THE EFFECT OF 3H (HERE, HIDDEN, AND IN MY HEAD) STRATEGY ON STUDENTS READING COMPREHENSION IN NARRATIVE TEXT.

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THE EFFECT OF 3H (HERE, HIDDEN, AND IN MY HEAD)

STRATEGY ON STUDENTS’ READING

COMPREHENSION IN

NARRATIVE TEXT

A THESIS

Submitted to Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan

By:

IKA NURKASIH

Registration Number: 2112121012

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

2016

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ABSTRACT

Nurkasih, Ika. 2112121012. The Effect of 3H (Here, Hidden, and in my Head)

Strategy on Students’ Reading Comprehension in Narrative Text. A Thesis. English Department. Faculty of Languages and Arts. States University of Medan. 2016.

This study deals with the Effect of 3H (Here, Hidden, and in my Head) Strategy on students’ reading comprehension in narrative text. This study used experimental design. The population of this study was the grade eight (VIII) student of SMP Al Hidayah Medan with four parallel classes. There were sixty students as the sample of the research. This study was conducted with two randomized groups, namely experimental and control group. The experimental group was taught by 3H (Here, Hidden, and in my Head) Strategy while control group was taught without 3H (Here, Hidden, and in my Head) Strategy. The instrument of collecting the data was multiple choice test which consists of 20 items. To obtain the reliability of the test, the researcher used Kuder Richardson (KR 20) formula. The calculation showed that the reliability is 0.84 (very high). The data were analyzed by using t-test. The calculation shows that t-observed (5.2) is higher than t-table (2.00) at the level of significance (x) 0.05 with degree of freedom (df) 58. Therefore, the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It means that teaching reading comprehension of narrative text by 3H (Here, Hidden, and in my Head) Strategy has more significant effect than teaching reading comprehension of narrative text without 3H (Here, Hidden, and in my Head) Strategy.

Keywords: Experimental Research, 3H (Here, Hidden, and in my Head) Strategy, Narrative Text, Reading Comprehension.

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ACKNOWLEDGEMENT

The greatest gratitude is expressed to Allah SWT, the Almighty and Most Beneficial for His Grace, Guidance, Praise, Honor and Mercy that has been given to the writer so that she finally accomplishes her thesis entitled “The Effect of 3H (Here, Hidden, and in my Head) Strategy on Students’ Reading Comprehension in Narrative Text”.

This thesis is submitted to the English Department, Faculty of Languages and Arts, State University of Medan as a partial fulfillment of the requirements for obtaining the degree of Sarjana Pendidikan. During the completion of this thesis, the writer realized that she had received a lot of help, and suggestion. Therefore, the writer would like to express her sincerest gratitude to:

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

Medan.

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

and Arts, State University of Medan.

 Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department.

 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.

 Prof. Dr. Berlin Sibarani, M.Pd., her Thesis Consultant who has given

her valuable advice, suggestion, guidance and spent her precious time in the process of completing this thesis.

 Indra Hartoyo, S.Pd, M.Hum., her Academic Advisor and her

Reviewer,

 Prof. Dr. Busmin Gurning, M.Pd., and Dr. Hj. Siti Aisah Ginting, M.Pd., as Reviewer

 All the Lecturers of English and Literature Department who have

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 Eis Sri Wahyuningsih, M.Pd., for all helps and advices to finish this

study program

 Her beloved parents, Nasam and Tarmi, for their love, pray, support,

guidance, and advice during the completion of her study. And thank to her youngest sister Masti Adzkia and her beloved her family who always support, care and love to encourage her to learn and work hard in order to finish her study in English Education Study Program, Faculty of Languages and Arts, State University of Medan.

 Her beloved friends,the students of English Department, Sri Ertina

Siregar, Dwika Suci Pane, Mira Dwi Samtami and Nuraini, also the

other students in Regular B 2011 for always being there when she needed their support and motivation. Her beloved close friends Hayati

Iman Sari, Suci Saptiya and Ayu Lestari, Her beloved roommates, Uswatun, Rini Permata Sembiring, Auliyah Karima, and Nur Laila,

thank you so much for every single smile, laugh, tear, help, struggle that we have passed and for sweet and happy memories we shared together.

The writer realizes that this thesis still has the paucity, she conveniently welcomes any suggestions, comments critics, and advices that will improve the quality of this thesis. She hopes that this thesis would be useful for those who are read and interested in the field of this study.

Medan, April 2016 The Writer

Ika Nurkasih

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TABLE OF CONTENTS

Pages

ABSTRACT ... i

ACKNOWLEDGMENT ... ii

TABLE OF CONTENTS ... iv

LIST OF APPENDICES ... vi

LIST OF TABLES ... 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 ... 6

A. Theoretical Framework ... 6

1. Student’s Achievement in Reading Comprehension ... 6

2. Reading Comprehension ... 8

a. Definition of Reading Comprehension ... 8

b. The Process of Reading Comprehension ... 8

c. The Factors Influencing Reading Comprehension ... 14

d. Levels of Reading Comprehension ... 15

3. Narrative Text ... 17

a. Definition of Narrative Text... 17

b. Generic Structure of Narrative Text ... 17

c. Grammatical Features of Narrative Text... 18

d. Kinds of Narrative Text ... 19

e. Example of Narrative Text ... 19

4. 3H (Here, Hidden, and in my Head) Strategy ... 20

a. The Nature of 3H Strategy ... 20

b. The Steps of 3H Strategy ... 22

c. The Advantages of 3H Strategy ... 23

B. Relevant Studies ... 24

C. Conceptual Framework ... 25

D. Hypothesis ... 27

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CHAPTER III. RESEARCH METHOD ... 28

A. Research Design ... 28

B. Population and Sample ... 29

C. The Instrument of Collecting Data ... 29

1. Source Data ... 29

2. Data ... 29

D. Scoring the Test... 30

E. The Procedure of Research ... 30

1. Try out ... 30

2. Pre Test... 30

3. Treatment ... 31

4. Post – Test ... 33

F. The Validity and Reliability of the Test ... 34

1. Validity of the Test... 34

2. Reliability of the Test ... 35

G. Homogeneity and Normality of the Test ... 36

1. Homogeneity of Variance ... 36

2. Normality of the Test ... 36

H. The Technique of Analyzing Data ... 37

I. Statistical Hypothesis ... 38

CHAPTER IV. DATA AND DATA ANALYSIS ... 39

A. Data Description... 39

B. Data Analysis ... 41

1. Reliability of the Test ... 41

2. Test of Homogeneity of variance ... 43

3. Testing Normality ... 43

4. Data Analysis by Using t-test Formula ... 44

C. Testing Hypothesis ... 46

D. Research Finding ... 46

E. Discussion ... 47

CHAPTER V. CONCLUSION AND SUGGESTION ... 50

A. CONCLUSION ... 50

B. SUGGESTION ... 50

REFERENCES ... 51

APPENDIX ... 54

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LIST OF APPENDICES

APPENDIX A The Scores of Pre-Test and Post Test of Experimental Group

... ……… ... 54

APPENDIX B The Scores of Pre-Test and Post Test of Control Group ... 55

APPENDIX C The Calculation of Reliability ... ……… ... 56

APPENDIX D Test for Homogeneity of Variants of Pre-test in Experimental and Control Group ... ……… ... 58

APPENDIX E Test for Homogeneity of Variants of Post-test in Experimental and Control Group ... ……… ... 60

APPENDIX F Test for Distribution of Frequency of Pre-Test in Experimental Group ... ……… ... 62

APPENDIX G Testing Normality ... ……… ... 68

APPENDIX H The Calculation of the t-test Experimental Group…… ... 76

APPENDIX I The calculation of t-test for Control Group………….. ... 77

APPENDIX J Table of Distribution Test ... ……… ... 78

APPENDIX K Table of Normality from 0 to Z ... ……… ... 79

APPENDIX L Lesson Plan Experimental Group ... ……… ... 80

APPENDIX M Lesson Plan Control Group ... ……… ... 98

APPENDIX N Reading Comprehension Test... ……… ... 113

APPENDIX O Answer Key ... ……… ... 119

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LIST OF TABLES

Pages

Table 1.1 The English Score of VIII Grade ... ... 3

Table 3.1 Research Design ... ... 28

Table.3.2 Teaching Procedure in Experimental Group ... ... 31

Table 3.3 Teaching Procedure in Control Group ... ... 32

Table 4.1 Students’ Score in Pre-test ... ... 40

Table 4.2 Students’ Score in Post-test... ... 41

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CHAPTER I INTRODUCTION

A.The Background of the Study

English, as an international language plays a great contribution in human life. It is one tool that supports people to know this world. There are four skills that should be achieved in learning English, namely: Listening, Speaking, Reading and writing. Reading is one of the most language skills in learning language and 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.

According to Grabe & Stoller (2002:9), reading is the ability to draw meaning from printed page and interpret this information appropriately. It means useless without both comprehending and interpreting any ideas of the text. Students are expected to get knowledge and understand about the context that has explained in the text. It means that students need to learn a considerable amount of

information from a text. Reading comprehension involves the students’ ability to

find some information in reading text of English. Reading is also something crucial and indispensable for the students, because the success of their study depends on their ability to read. Reading is a skill that must be developed and can be develop by means of extensive and continual practices. Students learn to read and learn better by reading. For the beginner, reading is concerned mainly with

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learning to recognize the printed symbols that represent language and to respond intellectually when being asked about the content of the text he has read. Reading is not as easy as what people think. There are some difficulties which are faced by people when they want to get information through reading. Similarly, the students also find some difficulties students feel that is not easy to have ability to draw the meaning and interpret the information from the text. Therefore, this subject makes them boring and they always get bad score in reading comprehension.

Reading comprehension is the most basic purpose for reading. As the purpose of reading is to comprehend the notions in the materials, it means that without comprehension, reading is useless and meaningless. To realize the consideration above, it is important to develop reading comprehension which is essential for the students. The purpose of reading is to connect the ideas on the page to what they have already known. Because reading comprehension is the important thing in reading, the students’ are expected to read various text to get deeper understanding of information or to have knowledge.

Harmer (2007: 208) states that students sometimes have low expectation in reading comprehension. The students think that understanding the passage is difficult and when the teacher in the past given them a text that they have no interest, then they would predict that the future activities will be boring. So, when the teacher told them to tell some information from their reading text, most of them did not have any ideas to tell some information from what they have read.

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The problems of the students in comprehending a text also happen in SMP Al Hidayah Medan. Based on the researcher observation at SMP Al Hidayah Medan, the Minimum Competence Criteria (Kreteria Ketuntasan Minimum) is 70. The data is taken from the students’ score in mid semester examination academic years 2015/2016. From 76 students, there are only 47 student get score of Minimum Competence Criteria and 29 students who don’t get score of Minimum Competence Criteria. The mean of students’ score is 66 where it is below of Minimum Competence Criteria. It can be seen as follows.

Score Students Percentage Mean

≥ 70 47 61

< 70 29 39

Table 1.1 the English score of Eight Grade Students of SMP Al Hidayah Medan

Using conventional method in teaching reading class makes the students feel bored, they have low motivation and have no interest in reading can’t gain information and improve their knowledge. In other hand, people especially students are expected to increase their interest in reading and try to develop their reading comprehension. Reading comprehension can developed when reading interest increase too.

Considering the condition above, the researcher is interested in applying 3H (Hear, Hidden, and in my Head) strategy which is develop by Westfood to teach reading comprehension. 3H strategy is a strategy which the classroom activity is based on the question raised by the teacher and expected to be answered by the students. The purpose of this strategy is to teach the students where the answer to

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their question can be found. An answer is either explicitly stated in the text (here on the page), implied in the text and can be deduced if the reader uses some information given on the page and combines it with prior knowledge (hidden), or not on the page but already on the student’s background knowledge (in the learner’s head).

Based on the explanation above, the researcher is interested in conducting a

research on the effect of 3H (here, hidden, and in my head) Strategy on students’

reading comprehension.

B.The Problem of the Study

In line with the background of the study a research problem is formulated as

follows: “Is there any significant effect of 3H Strategy (Here, Hidden, and in my

Head) on students reading comprehension?”

C.The Scope of the Study

Learning the four skills of English is not easy for the students, especially in reading comprehension. The researcher will focus in studying narrative text. And to increase students’ skill in reading narrative text the researcher will apply 3H (Here, Hidden, and in my Head) Strategy.

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D.The Objective of the Study

The objective of this study is to find out the effect of 3H strategy (here, hidden and in my head) on students’ reading comprehension in narrative text.

E.The Significance of the Study

The findings of the study are expected to be useful:

1. Theoretically for:

Theoretically this study has significance for those who will be interested in this study to provide the information by looking at the result.

2. Practically for:

Practically this study has significance to English Teacher and Students. English teachers who want to get the further information about the technique in reading comprehension and enlarge their experience in teaching reading comprehension.

Students who want to improve their skill and stimulate them in their reading ability in reading comprehension.

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CHAPTER V

CONCLUSION AND SUGGESTION

A.Conclusion

After analyzing the data, it concluded that there was significants effect of applying 3H (Here, Hidden, and in my Head) strategy on students’ achievement in reading narrative text, since students’ achievement in reading narrative text taught by applying 3H (Here, Hidden, and in my Head) strategy is higher than without applying3H (Here, Hidden, and in my Head) Strategy. It was proved by the result of t-test. It showed that t-observed value (5.2) was

higher than t-table (2.00) with α 0.05 and df = 58. It means that Ha was accepted.

B.Suggestions

Based on the the conclusion above, suggestion are put forwarded as follows:

1. The English teachers are suggested to use 3H (Here, Hidden, and in my Head) strategy

in their teaching learning process in order to improve students’ achievement in reading narrative text.

2. Since this study is only focused on students’ achievement in reading narrative text. It is suggested that other researcher to apply 3H (Here, Hidden, and in my Head) Strategy in developing the teaching model of 3H to improve the teaching of reading comprehension to the school.

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REFERENCES

Arikunto, Suharsimi.2006. procedure penelitian: Suatu Pendekatan Praktik (edisi revisi VI). Jakarta : Rineka Cipta

Arikunto, Suharsimi. 2012. Dasar-dasar evaluasi pendidikan (edisi 2). Jakarta : Bumi Aksara

Ary, Donal. Jacob, Cheser L and Razavieh, Asghar. 2002. Introduction to research in education. Wadsworth Group

Best, John. W and Khan. V, James 2002. Research in education. 7th New Delhi : Prentice Hall

Burt, Mariam, Peyton, K.J, and Adams, Rebecca. 2003. Reading and Adult English language Learners a Review of the Research. Washington DC

Brown, H. D. 2004. Language Assessment: Principles and Classroom Practises. San Fransisco: Longman

Duffy, Gerald. 2009. Explaining Reading a source for teaching concepts, skills, and strategy. London. The Guilford Express

Grabe,William and Fredicka L. Stoller. 2002. Teaching and Researching Reading. Britain: Perason education

Graham, Lorraine and Bernice (April:1993). The 3H Strategy:Improving the Comprehension of Learning Disabled and Poor Readers through a Question Answering Strategy.Jurnal of learning disabilities. Canada: Unpliblished Thesis.

Heilman, W Arthur, Blair, R Timothy and Rupley, H William. 1981. Principle and Practises of Teaching Reading. 5th . Bell and Howell Company

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Klingner, K.J, Vaught,S and Boardman,A. 2007. Teaching Reading Comprehension with Learning Difficulties. London : The Guilford Press.

Moreillon, Judy. 2007. Collaborative strategies for teaching reading comprehension. Chicago: American library Association

Nuryati, Heru.2013. Implementation of 3H Strategy to Improve Reading Comprehension through Think Pair and Share for Grade XI

Pardiyono. 2007. Pasti Bisa Teaching Genre based Writing. Yogyakarta: Andi

Scanlon M, Donna, at all. 2010. Early invention for reading difficulties: the interactive strategies approach. London: The Guilford press

Serravallo, Jennifer. 2010. Teaching reading in small group.. Henemann

Tinker, A Miles and McCullough, Constance M. 1952. Teaching Elementary Reading. 4th: Prentice –Hall

Willis, Judy. 2008. Teaching the brain to read strategy. Alexandria: ASCD

Westwood, Peter. 2001. Reading and learning difficulties approaches to teaching and assessment. Australia: Acer press

Westwood, Peter. 2008. What Teacher Need to Know about learning difficulties. Australian: Acer Press

Wong Y.L, (April:1993). Comparing of two models of teaching 3H (Here, Hidden, and in my Head) strategy for enhancing reading comprehension: Ditactic and self instructional training. Jurnal of learning disabilities volume 27. Number 4

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Yanti, Kusnani. 2013. Teaching Reading Comprehension by using 3H strategy on students’

reading comprehension.

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Based on the explanation above, the researcher is interested in conducting a research on the effect of 3H (here, hidden, and in my head) Strategy on students’ reading comprehension.

B.The Problem of the Study

In line with the background of the study a research problem is formulated as follows: “Is there any significant effect of 3H Strategy (Here, Hidden, and in my Head) on students reading comprehension?”

C.The Scope of the Study

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D.The Objective of the Study

The objective of this study is to find out the effect of 3H strategy (here, hidden and in my head) on students’ reading comprehension in narrative text.

E.The Significance of the Study

The findings of the study are expected to be useful: 1. Theoretically for:

Theoretically this study has significance for those who will be interested in this study to provide the information by looking at the result.

2. Practically for:

Students who want to improve their skill and stimulate them in their reading ability in reading comprehension.

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CONCLUSION AND SUGGESTION A.Conclusion

After analyzing the data, it concluded that there was significants effect of applying 3H (Here, Hidden, and in my Head) strategy on students’ achievement in reading narrative text,

since students’ achievement in reading narrative text taught by applying 3H (Here, Hidden,

and in my Head) strategy is higher than without applying3H (Here, Hidden, and in my Head) Strategy. It was proved by the result of t-test. It showed that t-observed value (5.2) was higher than t-table (2.00) with α 0.05 and df = 58. It means that Ha was accepted.

B.Suggestions

Based on the the conclusion above, suggestion are put forwarded as follows:

1. The English teachers are suggested to use 3H (Here, Hidden, and in my Head) strategy

in their teaching learning process in order to improve students’ achievement in reading

narrative text.

2. Since this study is only focused on students’ achievement in reading narrative text. It is

suggested that other researcher to apply 3H (Here, Hidden, and in my Head) Strategy in developing the teaching model of 3H to improve the teaching of reading comprehension to the school.