Table 1.1
Students’ Accumulated Score Semester
Score Students
Percentage Mean
1
st
Semester 20132014 70
20 Students 62.50
58.12
Semester Score
Students Percentage
Mean 1
st
Semester 20132014
≥ 70 12 Students
37.50 58.12
2
nd
Semester 20132014
70 22 Students
68.75 57.50
≥ 70 10 Students
31.25 Source: Students’ Accumulated Score of Grade XI SMA N 1 Tebing Tinggi
academic year
20132014
This finding proves that most of the students had not reached the Minimum Criteria Mastery yet.
It means the students’ achievement in reading was bad. Students should have knowledge in many aspects especially in academic terms. One
of the best ways to get more knowledge is by reading. Because without knowledge they cannot even compete with others student in modern ages like nowadays.
As an English teacher, we should be creative to find a good and appropriate way to help students to get more knowledge, to be able to comprehend a story,
especially mastery the forth skills, moreover in an entertaining and enjoyable way so they will not feel bored in the class.
Dealing with the facts previously mentioned, the writer interested in conducting research
entitled “The effect of applying Interactive Notation System for Effective Reading and Thinking INSERT
strategy on students’ achievement in reading analytical exposition text
’’. INSERT is an active reading strategy designed by Vaughn Estes 1986
. This strategy can be used by students during the guided
reading phase of class work. It employs a set of symbols or notation and helps students to interact and make connections with text without taking extensive notes
during reading. There are several kinds of notation that are used in this strategy
such as,
√ for agree with the readers, X for disagree with the readers, ? for confusing and unclear to readers, + for new information, for interesting and
awesome factideas and for important ideas
.
Theoretically, the problem could be solved by applying INSERT strategy, as the teaching strategy involves the students
in the teaching-learning process and it is student-centered activities.
B. The Problem of the Study
Based on the discussion in the background of the study, the problem of the research is formulated as the following:
“Is the students’ achievement taught by applying INSERT strategy higher than the taught by applying Question-Answer
Relationship strategy on students’ achievement in reading analytical exposition
text ?”
C. The Objective of the Study
Based on the formulation of the problem above, the objective of the study is to find out whether
students’ achievement taught by applying INSERT strategy higher than the taught by applying Question-Answer Relationship strategy on
students’ achievement in reading analytical exposition text.
D. The Scope of the Study
Comprehension in reading process can be reached if the readers know the steps that derived from the appropriate strategy and skills needed for a kind of text
and understand how to use them. There are several types of text such as descriptive, report, narrative, procedure, hortatory exposition, analytical exposition, and news
item. This study focuses on identifying the effect of applying INSERT strategy on students’ reading comprehension in analytical exposition text.
E. The Significance of the Study
The findings of this study are expected to be useful: 1.
Theoretically The result of the study will enrich the strategy of English teaching and
learning and also contribute the development of knowledge in English teaching and learning.
2. Practically
The teachers to give worthwhile experiences and improvement in teaching
English especially for teaching reading.
The readers to add some knowledge about INSERT strategy, update their information and as the reference for those who are interested in doing the
related study, especially in reading analytical exposition.
Helping the students to improve their ability in comprehending the text easily and sharing ideas or opinion related to the text.
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion
Students in experimental group had better comprehension in reading than those in control group. In the experimental group, all students had participated in learning
process although they worked in group. They shared and exchanged their ideas about the text by assigning the symbols. Then, they connected their ideas with the new
information they got from the text. The students became enthusiastic to compare their thoughts each other so that many questions had been raised. Levels of reading
comprehension used in the reading test were literal, interpretative and critical reading. The percentages of each level were 35, 45 and 20.
Having analyzed the data, the researcher found that the using of INSERT strategy significantly affects the students’ achievement in reading analytical
exposition text, since the t-test t-table 4,102,002; df = 58,
= 0,05. The findings shows that the null hypothesis is rejected, so the students’ achievement in reading
analytical exposition text taught by using INSERT strategy is higher than the taught using QAR strategy.
B. Suggestions
Based on the conclusion drawn above, it is suggested to: 1.
English teachers use INSERT Strategy in teaching reading in order to increase their students’ achievement in reading analytical exposition text.
2. Readers who want to develop all information and knowledge and for those who
have interest in doing research relate to INSERT are able to make research in
3. Students use this strategy in reading text. The strategies in INSERT are
able to improve the readers’ their ability in comprehending the text easily and sharing ideas or opinion related to the text.
