THE EFFECT OF USING FOCUSED READING NOTE TECHNIQUE ON STUDENTS’ ACHIEVEMENT IN DESCRIPTIVE TEXT.
THE EFFECT OF USING FOCUSED READING NOTE
TECHNIQUE ON STUDENTS’ ACHIEVEMENT
IN DESCRIPTIVE TEXT
A THESIS
Submitted to the English Department Faculty of Language and Arts
UNIMED in partial Fulfillment of the Requirement for the Degree of
Sarjana Pendidikan
By:
KHAIRINA ARDIAN
Registration Number : 209421030
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Ardian, Khairina.The Effect of Using Focused Reading Note Technique on
Students’
Achevement
in
Descriptive
Text.
A
thesis.English
Department.Faculty of Language and Arts.State University of Medan. 2014.
This study aims to discover the effect of using Focused Reading Note Technique
on Students’ Achievement in Descriptive Text. It was conducted by using
experimental research design. This population was the students of SMK Josua
Medan as Sample. The samples of the research were two classes divided into two
groups, experimental and control group which were chosen by using random
sampling technique. The Grade X TKJ 1 as Experimental Group was taught by
using Focused Reading Note Technique and grade X TKJ 2 as control group was
taught by using lecturing method. The instrument used to collect the data was by
asking the students to read a Descriptive Text. Based on the result of the data
analysis, it was concluded that using Focused Reading Note Technique
significantly affect the student’s ability in reading descriptive text (t-calculated >
t-table, p=0.05). The using Focused Reading Note Technique made the students
read descriptive text grammatically that without using Focused Reading Note
Technique . The calculation of t-test is 5,71 > 2,018 with df 42 and the level of
significance 0.05. It means that the using Focused Reading Note Technique has
significant effect on reading descriptive text.
Keywords: Focused Reading Note Technique, Descriptive text
i
ACKNOWLEDGMENT
The writing of this thesis is aimed to fulfill one of the academic
requirements for the degreeof Sarjana Pendidikan at the English and Literature
Department, Faculty of Languages and Arts, State University of Medan.
The writer would like to express the greatest gratitude to Allah
Subhanahuwata’ala, the most gracious, the most merciful for blessing to
complete this thesis.
The writer owes a special gratitude 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., Head of English and Literature
Department for her great care and support during her academic years.
Dra. Meisuri, M.A., the Secretary of English Department.
Nora Ronita Dewi, S.Pd., S.S.,M.Hum., the Head of English Education
Study Program and the Thesis Reviewer for her great care and supports.
Drs. Johan Sinulingga, M.Pd, As the Thesis Advisor for his supports, for
his great care, patience, comments and suggestions in guiding her in the
process of preparing this thesis until it finishes.
Prof. Dr. Busmin Gurning, M.Pd., as the Thesis Reviewer for his
comments and suggestions in guiding her to finish the thesis.
Dra. Masitowarni Siregar, M.Ed., as the Thesis Reviewer for her great
care and supports.
Ramadan Saragih, S.E.,the Headmaster of SMK Swasta Josua Medan,
the English teacher, and all the students in class X.
Alm.Arifin Mahda and Diani Syahfitri,S.Pd, her parents for their never
ending pray, support, care, and love.
Zukhrufi Ardian and M. Amien Ardian, her sister and brother for their
everlasting love, care, and support.
All her friends in big family of Reg – B ’09 (Eva Saskia Rahma, S.Pd,
M. Guntar, S.Pd, Azrina Manja, S.Pd, Ika Purnama, S.Pd, Efriyanti
Siregar, S.Pd, Nurhayani Rambe, S.Pd, Noviandri Ananda Lubis,
S.Pd, Frida Dian Handini Lubis, M.Pd, Eta Gladeria Permata Sari
Aritonang, S.Pd, Rahma Sari Siregar, S.Pd,) , their supports and care.
Nurul Hidayah Siregar,S.Pd., Hana Julianty Ginting, S.Pd., Elka
Fernando
L.Tobing,
S.S.,
Gusti
Dwi
Nanda,
S.S.,
Sartika
Tampubolon, S.S., Syukri Iskandar Lubis, S.Pd., her closest friend for
always be there and finished the thesis together.
Her best ever friend(Yopi Jaya Kusuma, Kayamiko Arka Arma, Novita
Sari, M. Faisal Hasibuan, Ahmad Shoufi Lubis, and Umriza
Makhrufan Nasution) their support, great care, and love.
Ir.Sri Fajar Ayu, for the support and the words.
Lastly, the writer want say thanks to all friends that help her during
process preparing this thesis. May Allah bless and guide you all.
Medan,
September 2016
The writer,
Khairina Ardian
NIM. 209421030
TABLE OF CONTENTS
TABLE OF CONTENTS .....................................................................
LIST OF TABLES ...............................................................................
LIST OF APPENDICES .....................................................................
CHAPTER I : INTRODUCTION .......................................................
A. The Background of the Study......................................................
B. The Problem of the Study............................................................
C. The Scope of the Study ...............................................................
D. The Objective of the Study..........................................................
E. The Significance of the Study .....................................................
CHAPTER II : REVIEW OF LITERATURE ...................................
A. Theoritical Framework ................................................................
1. Students’ Achivement in Reading ..........................................
2. Reading ...................................................................................
3. Technique ...............................................................................
B. Conceptual Framework ...............................................................
C. Hypothesis ...................................................................................
CHAPTER III : RESEARCH METHOD ...........................................
A. Research Design ..........................................................................
B. Population and Sample ................................................................
C. Instrument for Collecting the Data ..............................................
D. Scoring the Test...........................................................................
E. Procedure of the Research ..........................................................
1. Pre-test ...................................................................................
2. Treatment ...............................................................................
a. Internal Validity ................................................................
b. External Validity ...............................................................
3. Post-test .................................................................................
F. Validity of Test ...........................................................................
1. Validity of the Test ................................................................
G. Technique of Data Analysis ........................................................
H. Statistical Hypothesis .................................................................
Page
i
iii
iv
1
1
4
4
4
4
6
6
6
7
18
26
29
30
30
31
31
32
32
32
32
33
37
42
42
42
43
43
CHAPTER IV : DATA ANALYSIS AND DISCUSSION ................
A. Data.............................................................................................
B. Data Analysis ..............................................................................
1. Analyzing The Data Using T-test..........................................
2. Testing The Hypothesis ........................................................
CHAPTER V : CONCLUSION AND SUGGESTION .....................
A. Conclusions ................................................................................
B. Suggestions .................................................................................
REFERENCES .....................................................................................
45
45
49
49
49
51
51
51
53
APPENDICES ...............................................................................................
55
i
LIST OF TABLES
Table 3.1
Research Design ..............................................................................
30
Table 3.2
Treatment for Experimental and Control Group .............................
39
Table 4.1
The score of pre test and post test by students in experimental group
46
Table 4.2
The score of pre test and post test by students in control group......
47
iii
LIST OF APPENDICES
APPENDIX
Page
A. Total of Pre-test and Post-test of Expermental Group ....................... 55
B. Total of Pre-test and Post-test of Control Group ................................ 57
C. Calculation of Pre-test and Post-test of Experimental group ............. 59
D. Calculation of Pre-test and Post-test of Control group ...................... 61
E. The Calculation of the t-table and t-observed....................................
63
F. Percentage Point of The T Distribution .............................................. 65
G. Lesson Plan Experimental Class ....................................................... 66
H. Lesson Plan Control Class ................................................................. 79
I. Diary Notes ........................................................................................ 90
iv
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is very essential for human being. It plays on important role in
our life and society. It is used as tool of communication, which means language
is a meaning of communication that is used to interact and to strengthen
relationship, such as getting or giving information and also to express their idea
or other activities. It is said so because language is a meaning of
communication that is used to convey ideas, thought, opinion, feeling and other
expression which hold an important role in human life.
There are many kinds of language in all over the world; and each of them
has its own charateristic and art of structure. People need to learn another
language in purpose to make a social relationship with other people in different
places or countries. All people in the world learn English as the second
language after their mother tongue as a need of communication in this
globalization era. As reinforcement, we can read the statement from Clark &
Clerk (1997:4) that says, one of kinds of language is English and it is an
International Language. English is also used in many aspects, such as social,
economic, political, culture, education, and others.
In Indonesia, English is as a foreign language that need to be learnt and
taught in the school and university, not to be as the second language.The
government of Indonesia inserted English language in the school curriculum. It
1
2
is very important for the students to operate computer, internet, and improve
various kinds of knowledge. That is one of the reasons that we have to study
English more seriously and try to be able to speak it fluently.
Reading is one of the four important basic skills in learning English as a
foreign language. Reading is very important because it can influence other
language skill (listening, speaking, and writing). Reading is defined as the level
of understanding of a text or message. Reading is the ability to understand
what we read -- where words have context and texts have meaning. Actually,
reading skills allow us to read proficiently, learn effectively, problem-solve,
strategize, conceptualize, and succeed in life. Without reading, many students
are left behind. Unfortunately, Indonesian students’ reading in English is still
low. According to Kustaryo (1988:2), it is certainly not easy to present the
English reading for Indonesian students whose language system is
different. Reading is a complex process which involves not only reading the
text, but also their experience comprehends it. The students are not able to read
English well, their miss pronounce the words in the text and their vocabulary is
measly.
Grabe and Stoller (2002:9) elaborate that reading is a way to draw
information from the printed page and interpret this information appropriately.
It can be elaborated that through reading, the students can add their knowledge
of new information from text books, journals, newspapers and magazines.
From the quotation above, reading means to find out the message of the writer
3
put into a text as efficient as possible. The goal of learning reading is to enable
the students in understanding the idea and meaning of the passage.
According to Competence Based Curriculum, reading is one four skills
that should be mastered by students. They should be able to read English text
or message. Reading is one of four difficult basic language skills to study.
Reading comprehension and vocabulary are inextricably linked. The ability to
decode or identify and pronounce words is self-evidently important, but
knowing what the words mean has a major and direct effect on knowing what
any specific passage means. Students with a smaller vocabulary than other
students comprehend less of what they read and it has been suggested that the
most impactful way to improve comprehension is to improve vocabulary.
In this study, the writer deals with reading as her topic because she
observed that most of the students are not able to read successfully. The writer
found that the students are not able to read in simple text. They are not
confident to use their own English, because of their limited mastery on
grammar and vocabulary, and they have no self confident to speak in front of
their friends and especially their teacher. Moreover, in reading process, the
students have to master the knowledge not only about the material but also
about grammar and vocabulary.
Based on the background above, it is needed to know some techniques for
helping students in reading ability. The appropriate and comprehensive
technique for teaching reading is using Focused Reading Note. The writer
believe that Focused Reading Note can help students to be master in reading
4
and vocabulary because the writer has been researched; and it is really helpfull.
The writer believe that it will also help the students in reading descriptive text.
B. The Problem of the Study
Based on the background of the study, the problem is formulated as
follows:
“Is the students’ reading achievement in descriptive text thaught by using
Focused Reading Note Technique higher than that taught by using lecture
method?”
C. The Scope of the Study
The research focuses its study on the Effect of Using Focused Reading
Note Technique on Students’ Achievement in Descriptive Paragraph. In this
case, the writer limits only in Descriptive Text.
D. The Objective of the Study
The objective of the study is to find out whether Focused Reading Note
Technique significantly effect on Students’ Achievement in Descriptive Text.
E. The Significance of the Study
Results of this study are expected to be giving out the theoretical and
practical significance. The significance can be described as follows:
1. Theoretical
5
The expected of this research is to enrich the learning of science reading
especially in descriptive text by using Focused Reading Note Technique.
2. Practical
a. For Students
1) The students can read a good descriptive paragraph / text through
using Focused Reading Note Technique.
2) The use of the technique can increase students’ achievement in
reading and vocabulary.
3) To motivate the students to be better in descriptive text.
b. For Teacher
1) To give information for the English teacher of using Focused Reading
Note Technique in teaching learning process.
2) To increase their own professionalism in teaching reading by using the
technique.
3) The result of the study would be very useful for teachers of English
and others who are concerning with assessment of teaching English.
c. For other Researcher
1) The result of this study can be used as a basic information in doing
further the technique to improve or increase the students’ ability in
vocabulary and reading comprehension, especially in descriptive text.
2) Develop insights and experience of the researchers.
3) To help the next researchers who want to conduct a depth research
related to this study.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter provides information about the conclusion of the research,
and suggestion. The discussion of each point will be presented as follows.
A.
Conclusion
The Focused Reading Note Technique in teaching reading descriptive text
was effective when applied in the tenth grade of SMK Swasta Josua Medan.
Based on the result of research, there was a significance difference in the
achievement between students in class X TKJ 1 who were taught descriptive text
through Focused Reading Note Technique and students in class X TKJ 2 who
were taught descriptive text without using Focused Reading Note Technique . The
mean score of the experimental group was higher than control group (23,18 >
13,63). It was also proved by the result of t-test. The result of the t-test calculation
also showed that t-observed value (5,71) was higher than t-table value (2.018)
with α = 0.05 and df = 42. It means that The students’ achievement trough using
Focused Reading Note Technique is higher than lecture method. And Ha was
accepted and Ho was rejected.
B.
Suggestion
In the relation to the conclusion above, the writer points out some
suggestion as following:
51
52
1) Focused Reading Note Technique should be applied in the teaching
process because it could be as guidance to facilitate the students by using a
note for comprehending the descriptive text in reading in the classroom.
2) Students or English learners should increased their vocabulary and try to
comprehend the content of descriptive text in reading english, this
technique can help students’ to improve their achievement in reading.
3) Other researchers who intend to use Focused Reading Note Technique in
teaching learning process; he or she is hoped to do the research by using
another technique and try to find another effective media, so it will enrich
the research in improving students’ reading achievement.
REFERENCES
Arikunto, Suharsimi. 2006. Prosedur Penelitian: Suatu Pendekatan Praktik. 6th
Ed. Jakarta: Rineka Cipta.
Ary, Donald. 2002. Introduction to Research in Education. Singapore:
Wardswith.
Bean, John C. 1996. Engaging Ideas: The Professor’s Guide to Integrating
Writing, Critical Thinking, and Active Learning in the Classroom. San
Francisco: Jossey-Bass.
Bloom, B,S. 1996. Taxonomy of Educational Objectives: the Classification of
Educational Goals. New York: Longman.
Brown, H. Douglas. 2001 Teaching By Principle: An Interactive Approach to
Language Pedagogy. (2nd ed). San Francisco: Addison Wesley Longman.
Brown,H.D. 2004. Language Assessment: Principle and Classroom Practice.
New York: Pearson Education.
Clark & Clerk. 1997. Psychology and Language. New York: Harcount Brace
Javanovich.
Gerrot,L.& Wignell, P. 1994. Making Sense of Functional Grammar. Cammeray:
Antipodean Educational Enterprises.
Grabe,W., &Stoller, F.L. 2002. Teaching and Researching Reading (First
Edition). Edinburgh: Pearson Education.
Harris,A.J and Sipay,E.R. 1979. How To Teach Reading. New York, NY:
Longman.
Heffner, Dr. Christopher L. 2014. Experimental
Validity.http://allpsych.com/researchmethods/experimentalvalidity/
Hyland, K.2002. Teaching and Researching Writing. Great Britain: Longman.
Kustaryo, S. 1988. Reading Techniques for College Students. Jakarta:
DepartemenPendidikandanKebudayaan.
53
Richard, Jack and Rodgers, Theodore. 1982. Method, Aprroach, Design,
Procedure. TESOL Quarterly
Siahaan, Sanggama and Shinoda, Kisno. 2008. Generic Text Structure. 1st ed.
Yogyakarta: Graha Ilmu.
http://academic.cuesta.edu/acasupp/AS/303.HTM.
http://en.wikipedia.org.wiki.reading_activity.
http://www.lifehack.org/articles/featured/advice-for-students-taking-notes-thatwork.html
http://ideas.time.com/2013/01/09/highlighting-is-a-waste-of-time-the-best-andworst-learning-techniques/
54
TECHNIQUE ON STUDENTS’ ACHIEVEMENT
IN DESCRIPTIVE TEXT
A THESIS
Submitted to the English Department Faculty of Language and Arts
UNIMED in partial Fulfillment of the Requirement for the Degree of
Sarjana Pendidikan
By:
KHAIRINA ARDIAN
Registration Number : 209421030
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Ardian, Khairina.The Effect of Using Focused Reading Note Technique on
Students’
Achevement
in
Descriptive
Text.
A
thesis.English
Department.Faculty of Language and Arts.State University of Medan. 2014.
This study aims to discover the effect of using Focused Reading Note Technique
on Students’ Achievement in Descriptive Text. It was conducted by using
experimental research design. This population was the students of SMK Josua
Medan as Sample. The samples of the research were two classes divided into two
groups, experimental and control group which were chosen by using random
sampling technique. The Grade X TKJ 1 as Experimental Group was taught by
using Focused Reading Note Technique and grade X TKJ 2 as control group was
taught by using lecturing method. The instrument used to collect the data was by
asking the students to read a Descriptive Text. Based on the result of the data
analysis, it was concluded that using Focused Reading Note Technique
significantly affect the student’s ability in reading descriptive text (t-calculated >
t-table, p=0.05). The using Focused Reading Note Technique made the students
read descriptive text grammatically that without using Focused Reading Note
Technique . The calculation of t-test is 5,71 > 2,018 with df 42 and the level of
significance 0.05. It means that the using Focused Reading Note Technique has
significant effect on reading descriptive text.
Keywords: Focused Reading Note Technique, Descriptive text
i
ACKNOWLEDGMENT
The writing of this thesis is aimed to fulfill one of the academic
requirements for the degreeof Sarjana Pendidikan at the English and Literature
Department, Faculty of Languages and Arts, State University of Medan.
The writer would like to express the greatest gratitude to Allah
Subhanahuwata’ala, the most gracious, the most merciful for blessing to
complete this thesis.
The writer owes a special gratitude 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., Head of English and Literature
Department for her great care and support during her academic years.
Dra. Meisuri, M.A., the Secretary of English Department.
Nora Ronita Dewi, S.Pd., S.S.,M.Hum., the Head of English Education
Study Program and the Thesis Reviewer for her great care and supports.
Drs. Johan Sinulingga, M.Pd, As the Thesis Advisor for his supports, for
his great care, patience, comments and suggestions in guiding her in the
process of preparing this thesis until it finishes.
Prof. Dr. Busmin Gurning, M.Pd., as the Thesis Reviewer for his
comments and suggestions in guiding her to finish the thesis.
Dra. Masitowarni Siregar, M.Ed., as the Thesis Reviewer for her great
care and supports.
Ramadan Saragih, S.E.,the Headmaster of SMK Swasta Josua Medan,
the English teacher, and all the students in class X.
Alm.Arifin Mahda and Diani Syahfitri,S.Pd, her parents for their never
ending pray, support, care, and love.
Zukhrufi Ardian and M. Amien Ardian, her sister and brother for their
everlasting love, care, and support.
All her friends in big family of Reg – B ’09 (Eva Saskia Rahma, S.Pd,
M. Guntar, S.Pd, Azrina Manja, S.Pd, Ika Purnama, S.Pd, Efriyanti
Siregar, S.Pd, Nurhayani Rambe, S.Pd, Noviandri Ananda Lubis,
S.Pd, Frida Dian Handini Lubis, M.Pd, Eta Gladeria Permata Sari
Aritonang, S.Pd, Rahma Sari Siregar, S.Pd,) , their supports and care.
Nurul Hidayah Siregar,S.Pd., Hana Julianty Ginting, S.Pd., Elka
Fernando
L.Tobing,
S.S.,
Gusti
Dwi
Nanda,
S.S.,
Sartika
Tampubolon, S.S., Syukri Iskandar Lubis, S.Pd., her closest friend for
always be there and finished the thesis together.
Her best ever friend(Yopi Jaya Kusuma, Kayamiko Arka Arma, Novita
Sari, M. Faisal Hasibuan, Ahmad Shoufi Lubis, and Umriza
Makhrufan Nasution) their support, great care, and love.
Ir.Sri Fajar Ayu, for the support and the words.
Lastly, the writer want say thanks to all friends that help her during
process preparing this thesis. May Allah bless and guide you all.
Medan,
September 2016
The writer,
Khairina Ardian
NIM. 209421030
TABLE OF CONTENTS
TABLE OF CONTENTS .....................................................................
LIST OF TABLES ...............................................................................
LIST OF APPENDICES .....................................................................
CHAPTER I : INTRODUCTION .......................................................
A. The Background of the Study......................................................
B. The Problem of the Study............................................................
C. The Scope of the Study ...............................................................
D. The Objective of the Study..........................................................
E. The Significance of the Study .....................................................
CHAPTER II : REVIEW OF LITERATURE ...................................
A. Theoritical Framework ................................................................
1. Students’ Achivement in Reading ..........................................
2. Reading ...................................................................................
3. Technique ...............................................................................
B. Conceptual Framework ...............................................................
C. Hypothesis ...................................................................................
CHAPTER III : RESEARCH METHOD ...........................................
A. Research Design ..........................................................................
B. Population and Sample ................................................................
C. Instrument for Collecting the Data ..............................................
D. Scoring the Test...........................................................................
E. Procedure of the Research ..........................................................
1. Pre-test ...................................................................................
2. Treatment ...............................................................................
a. Internal Validity ................................................................
b. External Validity ...............................................................
3. Post-test .................................................................................
F. Validity of Test ...........................................................................
1. Validity of the Test ................................................................
G. Technique of Data Analysis ........................................................
H. Statistical Hypothesis .................................................................
Page
i
iii
iv
1
1
4
4
4
4
6
6
6
7
18
26
29
30
30
31
31
32
32
32
32
33
37
42
42
42
43
43
CHAPTER IV : DATA ANALYSIS AND DISCUSSION ................
A. Data.............................................................................................
B. Data Analysis ..............................................................................
1. Analyzing The Data Using T-test..........................................
2. Testing The Hypothesis ........................................................
CHAPTER V : CONCLUSION AND SUGGESTION .....................
A. Conclusions ................................................................................
B. Suggestions .................................................................................
REFERENCES .....................................................................................
45
45
49
49
49
51
51
51
53
APPENDICES ...............................................................................................
55
i
LIST OF TABLES
Table 3.1
Research Design ..............................................................................
30
Table 3.2
Treatment for Experimental and Control Group .............................
39
Table 4.1
The score of pre test and post test by students in experimental group
46
Table 4.2
The score of pre test and post test by students in control group......
47
iii
LIST OF APPENDICES
APPENDIX
Page
A. Total of Pre-test and Post-test of Expermental Group ....................... 55
B. Total of Pre-test and Post-test of Control Group ................................ 57
C. Calculation of Pre-test and Post-test of Experimental group ............. 59
D. Calculation of Pre-test and Post-test of Control group ...................... 61
E. The Calculation of the t-table and t-observed....................................
63
F. Percentage Point of The T Distribution .............................................. 65
G. Lesson Plan Experimental Class ....................................................... 66
H. Lesson Plan Control Class ................................................................. 79
I. Diary Notes ........................................................................................ 90
iv
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is very essential for human being. It plays on important role in
our life and society. It is used as tool of communication, which means language
is a meaning of communication that is used to interact and to strengthen
relationship, such as getting or giving information and also to express their idea
or other activities. It is said so because language is a meaning of
communication that is used to convey ideas, thought, opinion, feeling and other
expression which hold an important role in human life.
There are many kinds of language in all over the world; and each of them
has its own charateristic and art of structure. People need to learn another
language in purpose to make a social relationship with other people in different
places or countries. All people in the world learn English as the second
language after their mother tongue as a need of communication in this
globalization era. As reinforcement, we can read the statement from Clark &
Clerk (1997:4) that says, one of kinds of language is English and it is an
International Language. English is also used in many aspects, such as social,
economic, political, culture, education, and others.
In Indonesia, English is as a foreign language that need to be learnt and
taught in the school and university, not to be as the second language.The
government of Indonesia inserted English language in the school curriculum. It
1
2
is very important for the students to operate computer, internet, and improve
various kinds of knowledge. That is one of the reasons that we have to study
English more seriously and try to be able to speak it fluently.
Reading is one of the four important basic skills in learning English as a
foreign language. Reading is very important because it can influence other
language skill (listening, speaking, and writing). Reading is defined as the level
of understanding of a text or message. Reading is the ability to understand
what we read -- where words have context and texts have meaning. Actually,
reading skills allow us to read proficiently, learn effectively, problem-solve,
strategize, conceptualize, and succeed in life. Without reading, many students
are left behind. Unfortunately, Indonesian students’ reading in English is still
low. According to Kustaryo (1988:2), it is certainly not easy to present the
English reading for Indonesian students whose language system is
different. Reading is a complex process which involves not only reading the
text, but also their experience comprehends it. The students are not able to read
English well, their miss pronounce the words in the text and their vocabulary is
measly.
Grabe and Stoller (2002:9) elaborate that reading is a way to draw
information from the printed page and interpret this information appropriately.
It can be elaborated that through reading, the students can add their knowledge
of new information from text books, journals, newspapers and magazines.
From the quotation above, reading means to find out the message of the writer
3
put into a text as efficient as possible. The goal of learning reading is to enable
the students in understanding the idea and meaning of the passage.
According to Competence Based Curriculum, reading is one four skills
that should be mastered by students. They should be able to read English text
or message. Reading is one of four difficult basic language skills to study.
Reading comprehension and vocabulary are inextricably linked. The ability to
decode or identify and pronounce words is self-evidently important, but
knowing what the words mean has a major and direct effect on knowing what
any specific passage means. Students with a smaller vocabulary than other
students comprehend less of what they read and it has been suggested that the
most impactful way to improve comprehension is to improve vocabulary.
In this study, the writer deals with reading as her topic because she
observed that most of the students are not able to read successfully. The writer
found that the students are not able to read in simple text. They are not
confident to use their own English, because of their limited mastery on
grammar and vocabulary, and they have no self confident to speak in front of
their friends and especially their teacher. Moreover, in reading process, the
students have to master the knowledge not only about the material but also
about grammar and vocabulary.
Based on the background above, it is needed to know some techniques for
helping students in reading ability. The appropriate and comprehensive
technique for teaching reading is using Focused Reading Note. The writer
believe that Focused Reading Note can help students to be master in reading
4
and vocabulary because the writer has been researched; and it is really helpfull.
The writer believe that it will also help the students in reading descriptive text.
B. The Problem of the Study
Based on the background of the study, the problem is formulated as
follows:
“Is the students’ reading achievement in descriptive text thaught by using
Focused Reading Note Technique higher than that taught by using lecture
method?”
C. The Scope of the Study
The research focuses its study on the Effect of Using Focused Reading
Note Technique on Students’ Achievement in Descriptive Paragraph. In this
case, the writer limits only in Descriptive Text.
D. The Objective of the Study
The objective of the study is to find out whether Focused Reading Note
Technique significantly effect on Students’ Achievement in Descriptive Text.
E. The Significance of the Study
Results of this study are expected to be giving out the theoretical and
practical significance. The significance can be described as follows:
1. Theoretical
5
The expected of this research is to enrich the learning of science reading
especially in descriptive text by using Focused Reading Note Technique.
2. Practical
a. For Students
1) The students can read a good descriptive paragraph / text through
using Focused Reading Note Technique.
2) The use of the technique can increase students’ achievement in
reading and vocabulary.
3) To motivate the students to be better in descriptive text.
b. For Teacher
1) To give information for the English teacher of using Focused Reading
Note Technique in teaching learning process.
2) To increase their own professionalism in teaching reading by using the
technique.
3) The result of the study would be very useful for teachers of English
and others who are concerning with assessment of teaching English.
c. For other Researcher
1) The result of this study can be used as a basic information in doing
further the technique to improve or increase the students’ ability in
vocabulary and reading comprehension, especially in descriptive text.
2) Develop insights and experience of the researchers.
3) To help the next researchers who want to conduct a depth research
related to this study.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter provides information about the conclusion of the research,
and suggestion. The discussion of each point will be presented as follows.
A.
Conclusion
The Focused Reading Note Technique in teaching reading descriptive text
was effective when applied in the tenth grade of SMK Swasta Josua Medan.
Based on the result of research, there was a significance difference in the
achievement between students in class X TKJ 1 who were taught descriptive text
through Focused Reading Note Technique and students in class X TKJ 2 who
were taught descriptive text without using Focused Reading Note Technique . The
mean score of the experimental group was higher than control group (23,18 >
13,63). It was also proved by the result of t-test. The result of the t-test calculation
also showed that t-observed value (5,71) was higher than t-table value (2.018)
with α = 0.05 and df = 42. It means that The students’ achievement trough using
Focused Reading Note Technique is higher than lecture method. And Ha was
accepted and Ho was rejected.
B.
Suggestion
In the relation to the conclusion above, the writer points out some
suggestion as following:
51
52
1) Focused Reading Note Technique should be applied in the teaching
process because it could be as guidance to facilitate the students by using a
note for comprehending the descriptive text in reading in the classroom.
2) Students or English learners should increased their vocabulary and try to
comprehend the content of descriptive text in reading english, this
technique can help students’ to improve their achievement in reading.
3) Other researchers who intend to use Focused Reading Note Technique in
teaching learning process; he or she is hoped to do the research by using
another technique and try to find another effective media, so it will enrich
the research in improving students’ reading achievement.
REFERENCES
Arikunto, Suharsimi. 2006. Prosedur Penelitian: Suatu Pendekatan Praktik. 6th
Ed. Jakarta: Rineka Cipta.
Ary, Donald. 2002. Introduction to Research in Education. Singapore:
Wardswith.
Bean, John C. 1996. Engaging Ideas: The Professor’s Guide to Integrating
Writing, Critical Thinking, and Active Learning in the Classroom. San
Francisco: Jossey-Bass.
Bloom, B,S. 1996. Taxonomy of Educational Objectives: the Classification of
Educational Goals. New York: Longman.
Brown, H. Douglas. 2001 Teaching By Principle: An Interactive Approach to
Language Pedagogy. (2nd ed). San Francisco: Addison Wesley Longman.
Brown,H.D. 2004. Language Assessment: Principle and Classroom Practice.
New York: Pearson Education.
Clark & Clerk. 1997. Psychology and Language. New York: Harcount Brace
Javanovich.
Gerrot,L.& Wignell, P. 1994. Making Sense of Functional Grammar. Cammeray:
Antipodean Educational Enterprises.
Grabe,W., &Stoller, F.L. 2002. Teaching and Researching Reading (First
Edition). Edinburgh: Pearson Education.
Harris,A.J and Sipay,E.R. 1979. How To Teach Reading. New York, NY:
Longman.
Heffner, Dr. Christopher L. 2014. Experimental
Validity.http://allpsych.com/researchmethods/experimentalvalidity/
Hyland, K.2002. Teaching and Researching Writing. Great Britain: Longman.
Kustaryo, S. 1988. Reading Techniques for College Students. Jakarta:
DepartemenPendidikandanKebudayaan.
53
Richard, Jack and Rodgers, Theodore. 1982. Method, Aprroach, Design,
Procedure. TESOL Quarterly
Siahaan, Sanggama and Shinoda, Kisno. 2008. Generic Text Structure. 1st ed.
Yogyakarta: Graha Ilmu.
http://academic.cuesta.edu/acasupp/AS/303.HTM.
http://en.wikipedia.org.wiki.reading_activity.
http://www.lifehack.org/articles/featured/advice-for-students-taking-notes-thatwork.html
http://ideas.time.com/2013/01/09/highlighting-is-a-waste-of-time-the-best-andworst-learning-techniques/
54