The Use of Chunking Strategy in Teaching Reading Comprehension

This research was aimed to find out whether using chunking strategy was effective in teaching reading comprehension. In this case, the researcher used quantitative data approach by using experimental design. There were two classes at ninth grade of SMPN 1 Nisam North Aceh as the sample of this research. There were class IX/3 as experimental consist of 24 students and IX/2 as control group consist of 22 students. In experimental group, the researcher used chunking strategy in teaching reading comprehension. After teaching learning process for three meetings, the researcher gave post-test. The result was shown that the students’ achievement in experimental group was higher than control group. It was proved by the average score from pre-test of experimental group was 66,8 and control group was 64,5. Furthermore, the result of post-test of experimental group was 83,2 and control group was 70,3. It could be concluded that using chunking strategy was effective in teaching reading comprehension.

good reading skills, one cannot understand what other people mean in their writing. Learning English is one of the subjects that is considered difficult because English is not the mother tongue or the national language used every Readers need to manage every single part found in a text because when the readers can organize the text well, a comprehension will most possibly happen. There are some types of text; descriptive, recount, spoof, report, procedural, explanation, narrative, argumentative, persuasive, exposition, and so on. English learning in Indonesia requires the students to have comprehension towards some particular texts as it is stated in the standard of competence in the curriculum.
Practically, to comprehend each text is not easy because they all have different characteristics and somehow tricky. One of the text types that many students cannot comprehend well is narrative text as it is kind of similar to recount text for both types of text tell past events. There are some mutual similarity that many students find it quite difficult to distinguish each text. In telling past events, it must be affected the tenses used, so both narrative and recount text use past tense. The communicative purpose of both narrative and recount is also the same, it aims to tell past events which sometimes the students get confused for both text have similar purpose. The generic structure and the language features used in each text also quite similar.
In learning reading there are many ways to train students who are not accustomed to using reading in their daily lives to be interested and willing to learn English. There are several learning methods that can be used in learning English reading activities such as using chunking strategy. Derived from the researcher's experience when he conducted observation at the ninth Grade students of SMPN 1 Nisam, chunking is a suitable strategy for the students in learning reading comprehension. To prove how far chunking strategy could be influenced students' reading comprehension ability, in this paper the researcher tries to elaborate everything related to the strategy of implementing chunking strategy and its effect to students' reading comprehension ability.

DISCUSSIONS
The Use of Chunking Strategy in Teaching Reading Comprehension | 3  55  55  55  60  60  60  60  65  65  70  70 70 70 75  75  80  80   80  80  85  85  90 Based on the data presented above, it was known the lowest score for pre-test in the experimental group was 50 and the highest score was 80. While for the lowest pre-test score in control group was 50 and highest was 80.
For the students post-test score, the lowest score in experimental group was 65, and highest score was 100. In addition, for the lowest post-test in control group was 55 and the highest score was 90. From the score above, it could be concluded that using chunking strategy gave any effect in teaching reading comprehension. Furthermore it would be analyzed as follow: A From the result above, it proved that the experimental group had better result than control group. It shown that the average score from pre-test of experimental group was 66,8 and control group was 64,5. Furthermore, the result of post-test shown that the mean score of experimental group was 83,2 and for control group was 70,3. It means that the students' score got higher after the researcher gave treatment. In line to this findings, it could be concluded that chunking strategy had significant effect to students' reading comprehension ability.

CONCLUSIONS
According to findings and conclusion of the research, there were some conclusions can be drawn as follow: Chunking strategy is one of the alternative strategies in teaching reading comprehension. The research result shown that this strategy is effective in teaching reading comprehension. Nevertheless, a good strategy will not work well