THE EFFECT OF ENGAGE, STUDY, ACTIVATE (ESA) PROCEDURE ON STUDENTS’ READING COMPREHENSION ACHIEVEMENT.

THE EFFECT OF ENGAGE, STUDY, ACTIVATE (ESA)
PROCEDURE ON STUDENTS’ READING
COMPREHENSION ACHIEVEMENT

A THESIS
Submitted in Partial fulfillment of the Requirement
for the degree of Sarjana Pendidikan

By:

LAURA ELISABETH HUTAPEA
Registration Number : 2113121037

ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015

DECLARATION
I have familiarized myself with the University’s policy on Academic
Integrity. Except where appropriately acknowledged, this thesis is my own work,

it has been expressed in my own words, and has not been previously submitted for
assessment.
I understand that this paper may be screened electronically or otherwise
for plagiarism.

Medan,

December 2015

Laura Elisabeth Hutapea
Reg. No. 2113121037

ABSTRACT

Hutapea, Laura Elisabeth. 2113121037. The Effect of Engage, Study,
Activate (ESA) Procedure on Students’ Reading Comprehension
Achievement. A Thesis. Medan : English Department, Faculty of Languages
and Arts, State University of Medan, 2015.
This study is aimed at finding out the effect of Engage, Study, Activate (ESA)
Procedure on students’ reading comprehension achievement. This study applied

experimental design. The population of this study was the 2015 / 2016 eleventh
grade student of SMA SANTA MARIA MEDAN. There were five parallel classes
and have been taken two class as the sample by using loterry technique. The
sample was 60 students. The group sample namely experimental group and
control group. The experimental group was taught by applying Engage, Study,
Activate (ESA) Procedure while control group was taught without applying
Engage, Study, Activate (ESA) Procedure. The instrument of collecting the data
was multiple choice test which was consisted of 25 items. The validity used in
this study is content validity. To obtain the reliability of the test, the researcher
used Kuder Richardson (KR20) formula. The calculation showed the reliability
was 0.95 (very high). The data was analyzed by using t-test. the calculation
showed that t-observed (2.64) is higher than t-table (2.00) at the level of
significance (α) 0.05 with the degree of freedom (df) 58. Therefore, the null
hypothesis (H0) is rejected and alternative hypothesis (Ha) is accepted. It means
that Engage, Sudy Activate (ESA) Procedure significantly affected the students’
reading comprehension.
Key words : ESA Procedure, Reading Comprehension

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ACKNOWLEDGEMENT

The writer’s first gratitude goes to the Almight Lord Jesus Christ for
providing the countless blessing, never ending love and guidance to the writer. It
is just another blessing from God to the writer so the writer can finish this final
project, as the requirements to obtain the S1 Degree of Sarjana Pendidikan at
English Department, Faculty of Languages and Arts, State University of Medan.
In the process of doing this thesis, many people have given their
participation such as their support, motivation and many kind of things. Therefore,
the writer would like to express her gratitude and special thanks to :
•

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

•

Medan.

•

Arts.

•

Department.

Dr. Isda Pramuniati, M.Hum., as the Dean of Faculty of Languages and

Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English ad Literture

•

Dra. Meisuri, M.A., the Secretary of English Department..

•

Study Program.

•

Rafika Dewi Nasution,S.Pd., M.Hum., as her Thesis Consultant II

•

•

•

•

Nora Ronita Dewi, S.S., M. Hum., as the Head of English Education

Dr. Siti Aisah Ginting, M.Pd., as her Thesis Consultant I

Prof. Dr. Berlin Sibarani M.Pd., Dr. Rahmad Husein, M.Ed., Dr. Anni
Holila Pulungan, M.Hum., as her Thesis Reviewers.
English Education Lecturers, The academic staff and adminitrative staff.
Drs. Dasman Sirait as the Head Master of SMA SANTA MARIA
MEDAN, for his supports to the writer so the writer could do the research.
D.M. Hutapea and L. Nainggolan, her beloved parents, for giving the

bestest from the very best of them, their love, time, prayers and all the
advices especially in the time of completing this thesis, the writer’s special

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gratitude also goes to her dearest brothers and sister, Andolin Eglof
Hutapea, S.Pd., Michael Andreas Hutapea and also her younger sister
•

Joyce Celine Rafaeli Hutapea

•

always.

Her best mate Serevina Maharany Manullang, for giving the goods

Her best friends from Regular C 2011 especially Putri Simbolon thank
you for sharing the laughters and tears, Rahmadayani Saragih, Rismauli
Aritonang, my twin Junpita Sinaga for teaching the goods of life,

Masdoharni, Nella Susiani and also her stunning classmates Nomita,
Helena, Rostina, Raideni, Nancy, Nina, Indah, Intan and also her

•

partner and class monitor for years Putra Tua Pangihutan Tambunan.
Her friends in PPLT 2014 in Yayasan Panca Jaya Galang; Nixon, Anto,
Mawar, Hamdi, Tomo, Jody, Ayub, Gio, Syuhada and also these

•

unforgotable angels Nana, Corry, Adel and Titik.
Gratitude to NHKBP Kasih Setia for being my inspiration and taking
time for the writer and being the advisor of life. God Bless You all.
The writer hopes this thesis will be useful and give positive impact for

those who read it. Especially for the students of State University of Medan.

Medan, December 2015
The Writer,

Laura Elisabeth Hutapea
Reg. No. 2113121037

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TABLE OF CONTENTS
Pages
DECLARATION...........................................................................................
ABSTRACT ....................................................................................................
ACKNOWLEDGEMENT .............................................................................
TABLE OF CONTENTS...............................................................................
LIST OF TABLES .........................................................................................
LIST OF FIGURE .........................................................................................
LIST OF APPENDICES ...............................................................................

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ii
iii
v

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viii
ix

CHAPTER I. INTRODUCTION
A. The Background of the Study ..............................................................
B. The Problem of the Study ...................................................................
C. The Objective of the Study .................................................................
D. The Scope of the Study ........................................................................
E. The Significance of the Study .............................................................

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7
7
7
8

CHAPTER II. REVIEW OF LITERATURE ............................................

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A. Theoretical Framework ........................................................................
1. Reading ...........................................................................................
a. The Nature of Reading .............................................................
b. Purposes of Reading.................................................................
c. Reading Comprehension ..........................................................
d. The Process of Reading Comprehension .................................
e. Levels of Comprehension ........................................................
f. The Students’ Achievement in Reading Comprehension ........
2. Genre ..............................................................................................
a. Narrative Text ............................................................................
3. Approaches, Methods, Procedures, and Technique.........................
4. Engage, Study, Activate (ESA) Procedure ......................................
a. The Concept of ESA Procedure.................................................
b. The Three Sequences of ESA Procedure ...................................
c. Teaching Reading Comprehension by Using ESA Procedure ..
d. The Advantage of Using ESA Procedure ..................................
5. Relevant Studies ..............................................................................
B. Conceptual Framework ........................................................................
C. Hypothesis ...........................................................................................

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9
9
10
11
12
14
17
18
19
21
22
22
27
31
32
32
34
35

CHAPTER III. RESEARCH METHODOLOGY ......................................

36

A. Research Design ...................................................................................
B. Population and Sample ........................................................................

36
37

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C. The Technique for Collecting Data ......................................................
D. Scoring System ....................................................................................
E. The Procedure of the Research .............................................................
1. Pre-Test ............................................................................................
2. Treatment ........................................................................................
3. Post-Test ..........................................................................................
F. The Validity and Reliability of the Test ...............................................
1. The Validity of the Test ...................................................................
2. The Reliability of the Test ...............................................................
G. Technique for Analyzing the Data .......................................................

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39
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48
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CHAPTER IV.DATA ANALYSIS AND RESEARCH FINDING ............

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A. Data Description...................................................................................
B. Data Analysis ......................................................................................
1. Reliability of The Test .....................................................................
2. Data Analysis ..................................................................................
C. Testing Hypothesis ...............................................................................
D. Research Finding ..................................................................................
E. Discussion.............................................................................................

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56
56
57
59
60
61

CHAPTER V. CONCLUSION AND SUGGESTION ................................

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A. Conclusion..........................................................................................
B. Suggestion ..........................................................................................

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64

REFERENCES ...............................................................................................

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APPENDICES ................................................................................................

69

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LIST OF TABLES
Pages
Table 1.1. Students’ Accumulated Score .............................................................. 3
Table 2.1. The Indicators of ESA Procedure ........................................................ 26
Table 3.1. Research Design................................................................................... 37
Table 3.2. Treatment (Teaching Procedure) ......................................................... 39
Table 3.3. Table of Spesification .......................................................................... 43
Table 3.4. Technique for Analyzing Data ............................................................. 49
Table 4.1 Students’ Score in Pre-Test. ................................................................. 52
Table 4.2. Students’ score i Post-Test ................................................................... 53
Table 4.3. The Result of Ttest Calulation.............................................................. 59
Table 5.1. The Scores of Pre-Test, Post-Test, of Experimental Group ................. 69
Table 6.1. The Scores of Pre-Test, Post-Test, of Control Group .......................... 70
Table 7.1. The Calculation of Reliability .............................................................. 71
Table 8.1 The Calculation of Ttest in Experimental Group .................................. 75
Table 9.1. The Calculation of Ttest in Control Group .......................................... 76
Table 10.1. T-Distribution Critical Values Table ................................................. 79

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LIST OF FIGURES
Pages
Figure 2.1 The Element of ESA Procedure...........................................................27
Figure 2.2 ESA Straight Arrows Sequence...........................................................28
Figure 2.3 EAS(A) Boomerang Sequence.............................................................29
Figure 2.4 EAASAEA Patchwork Sequence.........................................................30
Figure 4.1. Students’ Score in Pre-Test............................................................53
Figure 4.2. Students’ Score in Post-Test..............................................................54
Figure 4.3. Diagram of Students’ Improvement..................................................55

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LIST OF APPENDICES
Pages
Appendix A. The Score of Pre Test and Post Test by the Students of
Experimental Group.......................................................................69
Appendix B. The Score of Pre Test and Post Test by the Students of
Control Group.........................................................................70
Appendix C. The Calculation of Reliability..........................................................71
Appendix D. The Calculation of T- Test...............................................................75
Appendix E. The Percentage Points of The t- Distribution..................................79
Appendix F. Lesson Plan.......................................................................................80
Appendix G. Reading Comprehension Test.........................................................103
Appendix H. The Answer Key of Reading Comprehension Test........................110
Appendix I. Students’ Worksheet........................................................................111

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CHAPTER I
INTRODUCTION

A. The Background of the Study
People consider English in a very high value in used. By the time,
currently English can be regarded as the center of the world’s communication; this
world is seemed to require people around the world to learn English and
righteously to be mastery in English.
English is widely used in many countries with various purposes in many
sides of life. It is used in Medical, Education, Technology, Science and etc. That
is one of the reasons why Indonesian government put English as one of many
important subjects in educational institute. Indonesian government expects the
students to be master in English. In the hope of the students of Indonesia will be
ready to face the world and can be good skilled human resources
Mastering English is not easy, it is like we learn another way of life,
because language actually represents a way of life. It is need a long process;
nothing is gained instantly, especially in language acquisition. Because of that
awareness, so in Indonesia English has been taught in school since in elementary
school, and also as we know English has been integrated in educational
curriculum of Indonesia for a long time ago.
In learning English, students should achieve four language skills, namely
listening, speaking, reading, and writing, because they are such fundamental
aspects of our daily life.

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Those skills are equally the same, and must be learnt with certain
processes, because they are not inborn. Each of them has its own applicable stages
that must be followed in mastering them. Everybody agrees, Reading has its
important role. When people read, their level of thinking increases; in other
words, the more people read, the more people learn. Reading process is
beneficially help reader to find out the new idea by their critical thinking. This
competence is acquired people to develop their understanding about others’ idea
through a book, text, article, and story or as we know commonly those ideas are
revealed by writing form. Beene & Kopple (1992: 2) states “most ideas, issues,
and information are communicated through writing”. By this reason, people are
required to have good skill in reading.
In addition, many modern countries have good reading culture such as
America, Japan and Australia. This means that reading habit can increase the
quality of people in that country. Reading culture must be promoted in every
country. It would make the country more qualified in every field. For reading is
one way to learn effectively and instantly, because it can be done anytime and
anywhere. Indonesia is one of many countries which need that reading culture to
increase the quality of the human resources.
Kurikulum Tingkat Satuan Pendidikan (KTSP) of Senior High School
clearly stated that students of Senior High School are expected to be able to read
various genres of writing such as narrative, descriptive, and expository text.
Besides, as a big consideration Reading text is a part of English subject in Ujian
Nasioal (UN). But actually the case is the students in Indonesia are not as

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successful as the government’s expectation, it is so deplorable. Most of those
students unable to read in a good way. They tend to read word by word without
understanding the idea of the whole text.
Based on the writer experience on PPL 2014 in Yayasan Pendidikan Panca
Jaya, Galang. The writer found a huge failure in reading comprehension. More
than 50% students failed in reading comprehension, they read word by word
without understanding the idea of the text. Most of them didn’t pass the Minimum
Criteria Mastery (Kriterian Ketuntasan Minimal / KKM) which was standarized
score was 75. The writer also found that they students needed much time in
reading narrative text, it is an ungainly development.
There is also another problem that the researcher have found in reading
comprehension. Based on the preliminary observation of the English teacher of
SMA Santa Maria Medan. By interviewing the teacher about the students’
achievement in reading comprehension, The writer found the students’ reading
comprehension score was still low.
Most of students could not exceed the minimum criteria mastery (KKM)
75 which was applied by that school for English subject. For more detail, the
students’ accumulated score is shown on the table 1.1
Table 1.1 The Percentage of the Eleventh Grade Students’ Score in Reading

XI-1

>75
9 students (30.0%)

≥75
3 students (10.0%)