APPLYING MIND’S EYE STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION AT THE SECOND YEAR STUDENTS OF SMAN

Based on the writer’s preliminary study, it was found that the students reading comprehension was not reach the standard score. This problem was caused by some factors, for examples; the way of teaching was not suitable with the material, the level of text difficulty was too “high”. Hence, the writer was interested in carrying out the research. It was administered at SMAN Binaan Khusus Dumai. The subject of the research was the second year students, and the object of this research was the Effect of applying Mind’s Eye strategy. The design of this research was Quasi-experimental design. In collecting the data, writer used test. The population of this research was all of the second year students. The writer used cluster random sampling by taking two classes as sample; XI IPS.1 consisted of 32 students as experimental group, and XI IPS.2 consisted of 32 students as control group. To analyze the data, the writer adopted independent sample t-test formula by using SPSS 20 version. Based on the data analysis, consideration Sig (2 tailed) t0= 0,00 is lower than Sig (2 tailed) Ttable= 0.05 It means Ha is accepted and H0 is rejected. So, it can be concluded that there is a significant difference of using mind’s eye strategy to improve students’ reading comprehension at SMAN Binaan Khusus Dumai.


INTRODUCTION 1.1 The Background
Reading is very important skill that must be improved by students in learning English.Hasibuan and Ansyari(2007:113) said that, "Traditionally, the purpose of learning to read in a language has been to have access to the literature written in that language.This approach assumes that students learn to read a language by studying its vocabulary, grammar, and sentence structure, not by actually reading it".Factually, reading is not only a process of identifying text structure, grammar and its vocabulary but also understand the meaning of the text contextually.It means that reading comprehension needs long and many processes.
Based on English syllabus of State Senior High School of Binaan Khusus Dumai, states that the students are able to comprehend the meaning of monolog/essay texts: Narrative, Spoof, and Hortatory Exposition accurately, fluently, and accept in daily life and access knowledge.
During preliminary study at State Senior High School of Binaan Khusus Dumai, the writer found some problems in teaching and learning English.The main problem is about student comprehension in reading.As stated in syllabus that students' comprehension is very important in order to achieve the indicators of teaching and learning.Many factors might cause this problem such as, low of motivation and inappropriate strategy in teaching.The dominant factor that caused this problem is the use of inappropriate strategy in teaching reading materials to the students.The teacher of English subject used conventional teaching methods called lectured method.Lectured method also known as one of traditional method that concern on teacher (teacher center).
The steps of lectured method are as follows: 1.The teacher by showing the theme of lesson.2. Then the teachers begin with by telling the lesson until the end of teaching learning time.3. The teacher give a task to the students The teaching-learning process needs students' participation and activation.If the teacher does not anticipate this situation as soon as possible, the aim of teaching will not be reached.Harmer (1998:5) points out," One of the greatest enemies of successful teaching is students' boredom".The teacher needs to build an interesting situation in order to come the students who join actively while teaching and learning proses.
As a result of factor stated above, the writer found that most of This strategy lets students able to make mental images from the text.Silver(2007:155)  From statements above the writer conclude this strategy is one of the appropriate strategies that can be used by teachers to help students in comprehending a text.It means that the pictures can help students in order to comprehend the text.The pictures which is made by students must have correlation to the text itself.
Harvey et al also give the steps to apply this strategy: 1.The teachers start by selecting 20-30 key words from the text.2. Explain to students that you will be reading words from the text aloud while they will "create movies in their minds."Ask students to consider whether they are most likely to draw a picture, ask a question, make a prediction, or describe their feelings in response to the words you will read.Instruct students to use their chosen "end product" (picture, question, prediction, or description of feelings) as a frame of reference for their visualizations.3. Read the words slowly to students, one at a time and with emphasized feeling.Ask students to create movies or mental images as you read the words and to add to and refine their images with each new word.Allow students to develop their end products and share them in pairs, in small zgroups, or with the whole class.4. Instruct students to read the text, comparing their

Research Question
Based on the previous explanation, the research question can be formulated as follows.Is there a significance effect of using Mind's Eye Strategy to improve students' reading comprehension?

Purpose of the Research
Based on the research question, this research was to find out whether there is a significance effect of using Mind's Eye Strategy to improve students' reading comprehension or not.

The Significance of the Research
These research activities are significantly carried out for the following needs: a.The data was collected through reading test, Test is the instrument to measure behavior or performance of someone to get response based on the instruction.The measure instrument is a set of question given to subject that pursuits finding of the cognitive test.
The test was given to both of them, experiment class and control class with some materials.First, the writer gave treatment to experiment class by using Mind's Eye Strategy and control class was taught with Conventional Method.Then, the writer distributed the test about comprehending reading text to students.The materials of the test not only adopted from the book for second grade of senior high school but also from internet sources.Before doing the test, the writer tried out the test items before students were given the test of this research.
According to Heaton (1975) the test is accepted if the degree of difficulty is between 0.30 -0.70 and it is rejected if the degree of difficulty is less than 0.30 (too difficult) or bigger than 0.70 (too easy).
Here, test is a set of question which given to the students to know their comprehension in learning English especially in reading skills to collect the data of research.The difficulty level of an item shows how easy or difficult a particular item in the test.The items that do not reach the standard level of difficulty are excluding from the test and they are changed with the new items that are appropriate.

2) Reliability
A test must first be reliable as measuring instrument.Reliability is a necessary characteristic of any good test.Heaton explains that reliability is of primary importance in the use of both public achievement and proficiency test and classroom test.There are some factors affecting the reliability of a test, they are: 1.They are extent of the sample of material selected for testing 2. The administration of the test, clearly this is an important factor in deciding reliability.According to Arikunto (2009:245), there are some categories to evaluate the students' comprehension in reading text.The test composed of 20 items and each item was given score 5.The scale is:

2.1The Research Procedure
Since the Mind's Eye Strategy was used in learning and teaching English process toward reading comprehension skill, which helped teacher to achieve the goal of teaching, the procedure of this research was divided into two phases:

A. Procedures of Collecting Data for Experimental Group
a. Pre-test The pre-test was carried out to determine the ability of the students selected as the sample.Items used for pre-test consisted of 20 items.The test was about reading comprehension appropriate with the curriculum of the school.The test consisted of three passages and had 6-7 questions for each passage.
b. Treatment The treatment was conducted for experimental class only.The treatment was using Mind' Strategy in teaching English part reading comprehension.The length of the time to apply the technique was about eight meetings which was about 40 minutes for each meeting.
The technique used in the classroom was done by steps as follows: 1) The teacher read some key words from the text slowly 2) The teacher asked the students to listen carefully and find the meaning of each word 3) The teacher asked the students to generate each word in their mind and try to make an image as a visualization 4) The students asked the question from the text by using their mind visualization 5) The teacher collected the students' reading assignment 6) The students tried to retell the story based on their mind visualization 7) The teacher gave the text to all of students and then they could compare between their comprehension and real text c.Post-Test After nine meetings (including pre-test), the post-test was done.The result of the post-test for experimental group was analyzed and used as final data for this research.

The Technique of Data Analysis
The data were analyzed by using t-test for quasi-experimental research.Hartono (2009:178) says that T-test is one of the statistic tests used to know whether there is significant of two sample of mean in two variables or not.The technique of data analysis used in this research was T-test formula.
In order find out whether there is a significant effect of using mind's eye strategy toward reading comprehension, the data were analyzed statistically.In analyzing the data, the writer used score of post test experimental group and post test control group.The data were analyzed by using the statistical analysis.The different mean was analyzed by using independent sample T-test SPSS verses 16. T-

FINDING AND DISCUSSION
Based on the data which had been collected and analyzed, the mean and standard deviation of pretest and post-test were in the following table:  Based on the table about the classification of experimental class of the second year students of Senior high school of Binaan Khusus Dumai, the output from 32 students shows that the category of number 1 got the frequency 11 (34.37%), the category of number 2 shows 20 (62.5%), the category of number 3 shows 1 (3.12%), the category of number 4 shows frequency 0 (0%), the category of number 5 also shows frequency 0 (0%).The table above shows that the highest percentage of experimental class is 62.5%.Thus, the majority of the students in this experimental class are classified as Good.Based on the table about the classification of experimental class of the second year students of Senior high school of Binaan Khusus Dumai, the output from 32 students shows that the category of number 1 got the frequency 2 (6.25%), the category of number 2 shows 17 (53.12%), the category of number 3 shows 13 (40.62%), the category of number 4 shows frequency 0 (0%), the category of number 5 also shows frequency 0 (0%).The table above shows that the highest percentage of experimental class is 53.12%.Thus, the majority of the students in control class are classified as Good.

The Data Analysis
1.The Data Analysis of Using Mind's Eye Strategy in the Classroom (Variable X) In order to find whether or not there was a significant difference in increasing reading comprehension of two classes, the writer calculated Before the tests were given to the sample, both of tests were tried out to 30 students at the second year.The purpose of try out is to obtain validity and reliability of the test.It was determined by finding the difficulty level of each item.Item difficulty was determined as the proportion of correct responses.The formula for item difficulty is as follows: of examinees or students taking the test

Table 2 The Categorizing Levels of Scoring of Reading Comprehension The Score of Reading Comprehension Level Categories
J-SHMIC, Vol 4, No 2, August 2017 Applying Mind's Eye Strategy to Improve Students' Reading Comprehension at the Second Year Students of SMAN Binaan Khusus Dumai

Table 4 Students Pre-test and Post-test Score of Experimental Class and Control Class
J-SHMIC, Vol 4, No 2, August 2017 Applying Mind's Eye Strategy to Improve Students' Reading Comprehension at the Second Year Students of SMAN Binaan Khusus Dumai