An Experimental Study on the Effect of Parts Strategy and Anxiety on Reading Competency at the Eleventh Grade Students of Sman 5 Denpasar

Abstract

The aim of this study was to prove whether the implementation of PARTS Strategy and the students' anxiety gave a significant effect to the students' reading competency. The study was an experimental study by applying Post test only control group design. The population was nine classes (420 students) of grade XI in SMA Negeri 5 Denpasar academic year 2012/2013, in which 2 classes were samples which were assigned into two groups, i.e. experimental group and control group, by a Multi-Stage Random Sampling. The research data were collected through questionnaire and test that were analyzed using Statistical Two-Way Anova. The results show that, first, there was different effect in reading competency between the students who were taught by implementing PARTS strategy and those who were taught by implementing Conventional reading startegy (Sig.=0.004 < α =0.05). Secondly, there was not interactional effect of PARTS strategy and anxiety level upon the students' reading competency at the eleventh grade students of SMA negeri 5 Denpasar (Sig.=0.966 > α =0.05). In view of the results of this study, it is therefore suggested that teachers should use PARTS Strategy as an innovative teaching strategy since the facilitation of this strategy significantly improved the students' reading competency. Keywords : PARTS Strategy, Anxiety, Reading Competency INTRODUCTIONReading can be placed in the first place of the most important skill in learning English. Some researchers believed that reading could support the process of mastering the other skills and improving the knowledge. However, the fact shows that not every individual learns it well. Moreover, in Indonesia, English is a foreign language. Thus, the way how the students in comprehending reading skill is totally different with the native students.Williams, (2010) wrote in her article that there are three minds of major problems in reading comprehension that being faced by students. First is language problem. Language plays a vital role in the reading skill. It can be taken an analogy like in ice hockey game. Someone who cannot skate will not able to play the ice hockey game. Thus, if someone has poor knowledge in English, his reading will also be poor and naturally also his reading comprehension. Second is foundational skill of reading haven't been atomized. It can be taken a case in speaking. When someone attempted to speak with a language which hasn't become automatic yet, necessarily he will try to divide his attention into two, contain of the text and the language itself. Because of his divided attention, the way how he

Relationships Among Reading Anxiety, Reading Self-Efficacy, and Reading Competency in the Vocational High School in Singaraja

“…This indicates the correlation in new research is higher than previous studies. Lindawati, Tantra, and Ratminingsih (2017) conduct the study about an experimental study on the effect of PARTS strategy and anxiety on reading competency at the eleventh-grade students of SMAN 5 Denpasar. The result of this study was different effect in reading competency between students that implementing PARTS strategy and who were not by implementing conventional reading strategy (Sig.=0.004 <α=0.05).…”

“…The result of this study was different effect in reading competency between students that implementing PARTS strategy and who were not by implementing conventional reading strategy (Sig.=0.004 <α=0.05). Then, there was a negative significant relationship between anxiety and students' reading competency (Sig.=0.966) (Lindawati, Tantra, & Ratminingsih, 2017).…”

Peer Assessment-based Digital Literacy, EFL Students’ Reading Competency, and Engagement

“…Compared to other countries, Indonesia had the lowest possible score on the Program for International Student Assessment (PISA) for three years in a row, namely in 2012, 2015(Kusumadewi et al, 2020Pratiwi, 2019). Students today need to be required to develop an appropriate and helpful reading system (Lindawati et al, 2017). Based on these problems, an innovative method is necessary so that students know their reading development.…”