTO L 95
6 ARIF MUSTHOFA KAMALI L 75
7 ARYA DWI MAHENDRA L 95
AURELLIA ATIKA PUTRI YUDHA
8 P 80
ASMARA
9 AWANG PANGESTU L 85
10 DESVITA FITRI MEGANTARI P 95
11 JALU EKA SAPUTRA L 85
12 LAORA GITA NABILA P 80
13 LUKY AGUSTINA PUTRI PRATAMA P 80
14 MOCHAMAD ROMADHON L 85
15 MUHAMAD NIZAM ARJUNA L 80
 16 NESSA ANGELINA CINDI PRATAMA P 95
17 RAFIE IQBAL ZAAFARANI L 75
18 REFANY JULIANATASARI P 80
19 SALSABILA AULIA PUTRI P 85
20 SANDRA FARDILLA NUR WAHYUNI P 80
21 SYAHRIZAL PUTRA PAMBUDI L 85
22 TITIN MAHARDIANTI P 75
23 VALENTIN DWI FEBRIANTI P 80
24 VERY TRISNANI L 75
25 VIBIADY SWASTI PRADANA L 80
Total 2080
Mean 83.2
Based on the table above, it shows the result of the pre-test of the

students who were taught using the snowball throwing technique. The data

show that the highest score of the pre-test is 85 and the lowest score of the

pre-test is 40. The total score of the pre-test is 1365 with the mean score

of the pre-test is 54.6. Meanwhile, the result of the post-test shows that the

highest score of the post-test is 95, while the lowest score of the post-test

is 75. The total score of the post-test is 2080 with the mean score of the

post-test was 83.2.

3. Students’ Score in Control Class

a. The Result of Pre-Test in Control Class (VIII F)

The table below showed the score of who isn’t taught by using

the snowball throwing technique in reading comprehension on recount

text.
 52

Table 4.5 Pre-Test Score of Control Class

NO NAMA L/P PRE-TEST

1 AMELIA MELANI P 50
2 ANDIKA SYAHRUL RAMADHANI L 65
3 ANDREYAN DWI JATMIKO L 45
4 ANNI MAR'ATUS SHOLIHAH P 75
5 APRILIA SRI PURWANDARI P 55
6 ARSY AULIA CANDRAKUSUMA P 75
7 BAMBANG BAGAS PRASETYO L 75
8 MOHAMMAD ARIEL RAMADANI L 60
9 MUHAMMAD TRI WIDODO L 55
MUTIARA CINTA AURELSYA
10 P 50
ENDRAYANTI
11 NABILA FERA PERMATA PUTRI P 75
12 NURUL LUTFIANI P 60
13 OKTAVIA CINDY TRYANASARI P 75
14 PRAMA BAYU AGATA L 55
15 RAFI WIDI WALUYA L 55
16 RAYA IPUTYA ANGGANI P 45
17 REZA ADITAMA GEOFANI L 60
18 REZY PERMATASARI P 70
19 RIKO DWI KURNIAWAN L 60
20 RIZAL IBRAHIM L 55
21 SEPTIAN WAHYU PRADITYA L 65
22 SHEVA FERDINAND L 50
23 SOPIATUN DESI WAHYU LESTARI P 65
24 TANZILA FITRIA SAHRU SAPUTRI P 55
25 WELSANIA RAMADHANI L 50
Total 1500
Mean 60
b. The Result of Post-Test in Control Class (VIII F)

The table below showed a post-test score of students who

aren’t taught by using the snowball throwing technique.

Table 4.6 Post-Test Score of Control class

No. NAMA L/P POST-TEST

1 AMELIA MELANI P 70
2 ANDIKA SYAHRUL RAMADHANI L 75
3 ANDREYAN DWI JATMIKO L 75
4 ANNI MAR'ATUS SHOLIHAH P 80
5 APRILIA SRI PURWANDARI P 70
6 ARSY AULIA CANDRAKUSUMA P 85
7 BAMBANG BAGAS PRASETYO L 95
8 MOHAMMAD ARIEL RAMADANI L 75
9 MUHAMMAD TRI WIDODO L 80
MUTIARA CINTA AURELSYA
10 P 75
ENDRAYANTI
11 NABILA FERA PERMATA PUTRI P 80
12 NURUL LUTFIANI P 80
13 OKTAVIA CINDY TRYANASARI P 85
14 PRAMA BAYU AGATA L 80
15 RAFI WIDI WALUYA L 75
16 RAYA IPUTYA ANGGANI P 70
17 REZA ADITAMA GEOFANI L 75
18 REZY PERMATASARI P 80
19 RIKO DWI KURNIAWAN L 70
20 RIZAL IBRAHIM L 75
21 SEPTIAN WAHYU PRADITYA L 80
22 SHEVA FERDINAND L 70
23 SOPIATUN DESI WAHYU LESTARI P 75
24 TANZILA FITRIA SAHRU SAPUTRI P 70
 54

25 WELSANIA RAMADHANI L 70
Total 1915
Mean 76.6
Furthermore, the table above the data shows the result of pre-test

and post-test the students of the control class. The result of the pre-test

showed that the highest score of the pre-test is 75, while the lowest score

of the pre-test is 45. The total score of the pre-test is 1500 with the mean

score of the pre-test is 60. Meanwhile, the result of the post-test, the data

shows that the highest score of the post-test is 95, while the lowest score

of the post-test is 70. The total score of the post-test is 1915 with the mean

score of the post-test is 76.6.

D. Data Analysis

Before testing the hypothesis, the data must meet the assumption that

the data must be normally distributed and homogeneous. Therefore, normality

and homogeneity tests are provided.

1. Normality

The normality test is the decisive test whether a data set was well modeled

by normal distribution or not, or to compute how likely the random

variable is to be normally distributed. 70 The calculation of the normality

test using the SPSS program. The result of the calculation as below:

70
Retno Widyaningrum, Statistika. Yogyakarta: Pustaka Felicha. 2011. 206.
a. Normality test of pre-test Experiment and Control class

Table 4.7 Normality Pre-Test of Experiment and Control

One-Sample Kolmogorov-Smirnov Test

Pretest_ex Pretest_ctr

N 25 25

Normal Parametersa,b Mean 54.60 60.00

Std.
13.222 9.789
Deviation

Most Extreme Absolute .166 .175

Differences Positive .166 .175

Negative -.135 -.137

Test Statistic .166 .175

Asymp. Sig. (2-tailed) .073c .046c

a. Test distribution is Normal.

b. Calculated from data.

c. Lilliefors Significance Correction.

Based on the calculation of SPSS version 23 above. It showed

that the test was normal distribution because the value was more than

0.05. the value of sig. 2 tailed of the pre-test in experimental class got

the significance 0.073 > 0,05 and control class 0,046 > 0,05.

b. Normality Test of Post-Test Experiment and Control class

Table 4.8 Normality Post-Test of Experiment and Control

One-Sample Kolmogorov-Smirnov Test

 Posttest_ex Posttest_ctr

N 25 25

Normal Parametersa,b Mean 78.00 73.40

Std.
10.104 9.971
Deviation

Most Extreme Absolute .143 .124

Differences Positive .124 .116

Negative -.143 -.124

Test Statistic .143 .124

Asymp. Sig. (2-tailed) .198c .200c,d

a. Test distribution is Normal.

b. Calculated from data.

c. Lilliefors Significance Correction.

d. This is a lower bound of the true significance.

Based on the calculation of SPSS version 23 above. It showed

that the test was normal distribution because the value is greater than

0.05. the value of sig. 2 tailed of the pre-test in experimental class got

the significance 0.198 > 0,05 and control class 0,200 > 0,05.

2. Homogeneity

The homogeneity test was the variance ratio test between two

groups or more.71 The researcher should analyze this test because the

similarity of both classes influences the result of the test. In this research,

71
Ibid., 214.
 57

the researcher will use SPSS 23 program for windows to calculate the

homogeneity test. The result of the calculation as below:

a. Homogeneity Test of Pre-Test Experiment and Control Class

Table 4.9 Homogeneity of Pre-Test

Test of Homogeneity of Variances

Result pretest of experiment & control class

Levene

Statistic df1 df2 Sig.

1.604 1 48 .211

Based on the calculation above, the researcher calculated that

the data was homogeneously distributed because the result value of

data was higher (0.211 > 0.05).

b. Homogeneity Test of Post-Test Experiment and Control Class

Table 4.10 Homogeneity of Pre-Test

Test of Homogeneity of Variances

Result posttest of experiment & control

Levene

Statistic df1 df2 Sig.

.030 1 48 .864

Based on calculation above, the researcher calculated that the

data was homogeneously distributed because the result value of data

was higher (0.864 > 0.05).

 58

3. T-test

After conducting the normality and homogeneity tests, the

researcher calculated the ttest by using the SPSS version 23 Program. It

was used to compare the students‟ score that was divided into two groups

which were taught by using different techniques. Class VIII D was taught

by using Snowball Throwing Technique and class VIII F was taught

without using Snowball Throwing Technique. The calculation result as

bellow:

Table 4.11 Group Statistics

Group Statistics
Std. Std. Error
Class N Mean Deviation Mean
result of the experiment 25 78.00 10.104 2.021
lesson Control 25 73.40 9.971 1.994
Based on the table above, the result of data analysis showed that

the means of students‟ score of experimental class was 78.00. While the

mean of the students‟ score of control class was 73.40.

Table 4.12 Independent Samples Test

Independent Samples Test

Levene's Test
for Equality of
Variances t-test for Equality of Means
95% Confidence
Interval of the
Sig. (2- Mean Std. Error Difference
F Sig. T Df tailed) Difference Difference Lower Upper
result Equal
of the variances .030 .864 1.620 48 .112 4.600 2.839 -1.108 10.308
lesson assumed
 59

Equal
variances
1.620 47.992 .112 4.600 2.839 -1.108 10.308
not
assumed
Based on the table above, it can be seen that the value of ttest was

1.620 and the degree of freedom was 50 (df=db-2, 50-2= 48). The value of

ttable for db =48 at level 5% was 2,01. To interpret the data above, the

researcher formulated the hypothesis test as follows:

H0 = There is no significant difference score between students who were

taught by Snowball throwing technique and who were not taught

by Snowball throwing technique.

Ha = There is a significant difference score between students who were

taught by Snowball throwing technique and who were not taught

by Snowball throwing technique.

The result showed the value of ttest = 1.620 and the value of ttable

with db =48 was 2,01. It means that 1.620 > 2,01. Therefore, H0 was

rejected and Ha was accepted. It can be concluded that there was

significance difference score on the students who were taught by using

Snowball throwing technique and those who were not.

E. Discussion and Interpretation

Based on the tables test above, it can be seen that the difference

coefficient of students who taught by using Snowball throwing technique

and those who were not was 1.620.

 60

Hypothesis test (t o) at 1.620 from the computation above would be

compared to the “t” table (t t) with the condition stated below:

1. If the to ≥ tt, so Ha was accepted. It means there was any significant

difference between two variables.

2. If the to ≤ tt, so Ha was refused. It means there was not any significant

difference between two variables

To determine the value of t o, the researcher was checking db and

consulted with the t t score:

Db = n1 + n2 – 2

= 25 + 25 – 2

= 48

At significant standard 5%, the value of t t was 2,01. Then the value

of to was compared to the value of t t the value of t o was 1.620. It means

that Ha was accepted and Ho was rejected.

Based on the calculation above, it can be seen that the students

who were taught by using Snowball throwing technique got better than

those who were not. So, it can be concluded that there was a significantly

different score on the students who were taught by using the Snowball

throwing technique and those who were not at the eighth-grade students of

SMPN 1 Babadan Ponorogo in Academic Year 2019/2020.

 CHAPTER V

CONCLUSION AND RECOMMENDATION

A. Conclusion

Based on the data described previously, there was any significant

between the students who were taught Snowball throwing technique and who

were not. The result research showed that the mean score of post-test from

experimental class (78.00) was higher than control class (73.40). It had been

found that comparison between the students score who were taught Snowball

throwing technique and those were not was 1.620. This score was higher than

tt which was 2,01 at the level of significant 5% with db = 48. It means that Ha

was accepted and Ho was rejected. In the other word, Snowball throwing

technique was effective in teaching reading comprehension on recount text,

because it had different significance score on reading comprehension on

recount text between the students who were taught by using Snowball

throwing technique and who were not on the eighth-grade students at SMPN 1

Babadan Ponorogo in academic year 2019/2020.

B. Recommendation

Based on the result of the research, the researcher would like to

recommendation:

1. For the English Teacher of SMPN 1 Babadan Ponorogo

The researcher expects the teacher of SMPN 1 Babadan Ponorogo

should be creative to choose the best technique to apply in the learning

61
 62

process. The researcher suggested to apply Snowball throwing technique

in the class. The technique can help the teacher to improve students

achievement, it also makes students interested and did not feel bored in

teaching learning process. Besides that, students will be more active and

communicative.

2. For the Students of SMPN 1 Babadan Ponorogo

The researcher hopes that the students in the eighth-grade SMPN 1

Babadan Ponorogo should have great motivation to study, especially when

the teacher applies Snowball throwing technique on teaching english. The

students are hoped to be active during learning process. If the students did

not understand about the material, they have to ask their teachers or

friends.

3. For Further Researchers

The future researchers who are interest in applying Snowball

throwing technique should understand the steps. They should be able to

guide the students systematically. The next researcher should be more

creative and can study the research deeply and perfectly, so the teaching

and learning process will be more effective and efficient. It is also

expected that the result of this research can be used as a good reference in

conducting similar research.

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