THE EFFECT OF ANTICIPATION-REACTION GUIDE STRATEGY ON STUDENTS’ READING COMPREHENSION.
THE EFFECT OF ANTICIPATION-REACTION
GUIDESTRATEGY ON STUDENTS’
READING COMPREHENSION
A THESIS
Submitted in Partial Fulfilment of the Requirement for the
Degree of Sarjana Pendidikan
By :
ELFRIDA RISMALYA SINAGA
Registration Number : 2113321009
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGE AND ARTS
STATE OF UNIVERSITY OF MEDAN
2016
ABSTRACT
Sinaga, Elfrida Rismalya. 2113321009. The Effect of Anticipation-Reaction
Guide Strategy on Students’ Reading Comprehension. A Thesis: English
Department. Faculty of Languages and Arts, State University of Medan.
2015.
This study deals with the effect of anticipation-reaction guide strategy on
students’ reading comprehension. It was conducted by using experimental
research design. The population of this study was the grade eight (VIII) students
of SMP Negeri 5 Tebing Tinggi with two parallel classes. The samples of the
study were two classes divided into two groups, experimental and control group
which were chosen by using lottery technique. Sixty students were taken as the
samples. The experimental group was taught by using Anticipation-Reaction
Guide Strategy, while the control group was taught by using Conventional
Method. The instrument for collecting the data was a multiple choice test. The
data of this study were taken from the students’ score of reading test. Kuder
Richardson (KR20) formula was applied to obtain the reliability of the test. Based
on the calculation, it showed that the reliability of the test was 0.91 categorized as
high reliability. There were two data used in this research. They were pre-test and
post-test. Then, after analyzing the data, it was found that the value of tobserved was
4.04 with the degree of freedom (df)=58 at the level of significance p(0.05) =
2.00. It means that tobserved is higher than ttable (4.04 > 2.00). The result of this study
shows that Anticipation-Reaction Guide Strategy has a significant effect on
students’ reading comprehension. It means that the hypothesis is accepted.
Keywords: Anticipation-Reaction Guide Strategy, Students’
Comprehension, Narrative Text, Experimental Design, Reading Test
Reading
ACKNOWLEDGEMENT
First of all, the writer would like to express her praises to Almightily
Jesus Christ who has blessed and given the ability to the writer to complete this
thesis as a partial fulfillment for the requirement for the degree of
SarjanaPendidikan (S-1) at the English Department of Faculty of Languages and
Arts, State University of Medan.
This thesis would not have been possible without the guidance and the
help of several individuals who always contributed and extended their valuable
assistances in the preparation and completion of this thesis. The writer’s special
appreciation goes to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts
and Literature Department.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department and her
Reviewer.
Dra. Meisuri, M.A., the Secretary 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 second Thesis Consultant.
Dr. Anni Holila Pulungan, M.Hum., her Academic Advisor and her
Reviewer.
Dra. Masitowarni Siregar, M.Ed., her Reviewer.
All the lectures of English and literature Department who have taught,
guided, and advised her throughout the academic years.
Mam Euis, and Pak Pantes, the Academic Staff, and Administrative Staff
of English Department, for their attention, assistance, and information in
completing it.
Maswar Syahril, S.Pd., the Headmaster of SMP Negeri 5 Tebing Tinggi.
The writer sincerely thanks to her Dad and her Mom (Erlis Sinaga dan
Erika br. Sitorus) for never giving up on her and for their tireless pray and
love to the writer not only in completing this thesis but also in along her life.
The writer’s special gratitude also goes to her dearest brothers and sister
(Erwin Ernando Sinaga, Edward Fliston Sinaga and Elfani br. Sinaga).
A lot of thanks all her beloved best friends (Emma Anggreani br. Purba,
Ervina Yosephine br. Simarmata, Januari Siahaan, Joe Hutabarat, Jord
Pasaribu, Maya Sari Sipahutar, Melda Sibarani, Ojaktua Sitanggang and
Susi Agustianti br. Simorangkir) for their support, love, prayers, and their
togetherness for these several years.
Medan, Oktober 2015
The Writer
Elfrida Rismalya Sinaga
NIM. 2113321009
TABLE OF CONTENTS
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 LITERATURE .............................................. 7
A. Theoretical Framework ..........................................................................7
1. Reading Comprehension ..................................................................7
a. Factors that Influence Comprehension ......................................9
b. Levels of Reading Comprehension ...........................................10
c. Measuring Reading Comprehension ........................................ 11
d. Teaching Reading Comprehension .......................................... 12
e. Students’ Difficulties in Reading Comprehension ................... 13
2. Bloom’s Taxonomy ....................................................................... 15
3. Narrative Text ............................................................................... 15
4. ARG Strategy ................................................................................. 19
a. The Nature of Anticipation-Reaction Guide ............................ 19
b. Procedures of Applying the Anticipation-Reaction Guide ...... 22
c. The Advantages and Disadvantage of Anticipation-Reaction
Guide ........................................................................................ 23
B. Relevant Studies ................................................................................... 23
C. Conceptual Framework ....................................................................... 24
D. Hypothesis ........................................................................................... 25
CHAPTER III. RESEARCH METHOD ..................................................... 26
A. Research Design .................................................................................. 26
B. Population and Sample ........................................................................ 27
C. Instrument for Collecting Data ............................................................ 28
D. The Procedures of the Research ........................................................... 29
1. Pre- test........................................................................................... 29
2. Treatment ...................................................................................... 30
3. Post- test ........................................................................................ 31
E. Scoring of the Test ............................................................................... 31
F. The Validity and the Reliability of the Test ..........................................31
1. The Validity of the Test ..................................................................32
2. The Reliability of the Test ............................................................ 32
G. Technique for Analyzing Data ............................................................ 33
H. Statistical Hypothesis .......................................................................... 33
CHAPTER IV. DATA ANALYSIS AND RESEARCH FINDINGS
A. The Data ............................................................................................. 35
B. Data Analysis ..................................................................................... 36
1. Testing Reliability of the Test ...................................................... 36
2. Testing Hypothesis ....................................................................... 37
C. Research Findings .............................................................................. 39
D. Discussion .......................................................................................... 40
CHAPTER V. CONCLUSION AND SUGGESTION
A. CONCLUSION ................................................................................... 41
B. SUGGESTION .................................................................................... 41
REFERENCES .............................................................................................. 45
APPENDICES ................................................................................................ 47
LIST OF TABLES
Pages
Table 1.1. Students Scores of Grade VIII .........................................................3
Table 3.1. Research Design .............................................................................. 26
Table 3.2. Specification of Text ..................................................................... 29
Table 3.3. Teaching Procedures in Experimental Group ................................ 30
Table 3.4. Teaching Procedures in Control Group ......................................... 30
Table 4.1. The Scores of Pre-test and Post-test in Experimental Group .......... 47
Table 4.2. The Scores of Pre-test and Post-test in Control Group ................... 48
LIST OF APPENDIXES
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
: 1. The Calculation of t-test for Experimental Group ............ 51
2. The Calculation od t-test for Control Group .................... 53
Appendix E
: Percentage Points of The T Distribution ............................... 56
Appendix F
: Pre-Test and Post-Test Items ............................................... 57
Appendix G
: Lesson Plans ......................................................................... 62
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is the most important aspect in the life of all beings and it is used
as a tool of communication to interact among people throughout the world to
convey thoughts, ideas, and feelings. As an international language, English has a
significant position in the international communication which is spoken by many
people in the world.
English has become an universal language. Realizing that many reference
materials are written in English and how important this language is, reading
becomes one of the most important skills to be acquired to the students.
There are four skills in language learning, they are: listening, speaking,
reading and writing. Reading is one of four skills that can build our knowledge.
By reading we can know everything in accordance with our needs and we are able
to understand and follow the progress of science and technology. Technology is
like a spider web net that every single component is interconnected and it is
developed constantly. This communication network can unifies the different
countries, and also facilitates the international relations. Grabe and Stoller
(2001:188) state that reading is the ability to draw information from a text and
interpret information appropriately. In reading, the students are expected to be
knowledgeable and familiar with what the teacher has explained in the context,
where as in comprehension the students are expected to have more skills than to
explain individual text or passage after comprehending them.
In teaching reading, the teacher should know and understand the goal of
reading process which is comprehension. Prado and Plourde (2005) define that
comprehension is a process that involves thinking, teaching, past experiences, and
knowledge. In comprehension, the readers are asked to actually know and
understand what they are reading. If persons have excellent decoding skills but
they are not fully able to understand what they are reading, it is not truly reading.
The reading ability becomes one of problematic’s Indonesian students in
today’s school. The problematic shows that students read a text without
understanding what they have read. According to The International Association
for the Evaluation of Educational Achievement, reading score of Indonesian
students in East Asia is still low. Indonesian students are just capable of mastering
30 % reading material, and find difficulty in reading items that are in the form of
commentary requiring cognitive process (IAE for the Evaluation of Educational
Achievement).
Based on the writer’s experience in her teaching practice in Senior High
School, students’ problem in reading is lack of interest. They were not interested
in reading text and answering the question. It was just making them talking each
other instead of doing the task. Harmer (2004) says that most students will not do
a lot of extensive reading by themselves unless they are encouraged to do so by
because they can make interaction among group members so the learning process
is more active.
A research was conducted by Ervina (2013) at SMPN 5 Tebing Tinggi.
She conducted a research in Junior High School degree to find out whether the use
of Anticipation-Reaction Guide is effective to improve students’ reading skill. She
took two classes as the sample, one class was taught by using AnticipationReaction Guide Strategy (experiment group), and other was taught by using
Drilling Method (control group). After conducting the treatment, the improvement
of experiment group was higher than the control group. It means that the use of
Anticipation-Reaction Guide is effective in enhancing the students’ reading skill.
Table 1.1
The list of Students Scores of Grade VIII
Class
Score
75
75
Students
30 students
30 students
(source: SMPN 5 Tebing Tinggi)
In short, the writer simplifies that to overcome the problem of teaching
reading, particularly in reading comprehend of narrative text is need strategy in
order to intend the enthusiasm of students in learning activities. The teacher is
asked to choose a suitable strategy and apply it in teaching reading skill, because a
strategy will make a subject easier for the students to learn and understand a text.
For this purpose, Anticipation-Reaction Guide (ARG) becomes the suitable
strategy that will be applied in improving the students’ reading comprehension.
Bean, et all., (2007) state that Anticipation-Reaction Guide (ARG) is an excellent
strategy for teaching students’ reading comprehension and one strategy that
utilizes prediction and attempts to capitalize on controversy. A strategy will help
the students to activate their prior knowledge by arousing their curiosity to the
statements that provided by the teacher. This strategy is done with the hope to
build the students’ knowledge and improve the students’ reading comprehension
by applying Anticipation-Reaction Guide (ARG).
Based on the explanation above, the writer wants to commit a research to
find out whether Anticipation-Reaction Guide (ARG) has significant effect on
students’ reading comprehension.
B. The Problem of the Study
In line with the background of the study above, the research problem is
formulated as follows:
“Is there any effect of Anticipation-Reaction Guide (ARG) strategy on
students’ reading comprehension?”
C. The Scope of the Study
This study focuses on identifying the effect of Anticipation-Reaction Guide
Strategy on the Students’ Reading Comprehension. In this study, the forms of the
text is limited, to narrative text, and the levels of reading comprehension are
literal, interpretative, and critical reading.
D. The Objective of the Study
The objective of the study is aimed to find out if the application of
Anticipation-Reaction Guide (ARG) significantly affect students’ reading
comprehension.
E. The Significance of the Study
The research finding will be expected to have both theoretical and
practical significances.
Theoretically, the finding will contribute to the strengthening of the grand
theory where the guide is derived from, that is the schemata theory.
Practically, the finding will be useful and relevant to:
1. For English teachers, it is expected that it will be a consideration in
determining a suitable strategy which is Anticipation-Reaction Guide
(ARG) is the problem solver strategy that the teacher should apply it
on students’s reading comprehension.
2. For the students, it is expected that it will help the students to use their
background knowledge to see the context of a text.
3. For other researchers, it is expected that this finding can be a reference
for them to conduct the similar research study about reading
comprehension.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the results of the data analysis which were presented in Chapter
IV, it was found that the scores of the students who were taught by using
Anticipation-Reaction Guide Strategy is higher than the score of the students who
were taught by using explaining method.
The conclusions can be drawn as follows : the findings showed that tobserved (4.04) was higher than t-table ( 2.00 ) at level ( ) 0.05. Therefore,
teaching reading comprehension by applying Anticipation-Reaction Guide
strategy significantly affect reading comprehension.
B. Suggestion
Based on the finding, it is suggested that:
1. Since Anticipation-Reaction Guide strategy is significantly effective, it is
suggested that English teacher should use this strategy to improve the
comprehension of the students.
2. The students are suggested to learn about the strategy of AnticipationReaction Guide as the guidance in order to improve their reading
comprehension. Anticipation-Reaction Guide strategy helps the students
activate their background knowledge and connect it with the new
information provided in the text. Therefore, the students will be easier to
comprehend the text.
3. Further researchers are suggested to identify the weakness of the current
research and make improvement for the application of AnticipationReaction Guide strategy on students’ reading comprehension.
REFERENCES
Albers. 2012. Human-Information Interaction and Technical Communication. IGI
Global. United States of America.
Best, J. W & Khan, J. V. 2002. Research in Education 7th. New Delhi: Prentice
Hall.
Best and Kahn. 1995. Research in Education (Seventh Edition). New Delhi:
Francisco University.
Brown, D. H. 2004. Language Assessment: Priciple and Classroom Practice.
New York: Person Education.
Corbetta, Piergiorgio. 2003. Social Research: Theory, Methods and Techniques.
Great Britain by The Alden Press, Oxford.
Davies, P. & Pearse, E. 2000. Successin English Teaching Learning Process:
Reading Skill. Oxford University Press.
Donoghue. 2008. Reading as a Language Art. London: Longman
Dougherty, A. Katherine. 2008. The Effect of Three Instructional Method on
Reading Comprehension. Volume 3, Number 40 (359-393). New York
University.
Grabe & Stoller. 2001. Reading for Academic Purposes: Guidelines for ESL/EFL
teacher.
Huske.1995. The Strategic Teaching and Reading Project guidebook .
Oak Brook, IL: North Central Regional Educational Laboratory.
Kaur, Gurpreet. 2011. Study and Analysis of Lecture Model of Teaching.
International Journal of Educational Planning &Administration.Volume 1,
Number 1.
Margaret Bouchard, 2005. Comprehension Strategies For English Language
Learners. New York.
Marzano, et al. 2001.Classroom instruction that works:Research-based
strategies for increased student achievement. Journal of Educational
Psychology.Volume 7, Number 66
Moore, D. and Readence, J. E. 1980. A quantitative and qualitative review of
graphic organizer research. Journal of Educational Research.Vol 2.
Ortlieb, Evan. 2013. Using Anticipatory Reading Guides to improve Elementary
.
Students’ Comprehension. Volume 6, Number 2. Monash University.
Pardo. 2004. The Reading Teacher:Curriculum, & Educational Policy at
Michigan State University.
Persky, Adam M. and Pollack, Gery M. 2009. INSTRUCTIONAL DESIGN AND
ASSESSMENT: An Approach to Teaching Renal Clearance
Concepts.American Journal of Pharmaceutical Education.73 (3) Article 49.
Prado, L., & Plourde, L. 2005. Increasing reading comprehension through the
explicit teaching of reading strategies:Reading Improvement.
Pressley & Block. 2002. A Focus On Reading Comprehension Strategy
Instruction. Current Practice Alerts.
Seepho. 2012. The Effect of Metacognitive Strategy on Reading Comprehension.
Volume 10, Number 2.
Snow. 2002. Reading For Understanding: RAND Education.
Taylor. 2007. Reading Comprehension Strategie. Lawrence Erlbaum Associates,
Inc. United States of America.
Westwood. 2001. Approaches and Methods in Language Treaching.
Cambridge University Press.
Wong, B.Y.L.2004.Learning about Learning Disabilities. Canada: Elsevier
Academic Press.
GUIDESTRATEGY ON STUDENTS’
READING COMPREHENSION
A THESIS
Submitted in Partial Fulfilment of the Requirement for the
Degree of Sarjana Pendidikan
By :
ELFRIDA RISMALYA SINAGA
Registration Number : 2113321009
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGE AND ARTS
STATE OF UNIVERSITY OF MEDAN
2016
ABSTRACT
Sinaga, Elfrida Rismalya. 2113321009. The Effect of Anticipation-Reaction
Guide Strategy on Students’ Reading Comprehension. A Thesis: English
Department. Faculty of Languages and Arts, State University of Medan.
2015.
This study deals with the effect of anticipation-reaction guide strategy on
students’ reading comprehension. It was conducted by using experimental
research design. The population of this study was the grade eight (VIII) students
of SMP Negeri 5 Tebing Tinggi with two parallel classes. The samples of the
study were two classes divided into two groups, experimental and control group
which were chosen by using lottery technique. Sixty students were taken as the
samples. The experimental group was taught by using Anticipation-Reaction
Guide Strategy, while the control group was taught by using Conventional
Method. The instrument for collecting the data was a multiple choice test. The
data of this study were taken from the students’ score of reading test. Kuder
Richardson (KR20) formula was applied to obtain the reliability of the test. Based
on the calculation, it showed that the reliability of the test was 0.91 categorized as
high reliability. There were two data used in this research. They were pre-test and
post-test. Then, after analyzing the data, it was found that the value of tobserved was
4.04 with the degree of freedom (df)=58 at the level of significance p(0.05) =
2.00. It means that tobserved is higher than ttable (4.04 > 2.00). The result of this study
shows that Anticipation-Reaction Guide Strategy has a significant effect on
students’ reading comprehension. It means that the hypothesis is accepted.
Keywords: Anticipation-Reaction Guide Strategy, Students’
Comprehension, Narrative Text, Experimental Design, Reading Test
Reading
ACKNOWLEDGEMENT
First of all, the writer would like to express her praises to Almightily
Jesus Christ who has blessed and given the ability to the writer to complete this
thesis as a partial fulfillment for the requirement for the degree of
SarjanaPendidikan (S-1) at the English Department of Faculty of Languages and
Arts, State University of Medan.
This thesis would not have been possible without the guidance and the
help of several individuals who always contributed and extended their valuable
assistances in the preparation and completion of this thesis. The writer’s special
appreciation goes to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts
and Literature Department.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department and her
Reviewer.
Dra. Meisuri, M.A., the Secretary 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 second Thesis Consultant.
Dr. Anni Holila Pulungan, M.Hum., her Academic Advisor and her
Reviewer.
Dra. Masitowarni Siregar, M.Ed., her Reviewer.
All the lectures of English and literature Department who have taught,
guided, and advised her throughout the academic years.
Mam Euis, and Pak Pantes, the Academic Staff, and Administrative Staff
of English Department, for their attention, assistance, and information in
completing it.
Maswar Syahril, S.Pd., the Headmaster of SMP Negeri 5 Tebing Tinggi.
The writer sincerely thanks to her Dad and her Mom (Erlis Sinaga dan
Erika br. Sitorus) for never giving up on her and for their tireless pray and
love to the writer not only in completing this thesis but also in along her life.
The writer’s special gratitude also goes to her dearest brothers and sister
(Erwin Ernando Sinaga, Edward Fliston Sinaga and Elfani br. Sinaga).
A lot of thanks all her beloved best friends (Emma Anggreani br. Purba,
Ervina Yosephine br. Simarmata, Januari Siahaan, Joe Hutabarat, Jord
Pasaribu, Maya Sari Sipahutar, Melda Sibarani, Ojaktua Sitanggang and
Susi Agustianti br. Simorangkir) for their support, love, prayers, and their
togetherness for these several years.
Medan, Oktober 2015
The Writer
Elfrida Rismalya Sinaga
NIM. 2113321009
TABLE OF CONTENTS
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 LITERATURE .............................................. 7
A. Theoretical Framework ..........................................................................7
1. Reading Comprehension ..................................................................7
a. Factors that Influence Comprehension ......................................9
b. Levels of Reading Comprehension ...........................................10
c. Measuring Reading Comprehension ........................................ 11
d. Teaching Reading Comprehension .......................................... 12
e. Students’ Difficulties in Reading Comprehension ................... 13
2. Bloom’s Taxonomy ....................................................................... 15
3. Narrative Text ............................................................................... 15
4. ARG Strategy ................................................................................. 19
a. The Nature of Anticipation-Reaction Guide ............................ 19
b. Procedures of Applying the Anticipation-Reaction Guide ...... 22
c. The Advantages and Disadvantage of Anticipation-Reaction
Guide ........................................................................................ 23
B. Relevant Studies ................................................................................... 23
C. Conceptual Framework ....................................................................... 24
D. Hypothesis ........................................................................................... 25
CHAPTER III. RESEARCH METHOD ..................................................... 26
A. Research Design .................................................................................. 26
B. Population and Sample ........................................................................ 27
C. Instrument for Collecting Data ............................................................ 28
D. The Procedures of the Research ........................................................... 29
1. Pre- test........................................................................................... 29
2. Treatment ...................................................................................... 30
3. Post- test ........................................................................................ 31
E. Scoring of the Test ............................................................................... 31
F. The Validity and the Reliability of the Test ..........................................31
1. The Validity of the Test ..................................................................32
2. The Reliability of the Test ............................................................ 32
G. Technique for Analyzing Data ............................................................ 33
H. Statistical Hypothesis .......................................................................... 33
CHAPTER IV. DATA ANALYSIS AND RESEARCH FINDINGS
A. The Data ............................................................................................. 35
B. Data Analysis ..................................................................................... 36
1. Testing Reliability of the Test ...................................................... 36
2. Testing Hypothesis ....................................................................... 37
C. Research Findings .............................................................................. 39
D. Discussion .......................................................................................... 40
CHAPTER V. CONCLUSION AND SUGGESTION
A. CONCLUSION ................................................................................... 41
B. SUGGESTION .................................................................................... 41
REFERENCES .............................................................................................. 45
APPENDICES ................................................................................................ 47
LIST OF TABLES
Pages
Table 1.1. Students Scores of Grade VIII .........................................................3
Table 3.1. Research Design .............................................................................. 26
Table 3.2. Specification of Text ..................................................................... 29
Table 3.3. Teaching Procedures in Experimental Group ................................ 30
Table 3.4. Teaching Procedures in Control Group ......................................... 30
Table 4.1. The Scores of Pre-test and Post-test in Experimental Group .......... 47
Table 4.2. The Scores of Pre-test and Post-test in Control Group ................... 48
LIST OF APPENDIXES
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
: 1. The Calculation of t-test for Experimental Group ............ 51
2. The Calculation od t-test for Control Group .................... 53
Appendix E
: Percentage Points of The T Distribution ............................... 56
Appendix F
: Pre-Test and Post-Test Items ............................................... 57
Appendix G
: Lesson Plans ......................................................................... 62
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is the most important aspect in the life of all beings and it is used
as a tool of communication to interact among people throughout the world to
convey thoughts, ideas, and feelings. As an international language, English has a
significant position in the international communication which is spoken by many
people in the world.
English has become an universal language. Realizing that many reference
materials are written in English and how important this language is, reading
becomes one of the most important skills to be acquired to the students.
There are four skills in language learning, they are: listening, speaking,
reading and writing. Reading is one of four skills that can build our knowledge.
By reading we can know everything in accordance with our needs and we are able
to understand and follow the progress of science and technology. Technology is
like a spider web net that every single component is interconnected and it is
developed constantly. This communication network can unifies the different
countries, and also facilitates the international relations. Grabe and Stoller
(2001:188) state that reading is the ability to draw information from a text and
interpret information appropriately. In reading, the students are expected to be
knowledgeable and familiar with what the teacher has explained in the context,
where as in comprehension the students are expected to have more skills than to
explain individual text or passage after comprehending them.
In teaching reading, the teacher should know and understand the goal of
reading process which is comprehension. Prado and Plourde (2005) define that
comprehension is a process that involves thinking, teaching, past experiences, and
knowledge. In comprehension, the readers are asked to actually know and
understand what they are reading. If persons have excellent decoding skills but
they are not fully able to understand what they are reading, it is not truly reading.
The reading ability becomes one of problematic’s Indonesian students in
today’s school. The problematic shows that students read a text without
understanding what they have read. According to The International Association
for the Evaluation of Educational Achievement, reading score of Indonesian
students in East Asia is still low. Indonesian students are just capable of mastering
30 % reading material, and find difficulty in reading items that are in the form of
commentary requiring cognitive process (IAE for the Evaluation of Educational
Achievement).
Based on the writer’s experience in her teaching practice in Senior High
School, students’ problem in reading is lack of interest. They were not interested
in reading text and answering the question. It was just making them talking each
other instead of doing the task. Harmer (2004) says that most students will not do
a lot of extensive reading by themselves unless they are encouraged to do so by
because they can make interaction among group members so the learning process
is more active.
A research was conducted by Ervina (2013) at SMPN 5 Tebing Tinggi.
She conducted a research in Junior High School degree to find out whether the use
of Anticipation-Reaction Guide is effective to improve students’ reading skill. She
took two classes as the sample, one class was taught by using AnticipationReaction Guide Strategy (experiment group), and other was taught by using
Drilling Method (control group). After conducting the treatment, the improvement
of experiment group was higher than the control group. It means that the use of
Anticipation-Reaction Guide is effective in enhancing the students’ reading skill.
Table 1.1
The list of Students Scores of Grade VIII
Class
Score
75
75
Students
30 students
30 students
(source: SMPN 5 Tebing Tinggi)
In short, the writer simplifies that to overcome the problem of teaching
reading, particularly in reading comprehend of narrative text is need strategy in
order to intend the enthusiasm of students in learning activities. The teacher is
asked to choose a suitable strategy and apply it in teaching reading skill, because a
strategy will make a subject easier for the students to learn and understand a text.
For this purpose, Anticipation-Reaction Guide (ARG) becomes the suitable
strategy that will be applied in improving the students’ reading comprehension.
Bean, et all., (2007) state that Anticipation-Reaction Guide (ARG) is an excellent
strategy for teaching students’ reading comprehension and one strategy that
utilizes prediction and attempts to capitalize on controversy. A strategy will help
the students to activate their prior knowledge by arousing their curiosity to the
statements that provided by the teacher. This strategy is done with the hope to
build the students’ knowledge and improve the students’ reading comprehension
by applying Anticipation-Reaction Guide (ARG).
Based on the explanation above, the writer wants to commit a research to
find out whether Anticipation-Reaction Guide (ARG) has significant effect on
students’ reading comprehension.
B. The Problem of the Study
In line with the background of the study above, the research problem is
formulated as follows:
“Is there any effect of Anticipation-Reaction Guide (ARG) strategy on
students’ reading comprehension?”
C. The Scope of the Study
This study focuses on identifying the effect of Anticipation-Reaction Guide
Strategy on the Students’ Reading Comprehension. In this study, the forms of the
text is limited, to narrative text, and the levels of reading comprehension are
literal, interpretative, and critical reading.
D. The Objective of the Study
The objective of the study is aimed to find out if the application of
Anticipation-Reaction Guide (ARG) significantly affect students’ reading
comprehension.
E. The Significance of the Study
The research finding will be expected to have both theoretical and
practical significances.
Theoretically, the finding will contribute to the strengthening of the grand
theory where the guide is derived from, that is the schemata theory.
Practically, the finding will be useful and relevant to:
1. For English teachers, it is expected that it will be a consideration in
determining a suitable strategy which is Anticipation-Reaction Guide
(ARG) is the problem solver strategy that the teacher should apply it
on students’s reading comprehension.
2. For the students, it is expected that it will help the students to use their
background knowledge to see the context of a text.
3. For other researchers, it is expected that this finding can be a reference
for them to conduct the similar research study about reading
comprehension.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the results of the data analysis which were presented in Chapter
IV, it was found that the scores of the students who were taught by using
Anticipation-Reaction Guide Strategy is higher than the score of the students who
were taught by using explaining method.
The conclusions can be drawn as follows : the findings showed that tobserved (4.04) was higher than t-table ( 2.00 ) at level ( ) 0.05. Therefore,
teaching reading comprehension by applying Anticipation-Reaction Guide
strategy significantly affect reading comprehension.
B. Suggestion
Based on the finding, it is suggested that:
1. Since Anticipation-Reaction Guide strategy is significantly effective, it is
suggested that English teacher should use this strategy to improve the
comprehension of the students.
2. The students are suggested to learn about the strategy of AnticipationReaction Guide as the guidance in order to improve their reading
comprehension. Anticipation-Reaction Guide strategy helps the students
activate their background knowledge and connect it with the new
information provided in the text. Therefore, the students will be easier to
comprehend the text.
3. Further researchers are suggested to identify the weakness of the current
research and make improvement for the application of AnticipationReaction Guide strategy on students’ reading comprehension.
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