Scaffolded Reading Experience (Sre) in Teaching Reading Comprehension

The scaffolded reading experience framework consists of a set of prereading, during-reading, and post-reading activities to use with any genre of text, including fiction and nonfiction. The aim of this study was the effectiveness of scaffolded reading experience in teaching reading comprehension to the students of Musi Rawas University? The method used in this research was quasi-experimental method. The population of this study was all of the students of Musi Rawas University. The sample of this study was students of accounting study progrom in first semester taken through convenience non random sampling. The data were collected through a written test. It was pre-test and post test. The data analyzed through t-test formula. From this study it was found that the students' pre-test average score in the experimental group was 55 and in the control group was 53.91. Meanwhile the students' post-test average score in the experimental group was 80 and the students' average score in the control group was 75. In addition of t-obtained were 2.049 where the value of t-table was 1.684 at df 74 in significance level of 0.05 and with one-tailed testing. Since the value of t-obtained was higher than the critical value of the t-table (2.049>1.684), it can be concluded that, teaching reading comprehension by using scaffolded reading experience (SRE) to the students of Musi Rawas University was effective.


INTRODUCTION
Reading is one of the four language skills that one needs to master in learning English. According to Cohen (1999:362), Reading is a fundamental learning tool that is practically indispensible both in school and out. Reading is the reader's interaction with a printed message across a range of thinking operations as guided by a purpose for reading. Furthermore, reading is one of the most crucial skills for the children's success in school and life. Based on the Curriculum 2007 competence cited in Ria (2012:1-2), state that the objective of reading is to understand reading text in the form recount, description, narration, and news item. The objective is related the students' necessity to face the globalization area. When they have graduated from the school they still can use their reading skill to achieve knowledge.
In fact, the problems were found in reading English correctly. Firstly, students had difficulties understanding the meaning of unfamiliar word and pronounce it. Secondly, they had difficulty to find the main idea in the text.
Thirdly, they had difficulty to get the information passages from reading text.
Fourth, they had difficulty to find the answer of some questions after reading text whose answers were not available. It means that the students still had problems in comprehending the reading text.
According to Pang (2003:10) refers to an approach that assists the learners combine what they know and can do and the intended goal. SRE is a set of pre-reading, during reading, and postreading activities specially designed to assist a particular group of the students in successfully reading, understanding, learning from, and enjoying a particular selection (Graves:1). Here, it was gave temporary supports and guides the learners to participate in a process of free-reading, during reading, and post-reading activities before they can do independently. A successful reading experience was one in which students understood the selection, learned from it, and enjoyed it.

RESEARCH METHODOLOGY
The population of this study was all of the students of Musi Rawas University. To conduct this study, quasi-experimental design was used, namely the nonequvalent control group design. Fraenkel and Wallen (1990: 230) state that experimental research is one of the most powerful research methodologies to establish caused and effected relationship between variables.
According to Sugiono (2010:79), The pretest-posttest non-equivalent control group design can be diagrammed as follows: Before the treatment, the pre-test was given to the sample students. Then, the treatment was taught to the samples. After treatment, the post-test which exactly the same as the pre-test was gave to the students.
To collect the data, it was used a written test. Tests measure an individual's knowledge or skill in a given area or subject (Fraenkel, Hyun and Wallen 2012:127). The purpose of this study was to find out the effectiveness of SRE in teaching reading comprehension. The effectiveness of the method would be obtained from the progress shown by the students in reading comprehension. It was known by testing. The test was pre-test and post-test before after treatment.
The pre-test was intended to know the students' level of reading comprehension skill before the treatment. The post-test was done to measure the students' achievement of all learning task after the treatment. This was done in order to know the students' progress after getting the treatment.

The Students' of Scores in the Pre-test of Experimental Group
The data of the study was collected by the test, pre-test and post-test. In the pre-test of experimental group the students were given written test consisted of 20 questions in form multiple choices, in which the students got 5 point for each the correct answer. To find the students' scores, the students' correct answers were divided with the number of questions and its result were multiplied with the total of standard score. Based on the data, it was found that the highest score was 90 reached by one student and the lowest score was 30 reached by one student. The distribution of the pre-test score in experimental group of the students in reading comprehension presented in Table 6.  2035 4200 Average 55 Based on the table, the total score of the students were 2035. To get the mean score of the pre-test in the experimental group, the total score of the students was divided by the total number of the students 20 and the average score was 55.

The Students' Scores in the Pre-test of Control Group
The data of the study was collected by the test, pre-test and post-test. In the pre-test of control group the students were given written test consisted of 20 questions in form multiple choices, in which the students got 5 point for each the correct answer. To find the students' scores, the students' correct answers were divided with the number of questions and its result were multiplied with the total of standard score. Based on the data, it was found that the highest score was 75 reached by one student. And the lowest score was 30 reached by one student. The distribution of the pre-test score in control group of the students in reading comprehension presented in Table 7. Based on the table, the total score of the students were 1995. To get the mean score of the pre-test in the control group, the total score of the students was divided by the total number of the students 20 and the average score was 53.91.   To find out the variance of pre-test in the experimental group and control group was homogenous of not, it used F formula (Sugiono, 2011:197). .

F = 1.21
After the result above, it found that the result of F-test was 1.21 with df = 37 the critical value f the f-
Total score  = 2960 Mean ( The data of the study was collected by the test, pre-test and post-test. In the post-test of control group the students were given written test consisted of 20 questions in form multiple choices, in which the students got 5 point for each the correct answer. To find the students' scores, the students' correct answers were divided with the number of questions and its result were multiplied with the total of standard score. Based on the data, it was found that the highest score was 90 reached by five students and the lowest score was 55 reached by three students.
Total score  = 2775 Mean (   group and control group was homogeneous. It mean that the students' average ability in reading before used scaffolded reading experience in experimental group and control group used traditional method has same level.
The students' average scores of post-test in experimental group were 80.
The highest score was 100 reached by three students and the lowest score was 60 reached by one students. The students' average scores of post-test in control group were 75. The highest score was 90 reached by four students and the lowest score was 55 reached by three students. It means there is significance different between the students' post-test in experimental group scores and the post-test in control group scores. The students' scores in the post-test in experimental group were significantly higher than those in the post-test in control group. In other words, the treatment that was given to the students can influence their ability in reading comprehension.
Besides, the t-obtained showed that the alternative hypothesis with 0.05 of significance level was accepted, because the result of the calculation of the independent t-test formula was 2.049, t-obtained was higher than the critical value