SUMITA ERIKA, 11314200942 (2017) TEACHING ENGLISH USING CLASSWIDE PEER TUTORING TEHNIQUE: IT’S EFFECT ON STUDENTS’ READING COMPREHENSION IN NARRATIVE TEXT AT STATE SENIOR HIGH SCHOOL 1 TUALANG. Skripsi thesis, Universitas Islam Negeri Sultan Syarif Kasim Riau.

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Abstract

This research was conducted based on the problems faced by the students in learning English especially in reading narrative text. The researcher found that the students still had difficulties in comprehending the reading text. So, the researcher was interested in carrying out the research about these problems. In this case, the researcher provided Classwide Peer Tutoring technique to help students’ reading comprehension in narrative text. The objectives of the research were to find out the students’ reading comprehension in narrative text of the tenth grade at State Senior High School 1 Tualang taught by using Classwide Peer Tutoring technique, to find out the students’ reading comprehension in narrative text of the tenth grade at State Senior High School 1 Tualang without taught by using Classwide Peer Tutoring technique and to find out whether or not there was any significant effect of using Classwide Peer Tutoring technique on students’ reading comprehension in narrative text of the tenth grade at State Senior High School 1 Tualang. In this research, the research design was an experimental research. The population of the research was the tenth grade students of State Senior High School 1 Tualang in academic year 2016/2017. They consisted of nine classes. The total number of population was 302 students. The sample classes were 66 taken from two classes (33 students in each class). In this research, the writer used pre-test and post-test to collect the data to find out the students’ reading comprehension in narrative text. The technique of analyzing data was an independent sample t-test and eta-square and it was eased by using SPSS 22 program. The researcher found that the score of T-test is 7.81 which it is higher than T-table in level significant of 5% (1.667), and in level significant of 1% (2.381). It could be read 1.667 7.81 2.381. So, it can be analyzed that to is higher than T-table in either 5% or 1%. It means that Ha was accepted and Ho was rejected. Finally, based on the research findings, the researcher concluded that there was a significant effect of students’ reading comprehension taught by using Classwide Peer Tutoring technique. Keyword: Effect, Classwide Peer Tutoring Technique, Reading Comprehension

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