THE EFFECT OF EXPERIENCE TEXT RELATIONSHIP (ETR) ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION OF DESCRIPTIVE TEXT.
THE EFFECT OF EXPERIENCE TEXT RELATIONSHIP
(ETR) ON STUDENTS’ ACHIEVEMENT IN READING
COMPREHENSION OF DESCRIPTIVE TEXT
A THESIS
Submitted in Partial Fulfillment of the Requirements
For the Degree of Sarjana Pendidikan
By:
MAYA SARI SIPAHUTAR
Registration Number : 2101121029
ENGLISH AND LITERATURE DEPARTEMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Sipahutar, Maya Sari. 2101121029. The Effect of Experience Text
Relationship (ETR) on Students’ Achievement in Reading Comprehension of
Descriptive Text. A Thesis.English Department. Faculty of Languages and
Arts. States University of Medan. 2016.
This study deals with Effect of Experience Text Relationship (ETR) on
Students’ Achievement in Reading Comprehension ofDescriptive Tex. It was
concludedthat by using experimental research design. The population of this study
was the grade eight (VIII) student of SMP Musda Medan with four parallel
classes. The sample of the study were two classes divided into two groups,
experimental and control group the Experimental group was treated by using ETR
method and classes control group by using Conventional way. 60 students as
samples who were divided into two groups, The experimental group was taught by
usingText, while the control group was taught by without Text. The instrument of
collecting data was essay tests.The data were analyzed by using t-test formula.
The result of the analysis showed that tvalue is higher than ttable(4.29 >2.00) at the
level of significance 0.05 with the degree of freedom (df) 58. The result of this
study show experience –Text- Relationship method has significant effect on
students’ achievement reading comprehension of descriptive text. It means that
the hypothesis.
Keywords: Experimental Research, Experience- Text- Relationship Method ,
Descriptive Text, Reading Comprehension.
ACKNOWLEDGEMENT
The greatest gratitude is expressed to Allah SWT, the Almighty and Most
Beneficial for His Grace, Guidance, Praise, Honor and Mercy that has been given
to writer so that she finally accomplishes her thesis entitled “The Effect of
Experience Text Relationship (ETR) on Students’ Achievement Reading
Comprehension of Descriptive Text”
This thesis is submitted to the English Department, Faculty of Languages
and Arts, State University of Medan as a partial fulfillment of the requirements for
taking the degree of Sarjana Pendidikan. During the completion of this thesis, the
writer realized that she had received a lot of help, and suggestion. Therefore, the
writer would like to express her sincerest gratitude to:
Prof. Dr. Syawal Gultom, M.Pd.,the Rector of State University of
Medan.
and Arts, State University of Medan.
Dra. Meisuri, M.A., as the secretary of English Department.
Dr. Isda Pramuniati, M.Hum, the Dean of the Faculty of Languages
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department,
Nora Ronita Dewi, S.S, M.Hum., the head of English Education Study
Program.
Prof. Dr. Berlin Sibarani, M.Pd., her first thesis consultant.
Dr. Zainuddin, DIP. TEFL.,M.Hum her academic Advisor and her
Reviewer,
Reviewer
Drs. Lidiman Sinaga, M.Hum and Dr. Rahmad Husein, M.Ed.,as
Euis and Pantas, the academic staff, and administrative staff of English
Department, for her attention, assistance, and information in completing
it
Drs. Sabar Nainggolan the headmaster of SMP Musda Medan
Her beloved parents,Alian Sipahutar, and Siti Aminah Munthe, for
their love, pray, support, guidance, and advice during the completion of
her study. And thank to her sister and youngest sister Nurhayati
Sipahutara, Endang Heriana Sipahutar, Elviana Sipahutar, Nurmala
Genti Sipahutar, Lara Santi Hemat Sipahutar, Julita Sipahutar and
brother, M. Raja Rinduan Sipahutar, Mual Siregar, Febri, Fahmi,
and her beloved brother Baginda Marif Siregar SE, her beloved her
family who always support, care and love to encourage her to learn and
work hard in order to finish her study in English Education Study
Program, Faculty of Languages and Arts, State University of Medan.
Her beloved friends,the students of English Department, Fathur Rizky
Arifiani, Sulistia Ningsih, Mardia Pitaloka, Elia Syahfitri, Melda,
Elfrida, also the other students in Regular C 2010 for always be there
when she needed their supportand motivation. Her beloved close friends
Nurkhalifah, Fitri, May Ritonga, Titik, Yanti, Yuli, Sumik, Dayah,
Debby, Putri, Jefri, Ipul, and Isnen, thank you so much for every
single smile, laugh, tear, help, struggle that we have passed and for sweet
and happy memories we shared together.
Medan,
Maret 2016
The Writer
Maya Sari Sipahutar
Reg. Number 2101121029
TABLE OF CONTENTS
Page
ABSTRACT ............................................................................................................ i
ACKNOWLEDGMENT ..................................................................................... ii
TABLE OF CONTENTS..................................................................................... iv
LIST OF TABLES ............................................................................................... vi
LIST OF APPENDICES .................................................................................... vii
CHAPTER I INTRODUCTION
A. The Background of the Study ..................................................................1
B. The Problem of the Study ........................................................................4
C. The Scope of the Study ..............................................................................5
D. The Objectives of The Study .....................................................................5
E. The Signifinance of the Study....................................................................5
CHAPTER II REVIEW OF LITERATURE
A. Thoretical Framework ................................................................................6
1. Reading comprehension ......................................................................6
2.
The Purpose of Reading ......................................................................7
a. Reading to search for simple information and reading to skim .....7
b. Reading to learn from texts ............................................................8
c. Reading integrate information, write and critique texts .................8
d. Reading for general comprehension...............................................9
3.
Level of comprehension .................................................................9
a. Literal comprehension ....................................................................9
b. Interpretative comprehension .......................................................10
c. Critical comprehension ...............................................................10
d. Creative comprehension ..............................................................11
4. Descriptive text ................................................................................14
a. Communicative purpose...................................................................
b. Rhetorical structure ........................................................................9
c. Language features ..........................................................................9
5. Teaching method in reading .............................................................10
6. Experiences Text Relationship .........................................................12
a. The Aplication of ETR ................................................................12
b. The Benefits of ETR ....................................................................12
B. Conceptual Framework ...........................................................................13
C. Hypotheses ..............................................................................................13
CHAPTER III RESEARCH METHOD
A. Research Design .....................................................................................15
B. Population and Sample ..........................................................................16
1. Population ......................................................................................16
2. Sample ...........................................................................................16
C. The Instrument of Collecting Data ........................................................16
D. The Procedure of The Test .......................................................................17
1. Pre-test ............................................................................................17
2. Treatment .......................................................................................18
3. Post-Test ........................................................................................19
E. Scoring of Reading Test...........................................................................20
F. The Validity and Reliability of The Test ...............................................20
1. The Validity of The Test ...............................................................20
2. The Reliability of The Test ............................................................21
G. Technique of Data Analaysis .................................................................21
H. The Statistical Hypotheses .....................................................................22
CHAPTERIV DATA ANALYSIS AND RESEARCH FINDING
A. Description of data .....................................................................................23
B. Data analysis ..............................................................................................27
1. The testing reliability of the test .....................................................24
2. Analyzing the data using t-test formula..........................................25
3. Test of Homogeneity of Variance ..................................................28
4. Test of Normality ...........................................................................29
5. Analyzing of the Data Using T.test ................................................29
C. Testing hypothesis ......................................................................................31
D. Research Finding........................................................................................31
E. Discussion ..................................................................................................32
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion .................................................................................................44
B. Suggestion ..................................................................................................44
REFERENCES ....................................................................................................45
LIST OF TABLE
Table 1.1 Students’ Reading Comprehension Score ....................................... 3
Table 3.1 Research Design ............................................................................. 23
Table 3.2Table of Specification ..................................................................... 24
Table 3.3Scenario of Treatment for Experimental Group ............................. 26
Table 3.3 Scenario of Treatment for Control Group ...................................... 27
Table 4.1Students’ achievement score in pre-test and pos-test...................... 32
Figure 4.1 Students’ Achievement Score In Pre-Test .................................... 33
Figure 4.2 Students’ Achievement Score in Post-Test .................................. 33
Table 4.3 Percentage Points of T Distribution ............................................... 34
Table 4.4 Test for homogeneity of variance .................................................. 37
Table 4.5 the result of the t-test calculation ................................................... 40
LIST OF APPENDICES
APPENDIX A
Test for Distribution of Frequency of Pre-Test and post-test in
Experimental Group ............................................................. 47
APPENDIX B
Test for Distribution of Frequency of Pre-test-Test and posttest in Control Group ............................................................ 51
APPENDIX C
Testing Normality in Experimental Group ........................... 55
APPENDIX D
Testing Normality in Control Group .................................... 61
APPENDIX E
The Calculation of t-Test Experimental Group .................... 63
APPENDIX F
The Calculation of t-Test Control Group ............................. 66
APPENDIX G
Test for Homogeneity of Varians of Pre-testinExperimentaland
Control Group....................................................................... 69
APPENDIX H
Test for Homogeneity of Varians of PosttestinExperimentaland Control Group.................................. 72
APPENDIX I
The Calculation of Realibility of the Test ............................ 75
APPENDIX J
Lesson Plan for Experimental Group ................................... 76
APPENDIX K
Lesson Plan for Control Group ............................................ 95
APPENDIK L
The Test for Experimental and Control Group ................... 111
APPENDIX M
Answer Key ......................................................................... 119
CHAPTER I
INTRODUCTION
A. The Background of the Study
English is learned in all levels of education, from the elementary school up to
the level of university. Based on the syllabus of Senior High School the students
are expected to be able to master the four language skills in English subject,
namely: listening, speaking, reading, and writing. And this study will be focused
on reading skill.
Reading is one of the most important skills that we have tolearned in order to
master English. Reading is the ability to draw meaning from the printed page and
interpret this information appropriately (Grabe and Stoller, 2002:9). Reading is an
active process. It is caused byreading, the readers construct a meaning based on
the reader’s prior knowledge. In order to achieve that goal, the comprehension is
needed.
Reading comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with written language.
(Snow, 2002:9). Reading comprehension mean how the reader can find out the
message and comprehend the text well. So, The teacher is not only to teach the
students how to read, but how to comprehend and find out the meaning from the
text.
In reading comprehension, there are four levels of comprehension: Literal
comprehension, interpretative comprehension, critical comprehension, and
creative comprehension. Each level of reading comprehension has its own
difficulties for the students. The lowest level of comprehension is in the literal
comprehension, meanwhile the highest level of comprehension is in creative
comprehension.
According to Education Unit Curriculum or Kurikulum Tingkat Satuan
Pendidikan (KTSP) of Indonesia, students have to comprehend the information
from the text. That is why teaching reading is a big responsibility for the teacher
nowadays, because the governments use reading to assess the students’ ability in
English which is implicated in national examination. In the national examination
2013, the reading text for Junior High School consists of 35 questions from the 50
questions tested.
Harmer (2003:208) states that students sometimes have low expectation
in reading comprehension. They find it difficult to comprehend the content of the
text, and they feel bored and so it reduces the motivate of students. It is caused by
some factors, they are: the difficulties of certain words, and they got difficulties to
convey the meanings to the whole paragraph, and also the topic is not interesting,
and the less of concentration.
Based on the writer’s observation in the grade VIII of student of SMP SW
MUSDA MEDAN, the writer found the data of reading test from the first and the
second semesters in academic year 2015/2016 through interviewing the English
teacher.She said that many students could not pass the Minimal Completeness
Criterion (Kriteria Ketuntasan Minimal) which is applied in the school it is 60 in
English subject. The data can be seen as follows :
3
Table. 1.1
Students’ Reading Comprehesion Scores
Semester
Score
Students
Percentage
1 Semester 2015/2016
(ETR) ON STUDENTS’ ACHIEVEMENT IN READING
COMPREHENSION OF DESCRIPTIVE TEXT
A THESIS
Submitted in Partial Fulfillment of the Requirements
For the Degree of Sarjana Pendidikan
By:
MAYA SARI SIPAHUTAR
Registration Number : 2101121029
ENGLISH AND LITERATURE DEPARTEMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Sipahutar, Maya Sari. 2101121029. The Effect of Experience Text
Relationship (ETR) on Students’ Achievement in Reading Comprehension of
Descriptive Text. A Thesis.English Department. Faculty of Languages and
Arts. States University of Medan. 2016.
This study deals with Effect of Experience Text Relationship (ETR) on
Students’ Achievement in Reading Comprehension ofDescriptive Tex. It was
concludedthat by using experimental research design. The population of this study
was the grade eight (VIII) student of SMP Musda Medan with four parallel
classes. The sample of the study were two classes divided into two groups,
experimental and control group the Experimental group was treated by using ETR
method and classes control group by using Conventional way. 60 students as
samples who were divided into two groups, The experimental group was taught by
usingText, while the control group was taught by without Text. The instrument of
collecting data was essay tests.The data were analyzed by using t-test formula.
The result of the analysis showed that tvalue is higher than ttable(4.29 >2.00) at the
level of significance 0.05 with the degree of freedom (df) 58. The result of this
study show experience –Text- Relationship method has significant effect on
students’ achievement reading comprehension of descriptive text. It means that
the hypothesis.
Keywords: Experimental Research, Experience- Text- Relationship Method ,
Descriptive Text, Reading Comprehension.
ACKNOWLEDGEMENT
The greatest gratitude is expressed to Allah SWT, the Almighty and Most
Beneficial for His Grace, Guidance, Praise, Honor and Mercy that has been given
to writer so that she finally accomplishes her thesis entitled “The Effect of
Experience Text Relationship (ETR) on Students’ Achievement Reading
Comprehension of Descriptive Text”
This thesis is submitted to the English Department, Faculty of Languages
and Arts, State University of Medan as a partial fulfillment of the requirements for
taking the degree of Sarjana Pendidikan. During the completion of this thesis, the
writer realized that she had received a lot of help, and suggestion. Therefore, the
writer would like to express her sincerest gratitude to:
Prof. Dr. Syawal Gultom, M.Pd.,the Rector of State University of
Medan.
and Arts, State University of Medan.
Dra. Meisuri, M.A., as the secretary of English Department.
Dr. Isda Pramuniati, M.Hum, the Dean of the Faculty of Languages
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department,
Nora Ronita Dewi, S.S, M.Hum., the head of English Education Study
Program.
Prof. Dr. Berlin Sibarani, M.Pd., her first thesis consultant.
Dr. Zainuddin, DIP. TEFL.,M.Hum her academic Advisor and her
Reviewer,
Reviewer
Drs. Lidiman Sinaga, M.Hum and Dr. Rahmad Husein, M.Ed.,as
Euis and Pantas, the academic staff, and administrative staff of English
Department, for her attention, assistance, and information in completing
it
Drs. Sabar Nainggolan the headmaster of SMP Musda Medan
Her beloved parents,Alian Sipahutar, and Siti Aminah Munthe, for
their love, pray, support, guidance, and advice during the completion of
her study. And thank to her sister and youngest sister Nurhayati
Sipahutara, Endang Heriana Sipahutar, Elviana Sipahutar, Nurmala
Genti Sipahutar, Lara Santi Hemat Sipahutar, Julita Sipahutar and
brother, M. Raja Rinduan Sipahutar, Mual Siregar, Febri, Fahmi,
and her beloved brother Baginda Marif Siregar SE, her beloved her
family who always support, care and love to encourage her to learn and
work hard in order to finish her study in English Education Study
Program, Faculty of Languages and Arts, State University of Medan.
Her beloved friends,the students of English Department, Fathur Rizky
Arifiani, Sulistia Ningsih, Mardia Pitaloka, Elia Syahfitri, Melda,
Elfrida, also the other students in Regular C 2010 for always be there
when she needed their supportand motivation. Her beloved close friends
Nurkhalifah, Fitri, May Ritonga, Titik, Yanti, Yuli, Sumik, Dayah,
Debby, Putri, Jefri, Ipul, and Isnen, thank you so much for every
single smile, laugh, tear, help, struggle that we have passed and for sweet
and happy memories we shared together.
Medan,
Maret 2016
The Writer
Maya Sari Sipahutar
Reg. Number 2101121029
TABLE OF CONTENTS
Page
ABSTRACT ............................................................................................................ i
ACKNOWLEDGMENT ..................................................................................... ii
TABLE OF CONTENTS..................................................................................... iv
LIST OF TABLES ............................................................................................... vi
LIST OF APPENDICES .................................................................................... vii
CHAPTER I INTRODUCTION
A. The Background of the Study ..................................................................1
B. The Problem of the Study ........................................................................4
C. The Scope of the Study ..............................................................................5
D. The Objectives of The Study .....................................................................5
E. The Signifinance of the Study....................................................................5
CHAPTER II REVIEW OF LITERATURE
A. Thoretical Framework ................................................................................6
1. Reading comprehension ......................................................................6
2.
The Purpose of Reading ......................................................................7
a. Reading to search for simple information and reading to skim .....7
b. Reading to learn from texts ............................................................8
c. Reading integrate information, write and critique texts .................8
d. Reading for general comprehension...............................................9
3.
Level of comprehension .................................................................9
a. Literal comprehension ....................................................................9
b. Interpretative comprehension .......................................................10
c. Critical comprehension ...............................................................10
d. Creative comprehension ..............................................................11
4. Descriptive text ................................................................................14
a. Communicative purpose...................................................................
b. Rhetorical structure ........................................................................9
c. Language features ..........................................................................9
5. Teaching method in reading .............................................................10
6. Experiences Text Relationship .........................................................12
a. The Aplication of ETR ................................................................12
b. The Benefits of ETR ....................................................................12
B. Conceptual Framework ...........................................................................13
C. Hypotheses ..............................................................................................13
CHAPTER III RESEARCH METHOD
A. Research Design .....................................................................................15
B. Population and Sample ..........................................................................16
1. Population ......................................................................................16
2. Sample ...........................................................................................16
C. The Instrument of Collecting Data ........................................................16
D. The Procedure of The Test .......................................................................17
1. Pre-test ............................................................................................17
2. Treatment .......................................................................................18
3. Post-Test ........................................................................................19
E. Scoring of Reading Test...........................................................................20
F. The Validity and Reliability of The Test ...............................................20
1. The Validity of The Test ...............................................................20
2. The Reliability of The Test ............................................................21
G. Technique of Data Analaysis .................................................................21
H. The Statistical Hypotheses .....................................................................22
CHAPTERIV DATA ANALYSIS AND RESEARCH FINDING
A. Description of data .....................................................................................23
B. Data analysis ..............................................................................................27
1. The testing reliability of the test .....................................................24
2. Analyzing the data using t-test formula..........................................25
3. Test of Homogeneity of Variance ..................................................28
4. Test of Normality ...........................................................................29
5. Analyzing of the Data Using T.test ................................................29
C. Testing hypothesis ......................................................................................31
D. Research Finding........................................................................................31
E. Discussion ..................................................................................................32
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion .................................................................................................44
B. Suggestion ..................................................................................................44
REFERENCES ....................................................................................................45
LIST OF TABLE
Table 1.1 Students’ Reading Comprehension Score ....................................... 3
Table 3.1 Research Design ............................................................................. 23
Table 3.2Table of Specification ..................................................................... 24
Table 3.3Scenario of Treatment for Experimental Group ............................. 26
Table 3.3 Scenario of Treatment for Control Group ...................................... 27
Table 4.1Students’ achievement score in pre-test and pos-test...................... 32
Figure 4.1 Students’ Achievement Score In Pre-Test .................................... 33
Figure 4.2 Students’ Achievement Score in Post-Test .................................. 33
Table 4.3 Percentage Points of T Distribution ............................................... 34
Table 4.4 Test for homogeneity of variance .................................................. 37
Table 4.5 the result of the t-test calculation ................................................... 40
LIST OF APPENDICES
APPENDIX A
Test for Distribution of Frequency of Pre-Test and post-test in
Experimental Group ............................................................. 47
APPENDIX B
Test for Distribution of Frequency of Pre-test-Test and posttest in Control Group ............................................................ 51
APPENDIX C
Testing Normality in Experimental Group ........................... 55
APPENDIX D
Testing Normality in Control Group .................................... 61
APPENDIX E
The Calculation of t-Test Experimental Group .................... 63
APPENDIX F
The Calculation of t-Test Control Group ............................. 66
APPENDIX G
Test for Homogeneity of Varians of Pre-testinExperimentaland
Control Group....................................................................... 69
APPENDIX H
Test for Homogeneity of Varians of PosttestinExperimentaland Control Group.................................. 72
APPENDIX I
The Calculation of Realibility of the Test ............................ 75
APPENDIX J
Lesson Plan for Experimental Group ................................... 76
APPENDIX K
Lesson Plan for Control Group ............................................ 95
APPENDIK L
The Test for Experimental and Control Group ................... 111
APPENDIX M
Answer Key ......................................................................... 119
CHAPTER I
INTRODUCTION
A. The Background of the Study
English is learned in all levels of education, from the elementary school up to
the level of university. Based on the syllabus of Senior High School the students
are expected to be able to master the four language skills in English subject,
namely: listening, speaking, reading, and writing. And this study will be focused
on reading skill.
Reading is one of the most important skills that we have tolearned in order to
master English. Reading is the ability to draw meaning from the printed page and
interpret this information appropriately (Grabe and Stoller, 2002:9). Reading is an
active process. It is caused byreading, the readers construct a meaning based on
the reader’s prior knowledge. In order to achieve that goal, the comprehension is
needed.
Reading comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with written language.
(Snow, 2002:9). Reading comprehension mean how the reader can find out the
message and comprehend the text well. So, The teacher is not only to teach the
students how to read, but how to comprehend and find out the meaning from the
text.
In reading comprehension, there are four levels of comprehension: Literal
comprehension, interpretative comprehension, critical comprehension, and
creative comprehension. Each level of reading comprehension has its own
difficulties for the students. The lowest level of comprehension is in the literal
comprehension, meanwhile the highest level of comprehension is in creative
comprehension.
According to Education Unit Curriculum or Kurikulum Tingkat Satuan
Pendidikan (KTSP) of Indonesia, students have to comprehend the information
from the text. That is why teaching reading is a big responsibility for the teacher
nowadays, because the governments use reading to assess the students’ ability in
English which is implicated in national examination. In the national examination
2013, the reading text for Junior High School consists of 35 questions from the 50
questions tested.
Harmer (2003:208) states that students sometimes have low expectation
in reading comprehension. They find it difficult to comprehend the content of the
text, and they feel bored and so it reduces the motivate of students. It is caused by
some factors, they are: the difficulties of certain words, and they got difficulties to
convey the meanings to the whole paragraph, and also the topic is not interesting,
and the less of concentration.
Based on the writer’s observation in the grade VIII of student of SMP SW
MUSDA MEDAN, the writer found the data of reading test from the first and the
second semesters in academic year 2015/2016 through interviewing the English
teacher.She said that many students could not pass the Minimal Completeness
Criterion (Kriteria Ketuntasan Minimal) which is applied in the school it is 60 in
English subject. The data can be seen as follows :
3
Table. 1.1
Students’ Reading Comprehesion Scores
Semester
Score
Students
Percentage
1 Semester 2015/2016