THE EFFECT OF USING PROBLEM BASED LEARNING MODEL ON STUDENTS’ COMPREHENSION IN READING NARRATIVE TEXT.
THE EFFECT OF USING PROBLEM BASED LEARNING
(PBL) MODEL ON STUDENTS’ COMPREHENSION IN
READING NARRATIVE TEXT
A THESIS
Submitted in Partial Fulfillment of the Requirements for the
Degree Sarjana Pendidikan
By :
LISMA YANA BR GINTING
Registration Number : 2112121018
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGE AND ARTS
STATE OF UNIVERSITY OF MEDAN
2016
ABSTRACT
Ginting, Lisma Yana. 2112121018. The Effect of Using Problem Based Learning Model on
Students’ Comprehension in Reading Narrative Text. A Thesis, Faculty of Languages and
Arts, States University of Medan. 2016.
This study deals with the The Effect of Using Problem Based Learning Model on
Students’ Comprehension in Reading Narrative Text. The objective of this study was to find out
if there was a significant effect of Problem Based Learning Model on Students’ Comprehension
in Reading Narrative Text. It was conducted by using experimental research. The population of
this study was eight grade of SMP Masehi Berastagi, which is consisted of 8 parrarel classes.
Two classes were taken as the sample of the research. The class 8-1 was a experimental group
and class 8-4 was a control group. The experimental group was taught by using Problem Based
Learning Model, and control group was taught by using conventional method. The instrument
for collecting the data was reading test. The data was analyzed by using t-test formula. The
result shows that the value of t-observed is higher than the value of t-table 6.51> 1.994 (p=
0.05,)with the degree of freedom (df) = 78. Based on data analysis of the study, the result
indicates that the alternative hypothesis (Ha) was accepted. It means that Problem Based
Learning Model significantly affects o students’ narrative text.
Keywords : Problem Based Learning Model, Reading Narrative Text
i
ACKNOWLEDGEMENT
First of all the writer would like to express her praise to the Almighty God
Jesus Christ, for the love and blessing so the writer has finally completed this thesis.
This thesis is aimed to fulfill one of the requirements for the degree of Sarjana
Pendidikan of English department, Faculty of languages and art, State University of
Medan. During the process of writing, the writer realizes that she cannot accomplish
this thesis without God’s blessing and supporting from many people therefore the
writer would like to express her sincere gratitude to :
1. Prof. Dr. Syawal Gultom, M.Pd., the Rector of States University Medan.
2. Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts, States
University of Medan
3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Literature Department
and her Reviewer for the support and advice during her academic years.
4. Nora Ronita Dewi, S.S, M.Hum., the Head of English Education Program.
5. Dr. I Wy. Dirgeyasa T,M.Hum., her first Thesis Advisor for great care,
guidance, and advices during the process of accomplishing this thesis.
6. Johannes Jefria Gultom,S.Pd.M.Hum., her second Thesis Advisor for great
care, guidance, and advices during the process of accomplishing this thesis.
7. Dra. Masitowarni Siregar, M.Ed., her Reviewer for their advices and
constructive suggestions for this thesis.
8. Mam Eis Sri Wahyuningsih, M.Pd., the Academic and administrative staff.
ii
9. Sabaria Br Barus, S.Pd., The Headmaster at SMP Masehi Berastagi.
10. Derta Ginting, S.Pd., The English Teacher at SMP Masehi Berastagi.
11. Her beloved parents Semangat Ginting and Citon Br Surbakti for their
love, prayer, sacrifice, guidance, advices, and motivations. Thanks a lot and I
Love you forever”Kekelengenku” Pak Ginting ku and Nande Karo ku.
12. Her Beloved Sister and Brother for their prayer, advices, motivations. K’ Tua
Susi Yanti Br Ginting, Doana Br Ginting, S.Pd, Tiwanti Br Ginting, S.Pd,
Teca Perbina Br Ginting, Irwan Ginting, S.Th,M.Pd, Meijon Karo-Karo
S.Pd, her lovely niece and nephew Yolanda Isabella Br Karo, Misael
Winprit Karo-Karo. Thank you for everything Ginting Sisters.
13. Her best of the best friends ,for their prayer, motivations, and support Anita,
Putri, Nella, Sri, Emi, Evi, Mira, Adi, David, Dedi Ginting, Ian Ginting.
Especially Andreanes Barus, Sist Vita Br Ginting, S.Pd, Nurganda
Siregar, S.S, and Hana Br Ginting, S.Pd, for the prayer, advices, and
motivations.
14. UKMKP UP FBS Especially Missy group’2011(Kak’Kris, ,Mey, Jelita, Fey)
15. Her best friends ,for their motivations, support and etc all of the students of
Reg B and Reg C Pend. Bahasa Inggris 2011.
Medan, January 2016
Lisma Yana Br Ginting
NIM. 2112121018
iii
TABLE OF CONTENTS
ABSTRACT……………………………………………………………………….i
ACKNOWLEDGEMENT………………………………………………………ii
TABLE OF CONTENTS……………………………………………………….iv
LIST OF TABLES……………………………………………………………...vii
LIST OF APPENDIXES………………………………………………………viii
HAPTER I: INTRODUCTION ............................................................................1
A. The Background of the Study .......................................................................1
B. The Problem of the Study .............................................................................5
C. The Objective of the Study ..........................................................................6
D. The Scope of the Study .................................................................................6
E. The Significance of the Study.......................................................................6
CHAPTER II: REVIEW OF LITERATURE .....................................................8
A. Theoretical Framework…………………………………………………….8
1. Reading…………………………………………………………………….8
2. Reading Comprehension…………………………………………………...9
a. Process of Reading Comprehension…………………………………...10
b. Level of Reading Comprehension……………………………………..11
c. Strategy of Reading Comprehension ………………………………….13
d. Teaching Reading Comprehension…………………………………….14
3. Genre of Text……………………………………………………………….16
4. Narrative Text ……………………………………………………………...17
iv
a. Types of Narrative Text……………………………………………….17
b. General Characteristics of Narrative Text……………………………..17
c. The Generic Structure and Textual Elements …………………….......18
d. The Purpose of Narrative Text………………………………………...18
e. The Social Function of Narrative Text………………………………...19
f. The Linguistic Features………………………………………………..19
5. Problem Based Learning (PBL) Model……………………………………….19
a. The Nature of PBL………………………………………………………19
b. Purposes for Using PBL…………………………………………………23
c. The Advantages and Disadvantages of PBL……………………………23
d. Teaching Reading Trough PBL…………………………………………24
B. Conceptual Framework……………………………………………………….25
C. Hypothesis……………………………………………………………………27
CHAPTER III: RESEARCH METHOD………….…………………………28
A. Research Design………………………………………………………….28
B. Population and Sample…………………………………………………...29
C. The Technique and Instrument for Collecting Data…………………….30
D. The Procedure of Study ………………………………………………....30
1. Pre Test …………………………………………………………….30
2. Treatment…………………………………………………………....31
3. Post Test………………………………………………………….....34
E. The Validity and Reliability of The Text………………………………..34
1.The validity of the Text ……………………………………………..34
v
2. The Reliability of the Text………………………………………….35
F. The Technique for Analyzing Data………………………………………36
CHAPTER IV : THE DATA ANALYSIS………………………….………...37
A. The Data………………………………………………….…………...37
B. Data Analysis……………………………………………….…….…..40
1. Testing Reliability of The Test…………………………...….……40
2. Analysis the Data by Using t-Test Formula…………….….….….42
C. Testing Hypothesis………………………………………….…..…….43
D. Research Findings……………………………………………...……..44
E.Discussion………………………………………………………...……45
CHAPTER V : CONCLUSION AND SUGGESTION ……………..…….....47
A. Conclusion…………………………………………………………...…..47
B. Suggestions…………………………………………………………...….48
REFERENCES…………………………………………………………………49
APPENDIX………………………………………………………………….…..50
vi
LIST OF TABLES
Pages
Table 1.1 .. The English grade students’s score of reading narrative text in the
first semester at SMP Swasta Masehi Berastagi in Academic Year 2014/2015 ....... 2
Table 3.1 .. Research Design .................................................................................... 28
Table 3.1. . Teaching Procedure of Experimental Group (Using Problem Based
Learning) .. ................................................................................................................ 31
Table 3.2. . Teaching Procedure in Control Group (Without PBL)........................... 32
Table 4.1 Students’ Score in Pre-Test ....................................................................... 37
Table 4.2 Students’ Score in Post Test ...................................................................... 38
Table 4.3 Students’ Score in Pre-Test and Post-Test ................................................ 39
Table 4.5 Normality of the data ................................................................................. 41
Table 4.5 Test for Homogeneity of Data .................................................................. 42
vii
LIST OF APPENDICES
Pages
Appendix A The Pre-Test and Post-Test in Experimental and Control Groups ............... 52
Appendix B The Score of Pre-Test and Post-Test of Control Groups .............................. 60
Appendix C The Score of Pre-Test and Post-Test of Experimental Groups .................... 61
Appendix D The Score of Reliability of the Test ............................................................. 62
Appendix E The Calculation of T-test for Experimental Group....................................... 64
Appendix F The Calculation of T-test for Control Group ................................................ 65
Appendix G Test for Distribution of Frequency in Experimental Group ......................... 67
Appendix H Test for Distribution of Frequency in Control Group .................................. 70
Appendix I Testing Normality in Experimental Group .................................................... 73
Appendix J Testing Normality in Control Group ............................................................. 76
Appendix K Test for Homogeneity of Variance of Pre-test in Experimental and
Group ........................................................................................................... 79
Appendix L Table of Normality from 0-Z ........................................................................ 81
Appendix M Table list of Testing Liliefors ...................................................................... 82
Appendix N Percentage Points of The t-distribution ........................................................ 83
Appendix O Lesson Plan .................................................................................................. 84
viii
CHAPTER 1
INTRODUCTION
A. The Background of the Study
Reading is important skill that should must be mastered by the students,
reading also is one of the most important skills in getting a lot of information from
the text. Grabe (2002:18) states that reading is interactive in the sense that
linguistic information from the text interacts with information with information
activated by the reader from long term memory, as background knowledge. By
reading, people are able to understand, to follow the progress of science and
technology and even to make their life more interesting. Reading is become
necessary skill to master since it determines the students’ academic success.
Furthermore, reading also has become necessary part in learning to share and get
information.
The aim of reading is the process how to get a lot of information from the text
and how the readers can comprehend and to share about that information. Manik
(2010:1) states reading is one of the language skill that have to be improved in
learning a language. This compilation is designed to provide students practice, it
is based on premise that reading is an interactive process in which readers get
information from the text and their own background knowledge in order to build
active communication.
But in fact, teaching reading is not easy as it looks, among the four language
skills
(reading, writing, listening and speaking). Reading is difficult to be
1
2
mastered by the students, how to comprehend, understand, and reading well to
getting information from the text.
In Indonesia school there are four language skills such as reading,
speaking, listening, and writing. According to English School Curriculum 2006,
The Educational Unit Curriculum (Kurikulum Tingkat Satuan Pendidikan:
KTSP), for students of Junior High School are expected to be able to understand
and read many genres of reading text, such as narrative, recount, procedure,
descriptive, report, news item, and anecdote. Narrative text is a kind of text about
story or event which can be informative or entertained, it also can be past events
or present happening. Dirgeyasa (2014:45) states that narrative text is to amuse,
entertain and to deal with actual or vicarious experiences in different ways.
In fact many students are not able to comprehend and understand about
reading narrative text, based on the researcher‘s observation in grade VIII at SMP
Swasta Masehi Berastagi the researcher doing interview with English teacher in
that school so that the researcher getting the data as follows: from 40 students it is
found that there are only 12 students could pass the KKM and 28 students still get
score below KKM which is made by the teacher, the score of the passing grade
(KKM) is 70. Here is the data about students who get the score of reading
narrative text below KKM :
Table 1.1 The English grade students’ score of reading narrative text in the first
semester at SMP Swasta Masehi Berastagi in Academic Year 2014/2015
Semester
Score
Students
Percentage
1StSemester
> 70
12
30
2014/2015
< 70
28
70
Total
40
100
3
Source : The English teacher’s evaluation of SMP Swasta Masehi Berastagi.
From the data above, we can see that the comprehension of students in
reading narrative text is still low. The students who get score below KKM is 70%,
while the students who could reach KKM is still 30 %. Based on the researcher’s
interview with the teacher in that school she said that, most of students are not
interested in learning English, especially in reading narrative text. It is caused by
some aspects, such as: The students do not know much vocabulary. In the other
words, the students lack of vocabulary, It comes from the students itself such as
the motivation of study sand the attitude of the students. When the teacher asks
them to read, they often cheat their friends work. Then, they seldom bring an
English dictionary to school so that it is make them to difficult to know the
meaning from the words, because sometimes some of words they not understand
about that meaning, and also students boring in teaching learning process when
the subject is about reading text, so that is makes many students get the low score
in teaching reading text.
In this study, the researcher also makes interview with the students in that
school, where the students said that their score low in teaching learning process
especially in reading text because their teacher’s method in teaching learning
process make them bored because that method only focus and active for teacher to
explains the topic in front of class, after that teachers just give the task for the
students to read the text without giving any information, of course, that situation
makes the students are not interested in teaching learning process and get bored,
4
because in fact the students also wants to active and has the chance to discuss
about the topic in teaching learning process.
Those cases are quite problematical and it should be solved because
students will find bigger difficulties in the next to comprehend reading narrative
text if their low degree of reading is not improved soon, they will be continuous to
have difficulties in comprehend reading narrative text in any other text. It depends
on how the teacher views and manages the students regarding with their activities
in classroom. That’s why English teachers need to knows and consider the
characteristics of their students. English as a subject matter is managed for
developing the four skills such as listening, speaking, reading and writing, so the
students are hoped to be able to communicate using English in certain levels.
To solve this problem, the researcher wants try to use each other model in
teaching learning process, there are many model in teaching learning process to
interact and improve the students comprehension in reading narrative text. The
researcher wants to use Problem Besed Learning (PBL) as a model to develop the
students’ comprehension in understanding reading narrative text, for istance the
students can develop their own to answering the question given by the teacher.
PBL model is a kind of model help the students to understand the story that they
read. PBL stands for setting, problem order of action, resolution, and end. So
doing the students automatically can express their comprehension the reading
narrative text well.
5
Levin ( 2001:2) saying that this model consist, with an issue, case, or
structured problem that can be researched, studied, or even solved. The model
introduces to help teacher in teaching learning process in reading narrative text.
Levin (2001:2) states that Problem based learning (PBL) is likely discussion,
reflection, research, projects, and presentation. This instruction plays several roles
including lecture, facilitator, foil, coach, and assessor. This roles entail offering
guidance, instruction, and resources to help students acquire content knowledge
and problem
solving skills. Evaluation is authentic, performance based, and
ongoing.
By using PBL model help the students to learn and remember
information for a long period of time building bridges in the student’s mind.
Information is retained and connected in mental links or path ways that are
mapped in on to and individual are existing schemata. In reading, people are
suggested not only to have their own reading model, which can be different
depend on the texts genre but to increase their reading comprehension that enables
them to read a variety of the text.
In considering the explanation above, the study is aimed to apply problem
based learning (PBL) on students’ comprehension in reading narrative text.
B. The Problem of the Study
Based on the previous discussion in the background of the study, the research
problem is formulated as follows : Does Problem Based Learning (PBL) Model
significantly affect the students’ comprehension in reading narrative texts ?
6
C. The Objective of the Study
The objective of this study is to find out the significant effect of using
problem based learning model
on students’ comprehension in reading
narrative text.
D. The Scope of the Study
There are many genres of text namely narrative, recount, procedure
discussion, exposition, discussion, explanation, descriptive, anecdote, spoof,
news item, report. The research is focuses on the Problem Based Learning
Model on students’ comprehension in reading narrative text especially for
legends.
E. The significance of the Study.
The study is conducted in order to know about Problem Based Learning
Model and the findings are expected to have both theoretically and practically
importance to the English teacher, students, and the researchers.
1. Theoretically, this study is to develop the theories for teaching reading,
especially narrative text.
2. Practically, this study are expected to :
a. For Students, it helps the students to increase their comprehension
in reading narrative text.
b. For Teacher, it provides reference to use PBL Model in English
teaching-learning process especially in teaching reading narrative
text.
7
c. For Researcher, it enlarges the understanding of improving reading
skill and provide reference for further study research especially in
reading, and it is also as reference for further similar research.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After analyzing the data, It was concluded that there is a significant effect
teaching by using problem based learning model on student’s comprehension in
reading narrative text. Teaching reading by problem based learning model gives
better result than without using problem based learning model. The conclusion
can be drawn as follows :
1. From the result of t- observed value and t- table value, it is found that tobserved 6.51> t-table 1.994 It means that t-observed value is higher than ttable value (t-observed > t-table) 6.51>1.994. Therefore, it can be conclude
that teaching reading narrative text by using problem based learning (PBL)
model has more significant effect than teaching reading narrative text without
problem based learning (PBL) model.
B. Suggestions
Based on the conclusion above, the researcher give some suggestions as
following:
1) Teaching reading by using problem based learning (PBL) model is one of
the teaching model which help the teacher guides the students to focus
their attention to the important points in the reading the narrative text. So,
the students can get better understanding in reading narrative text by
analyze the text, and also this model proved effectively in upgrading
students’ reading comprehension so the researcher suggest that English
48
49
teacher should use the suitable model for students. So students can
understand about the teacher’s explanation and they can share the ideas,
comments, and opinions in group freely.
2) Students are more active in the class when they are taught by using
problem based learning (PBL) model because they can analyze, identify,
summarize, and clarify the reading
text to get some interesting
information.
3) And it also suggested for other researcher that the result of the study will
be very useful for those who are interested in doing a research related to
the study.
50
REFERENCES
Al Salmi. (2011). Scemata (Background Knowledge ) and Reading
Comprehension. Edisi Juli, pp. 696-706.
Arnita. (2013). Pengantar Statistika. Bandung: Cipta Pustaka Media Perintis.
Ary, Donald. (2002). Introduction to Research in Education, sixth Edition.
New York: Wadsworth Group.
Ary, Donald. (2002). Introduction to Research in Education, Eighth Edition. New
York: Wadsworth Group.
Ary, Donald. (2010:148) Introducing to Research in Education. Belmorthed Usa:
Wadsworth.
Barbara. (2001). The Power Problem Based Leasrning Energizing Teacher
Education and Professiona Problem Based Leasrning. Virgin USA :
Alexsandria.
Bear. (2010). Teaching English of Perspective Genres. Bandung :Virgin Usa.
Brantmeier. (2003). Teaching Reading Comprehension instruction in a
First Year Course: An Instructor’s Self Study. Georgian College. Edisi
Desember, pp. 1-16.
Carriel Hill. (2011). Teaching Reading Comprehension instruction in a
First Year Course: An Instructor’s Self Study. Georgian College. Edisi
Desember, pp. 1-16.
David. (2009). Level of Reading Comprehension Strategies in Secondary Content
Area Classrooms: Teacher Use of and Attitudes Towards Reading
Comprehension Instruction. Edisi Desember, pp. 141-169.
Dirgeyasa, I Wayan. (2014). Collage Academic Writing : A Genre Based
Perspective. Medan: Unimed Press.
51
Grabe. (2002). Teaching and Researching Reading: Applied Linguistic in Action.
Great Britain: Tylor & Francis.
Levin. (2001). Energizing Teacher Education and Professional
Development with Problem Based Leasrning. Virgin USA : Alexsandria
ISSN 1475 – 8989.
Ness. (2009). Reading Comprehension Strategies in Secondary Content Area
Classrooms:
Teacher
Use
of
and
Attitudes
Towards
Reading
Comprehension Instruction. Edisi Desember, pp. 143-161
Ngalimun. (2012). Strategi dan Model Pembelajaran. Banjarmasin: Aswaja
Pressindo.
Stoller. (2002). Teaching and Researching Reading: Applied Linguistic in Action.
Great Britain: Tylor & Francis.
Sugiyono. (2013). Metode Penelitian Kuantitatif Kualitatif. Bandung : Alfabeta .
Sugiyono. (2014). Metode Penelitian Kuantitatif Kualitatif. Bandung : Alfabeta .
Stoller. (2002). Teaching and Researching Reading: Applied Linguistic in Action.
Great Britain: Tylor & Francis.
Pardiyono. (2007). Pasti Bisa Teaching Genre-Based Writing. Yogyakarta: Andi.
Manik. (2010). Reading 3.Medan : Universitas Hkbp Nomensen.
Arlina. (2015). The Meaning and Generic Structure of Narrative Text Completely.
Aces
on
3
August
2015.
From
http://inggris
school.
Blogspoot.com/2014/05 /The Meaning and Generic Structure of Narrative
Text Completely.htm..
(PBL) MODEL ON STUDENTS’ COMPREHENSION IN
READING NARRATIVE TEXT
A THESIS
Submitted in Partial Fulfillment of the Requirements for the
Degree Sarjana Pendidikan
By :
LISMA YANA BR GINTING
Registration Number : 2112121018
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGE AND ARTS
STATE OF UNIVERSITY OF MEDAN
2016
ABSTRACT
Ginting, Lisma Yana. 2112121018. The Effect of Using Problem Based Learning Model on
Students’ Comprehension in Reading Narrative Text. A Thesis, Faculty of Languages and
Arts, States University of Medan. 2016.
This study deals with the The Effect of Using Problem Based Learning Model on
Students’ Comprehension in Reading Narrative Text. The objective of this study was to find out
if there was a significant effect of Problem Based Learning Model on Students’ Comprehension
in Reading Narrative Text. It was conducted by using experimental research. The population of
this study was eight grade of SMP Masehi Berastagi, which is consisted of 8 parrarel classes.
Two classes were taken as the sample of the research. The class 8-1 was a experimental group
and class 8-4 was a control group. The experimental group was taught by using Problem Based
Learning Model, and control group was taught by using conventional method. The instrument
for collecting the data was reading test. The data was analyzed by using t-test formula. The
result shows that the value of t-observed is higher than the value of t-table 6.51> 1.994 (p=
0.05,)with the degree of freedom (df) = 78. Based on data analysis of the study, the result
indicates that the alternative hypothesis (Ha) was accepted. It means that Problem Based
Learning Model significantly affects o students’ narrative text.
Keywords : Problem Based Learning Model, Reading Narrative Text
i
ACKNOWLEDGEMENT
First of all the writer would like to express her praise to the Almighty God
Jesus Christ, for the love and blessing so the writer has finally completed this thesis.
This thesis is aimed to fulfill one of the requirements for the degree of Sarjana
Pendidikan of English department, Faculty of languages and art, State University of
Medan. During the process of writing, the writer realizes that she cannot accomplish
this thesis without God’s blessing and supporting from many people therefore the
writer would like to express her sincere gratitude to :
1. Prof. Dr. Syawal Gultom, M.Pd., the Rector of States University Medan.
2. Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts, States
University of Medan
3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Literature Department
and her Reviewer for the support and advice during her academic years.
4. Nora Ronita Dewi, S.S, M.Hum., the Head of English Education Program.
5. Dr. I Wy. Dirgeyasa T,M.Hum., her first Thesis Advisor for great care,
guidance, and advices during the process of accomplishing this thesis.
6. Johannes Jefria Gultom,S.Pd.M.Hum., her second Thesis Advisor for great
care, guidance, and advices during the process of accomplishing this thesis.
7. Dra. Masitowarni Siregar, M.Ed., her Reviewer for their advices and
constructive suggestions for this thesis.
8. Mam Eis Sri Wahyuningsih, M.Pd., the Academic and administrative staff.
ii
9. Sabaria Br Barus, S.Pd., The Headmaster at SMP Masehi Berastagi.
10. Derta Ginting, S.Pd., The English Teacher at SMP Masehi Berastagi.
11. Her beloved parents Semangat Ginting and Citon Br Surbakti for their
love, prayer, sacrifice, guidance, advices, and motivations. Thanks a lot and I
Love you forever”Kekelengenku” Pak Ginting ku and Nande Karo ku.
12. Her Beloved Sister and Brother for their prayer, advices, motivations. K’ Tua
Susi Yanti Br Ginting, Doana Br Ginting, S.Pd, Tiwanti Br Ginting, S.Pd,
Teca Perbina Br Ginting, Irwan Ginting, S.Th,M.Pd, Meijon Karo-Karo
S.Pd, her lovely niece and nephew Yolanda Isabella Br Karo, Misael
Winprit Karo-Karo. Thank you for everything Ginting Sisters.
13. Her best of the best friends ,for their prayer, motivations, and support Anita,
Putri, Nella, Sri, Emi, Evi, Mira, Adi, David, Dedi Ginting, Ian Ginting.
Especially Andreanes Barus, Sist Vita Br Ginting, S.Pd, Nurganda
Siregar, S.S, and Hana Br Ginting, S.Pd, for the prayer, advices, and
motivations.
14. UKMKP UP FBS Especially Missy group’2011(Kak’Kris, ,Mey, Jelita, Fey)
15. Her best friends ,for their motivations, support and etc all of the students of
Reg B and Reg C Pend. Bahasa Inggris 2011.
Medan, January 2016
Lisma Yana Br Ginting
NIM. 2112121018
iii
TABLE OF CONTENTS
ABSTRACT……………………………………………………………………….i
ACKNOWLEDGEMENT………………………………………………………ii
TABLE OF CONTENTS……………………………………………………….iv
LIST OF TABLES……………………………………………………………...vii
LIST OF APPENDIXES………………………………………………………viii
HAPTER I: INTRODUCTION ............................................................................1
A. The Background of the Study .......................................................................1
B. The Problem of the Study .............................................................................5
C. The Objective of the Study ..........................................................................6
D. The Scope of the Study .................................................................................6
E. The Significance of the Study.......................................................................6
CHAPTER II: REVIEW OF LITERATURE .....................................................8
A. Theoretical Framework…………………………………………………….8
1. Reading…………………………………………………………………….8
2. Reading Comprehension…………………………………………………...9
a. Process of Reading Comprehension…………………………………...10
b. Level of Reading Comprehension……………………………………..11
c. Strategy of Reading Comprehension ………………………………….13
d. Teaching Reading Comprehension…………………………………….14
3. Genre of Text……………………………………………………………….16
4. Narrative Text ……………………………………………………………...17
iv
a. Types of Narrative Text……………………………………………….17
b. General Characteristics of Narrative Text……………………………..17
c. The Generic Structure and Textual Elements …………………….......18
d. The Purpose of Narrative Text………………………………………...18
e. The Social Function of Narrative Text………………………………...19
f. The Linguistic Features………………………………………………..19
5. Problem Based Learning (PBL) Model……………………………………….19
a. The Nature of PBL………………………………………………………19
b. Purposes for Using PBL…………………………………………………23
c. The Advantages and Disadvantages of PBL……………………………23
d. Teaching Reading Trough PBL…………………………………………24
B. Conceptual Framework……………………………………………………….25
C. Hypothesis……………………………………………………………………27
CHAPTER III: RESEARCH METHOD………….…………………………28
A. Research Design………………………………………………………….28
B. Population and Sample…………………………………………………...29
C. The Technique and Instrument for Collecting Data…………………….30
D. The Procedure of Study ………………………………………………....30
1. Pre Test …………………………………………………………….30
2. Treatment…………………………………………………………....31
3. Post Test………………………………………………………….....34
E. The Validity and Reliability of The Text………………………………..34
1.The validity of the Text ……………………………………………..34
v
2. The Reliability of the Text………………………………………….35
F. The Technique for Analyzing Data………………………………………36
CHAPTER IV : THE DATA ANALYSIS………………………….………...37
A. The Data………………………………………………….…………...37
B. Data Analysis……………………………………………….…….…..40
1. Testing Reliability of The Test…………………………...….……40
2. Analysis the Data by Using t-Test Formula…………….….….….42
C. Testing Hypothesis………………………………………….…..…….43
D. Research Findings……………………………………………...……..44
E.Discussion………………………………………………………...……45
CHAPTER V : CONCLUSION AND SUGGESTION ……………..…….....47
A. Conclusion…………………………………………………………...…..47
B. Suggestions…………………………………………………………...….48
REFERENCES…………………………………………………………………49
APPENDIX………………………………………………………………….…..50
vi
LIST OF TABLES
Pages
Table 1.1 .. The English grade students’s score of reading narrative text in the
first semester at SMP Swasta Masehi Berastagi in Academic Year 2014/2015 ....... 2
Table 3.1 .. Research Design .................................................................................... 28
Table 3.1. . Teaching Procedure of Experimental Group (Using Problem Based
Learning) .. ................................................................................................................ 31
Table 3.2. . Teaching Procedure in Control Group (Without PBL)........................... 32
Table 4.1 Students’ Score in Pre-Test ....................................................................... 37
Table 4.2 Students’ Score in Post Test ...................................................................... 38
Table 4.3 Students’ Score in Pre-Test and Post-Test ................................................ 39
Table 4.5 Normality of the data ................................................................................. 41
Table 4.5 Test for Homogeneity of Data .................................................................. 42
vii
LIST OF APPENDICES
Pages
Appendix A The Pre-Test and Post-Test in Experimental and Control Groups ............... 52
Appendix B The Score of Pre-Test and Post-Test of Control Groups .............................. 60
Appendix C The Score of Pre-Test and Post-Test of Experimental Groups .................... 61
Appendix D The Score of Reliability of the Test ............................................................. 62
Appendix E The Calculation of T-test for Experimental Group....................................... 64
Appendix F The Calculation of T-test for Control Group ................................................ 65
Appendix G Test for Distribution of Frequency in Experimental Group ......................... 67
Appendix H Test for Distribution of Frequency in Control Group .................................. 70
Appendix I Testing Normality in Experimental Group .................................................... 73
Appendix J Testing Normality in Control Group ............................................................. 76
Appendix K Test for Homogeneity of Variance of Pre-test in Experimental and
Group ........................................................................................................... 79
Appendix L Table of Normality from 0-Z ........................................................................ 81
Appendix M Table list of Testing Liliefors ...................................................................... 82
Appendix N Percentage Points of The t-distribution ........................................................ 83
Appendix O Lesson Plan .................................................................................................. 84
viii
CHAPTER 1
INTRODUCTION
A. The Background of the Study
Reading is important skill that should must be mastered by the students,
reading also is one of the most important skills in getting a lot of information from
the text. Grabe (2002:18) states that reading is interactive in the sense that
linguistic information from the text interacts with information with information
activated by the reader from long term memory, as background knowledge. By
reading, people are able to understand, to follow the progress of science and
technology and even to make their life more interesting. Reading is become
necessary skill to master since it determines the students’ academic success.
Furthermore, reading also has become necessary part in learning to share and get
information.
The aim of reading is the process how to get a lot of information from the text
and how the readers can comprehend and to share about that information. Manik
(2010:1) states reading is one of the language skill that have to be improved in
learning a language. This compilation is designed to provide students practice, it
is based on premise that reading is an interactive process in which readers get
information from the text and their own background knowledge in order to build
active communication.
But in fact, teaching reading is not easy as it looks, among the four language
skills
(reading, writing, listening and speaking). Reading is difficult to be
1
2
mastered by the students, how to comprehend, understand, and reading well to
getting information from the text.
In Indonesia school there are four language skills such as reading,
speaking, listening, and writing. According to English School Curriculum 2006,
The Educational Unit Curriculum (Kurikulum Tingkat Satuan Pendidikan:
KTSP), for students of Junior High School are expected to be able to understand
and read many genres of reading text, such as narrative, recount, procedure,
descriptive, report, news item, and anecdote. Narrative text is a kind of text about
story or event which can be informative or entertained, it also can be past events
or present happening. Dirgeyasa (2014:45) states that narrative text is to amuse,
entertain and to deal with actual or vicarious experiences in different ways.
In fact many students are not able to comprehend and understand about
reading narrative text, based on the researcher‘s observation in grade VIII at SMP
Swasta Masehi Berastagi the researcher doing interview with English teacher in
that school so that the researcher getting the data as follows: from 40 students it is
found that there are only 12 students could pass the KKM and 28 students still get
score below KKM which is made by the teacher, the score of the passing grade
(KKM) is 70. Here is the data about students who get the score of reading
narrative text below KKM :
Table 1.1 The English grade students’ score of reading narrative text in the first
semester at SMP Swasta Masehi Berastagi in Academic Year 2014/2015
Semester
Score
Students
Percentage
1StSemester
> 70
12
30
2014/2015
< 70
28
70
Total
40
100
3
Source : The English teacher’s evaluation of SMP Swasta Masehi Berastagi.
From the data above, we can see that the comprehension of students in
reading narrative text is still low. The students who get score below KKM is 70%,
while the students who could reach KKM is still 30 %. Based on the researcher’s
interview with the teacher in that school she said that, most of students are not
interested in learning English, especially in reading narrative text. It is caused by
some aspects, such as: The students do not know much vocabulary. In the other
words, the students lack of vocabulary, It comes from the students itself such as
the motivation of study sand the attitude of the students. When the teacher asks
them to read, they often cheat their friends work. Then, they seldom bring an
English dictionary to school so that it is make them to difficult to know the
meaning from the words, because sometimes some of words they not understand
about that meaning, and also students boring in teaching learning process when
the subject is about reading text, so that is makes many students get the low score
in teaching reading text.
In this study, the researcher also makes interview with the students in that
school, where the students said that their score low in teaching learning process
especially in reading text because their teacher’s method in teaching learning
process make them bored because that method only focus and active for teacher to
explains the topic in front of class, after that teachers just give the task for the
students to read the text without giving any information, of course, that situation
makes the students are not interested in teaching learning process and get bored,
4
because in fact the students also wants to active and has the chance to discuss
about the topic in teaching learning process.
Those cases are quite problematical and it should be solved because
students will find bigger difficulties in the next to comprehend reading narrative
text if their low degree of reading is not improved soon, they will be continuous to
have difficulties in comprehend reading narrative text in any other text. It depends
on how the teacher views and manages the students regarding with their activities
in classroom. That’s why English teachers need to knows and consider the
characteristics of their students. English as a subject matter is managed for
developing the four skills such as listening, speaking, reading and writing, so the
students are hoped to be able to communicate using English in certain levels.
To solve this problem, the researcher wants try to use each other model in
teaching learning process, there are many model in teaching learning process to
interact and improve the students comprehension in reading narrative text. The
researcher wants to use Problem Besed Learning (PBL) as a model to develop the
students’ comprehension in understanding reading narrative text, for istance the
students can develop their own to answering the question given by the teacher.
PBL model is a kind of model help the students to understand the story that they
read. PBL stands for setting, problem order of action, resolution, and end. So
doing the students automatically can express their comprehension the reading
narrative text well.
5
Levin ( 2001:2) saying that this model consist, with an issue, case, or
structured problem that can be researched, studied, or even solved. The model
introduces to help teacher in teaching learning process in reading narrative text.
Levin (2001:2) states that Problem based learning (PBL) is likely discussion,
reflection, research, projects, and presentation. This instruction plays several roles
including lecture, facilitator, foil, coach, and assessor. This roles entail offering
guidance, instruction, and resources to help students acquire content knowledge
and problem
solving skills. Evaluation is authentic, performance based, and
ongoing.
By using PBL model help the students to learn and remember
information for a long period of time building bridges in the student’s mind.
Information is retained and connected in mental links or path ways that are
mapped in on to and individual are existing schemata. In reading, people are
suggested not only to have their own reading model, which can be different
depend on the texts genre but to increase their reading comprehension that enables
them to read a variety of the text.
In considering the explanation above, the study is aimed to apply problem
based learning (PBL) on students’ comprehension in reading narrative text.
B. The Problem of the Study
Based on the previous discussion in the background of the study, the research
problem is formulated as follows : Does Problem Based Learning (PBL) Model
significantly affect the students’ comprehension in reading narrative texts ?
6
C. The Objective of the Study
The objective of this study is to find out the significant effect of using
problem based learning model
on students’ comprehension in reading
narrative text.
D. The Scope of the Study
There are many genres of text namely narrative, recount, procedure
discussion, exposition, discussion, explanation, descriptive, anecdote, spoof,
news item, report. The research is focuses on the Problem Based Learning
Model on students’ comprehension in reading narrative text especially for
legends.
E. The significance of the Study.
The study is conducted in order to know about Problem Based Learning
Model and the findings are expected to have both theoretically and practically
importance to the English teacher, students, and the researchers.
1. Theoretically, this study is to develop the theories for teaching reading,
especially narrative text.
2. Practically, this study are expected to :
a. For Students, it helps the students to increase their comprehension
in reading narrative text.
b. For Teacher, it provides reference to use PBL Model in English
teaching-learning process especially in teaching reading narrative
text.
7
c. For Researcher, it enlarges the understanding of improving reading
skill and provide reference for further study research especially in
reading, and it is also as reference for further similar research.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After analyzing the data, It was concluded that there is a significant effect
teaching by using problem based learning model on student’s comprehension in
reading narrative text. Teaching reading by problem based learning model gives
better result than without using problem based learning model. The conclusion
can be drawn as follows :
1. From the result of t- observed value and t- table value, it is found that tobserved 6.51> t-table 1.994 It means that t-observed value is higher than ttable value (t-observed > t-table) 6.51>1.994. Therefore, it can be conclude
that teaching reading narrative text by using problem based learning (PBL)
model has more significant effect than teaching reading narrative text without
problem based learning (PBL) model.
B. Suggestions
Based on the conclusion above, the researcher give some suggestions as
following:
1) Teaching reading by using problem based learning (PBL) model is one of
the teaching model which help the teacher guides the students to focus
their attention to the important points in the reading the narrative text. So,
the students can get better understanding in reading narrative text by
analyze the text, and also this model proved effectively in upgrading
students’ reading comprehension so the researcher suggest that English
48
49
teacher should use the suitable model for students. So students can
understand about the teacher’s explanation and they can share the ideas,
comments, and opinions in group freely.
2) Students are more active in the class when they are taught by using
problem based learning (PBL) model because they can analyze, identify,
summarize, and clarify the reading
text to get some interesting
information.
3) And it also suggested for other researcher that the result of the study will
be very useful for those who are interested in doing a research related to
the study.
50
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