THE EFFECT OF BEFORE, DURING, AND AFTER READING (BDA) STRATEGY ON STUDENTS’ READING COMPREHENSION ACHIEVEMENT IN NARRATIVE TEXT.

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THE EFFECT OF BEFORE, DURING, AND AFTER READING

(BDA) STRATEGY ON STUDENTS’ READING

COMPREHENSION ACHIEVEMENT IN NARRATIVE TEXT

A THESIS

Submitted in Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan

By:

NINA TIYA HARA

Registration Number: 2113121049

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

2016

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DECLARATION

I have familiarized myself with the university’s policy on academic integrity. Except where appropriately acknowledged, this thesis is my own work, has been expressed in my own words, and has not been previously been submitted for assessment.

I understand that this paper may be screened electronically or otherwise for plagiarism.

Medan, March 2016 The Researcher,

Nina Tiya Hara Reg. No. 2113121049

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ABSTRACT

Hara, Nina Tiya. 2113121049. The Effect of Before, During, and After Reading (BDA) Strategy on Students’ Reading Comprehension Achievement in Narrative Text. A Thesis. Faculty of Languages and Arts. State University of Medan. 2016.

This study was conducted to investigate the effect of Before, During, and After Reading (BDA) Strategy on students’ reading comprehension achievement in narrative text. It was conducted in experimental research design. The population of this study was the eighth grade students of SMP Swasta Eria Medan which consisted of two parallel classes. Both classes were divided into experimental group which was taught by applying BDA Strategy, and control group which was taught without applying BDA Strategy. The sample was taken by lottery random sampling and 30 students were selected for each group. The instrument used to collect the data was reading comprehension test. The result of reliability of the test calculated by Kuder-Richardson formula 20 (K-R 20) was 0.624. It was found that the reliability was high so the test was reliable. The data were analyzed by using t-test formula. The analysis shows that the scores of students’ in experimental group were significantly higher than the scores of students’ in control group at the level of significance (α=0.05) with the degree of freedom (df) = 58, tobserved value 3.855 > ttable 2.000. The findings indicate that applying BDA Strategy had a significant effect on students’ reading comprehension achievement in narrative text.

Key words: Before, During, and After Reading (BDA) Strategy, Reading Narrative Text

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ACKNOWLEDGEMENT

The writer’s greatest and most sincere gratitude belong to Allah SWT., for the blessings and grace bestowed upon her life particularly for the completion of this Thesis. This Thesis is aimed to fulfill one of the requirements for the degree of Sarjana Pendidikan of English Department, Faculty of Languages and Arts, State University of Medan.

In the course of completing this Thesis, many individuals have contributed and assisted her. She would like to acknowledge their assistance, cooperation, encouragement, and support which all contributed in making this Thesis possible. Therefore, she would like to express her thanks to:

 Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan

 Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts Faculty, State University of Medan

 Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature Department and her Reviewer, who has contributed her ideas and suggestion to revise this Thesis.

 Nora Ronita Dewi, S.Pd., S.S., M.Hum., the Head of English Education Program

 Dra. Masitowarni Siregar, M.Ed., her Thesis Advisor, who has advised, guided, and handled her during the completion of this Thesis.

 Rafika Dewi Nasution, S.Pd., M.Hum., her Academic Advisor and Reviewer who has contributed her suggestions and ideas upon this Thesis.  Indra Hartoyo, S.Pd., M.Hum., her Reviewer, for contributing his ideas,

suggestions, and critical comments upon this Thesis

 Drs. Nampati Ginting, M.Pd., the Headmaster of SMP Swasta Eria Medan, Drs. Parhimpunan Siregar., the Vice Headmaster, and Elly Suryani, S.Pd., the English Teacher, who have helped her to collect data for this Thesis.

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 Eis Sri Wahyuningsih, M.Pd., the Administration Staff of English Department, who has helped and assisted her to fulfill the administrative requirements.

 Irwan Harun and Almh. Sulasmini, her beloved parents, whose massive love, motivation, sincerity, and sacrifice have encouraged her to accomplish this Thesis.

 Her beloved aunts: Agus Supriyani, Yani Sari Hastuti, Parwati, Yusmiati, and Masridawati, her cousins: Muhammad Abdillah, Nadya Annisa Sari, Rafif Favian Zaki, and Wildan Zamir Kaditya Lubis, for their love, pray, and support

 Her best friends: Indri Widyastuti, Fitri Mardiana Siregar, Dini Khairani Sazolly, Widya Astuti, Nuraini, Nia Puspita Hasymi, Indah Gustianingsih Siregar, Dedy Ardiansyah, Syaiful Anwar, and her beloved Class Reg C ‘2011, for being her companions to share laughs, happiness, tears, and thoughts especially for Ade Cristalina Hutagalung, Nancy Pratiwi Panjaitan, Laura Elisabeth Hutapea, and Putra Tua Tambunan

 Big Family of AIFC (Arsenal Indonesia Fans Club), for their motivation and for their most loyal togetherness spent during her study.

The writer realizes that this Thesis is yet far from being perfect. Therefore, she welcomes any comments and suggestions that will improve this Thesis.

Medan, March 2016

Nina Tiya Hara Reg. No. 2113121049

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Pages

ABSTRACT ... i

ACKNOWLEDGEMENT ... ii

TABLE OF CONTENTS ... iv

LIST OF TABLES ... vi

LIST OF APPENDICES ... vii

CHAPTER I: INTRODUCTION ... 1

A. The Background of the Study ... 1

B. The Problem of the Study ... 4

C. The Scope of the Study ... 4

D. The Objective of the Study ... 5

E. The Significance of the Study ... 5

CHAPTER II: REVIEW OF RELATED LITERATURE ... 6

A. Theoretical Framework ... 6

1. Achievement... 6

2. Reading ... 7

a. The Process of Reading... 8

b. The Purposes of Reading ... 9

3. Reading Comprehension ... 11

a. The Level of Reading Comprehension ... 12

b. Students’ Difficulties in Reading Comprehension ... 13

4. Before, During, and After Reading (BDA) Strategy ... 15

a. The Procedure of Before, During, and After Reading (BDA) Strategy ... 16

b. The Benefits of Before, During, and After Reading BDA) Strategy ... 17

5. Narrative Text... 18

a. Social Function ... 19

b. Rhetorical Structure ... 19

c. Grammatical Patterns ... 20

B. Relevant Studies ... 23

C. Conceptual Framework ... 24

D. Hypothesis ... 25

CHAPTER III: RESEARCH METHODOLOGY ... 26

A. Research Design ... 26

B. Population and Sample ... 27

1. Population ... 27

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C. Instrument for Collecting the Data ... 28

D. Procedure of the Research ... 29

1. Try-out ... 29

2. Pre-Test ... 29

3. Treatment ... 29

4. Post-Test... 33

E. Scoring of the Test ... 33

F. Validity and Reliability of the Test ... 33

1. Validity of the Test ... 33

2. Reliability of the Test ... 34

G. Technique of Analyzing the Data ... 35

H. Statistical Hypothesis ... 36

CHAPTER IV: DATA AND DATA ANALYSIS ... 37

A. Data ... 37

B. Data Analysis ... 38

C. Testing Reliability of the Test... 39

D. Testing Hypothesis ... 40

E. Discussion ... 41

CHAPTER V: CONCLUSION AND SUGGESTIONS... 43

A. Conclusion ... 43

B. Suggestions ... 43

REFERENCES ... 45

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LIST OF TABLES

Pages Table 3.1 Research Design ... 26 Table 3.2 Specification of the Test ... 29 Table 3.2 The Treatment Procedure ... 30

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vii

LIST OF APPENDICES

Pages

Appendix A. The Score of Pre-test and Post-test of Experimental Group .... 47

Appendix B. The Score of Pre-test and Post-test of Control Group ... 48

Appendix C. The Calculation of Reliability of the Test ... 49

Appendix D. The Calculation of T-test ... 55

Appendix E. Percentage Points of the T Distribution ... 60

Appendix F. Students’ Result on Pre-test and Post-test of Experimental Group ... 62

Appendix G. Students’ Result on Pre-test and Post-test of Control Group ... 68

Appendix H. Lesson Plan of Experimental Group ... 74

Appendix I. Lesson Plan of Control Group... 94

Appendix J. Reading Comprehension Test ... 110

Appendix K. Key Answer ... 117

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CHAPTER I

INTRODUCTION

A.The Background of the Study

Among the four language skills, reading is much more important. It has been the priority of teachers in teaching English since many tests such as National Examination (UN), SBMPTN test, and TOEFL dominantly require reading section rather than the section for the other skills. In this regard, reading receives special focus in teaching English because teachers concern with preparing students to be highly competitive to pass those tests. Beside that, reading is also a great weapon to improve students’ intellectuality. Through reading, students gain the information that can enrich their knowledge and enlarge their horizon.

Most of all, reading contributes to the students’ academic success. This is due to the fact that the success of their study depends on the greater part of their ability to read. If their reading skill is poor, they are very likely to fail in their study or at least they will have difficulties in making progress. On the other hand, if they have good ability in reading, they will have a better chance to succeed in their study. In line with this, Moats in Westwood (2008:2) argues that student who

doesn’t learn to read early and well, will not easily master other skills and knowledge, and is unlikely to ever flourish in school or in life.

However, many students are still poor in reading and lack of reading abilities. Many of them can not engage in reading process successfully. They obviously find difficulties to comprehend the text as they can not easily understand what they read. And this condition has been experienced firsthand

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specifically while observation at Eighth Grade of SMP Swasta Eria Medan was being conducted. Based on the classroom observation while teacher was assessing

students’ reading performance by giving reading task, it was found that most of the students had serious problem in reading comprehension. This deduction comes up by considering the following facts: (1) most students’ reading scores were under the required KKM (the required KKM is 75), (2) they could not answer the questions demanding from the text properly, (3) they could not make interpretations and draw conclusion from what they read, (4) and the most fatal problem was that some of them even did not know what the texts tell about.

The observation also revealed that during reading, the students merely focused on finding the information to answer the questions given from the text. As the result, they did not read the text comprehensively, instead they just read in glance. They did not realize that reading is not only to seek out the information to answer the questions, but also to get detail information and to derive meaning from the written text in order to enlarge their knowledge and horizon. On the interview, the English teacher argued that students’ lack of vocabulary and prior knowledge were the main reasons which interfered with their improvement in reading. Indeed, vocabulary and background knowledge are the strongest predictors of comprehension and indirectly influence whether students would apply problem-solving strategies when meaning breaks down (Cromley and Azevedo, 2007). Lack of vocabulary forced students to waste their time to translate the whole passage. Meanwhile, lack of prior knowledge caused students’

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incapability to integrate new information from the text into their prior knowledge. As the result, students faced difficulties in making interpretations and inferences.

Despite the efforts the students had made, they seemed unable to make sense with the text. The harder they worked on their reading, the more bored and frustrated they felt. This condition finally led to their failure in comprehending the text because they could no longer concentrate on reading the text. It will turn to be more severe when the students are promoted to higher level and form of reading as the texts they read became longer and more demanding.

Apparently, there is a need for equipping these struggling students with effective reading comprehension strategies in order to improve their lack of reading abilities. Therefore, teacher is required to facilitate students with appropriate strategies to solve aforementioned problems. And one strategy proposed to be used by teachers is Before, During, and After Reading (BDA) Strategy. This strategy is promoted because it features major prominent characteristics what effective strategies must have.

BDA is an active strategy which encompasses before, during, and after reading activities. This strategy encourages students to access their knowledge about a topic, use questioning strategies to enhance comprehension of the text, and make real life connections (Laverick, 2002:145). BDA strategy is used to get students to activate their prior knowledge, thereby creating a mental framework to which new text, terms, ideas, etc. can be attached. This strategy is begun before reading even begins, strengthened as students interact with the text during the reading process, and reflected upon after reading as students incorporate what

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they have just read into their core knowledge. BDA is very versatile, then it can be used with any reading forms and any genre of texts, especially with narrative text, as junior high school students are expected to be able to comprehend its text as the objective of learning English.

In line with the condition above, the writer conducted a study on reading skills by applying Before, During, and After Reading (BDA) Strategy which was

expected to improve students’ achievement in reading comprehension particularly in reading narrative text.

B.The Problem of the Study

Based on the discussion in the background of the study, the problem of this study was formulated as follows: “Is there any significant effect of Before, During, and After Reading (BDA) Strategy on students’ reading comprehension achievement in narrative text?”

C.The Scope of the Study

In this study, the focus of the investigation was limited to the effect of Before, During, and After Reading (BDA) Strategy on students’ reading comprehension achievement particularly in reading narrative text to the eighth grade of SMP Swasta Eria Medan.

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D.The Objective of the Study

In relation to the problem, the objective of the study was to find out whether there was a significant effect of Before, During, and After Reading (BDA) Strategy on students’ reading comprehension achievement particularly in reading narrative text to the eighth grade of SMP Swasta Eria Medan.

E.The Significance of the Study

The findings of this study are expected to be useful for both theoretically and practically.

1. Theoretically:

a. To provide theories in English language teaching particularly in teaching reading.

b. To gain understanding and enrich knowledge of improving reading skills. 2. Practically:

a. For English teachers, to apply this teaching strategy to improve their

students’ reading comprehension achievement.

b. For students, to increase their ability in reading and to improve their reading comprehension achievement.

c. For readers and other researchers, to use this study as reference for further study related to this topic.

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CHAPTER V

CONCLUSION AND SUGGESTIONS

A.Conclusion

Based on the data analysis, it can be concluded that teaching reading particularly narrative text by applying Before, During, and After Reading (BDA) Strategy significantly affected on students’ reading comprehension achievement. It can be proved from the data which had been obtained in the post-test of experimental group compared to those in the post-test of control group. In experimental group, the total score was 1988 and the mean score was 66.26, while the data in control group, the total score was 1780 and the mean score was 59.33. Thus, the students’ scores in experimental group were higher than the students’ scores in control group. The calculation of the data in testing hypothesis suggests that 3.855 was higher than 2.000 with level of significance 0.05 and df 58. This means that the alternative hypothesis (Ha) was accepted.

B.Suggestions

Based on the findings and conclusion of this study, some suggestions are staged as the following:

1. It is advisable that English teachers to apply Before, During, and After Reading (BDA) Strategy in teaching reading particularly in narrative text

in order to improve their students’ reading comprehension achievement. 2. It is essential for students to have more practice in reading and apply BDA

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3. It is suggested to other researchers who are interested in conducting study related to this topic, to explore the knowledge in order to enlarge their understanding of how to improve reading comprehension and to search for other references.

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REFERENCES

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Laverick, Catherine. 2002. BDA Strategy: Reinventing the Wheel can be a Good Thing. International Journal of Adolescent and Adult Literacy, Vol. 46, No. 2, p.144-145

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Misbahudin. 2013. Improving Students’ Achievement on Reading Comprehension through Before, During and After (BDA) Technique. Medan: State University of Medan

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In line with the condition above, the writer conducted a study on reading skills by applying Before, During, and After Reading (BDA) Strategy which was expected to improve students’ achievement in reading comprehension particularly in reading narrative text.