Abstract:
This research aims to find the effectiveness of using drilling technique to
improve reading skill. In order to know the effectiveness, the researcher
This research is called experimental research. The population of this
research is the eighth grade students of Islamic junior high school in the academic
year 2012/2013. The total number of the population in this research is 84 students
from 3 classes. The sample of this research is 60 from two classes. VIII A consist
of 30 students as the experimental group, and VIII B consist of 30 students as the
control group. The sampling technique which used is purposive sampling. The test
is trough reading text which is conducted on 9th April 2013 pre – test, and on 16th
May 2013 for post – test. Statistically, the researcher analyses the data by using t
– test sample related.
The result of this research found that the use of Drilling technique to
improve Reading Skill. In this research, there is positive and significant effective
of using Drilling Technique on students Reading skill. The result compared to the
value of t – table (3.236>2.000). Then, the computation of t – test shows that the
Hª is accepted. The highest score from the whole score – both control group and
experimental group, and both pre – test and post – test, was 92. The highest score
was gotten by the student in experimental group after he gets the treatment. Then,
the lowest score was 52.the lowest score was gotten by the student control group.
After the test, the average scores were found that the pre – test mean of the
experimental group was 57.4 and the post – test mean of experimental group was
70.1. Moreover, the mean score pre – test of the control group was 64.9, while the
post – test of control group has mean score 61.2. If the value of t – test is higher
the table, the alternative hypothesis can be stated that it is effective to use Drilling
technique as media to improve Reading Skill to the Eighth grade students of
Islamic Junior High School Padureso Kebumen in academic year of 2012/2013.
