THE EFFECT OF CONTEXTUAL GUESSING TECHNIQUE ON STUDENTS READING COMPREHENSION ACHIEVEMENT IN DESCRIPTIVE TEXT.
THE EFFECT OF CONTEXTUAL GUESSING TECHNIQUE
ON STUDENTS’ READING COMPREHENSION
ACHIEVEMENT IN DESCRIPTIVE TEXT
SKRIPSI
Submitted in Partial fulfillment of the Requirement for the
Degree of Sarjana Pendidikan
By:
RATNA PURNAMA SARI SIREGAR
Reg.Number 2113321042
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Sari, Ratna Purnama. 2113321042. The Effect Of Contextual Guessing
Technique On Students’ Reading Comprehension Achievement in Descriptive
Text. A Thesis Faculty of Languages and Arts, State University of Medan.
2016
This study deals with the effect of Contextual Guessing Technique (CGT) on
students’ reading comprehension achievement in descriptive text. The problem of
the study is to find out whether Contextual guessing Technique significantly
affects students’ achievement in reading descriptive text or not. This study was
conducted by using experimental design. The population of the study was the
students of eighth grade of SMP Negeri 3 Perbaungan in academic years
2014/2015, there were 5 parallel classes of grade VIII. There were two classes
selected to be sample. The experimental group (VIII-2) was taught by using CGT,
while the control group was taught by applying conventional technique. The data
of the study was obtained from the students’ scores of reading test. There were
two kinds of test used in this study. They were pre-test and post-test. The data
were analyzed by applying t-test formula. After analyzing the data, the result of
the study showed that t-observed (2,322) was higher than t-table (2,024) (tobserved > t-table) at the level of significance of p=0,05 and the degree of
freedom (df) = 38. Thus, it can be concluded that applying CGT significantly
affects students’ achievement in reading descriptive text, or in other words, the
null hypothesis is rejected; therefore, the alternative hypothesis is accepted.
Key Words : Contextual guessing Technique, Students’ Achievement, Reading
Comprehension, Descriptive Text.
i
ACKNOWLEDGMENT
All praises and the greatest thankfulness to almighty Allah SWT who has
blessed, given time opportunity, health and mercy to the writer in finishing this
thesis entitled “The Effect of Contextual Guessing Technique on Students’
Reading Comprehension Achievement in Descriptive Text” to fulfill the
requirements for the degree of Sarjana Pendidikan (S.Pd) at English Department,
Faculty of Language and Arts, State University of Medan.
In the process of writing this thesis, so many people that always assist,
support, prayers, suggest, help advice, and motivate the writer. Therefore, the
writer would like to express her thankful and her sincere appreciation that directed
to:
1. Prof. Dr. Syawal Gultom, M.Pd., The Rector of State University of
Medan.
2. Dr. Isda Pramuniati, M.Hum., the Dean of Language and Arts Faculty.
3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department and as her Reviewer and Examiners who have given
suggestion and comments in completing this Thesis.
4. Dra. Meisuri, M. A., the Secretary of English Department.
5. Nora Ronita Dewi, S.S., S.Pd., M.Hum., the Head of English Education
Study Program.
6. Dr. Siti Aisah Ginting, M.Ed., as her First Thesis Advisor, who has given
her precious time to give valuable advice and guidance in the process of
writing this Thesis.
7. Drs. Willem Saragih, Dipl. Appl. M.Pd., as her Second Thesis Advisor,
who also has given many suggestion and guidance in the process of
writing this Thesis.
8. Dr. I Wayan Dirgeyasa, M.Hum., as her Reviewers and Examiners who
has given suggestion and comments in completing this Thesis.
9. Eis Sri Wahyuni, S.Pd., M.Pd., the administration staff of English and
Literature Department who always helped the writer during her academic
year.
10. Her beloved Parents Rustam Efendi Siregar and Samsiah Harahap, who
always given love, prayer, support, motivation, financial support, and has
struggle so much for her. And also for her beloved young sister Desi
Ulfiana Siregar for help and support in finishing this Thesis.
11. Her brother in law Sulaiman Lubis who given support and helped the
writer during academic year.
ii
12. Her beloved boyfriends Ravi Ramadana Hasibuan, S.H., who always
given supports, motivation, pray and love in finishing this Thesis.
13. Tagor, S.Pd., the Headmaster of SMP Negeri 3 Perbaunganwho has given
permission to conduct the research in the school.
14. Her beloved friends who struggling for thesis, (Sellia Elhawa, Puput
Wulandana Siregar, Tutwuri Situmeang, Ayu Purnama sari) and her
boarding mate (Triana Sary, Pepi Handayani)
15. All her class members in Ext.b (2011) and he friends in PPLT 2014 SMA
Muhammadiyah 8 Kisaran for the togetherness and experiences shared.
And also for those who cannot be mentioned one by one.
Finally, the writer hopes this thesis can give the contribution to the English
Education students and also further pedagogical research.
Medan,
Agustus 2016
The Writer
Ratna Purnama Sari Siregar
NIM 2113321042
iii
TABLE OF CONTENT
ABSTRACT ......................................................................................................... i
ACKNOWLEDGMENT..................................................................................... ii
TABLE OF CONTENT ...................................................................................... iv
LIST OF TABLES .............................................................................................. vi
LIST OF APPENDICES..................................................................................... vii
CHAPTER I INTRODUCTION ........................................................................ 1
A.
B.
C.
D.
E.
The Background of the Study .................................................. 1
The Problem of the Study ........................................................ 4
The Scope of the Study............................................................ 5
The objective of the Study ....................................................... 5
The Significance of the Study ................................................. 5
CHAPTER II THE REVIEW OF LITERATURE .......................................... 6
A. Theoretical Framework ........................................................... 6
1. Contextual Guessing Technique ........................................ 6
2. Advantages of Using Contextual Guessing Technique ..... 7
3. Procedure of Using Contextual Guessing Technique ........ 8
4. Conventional Technique .................................................... 9
5. Reading Comprehension ................................................... 10
6. Levels of Reading Comprehension ................................... 13
7. Genre ................................................................................. 15
8. Descriptive Text ................................................................ 17
9. The Purpose of Reading Comprehension .......................... 19
B. Relevant Studies on Using Contextual Guessing Technique .. 20
C. Conceptual Framework ........................................................... 22
D. Hypothesis ............................................................................... 24
CHAPTER III THE RESEARCH OF METHODOLOGY ............................ 25
A.
B.
C.
D.
E.
Research Method ..................................................................... 25
Population and Sample ............................................................ 26
The Technique of Collecting Data .......................................... 26
The procedure of Collecting Data ........................................... 27
Scoring the Test ....................................................................... 29
iv
F. The Validity and Reliability of the Test .................................. 29
1. The Validity of The Test ................................................... 29
2. The Reliability ................................................................... 30
G. Technique of Data Analysis .................................................... 31
H. Statistical Hypothesis .............................................................. 31
CHAPTER IV DATA, DATA ANALYSIS AND DISCUSSION .................... 33
A. The Data ................................................................................. 33
B. Data Analysis ......................................................................... 35
1. The Relibility of the Test.................................................. 35
2. Test for Homogeneity of Variance ................................... 35
3. Testing Normality............................................................. 36
4. Analyzing the Data ........................................................... 37
5. Testing Hypothesis ........................................................... 37
C. Discussion .............................................................................. 38
CHAPTER V CONCLUSSION AND SUGGESTION .................................... 40
A. Conclusion .............................................................................. 40
B. Suggestion .............................................................................. 40
REFERENCES .................................................................................................... 41
APPENDICES ..................................................................................................... 43
v
vi
LIST OF TABLE
Table 1.1The Score of Reading Test .................................................................... 2
Table 3.1 Randomized Group, Pre and Post Test................................................. 25
Table 3.2 Treatment for Experimental Group ...................................................... 28
Table 4.1 The Students’ Achievement Score in pre-test and post-test ................. 34
Table 4.2 Test for Homogeneity of Variance ....................................................... 36
vii
LIST OF APPENDICES
Appendix AReading Comprehension Test ........................................................... 43
Appendix BThe Score of Pre-test and Post-Test Experimental Group ................ 51
Appendix CScore of Pre-test and Post-Test Control Group ................................ 52
Appendix DThe Calculation of t-test in Experimental Group ............................. 53
Appendix EThe Calculation of t-test in Control Group ....................................... 54
Appendix FThe Homogeneity of Variance in Experimental and Control Group 57
Appendix GTest for Distribution of Frequency in Experimental Group ............. 59
Appendix H Test for Distribution of Frequency in Control Group ..................... 63
Appendix I Testing Normality in Experimental Group ....................................... 67
Appendix J Testing Normality in Control Group ................................................ 71
Appendix K The Calculation of Mean and Standard Deviation .......................... 75
Appendix L Percentage Points of the Distribution .............................................. 79
Appendix M Table of Normality From 0 to Z ..................................................... 80
Appendix N List of Testing Liliefors ................................................................... 82
Appendix O Table of F-Distribution.................................................................... 83
Appendix P Lesson Plan ...................................................................................... 84
1
CHAPTER I
IINTRODUCTION
A.
Background of The Study
Reading is the window to the world. By reading someone can get much
knowledge about anything in the world because this activity will broaden one’s
horizon especially in this globalized era. It also can add information about many
places without coming to those places directly. It shows that reading brings many
advantages in human life. Thorndike in Heilman (1981) states that the reading of a
paragraph involves the same organization and analysis as does thinking. It
includes learning, reflection, judgment, analysis, synthesis, problem-solving
behavior, selection, inference, organization, comparison of data determination of
relationship and critical evaluation of what is read. In other words we can say that
reading is thinking process to get the comprehension.
Students who are not interested in reading cannot gain information to
improve their knowledge. Actually without reading, the opportunity for improving
one’s life is limited. People especially students are expected to increase their
interest in reading activities and try to develop their reading comprehension. So it
can be understood that reading is very important skill to get a lot of information to
increase students’ reading comprehension achievement.
In teaching-learning process, the problem of teaching is not only the
teaching material, but also the technique of teaching. The teaching process will
not give a good result if the technique of teaching is not suitable to the students’
1
2
condition. Therefore, teaching technique will make the teaching learning process
run well. The teacher must know the suitable technique for the student to make
the students more comfortable in the class when learning reading.
Reading activities have developed not only from printed symbols but also
from other sources, such as internet, environment, and human life. Reading can
guide someone to get the most appropriate way for his/her life and the solution for
the problems that are being faced. Both of sentences above prove that reading is
very important in life.
Based on the researcher’s observation and interview with the teacher and the
students in SMP Negeri3Perbaungan in teaching learning process especially
teaching reading, the teacher ask the students only to read the text and answer the
question. These activities do not give any opportunities to improve students’
knowledge and to give any contribution to the students’ reading comprehension.
Based on data during interviewing the English teacher, there are 30 students in
one class; only 8 students who can achieve the score above the KKM. The KKM
for English subject in that school is 70.
Table 1.1 The Second Grade (VIII) Students’ Scores of Reading Test in the
Two Last Semester
Semester
1st Semester 2014/2015
2nd Semester 2014/2015
Score
ON STUDENTS’ READING COMPREHENSION
ACHIEVEMENT IN DESCRIPTIVE TEXT
SKRIPSI
Submitted in Partial fulfillment of the Requirement for the
Degree of Sarjana Pendidikan
By:
RATNA PURNAMA SARI SIREGAR
Reg.Number 2113321042
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Sari, Ratna Purnama. 2113321042. The Effect Of Contextual Guessing
Technique On Students’ Reading Comprehension Achievement in Descriptive
Text. A Thesis Faculty of Languages and Arts, State University of Medan.
2016
This study deals with the effect of Contextual Guessing Technique (CGT) on
students’ reading comprehension achievement in descriptive text. The problem of
the study is to find out whether Contextual guessing Technique significantly
affects students’ achievement in reading descriptive text or not. This study was
conducted by using experimental design. The population of the study was the
students of eighth grade of SMP Negeri 3 Perbaungan in academic years
2014/2015, there were 5 parallel classes of grade VIII. There were two classes
selected to be sample. The experimental group (VIII-2) was taught by using CGT,
while the control group was taught by applying conventional technique. The data
of the study was obtained from the students’ scores of reading test. There were
two kinds of test used in this study. They were pre-test and post-test. The data
were analyzed by applying t-test formula. After analyzing the data, the result of
the study showed that t-observed (2,322) was higher than t-table (2,024) (tobserved > t-table) at the level of significance of p=0,05 and the degree of
freedom (df) = 38. Thus, it can be concluded that applying CGT significantly
affects students’ achievement in reading descriptive text, or in other words, the
null hypothesis is rejected; therefore, the alternative hypothesis is accepted.
Key Words : Contextual guessing Technique, Students’ Achievement, Reading
Comprehension, Descriptive Text.
i
ACKNOWLEDGMENT
All praises and the greatest thankfulness to almighty Allah SWT who has
blessed, given time opportunity, health and mercy to the writer in finishing this
thesis entitled “The Effect of Contextual Guessing Technique on Students’
Reading Comprehension Achievement in Descriptive Text” to fulfill the
requirements for the degree of Sarjana Pendidikan (S.Pd) at English Department,
Faculty of Language and Arts, State University of Medan.
In the process of writing this thesis, so many people that always assist,
support, prayers, suggest, help advice, and motivate the writer. Therefore, the
writer would like to express her thankful and her sincere appreciation that directed
to:
1. Prof. Dr. Syawal Gultom, M.Pd., The Rector of State University of
Medan.
2. Dr. Isda Pramuniati, M.Hum., the Dean of Language and Arts Faculty.
3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department and as her Reviewer and Examiners who have given
suggestion and comments in completing this Thesis.
4. Dra. Meisuri, M. A., the Secretary of English Department.
5. Nora Ronita Dewi, S.S., S.Pd., M.Hum., the Head of English Education
Study Program.
6. Dr. Siti Aisah Ginting, M.Ed., as her First Thesis Advisor, who has given
her precious time to give valuable advice and guidance in the process of
writing this Thesis.
7. Drs. Willem Saragih, Dipl. Appl. M.Pd., as her Second Thesis Advisor,
who also has given many suggestion and guidance in the process of
writing this Thesis.
8. Dr. I Wayan Dirgeyasa, M.Hum., as her Reviewers and Examiners who
has given suggestion and comments in completing this Thesis.
9. Eis Sri Wahyuni, S.Pd., M.Pd., the administration staff of English and
Literature Department who always helped the writer during her academic
year.
10. Her beloved Parents Rustam Efendi Siregar and Samsiah Harahap, who
always given love, prayer, support, motivation, financial support, and has
struggle so much for her. And also for her beloved young sister Desi
Ulfiana Siregar for help and support in finishing this Thesis.
11. Her brother in law Sulaiman Lubis who given support and helped the
writer during academic year.
ii
12. Her beloved boyfriends Ravi Ramadana Hasibuan, S.H., who always
given supports, motivation, pray and love in finishing this Thesis.
13. Tagor, S.Pd., the Headmaster of SMP Negeri 3 Perbaunganwho has given
permission to conduct the research in the school.
14. Her beloved friends who struggling for thesis, (Sellia Elhawa, Puput
Wulandana Siregar, Tutwuri Situmeang, Ayu Purnama sari) and her
boarding mate (Triana Sary, Pepi Handayani)
15. All her class members in Ext.b (2011) and he friends in PPLT 2014 SMA
Muhammadiyah 8 Kisaran for the togetherness and experiences shared.
And also for those who cannot be mentioned one by one.
Finally, the writer hopes this thesis can give the contribution to the English
Education students and also further pedagogical research.
Medan,
Agustus 2016
The Writer
Ratna Purnama Sari Siregar
NIM 2113321042
iii
TABLE OF CONTENT
ABSTRACT ......................................................................................................... i
ACKNOWLEDGMENT..................................................................................... ii
TABLE OF CONTENT ...................................................................................... iv
LIST OF TABLES .............................................................................................. vi
LIST OF APPENDICES..................................................................................... vii
CHAPTER I INTRODUCTION ........................................................................ 1
A.
B.
C.
D.
E.
The Background of the Study .................................................. 1
The Problem of the Study ........................................................ 4
The Scope of the Study............................................................ 5
The objective of the Study ....................................................... 5
The Significance of the Study ................................................. 5
CHAPTER II THE REVIEW OF LITERATURE .......................................... 6
A. Theoretical Framework ........................................................... 6
1. Contextual Guessing Technique ........................................ 6
2. Advantages of Using Contextual Guessing Technique ..... 7
3. Procedure of Using Contextual Guessing Technique ........ 8
4. Conventional Technique .................................................... 9
5. Reading Comprehension ................................................... 10
6. Levels of Reading Comprehension ................................... 13
7. Genre ................................................................................. 15
8. Descriptive Text ................................................................ 17
9. The Purpose of Reading Comprehension .......................... 19
B. Relevant Studies on Using Contextual Guessing Technique .. 20
C. Conceptual Framework ........................................................... 22
D. Hypothesis ............................................................................... 24
CHAPTER III THE RESEARCH OF METHODOLOGY ............................ 25
A.
B.
C.
D.
E.
Research Method ..................................................................... 25
Population and Sample ............................................................ 26
The Technique of Collecting Data .......................................... 26
The procedure of Collecting Data ........................................... 27
Scoring the Test ....................................................................... 29
iv
F. The Validity and Reliability of the Test .................................. 29
1. The Validity of The Test ................................................... 29
2. The Reliability ................................................................... 30
G. Technique of Data Analysis .................................................... 31
H. Statistical Hypothesis .............................................................. 31
CHAPTER IV DATA, DATA ANALYSIS AND DISCUSSION .................... 33
A. The Data ................................................................................. 33
B. Data Analysis ......................................................................... 35
1. The Relibility of the Test.................................................. 35
2. Test for Homogeneity of Variance ................................... 35
3. Testing Normality............................................................. 36
4. Analyzing the Data ........................................................... 37
5. Testing Hypothesis ........................................................... 37
C. Discussion .............................................................................. 38
CHAPTER V CONCLUSSION AND SUGGESTION .................................... 40
A. Conclusion .............................................................................. 40
B. Suggestion .............................................................................. 40
REFERENCES .................................................................................................... 41
APPENDICES ..................................................................................................... 43
v
vi
LIST OF TABLE
Table 1.1The Score of Reading Test .................................................................... 2
Table 3.1 Randomized Group, Pre and Post Test................................................. 25
Table 3.2 Treatment for Experimental Group ...................................................... 28
Table 4.1 The Students’ Achievement Score in pre-test and post-test ................. 34
Table 4.2 Test for Homogeneity of Variance ....................................................... 36
vii
LIST OF APPENDICES
Appendix AReading Comprehension Test ........................................................... 43
Appendix BThe Score of Pre-test and Post-Test Experimental Group ................ 51
Appendix CScore of Pre-test and Post-Test Control Group ................................ 52
Appendix DThe Calculation of t-test in Experimental Group ............................. 53
Appendix EThe Calculation of t-test in Control Group ....................................... 54
Appendix FThe Homogeneity of Variance in Experimental and Control Group 57
Appendix GTest for Distribution of Frequency in Experimental Group ............. 59
Appendix H Test for Distribution of Frequency in Control Group ..................... 63
Appendix I Testing Normality in Experimental Group ....................................... 67
Appendix J Testing Normality in Control Group ................................................ 71
Appendix K The Calculation of Mean and Standard Deviation .......................... 75
Appendix L Percentage Points of the Distribution .............................................. 79
Appendix M Table of Normality From 0 to Z ..................................................... 80
Appendix N List of Testing Liliefors ................................................................... 82
Appendix O Table of F-Distribution.................................................................... 83
Appendix P Lesson Plan ...................................................................................... 84
1
CHAPTER I
IINTRODUCTION
A.
Background of The Study
Reading is the window to the world. By reading someone can get much
knowledge about anything in the world because this activity will broaden one’s
horizon especially in this globalized era. It also can add information about many
places without coming to those places directly. It shows that reading brings many
advantages in human life. Thorndike in Heilman (1981) states that the reading of a
paragraph involves the same organization and analysis as does thinking. It
includes learning, reflection, judgment, analysis, synthesis, problem-solving
behavior, selection, inference, organization, comparison of data determination of
relationship and critical evaluation of what is read. In other words we can say that
reading is thinking process to get the comprehension.
Students who are not interested in reading cannot gain information to
improve their knowledge. Actually without reading, the opportunity for improving
one’s life is limited. People especially students are expected to increase their
interest in reading activities and try to develop their reading comprehension. So it
can be understood that reading is very important skill to get a lot of information to
increase students’ reading comprehension achievement.
In teaching-learning process, the problem of teaching is not only the
teaching material, but also the technique of teaching. The teaching process will
not give a good result if the technique of teaching is not suitable to the students’
1
2
condition. Therefore, teaching technique will make the teaching learning process
run well. The teacher must know the suitable technique for the student to make
the students more comfortable in the class when learning reading.
Reading activities have developed not only from printed symbols but also
from other sources, such as internet, environment, and human life. Reading can
guide someone to get the most appropriate way for his/her life and the solution for
the problems that are being faced. Both of sentences above prove that reading is
very important in life.
Based on the researcher’s observation and interview with the teacher and the
students in SMP Negeri3Perbaungan in teaching learning process especially
teaching reading, the teacher ask the students only to read the text and answer the
question. These activities do not give any opportunities to improve students’
knowledge and to give any contribution to the students’ reading comprehension.
Based on data during interviewing the English teacher, there are 30 students in
one class; only 8 students who can achieve the score above the KKM. The KKM
for English subject in that school is 70.
Table 1.1 The Second Grade (VIII) Students’ Scores of Reading Test in the
Two Last Semester
Semester
1st Semester 2014/2015
2nd Semester 2014/2015
Score