A COMPARATIVE STUDY BETWEEN FIELD-INDEPENDENT AND FIELD-DEPENDENT STUDENTS IN READING COMPREHENSION ACHIEVEMENT AT SECOND GRADE OF SMAN 1 AMBARAWA PRINGSEWU

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A COMPARATIVE STUDY BETWEEN FIELD-INDEPENDENT AND FIELD-DEPENDENT STUDENTS IN READING COMPREHENSION ACHIEVEMENT AT SECOND GRADE OF SMAN 1 AMBARAWA

PRINGSEWU (A Script)

By:

Dwi Artha Rini

LANGUAGE AND ARTS EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY

LAMPUNG UNIVERSITY 2013

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ABSTRACT

A COMPARATIVE STUDY BETWEEN FIELD-INDEPENDENT AND FIELD-DEPENDENT STUDENTS IN READING COMPREHENSION

ACHIEVEMENT AT SECOND GRADE OF SMAN 1 AMBARAWA PRINGSEWU

By Dwi Artha Rini

Field independent students tend to do their tasks individually because they think they have self-respect and self-confidence. Field dependent students on the other hand tend to have group discussion than self study. By knowing the characteristics of both field independent and field dependent, it is expected that the teacher can help students to create suitable atmosphere in the class activities in order to make minimum differences on reading comprehension achievement between both of them because basically they have advantages and disadvantages in teaching learning process.

This research was conducted at the second grade of SMAN 1 Ambarawa Pringsewu in the 2012/2013 academic year consisting of 34 to 35 students in each class. The researcher took one class as the try out class; it was XI IPA 3 and one class as the experimental class; it was XI IPA 1. The experimental class was classified into two groups namely, field-independent and field-dependent. The writer used a quantitative method because it is functional for providing factors connected with second language development. The research design is Ex Post Facto which concerns with the finding of a direct relationship between the independent and dependent variables.

The result of the research proves that there is a significant difference between field-independent and field-dependent students in reading comprehension achievement at second grade of SMAN 1 Ambarawa. The finding proved by the evidence on the reading score and the computation of t-test. The mean score in field-independent is 72.38 and the mean score of field-dependent students is 56.56. The result of computation shows that the Sig. (2-tailed) is 0.000. It means that the sudents’ scores in field-independent group are significanly different from that of in the field-dependent group, since Sig. (2-tailed) < α (p < 0.05; p = 0.000). In other words, independent students are better than field-dependent students in reading comprehension achievement. In addition, field-infield-dependent students tend to be more independent, competitive and self-confident.

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LIST OF APPENDICES

Page

Appendix 1. Research Schedule... 57

Appendix 2. The Distribution of Students’ Score of Try Out Test... 58

Appendix 3. Difficulty Level and Discrimination Power of Try Out Test... 59

Appendix 4. Reliability Table of the Try Out Test... 61

Appendix 5. Reliability of the Try Out Test Formula... 62

Appendix 6. Result of Quesrionnaires... 64

Appendix 7. Result of Reading Comprehension Score of FI and FD... 65

Appendix 8. T-Test... 66

Appendix 9. T-Table... 67

Appendix 10. Reliability of Questionnaires... 68

Appendix 11. Frequencies of Field Independent Group... 72

Appendix 12. Frequencies of Field Dependent Group... 73

Appendix 13. Normality Test of Field-Independent Group... 74

Appendix 14. Normality test of Field-Dependent Group... 75

Appendix 15. Try Out of Reading Comprehension... ... 76

Appendix 16. Answer Key... 86

Appendix 17. Reading Comprehension Test... 87

Appendix 18. Answer Key... 95

Appendix 19. Try Out of Questionnaires... 90

Appendix 20. The Distribution of Students’ Score of Try Out Questionnaires... 99

Appendix 21. Questionnaires... 101

Appendix 22. Students Answer Sheet... ... 104

Appendix 23. The Permit of Pre Research... 129

Appendix 24. The Permit of Research... 130

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I. INTRODUCTION

This chapter deals with background of the problems, identification of the problems, limitation of the problems, formulation of the research questions, objectives of the research, uses of the research, and definition of terms.

1.1 Background of the Problems

English teaching is intended to increase students‟ ability in using English as a means of communication. Students should be able to master both oral and written form. In a class, students do not have the same achievement in getting the required goal although they receive the same treatment from the teacher. In general it is known that each student has different achievement level in the four English skills. The differences happened because perhaps there were many factors that may have influenced the result of a study beside the treatment given by the teacher.

Having her pre observation at SMAN 1 Ambarawa, the writer found that students had difficulties in their reading comprehension. Students in class XI Science 3 that consists of 34 students the difficulties in reading cover determining inferences, determining reference, and finding main idea of the text. This fact is reflected in their completeness of minimum criteria result, i.e., below 75, whereas

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the completeness of minimum criteria of English subject in SMAN 1 Ambarawa is 78.

Based on the writer‟s PPL experience that was held on 9th of July until 23rd of September 2012, there were certain characteristics of students at that school. For example some students like to have a discussion with friends when they are reading something and students tend to be individual when they want to read something. There are students who like to socialize with their environment and there are some other, who prefer to be alone within their surroundings. In addition to it, within the learning activities, there are students who prefer to working on tasks in groups or field dependent and others prefer to working individually or field independent.

By knowing the characteristics of both field independent and field dependent, it is expected that the teacher can help students to create suitable atmosphere in the class activities in order to make minimum differences on reading comprehension achievement between both of them because basically they have advantages and disadvantages in teaching learning process. Field independent students can concentrate on something without being influenced by the situation. On the other hand, field dependent students are much influenced by environment and they have wider social relationship.

Based on those problems, the teacher should recognise her students‟ characteristics in order to give treatments during the teaching learning process. The teacher can give more attention to field dependent students since they are much more difficult in choosing their major field. Field dependent students have

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low analytical ability in solving problem. Therefore, they need much time to solve the problems. Furthermore, they tend to come in a group of discussion than self study since they have no self-reflection. Otherwise, field independent students are less influenced by the circumtances. Related to these problems, the teacher can use pair work or discussion technique in teaching and learning process. It is good for field dependence since it helps them in solving the problems they face in teaching learning process and it is good for field independence because it helps them to socialize with the others.

This study is aimed at finding out the comparison of field independent and field dependent students in reading comprehension under certain assumption that students have different cognitive style in learning English, that is field independence and field dependence. Moreover, both of them affect students‟ reading comprehension achievement since they have different ways in facing the problems in teaching learning process.

In relation to personality, at least two types of personalities associated with the environment. In spite of it all, this is related to the personality of each individual, whether they are independent or dependent students. The differences of their personalities can happen because many factors that influence the students. The way of thinking, attitude and also students personality are psychological factors which may influence their achievement in teaching-learning process. Teacher professionality in explaining and presenting the material may influence students‟ achievement. Besides personality, teachers should also be able to place the

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students who have field dependence and field independence, because such personalities may greatly affect their achievement.

Among the factors which may have much influence on language learning are cognitive and affective factors. One of the styles of learning is cognitive style that can be defined as a term used in cognitive psychology to describe the way individuals think, perceive and remember information (Mulyani, 2011). Field dependent and field independent are included in style of learning. In this research, the writer will focus her research on field independent and field dependent as one of cognitive style in style of learning.

Considering those findings, this study aimed to investigate the learning style in SMAN 1 Ambarawa Pringsewu, because in that school there was no investigation yet. Therefore, the researcher titled the research “A Comparative Study Between Field-Independent and Field-Dependent Students In Reading Comprehension Achievement In SMAN 1 Ambarawa Pringsewu”.

1.2 Identification of the Problems

Based on the writer‟s pre - observation, the writer had interviewed some students and there were many problems happened at SMAN 1 Ambarawa Pringsewu has identified as follows :

1. English is one of the unpopular lessons in this school. This situation makes them have low achievement in English.

2. English is just a subject for national examination, this thinking make students unmotivated to learn English.

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3. The teacher are lack of ability to use the media or they do not want to create the interesting media for students that can help to attract their attention so they can enjoy the learning process.

4. Many students do not have reading habit. It makes the students reading comprehension ability is low because most of the students feel bored when the teacher teaches them in reading skill.

5. The differences of learning style of the students. Every students have their own style in learning. Sometimes the teacher gives the same treatment for all students and it makes the students difficult to response or receives the materials.

6. Students way or style and attitude in learning or thinking process, it is because students in the class are heterogenic. It also relates with the differences of cognitive style (field-independence and field-dependence).

1.3 Limitation of the Problems

Based on the identification of the problems above, the researcher focus current study on students‟ personality and students‟ reading comprehension achievement. Therefore the researcher is very interested in investigating which one is better in reading comprehension achievement between field independence and field dependence.

1.4 Formulation of the Research Questions

Based on the limitation of the problems, the research questions are formulated as follows :

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1. Is there any difference of students‟ reading comprehension achievement between field independent and field dependent students?

2. Are field-independent students better than field-dependent students in reading comprehension achievement?

1.5 Objectives of the Research

Based on formulation of the research problems, the objectives of the research are as follows :

1. To investigate whether there is any difference between field-independent and field-dependent students‟ achievement in reading comprehension.

2. To investigate whether field independent students are better than field dependent in reading comprehension achievement.

1.6 Uses of the Research

It is expected that the finding of the research can be useful both theoretically and practically :

1. Theoretically

The findings of the research are expected to be beneficial as the information for English teachers that cognitive style is more influental to increase students‟ achievement in reading comprehension.

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2. Practically

The findings of the research are expected to be beneficial for the English teachers in clarifying the theory of cognitive learning style which focuses on field dependent and field independent related to their reading comprehension achievement.

1.7 Definition of Terms

There were some terms used by the researcher and to make it clearly, the researcher gave some definition as follows :

1. Style of leaning is a consistent style done by a student in grasping stimulus or information, remembering, thinking and problem solving.

2. Cognitive style is an attitude, choice or strategy that firmly determines the typical ways of someone in accepting, remembering, thinking, and problem solving.

3. Field-independent style is the students‟ ability to perceive a particular, relevant item or factor in a “field“ of distracting items. Students who are more field independent tend to be generally more independent, competitive and self-confident.

4. Field dependence is a style in which one is affected by the surrounding. Students who are more field dependent tend to be generally more socialize, emphatic and perceptive.

5. Reading comprehension is the process of extracting and constructing meaning through interaction and involvement with written language.

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6. Narrative text entertains and instructs the reader. It entertains because it deals with the unusual and unexpected development of events.

7. Reading achievement means students ability to read, identifying supporting text sentence, identifying topic sentence, identifying main idea, making reference, making inference/visual clues, analysing visual & context clues of the text and usually represent scoring ranging from 10 up to 100.

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II. FRAME OF THEORIES

This chapter deals with two major points, review of previous research and review of related literature. Also consist of theoretical assumption, and the hypothesis.

2.1 Review of Previous Research

The research conducted by Cao (2006) found that participant with a field independent cognitive style scored higher than participants with a field dependent cognitive style. Significant result from field dependency for the comprehension test (field dependent M = 6.57, field independent M = 9.90), F(2,210) = 13.678, p < .05.

Another study carried by Maghsudi (2007) has found that there is a significant difference between independent and dependent students in their English achievement scores. Independent subjects score higher than dependent ones in their English Achievement Test.

Mulyani (2011) has investigated whether there is a significant difference of student‟s reading comprehension achievement between field independent students and field-independence. It was also find that field independent students is better than field-dependent in reading comprehension achievement. The study draws two

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conclusions.: first, there is a significant different achievement between field-independent and field-dependent students.

This can be identified from the significance of two tailed of the reading test, that is Sig 2-tailed < α (p: 0,05). From the table, it was shown that the significance was 0.000 < 0.05.

Second, the field independent students are more successful in reading comprehension achievement than the field-dependent students. This might be caused by the fact that they were hard workers even if they could not find the answers they tried to get the answers of the questions. From the previous research, it has been found that cognitive style here focuses on the students‟ achievement in learning language especially English are influenced by field-independent and field-dependent personality.

2.2 Review of Related Literature

This section discusses the concepts related to the topic under discussion, such as field-independent, field-dependent and reading comprehension achievement.

2.2.1. Concept of Cognitive Style

Cognitive style can be interpreted as building dimension related to the way a person thinks or process information. It is supported by Suparman (2010:103) who states that cognitive style are usually defined as an individual‟s preferred and habitual modes of perceiving, processing and representing information. Moreover, Slameto (1991:162) says that cognitive style is attitude, choice or strategy that

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firmly determines the typical ways of someone in accepting, remembering, thinking, and problem solving. Attitude of the student can be influenced by students‟ opinion about a teacher, their classroom, and their school.

Cognitive style is important in teaching learning process because it describes how the individual acquires knowledge (cognition) and process information (conceptualization). Cognitive styles are related to mental behaviors which individuals apply habitually when they are solving problem. In general, they affect the way in which information is obtained, sorted and utilized. Cognitive style is usually described as a stable and persistent personality dimension which influences attitude, values and social interactions. It is clear that every individual in the world has his own way in constructing the things which are seen, remembered and thoughts by him/her (Mulyani, 2011:13).

Cognitive styles mediate between emotion and cognition (Brown, 2001). He provides an illustration as follows : a reflective cognitive style invariably grows out of a reflective personality or reflective mood. By contrast, an impulsive cognitive style appears out of the way he internalizes his total environment.

Students use cognitive processes in education to acquire knowledge, recall information, and process analyzation. The importance of cognitive styles in learning has gained increasing attention because, too often, discrepancies exist between school task and the diverse capabilities and styles of learners. As we all know, many learners are more intuitive, spontaneous, emotional, creative and people oriented. They are not linear learners (Soldier, 1992:20).

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Cognitive style is included in learning style. In learning style, there are five cognitive styles that are relevant to second language learning The examples of cognitive style are focused on this research are field independence and field dependence. Field independent style is the ability to perceive a particular, relevant item or factor in a “field” of distracting items.

In psychological terms, the “field” may comprise different things. It may be perceptual; it may be more abstract which may refer to a set of thoughts, ideas, or feeling. The psychology sides of the students can affect the learning process. Reardon and Moore (1988:354) have summarized that the reason field dependent and field independent stand out from the other cognitive styles are because it “involves perceptual and problem-solving ability, structuring a stimulus field, breaking up or disembodying such a field, suppressing irrelevant information and dealing with high information load, all of which are relevant to the instructional process”. On the other hand, field-dependent style is the tendency to be “dependent” on the total field (Suparman, 2010:56).

Related to the statement above, the differences cognitive style that is field independencece and field dependence which cause differences of students‟ reading achievement because they are different of thinking, remembering, problem solving and other factors.

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2.2.2 Concept of Field-Independence

Field independence is one of the cognitive style. It is a one-dimensional model of variation in cognitive style. According to Suparman (2010:56), field independent style is the ability to perceive a particular, relevant item or factor in a “field“ of distracting items. In psychological terms, the “field” may comprise different things: it may be perceptual; it may be more abstract which may refer to a set of thoughts, ideas or feelings from which students‟ task is to perceive specific relevant sub items.

Field independence has advantages for the students in teaching and learning process. It is important because it affects on students‟ reading comprehension achievement. Students who have field independent style are able to concentrate on something without influenced by the surrounding and to analyze separate variables without the contamination of neighbouring variables. Affectively, students who are more field independent tend to be generally more independent, competitive and self-confident (Suparman, 2010:57). They can control their action and faster in choosing their major field. This style helps the students to solve the problems they face in teaching learning activities. Therefore, their achievement, especially in reading comprehension achievement, will be better.

In line with the theory above, Klausmeier (1985:136) classifies field independence in affective and cognitive domains. In cognitive domain, students from field independence group have high analytical ability in solving a problem. Analytical ability means the ability of dividing point of the problem and finding relationship between the points so that the answer of the problem is found.

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By having analytical ability, the students in this group tend to solve a problem quickly. In affective domain, students from field independene are generally more competitive, self-respect, self-confidence and prefer self-study to come in a group discussion. By having self-respect, they will succeed in their study.

The examples of students who have field independent style is they tend to do their task individually because they think that they have respect and self-confidence. Moreover, they speak quickly without considering comprehensive ability of others.

2.2.3 Concept of Field-Dependence

Field dependence is a style in which one is affected by the surrounding. Field dependent style is the tendency to be “dependent” on the total field. That the parts embedded within the field are not easily perceived, although the total field is perceived more apperantly as a unified whole (Suparman, 2010:56).

Field dependent is important in teaching learning process since it helps students to cooperate with the others. They are more responsive as they interact with the people and their environment. Furthermore, they have a stronger interpersonal orientation and greater alertness to social cues. By giving a suitable treatment for field dependent students, they can get better achievement, especially reading comprehension achievement.

In addition, Field dependence perceives the whole picture, the larger view, the general configuration of a problem or idea or event (Suparman, 2010:57). They are much influenced by environment and educational background. Students who

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are more field dependent tend to be generally more socialize, emphatic and perceptive. They are educated to be concerned to the others and much more difficult in choosing their major field. Klausmeier (1985:136) classifies field dependence in affective and cognitive domains. In affecive domain, most of the students from field dependent group have no self-reflection.

Dealing with the ideas above, Field dependence tend to come in a group of discussion than self study. In cognitive domain, they have low analytical ability in solving problem. Therefore, they need much time to solve a probem. Brown in Mulyani (2011) points out that the field dependent person is thought to be more emphatic, open, and effectively, and cognitively perceptive of total pattern. Field-dependent is more responsive as they interact with the people and their environment. Field-dependent tends to have stronger interpersonal orientation and greater alertness to social cues.

The example of this style is the students who speak slowly in order to be understood by the others. In addition, students who wait for a clue, wait the teacher‟s guide for the answer and students who choose their answer based on the dominant answer in the class are included in this group.

2.2.4. Concept of Reading Comprehension

According to Afflerbach (2007:12-13), reading is a dynamic and complex process that involves skills, strategies and prior knowledge. Reading is a “social event” and that reading is socially situated. Someone read, using skills and strategies in relation to intellectual and social goals. Definition of reading includes the ideas

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that we read to construct meaning and that we must use particular skills and strategies to do so. For many language learners, reading is ranked first among the academic skills that they wish to gain mastery over (Grabe & Stoller, 2001; Richards and Renandya, 2002).

Reading comprehension is the crucial link to effective reading - a strong factor in our educational and professional lives. For many, reading comprehension also unlocks the door to a lifetime of reading recreation and enjoyment. It is supported by Caldwell (2008:4) who states that reading comprehension is the process of extracting and constructing meaning through interaction and involvement with written language. Furthermore, Kamil et al. (2011:91) state that in reading comprehension, the students tend to understand more when it is in the language they know better and when the text they are reading deals with culturally recognition context.

Reading comprehension depends on the accuracy and speed of graphemis perception, that is perception of written symbols, control of language relationship and structure, knowledge of vocabulary items and lexical combination, awareness of redundancy, the ability to use contextual clues and recognition allusion. It involves constructing meaning from what is being read. Reading truly has no purpose without comprehension. In order to comprehend text, a reader must actively and intentionally think about and analyze meaning while reading. Good comprehension requires strong abilities in all four of the other fundamental literacy skills. Students must consider many bits of information while reading to comprehend the text such as genre, text structure, the author's purpose and

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familiar and unfamiliar words. Strong comprehension encourages self-directed learning and lifelong reading.

Schumm (2006:223) says that comprehension process involves an understanding of words and how these words are used to create meaning. Comprehension entails three elements as follows:

1. The reader who is doing the comprehending

To comprehend, a reader must have a wide range of capacities and abilities. These include cognitive capacities, motivation and various types of knowledge. 2. The text that is to be comprehended

The features of text have a large effect on comprehension. Comprehension does not occur by simply extracting meaning from text. Texts can be difficult or easy, depending on factors inherent in the text. When too many of these factors are not matched to a reader‟s knowledge and experience, the text may be too difficult for optimal comprehension to occur.

3. The activity in which comprehension is a part.

A reading activity involves one or more purposes, some operations to process the text at hand, and the consequences of performing the activity. The consequences of reading are part of the activity. Some reading activities lead to an increase in the knowledge a reader has. Another consequence of reading activities is finding out how to do something.

The examples of this process are the reader makes sense of the written text in order to get information and knowledge from the text and response the ideas of the author in order to make the messages or information.

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2.2.5 Concept of Reading Comprehension Achievement

Reading achievement means students ability to read, identifying supporting text sentence, identifying topic sentence, identifying main idea, making reference, making inference/visual clues, analysing visual & context clues of the text and usually represent scoring ranging from 10 up to 100 (Suparman 2012).

2.2.5.1 The Internal Factor

There are two things in internal factor; motivation and interest. As Kahayanto‟s (2005:13) states that the internal factor means the factor which comes from the reader himself or usually known as personal factor, because the factor has existed inside the reader. Brown (2001:75) divide the motivation theory into two kinds; they are intrinsic and extrinsic motivation. The most basic distinction is between intrinsic motivation, which refers to doing something because it is inherently interesting and enjoyable and extrinsic motivation, which refers to doing something because it leads to a separable outcome.

One of the students‟ factors towards their reading comprehension achievement is motivation to read. Another function of motivation is as the stimulus to do efforts to reach the achievement. Somebody do an effort because of motivation. Motivation determines the effort will be done. The willingness in reading is more important than every effective way in improving their reading comprehension.

This is supported by Bamford (1998:27) who says that “unless students have a motivation they will be able to read a book with understanding, they will most likely not begin the undertaking”. In other words, by having strong motivation in

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studying English one might read his English book and this will affect the students reading comprehension. It can be assumed that by having motivation, the students might engage and do more practice in reading. Therefore, by practicing reading, they might be used to reading various texts in which it might train them using their knowledge actively to construct new understanding from text.

As the researcher has said before, when teachers make students interested in reading, usually they are more likely to read. In this case, the teacher motivates the students to read. Talking about motivation, for teachers, it is very important to take into account the real needs and desire of students. In the real world, people who read for intellectual profit or pleasure. The content of whatever they have chosen to read will be useful to them, or will help them to understand better.

For students, academic goals like „passing the course‟ provides something like a real world motivation for reading. To revive the students‟ motivation in reading, the teacher should be able to create, to foster and to maintain motivation. To improve learners‟ motivation in teaching reading, reading teachers need to help the students relax with reading and to reconsider the strategies they use. Teacher may discuss with students how they read in English, what they think the best way to read, and the problems they have in reading. Teacher also need to consider the passage or the text, whether it is familiar or interest or not. Students will be more motivated to read the passage which is familiar to them.

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In short, they are used to training themselves to use effective ways that facilitate understanding the text. Then, it might lead to a better comprehension in which it might also lead to better reading ability.

It seems that motivation may effect the students‟ reading comprehension achievement. In field-independent students, seems they have higher motivation in doing reading comprehension test. They might train themselves to make sense of the text. And, the more they make sense the idea of the text, the better their reading comprehension. Therefore, the writer assumes that the higher the students‟ motivation is, the better their reading comprehension might be, in this case is field-independent students.

Motivationt is being one of the important factors in order to increase the students‟ comprehension achievement in reading. In field-dependent students, seems they have lower motivation in doing reading comprehension test. It might happen because beside motivation, the environment also supported. Field-dependent is affected by surrounding. Also when field-dependent students need information, they tend to look to other students while field-independent students look within themselves. If one has motivation to read, it means that he or she will get a good achievement. It is impossible to understand the text if he or she has no interest and motivation to read. Therefore, the lower students‟ motivation to read, the lower their reading comprehension achievement.

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2.2.5.2. The External Factor

Reading Material and Teacher of reading are included in the external factor. In line with Reading Material, the material given to the students should be support their teaching learning process. The use of facilitation and media can help the student to understand the material. In line with teacher of reading, the teacher of reading should be interesting and careful in choosing the text and giving the tasks because they are related to the students‟ reading comprehension achievements. 2.2.6 Concept of Narrative Text

Priyana, et al. (2008:91) says that narrative text entertains and instructs the reader. It entertains because it deals with the unusual and unexpected development of events. It instructs because it teaches readers that problems should be confronted, and attempts made to resolve them.A narrative or story is a construct created in a constructive format (written, spoken, poetry, prose, images, song, theater or dance) that describes a sequence of fictional or non- fictional events. Derewianka (1990: 32) states that the steps for contracting a narrative are :

1. Orientation: (introduction) in which the characters, setting and time of the story are established. Usually answer who? when? Where? e.g., Mr. Wolf went out hunting in the forest one dark glommy night.

2. Complication or problem: the complication usually involves the main character(s) (often mirroring the complication in real life).

3. Resolution: there needs to be a resolution of the complication. The complication may be resolved for better or worse/ happily or unhappily.

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Sometimes there are a number of complications that have to be resolved. These add and sustain interest and suspense for reader.

4. Re- Orientation indicates optional point. This means that stories do not always use this, and usually, it states the conclusions of the events on the writer‟s point of view.

Narrative can include stories such as:

1. Fairy tale 2. Fabel 3. Short story 4. Fantasy 5. Legend

6. Mystery fiction 7. Science fiction 8. Biography 9. Autobiography

Types of Narrative

Narrative text is based on life experience and is person- oriented using dialogue and familiar dialogue. There are many types of narrative. They can be imaginary, factual or combination of both. They may include; (1) folktales, i.e., very old traditional story from a particular place that was originally passed on to people in a spoken form, e.g., Abu Nawas. (2) Wonder Tales,. i.e., a story tells about something amazing, human‟s imagination, e.g., Harry Potter. (3) Fables, i.e., traditional short stories that teach moral lesson, especially one with animals as characters; these stories are considered as one group of animal stories, e.g., Winnie The Pooh. (4) legend, i.e., a story from ancient times, especially one that was to explain about natural events or to describe the early history of a place or people, e.g., Tangkuban Perahu. (5) Mystery, i.e., a story about something that

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difficult to understand or to explain which crimes and strange events are only explained at the end, e.g., Sherlock Holmes. (6) science fiction, i.e., a story that science oriented, e.g., Time Machine.(7) Fantasy, e.g., a story about pleasant situation that people imagine but it is unlikely to happen, e.g., Alice in Wonderland. (8) Historical Fiction, i.e., a story about people and events that is in or connected to the past, e.g., Bumi Manusia.

Concerning to the explanation of narrative above, the researcher will choose narrative text as the focuses of the research since on the curriculum, the students of the second year of senior high school have to be able to comprehend short text in form of narrative.

2.3 Theoretical Assumption

Based on the theories above, the writer formulated the theoretical assumption as follow: Field-independent is more successful in reading comprehension achievement because they tend to individually do their work and also has a high concentration when answer the reading comprehension test.

Thus, the writer interested in investigating the comparative study between field-independent and field-dependent students in reading comprehension achievement.

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2.4 Hypothesis

H0 : There is no significant difference of students reading comprehension between field-independent and field-dependent personality.

H1 : There is significant difference of students reading comprehension between field-independent and field-dependent personality.

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III. RESEARCH METHOD

This chapter discusses research design, population and sample, data collecting technique, variables, try out of the research instrument, research procedures, data analysis, scoring system and hypothesis testing.

3.1 Research Design

The writer used a quantitative method because it is functional for providing factors connected with second language development. Setiyadi (2006:5) cites that quantitative design aims to investigate a theory that has been existed and the researcher should look for the data in order to support or reject it. It is also chosen because the problem that will be solved is actual (existing on the facts) and it occurs in recent time.

The research design of the research is Ex Post Facto which concern in finding a direct relationship between the independent and dependent variables. Ex post fact in this research is called a criterion group design that two groups of students will be compared on one measure.

The design is formulated as follow : G1 T1

G2 T1 Where :

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G1 : Field independet as an independent variable G2 : Field dependent as an independent variable T1 : Reading achievement as dependent variable

3.2 Setting of the Research

This quantitative research focused on cognitive styles in language learning. This cognitive learning is devided into two types, they are : field independence and field dependence. The material used for this research is reading narrative text. The data of students cognitive style was gained from quesstionnaire and the reading comprehension achievement data was gained from reading narrative text.

3.3 Population and Sample

The population of this research was all the second grade students at SMAN 1 Ambarawa in the academic year of 2012/2013 consisting of 34 to 35 students in each class. There were seven classes available at the second grade, and the researcher took one class as the try out class; it was XI IPA 3 and one class as the experimental class; it was XI IPA 1. Both of classes were chosen randomly through lottery drawing. The experimental class was classified into two groups namely, field-independent and field-dependent.

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3.4 Data Collecting Technique

In collecting the data, researcher used the following techniques:

1. Questionnaire, it is a set of question and statement to be answered by the students to categorize them into two groups that were field-independent and dependent students. There will be 30 items in this questionnaire. Table 1. Table of Specification of Questionnaire :

Indikator Statement Total Number

Independence/Dependence 1, 2, 3, 4, 10 5

Competitiveness 5, 6, 7, 9, 12 5

Self-confidence 8, 11, 13, 14, 15 5 Socialization 17, 18, 21, 22, 28 5 Emphatic Value 16, 19, 20, 29, 30 5

Perceptive 23, 24, 25, 26, 27 5

Total Number 30

2. Reading comprehension test, this test will be consisted of 40 items of multiple choice for 60 minutes.

Table 2. Table of Specification of Reading Try Out Test

No. Reading Skills Items Number Percentage of Item 1. Identifying Supporting

Text Sentence 3

3, 11, 12, 16, 24, 33 15 % 2. Identifying Topic

Sentence

5, 6, 23, 37, 30, 39 15 % 3. Identifying Main Idea 2 1, 4, 14, 18, 25, 29 15 % 4. Making Reference 9, 10, 21, 25, 27, 38 15 % 5. Making Inference –

Visual Clues

7, 15, 19, 20, 22, 26, 34, 36 20 % 6. Analysing Visual &

Context Clues

2, 8, 13, 17, 28, 31, 32, 40 20 %

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3.5 Variables

In this research, the writer will determine three variables : a) Field independet as an independent variable b) Field dependent as an independent variable c) Reading achievement as dependent variable

3.6 Try out of the Research Instrument

The try out test was done to prove whether the test had good quality or not. The test was said to have a good quality if it had a good validity, reliability, level of difficulty and discrimination power.

3.6.1 Reading comprehension reading test

Individual assessment task provides limited representation of reading comprehension; however, many reading researchers continue to use only task to measure comprehension. In this research, the researcher uses multiple-choice items in assessing the students’ reading comprehension.

3.6.1.1 Validity of the reading test

Validity refers to the extent to which the result of the procedure serve the uses for which they were intended (Hatch & Farhady, 1982:250). The validity of the test will be seen from the content validity. The content validity emphasizes on the equivalent between the material has been given and the items tested. Simply, the items in the test must represent the material that has been taught. While construct

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validity is concerned with whether the test is actually in line with the theory of what it means to know the language (Shomamy, 1985:74). To measure whether the test had a good validity, the researcher will use content and contruct validity.

3.6.1.2 Reliability of the reading test

Reliability refers to the extent to which the test is consistent in its score and gives us an indication of how accurate the test score are (Hatch and Farhady, 1982:244). The test will be determined by using Pearson Product Moment which measures the correlation coefficient of the reliability between odd and even number (reliability of half test) in the following formula:

r

=

∑ ∑ ∑

√ ∑ ∑ ∑ ∑

where:

rxy_:the correlation coefficient of reliability between odd and even N : the number of students who take part in the test

x : the total numbers of odd number items y : the total numbers of even number items

: square of x : square of y

∑ : total score of odd number items

∑ : total score of even number items

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After getting the reliability of half test, the researcher will use Spearman Brown to determine the reliability of the whole tests, as follows:

r

=

where:

rk : the reliability of the whole tests rxy : the reliability of half test

(Hatch and Farhady, 1982:247)

The criteria of reliability are as follows: 0.90 – 1.00 : high

0.50 – 0.89 : moderate 0.00 – 0.49 : low

3.6.1.3 Level of difficulty

Level of difficulty is calculated by using the following formula:

Notes:

LD : the level of difficulty

R : the number of the students who answer correctly N : the total of the students in the higher and lower group

(Heaton, 1975:182) The criteria of the difficulty level are :

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< 0.30 = difficult 0.30- 0.70 = average > 0.70 = easy

3.6.1.4 Discrimination Power of the Test

Discrimination power refers to “the extent to which the item differenciates between high and low level students on that test. Discrimination power is calculated by using the following formula:

⁄

Notes:

D : discrimination power

U : the number of students from the upper who answer correctly L : the number of students from the lower who answer correctly N : the number of the students

(Shohamy, 1985:82) The criteria of discrimination power are:

0.00 – 0.20 : Poor

0.21 – 0.40 : Satisfactory 0.41 – 0.70 : Good 0.70 – 1.00 : Excellent

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3.6.2 Questionnaiers

The writer classified field-independent aspect in three points, there are independent, competitive, self confident. In field-dependent also classified in three point, there are socialized, emphatic and perceptive.

3.6.2.1 Validity of the Questionnaires

In order to filled validity of the questionnaires, the researcher discussed the questionnaires with the other researcher as another rater and the English teacher of SMAN 1 Ambarawa.

3.6.2.2 Reliability of the Questionnaires

Questionnaires were scored based on Likert scale, the score ranges 1 to 4. To measure the consistency of items of the questionnaires the researcher used Cronbach Alpha. The alpha ranges between 0 and 1. The higher the alpha, the more reliable the questionnaire will be (Setiyadi, 2006:167). Therefore, before the questionnaire was given to the sample class, the writer would find the reliability of the questionnaires to the students in try-out class.

(

₎

∑

Explanation:

= Reliability

n = The number of items

∑ = Total variance of all items = The total of variance

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To find the variance, the researcher uses the formula as follow:

∑

Explanation:

= Variants

∑ = The number of date quadrate

∑ = The number of date being quadrate N = The number of data

And for knowing the classification of reliability are as follows: a. Between 0,800 to 1,00 = Very high reliability

b. Between 0,600 to 0,800 = High reliability c. Between 0,400 to 0,600 = Moderate reliability d. Between 0,200 to 0,400 = Low reliability e. Between 0,00 to 0,200 = Very low reliability

The researcher analyzed the reliability to know whether or not the questionnaire was reliable. The questionnaire was considered reliable if it has good level of reliability. A reliable measure is one that provides consistent and stable indication of the characteristic. To measure the reliability of the questionnaire, the researcher used alpha formula after she has found the variance of all items.

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3.7 Research Procedure

The researcher used the following procedure in order to collect the data:

1. Determining the research problem.

The first step of this research was determined the problem. The writer was determined what kind of problems appear in the classes.

2. Determining the population and selecting the samples

The population of this research will be the second grade students of SMA N 1 Ambarawa in the academic year 2012/2013 that consist of 7 class. The sample of this research is one class choosing randomly.

3. Administering the try out of reading comprehension and questionnaires This is to find out the quality of the test before it was used, wheter the items were good or not validity, reliability, level of difficulty and the discrimination power. The researcher will first try out the instrument on another class in the same grade before the reading test is admunistered. The total items of the reading comprehension try out test will be 40 and it will be allocated within 60 minutes. The total items of questionairre try out will be 30 item.

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4. Administering the questionnaires

The content of this questionnaire cover independent and field-independent. There will be 30 items of questionnaires.

5. Administering the reading test

In this test, the students will be asked to do multiple choice test consist of 30 items of narrative reading comprehension questions.

6. Analysing the data

In order to find out whether there is significant difference in students reading comprehension achievement of both groups, the data will be statistically computed through the Statistical Package for Social Science (SPSS).

3.8 Data Analysis

According to Hatch and Farhady quoted by Setiyadi (2006), the hypothesis testing has three underlying assumption using T-Test :

1. The data was interval ratio

2. The data had been taken from random sample in population 3. The data had been distributed normally.

1. Normality test

Normality test is used to measure the data was normally distributed or not. The score of the students of both groups, field independent and field dependent, was analyzed to gain the normality test. In this research, H1 is accepted if p>α and the writer used of significance 0.05.

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3.9 Scoring System

In scoring the students’ result of the test, the writer will use Lyman’s formula (1971:95).

X%c

=

100

(Lyman, 1971:95)

Where :

X%c =percentage of correct score R = number of right answers

T = total number of the items on test

3.10 Hypothesis Testing

H0 : There is no significant difference of students reading comprehension between field-independent and field-dependent personality.

H1 : There is significant difference of students reading comprehension between field-independent and field-dependent personality.

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The criteria :

1. If t-table is lower than T-ratio : H1 is accepted there is significant different of students reading comprehension between independent and field-dependent personality.

2. If the t-table is higher than T-ratio : H0 is accepted there is no significant different of student reading comprehension between field-independent and field-dependent personality.

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V. CONCLUSIONS AND SUGGESTIONS

This chapter deals with the conclusions and suggestions based on the finding and discussion of the data analysis.

5.1 Conclusions

In line with the results of the data analysis and discussion, the researcher draws the following conclusions :

1. There is significant difference between independent and field-dependent students in reading comprehension achievement at second grade of SMAN 1 Ambarawa. The statement is approved by the evidence on the reading score and the computation of t-test. The mean score of field-independent students, 72.38, is higher than that of field-dependent students, 56.56. The result of computation shows that the Sig. (2-tailed) is 0.000. It means tha students score of field-independent group is significantly different since Sig. (2-tailed) < α (p < 0.05; p = 0.000).

2. Field-independent students are better than field-dependent students in reading comprehension achievement. Field independence are good in Identifying supported text sentence 3, Identifying topic sentence, Identifying main idea 2 and Analysing visual & context clues. Field

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dependence are good in Making reference. Field-independent students tend to be more independent, competitive and self-confident. The field-independent characteristics contribute positive effects on their reading comprehension achievement.

5.2 Suggestions

Referring to the conclusions above, the writer gives some suggestions as follow :

5.2.1 For the Teacher

1. The researcher suggests that the English teachers should pay more attention and should consider to their students in terms of their personality types. English teachers should not underestimate their students’ ability because they have different types of personality which makes different way on learning and it influences their learning achievement in reading comprehension.

2. The researcher suggests that the English teacher should give more attention to the field-dependent students in teaching reading especially in identifying main idea, identifying topic sentence, identifying supporting details, identifying reference and making inference also analysing visual & context clues. The teacher should train them to be more concentration since field-independent is greater in number than field-dependent, therefore their reading comprehension achievement will be better.

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5.2.2 For Further Researcher

1. This research has focused on the six aspects of field-independent and field-dependent, namely independence, competitiveness, self-confidence, socialization, emphatic value and perception. It is better for further researchers to try to find other aspects than modify or use other type of questionnaire.

2. The further researchers are suggested to modify or use other type of reading aspecs.

3. The further researchers are suggested to carried out or replicated this findings; comparative between field-independent and field-dependent, by giving treatment to the students.

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