THE EFFECT OF TEAM PAIR SOLO STRATEGY ON STUDENTS ACHIEVEMENT IN READING NARRATIVE TEXT.
THE EFFECT OF TEAM PAIR SOLO STRATEGY ON
STUDENTS’ ACHIEVEMENT IN READING
NARRATIVE TEXT
A THESIS
Submitted to the English Department, Faculty of Languages and Arts,
State University of Medan, in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
DESY FORTIN SOPINDAYA HUTABARAT
2103121010
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ACKNOWLEDGMENT
First of all, the writer would like to express her deepest gratitude to God the
Almighty for his grace, honor and glory who has given His uncountable blessing,
loves, opportunity and strength given to the writer during her study and in
completing this thesis which entitled: The Effect of Team Pair Solo Strategy on
Students’ Achievement in Reading Narrative Text. This thesis is aimed to fulfill
one of the requirements for the degree of Sarjana Pendidikan (S-1) of the English
Department, Faculty of Languages and Arts, State University of Medan
(UNIMED).
In completing this thesis, the writer realized that she faced some problems
and she had received the academic guidance, suggestions, and comments and got
a lot of assistance and moral support from many people. Therefore, the writer
would like to express her gratitude and special thanks to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State
University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages
and Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department.
Dra. Meisuri, MA., the Secretary of English Department, Faculty of
Languagaes and Arts, State University of Medan.
Drs. Willem Saragih, M.Pd., her Thesis Consultant
Prof. Dr. Lince Sihombing, M.Pd., her Academic Advisor
ii
Dr. Anni Holila Pulungan, M. Hum, Drs. Muhammad Natsir,
M.Hum and Juli Rachmadani Hasibuan, M.Hum, her Examiners,
and for All the Lecturers of English Department.
Mam Euis, the administration staff of English Department
Drs. Sofyan, M.Pd., the Headmaster of SMP Negeri 3 Binjai, who
given his permission and opportunities in allowing the writer to do
observation and to collect data.
Yenni Fitri, S.Pd., the English teacher of SMP Negeri 3 Binjai, who
given her assistance, guidance, suggestions and comments in the
process of completing this thesis. And all the teachers and students at
the school for the good cooperation.
L. Hutabarat and D. Tampubolon, S.Th, her beloved parents for
never giving up on her and for their tireless pray and love. The
writer’s special gratitude also goes to her lovely brothers and sister,
Abed Nego Hutabarat, Christien Sri Dwi Jayanti Hutabarat, Amd
and Anggi Josafat Hutabarat and all her families for their endless
love, pray, inspiration, motivation, mental and everything that they
have given to the writer.
(D’Clique Five), Detha Sari Anjani Sinulingga. S.Pd, Fitri Agnes
Marsella Rumahorbo. S.Pd, Rawiyah Damanik and Poppy
Priscilia Marbun for the support, assistance and togetherness in the
process of completing this thesis, also her friends in Reguler Dik. B’
iii
2010, her great class for the love and togetherness throughout four
years.
(LTD), Eka Lasmarito Simamora, S.Pd and Kartika Sari Dewi
Sinaga, S.Pd for their tireless pray, support and motivation also for
her friends in PPLT SMPN 1 Selesai for many experiencies and
togetherness.
Keping, Boreg and Siska for their helping, praying, motivating, and
supporting.
And the last, finally a million thanks to all those who have given
endless contribution in the process of completing this thesis.
The writer realizes that this thesis still has the paucity, she conveniently
welcomes any suggestions, comments, critics, and advices that will improve the
quality of this thesis. She hopes that this thesis would be useful for those who are
read and interested in the field of this study.
Medan,
Januari 2015
The writer,
Desy Fortin Sopindaya Hutabarat
Reg. No. 2103121010
iv
ABSTRACT
Hutabarat, Desy Fortin Sopindaya. 2103121010. The Effect of Team Pair Solo
Strategy On Students’ Achievement in Reading Narrative Text. A Thesis.
Faculty of Languages and Arts. State University of Medan. 2014.
This study deals with the effect of team pair solo strategy on students’
achievement in reading narrative text. The objective of the study is to find out
whether Team Pair Solo Strategy significantly affects the students’ achievement
in reading narrative text. It was an experimental research. The subject of the study
was students of Grade VIII IN SMP Negeri 3 Binjai. The sample was divided into
two groups. The Experimental group was taught by applying Team Pair Solo
Strategy, while the control group was taught by applying conventional method. To
obtain the reliability of the test, the writer applied Kuder Richardson 21 formula.
The result of the reliability was 0.21. The data were analyzed by using t-test
formula. The analysis showed that t-observed value 4,33 > t-table value 2.00 at α
= 0.05 with df = 58. The findings indicate that using Team Pair Solo Strategy
significantly affected the students’ reading comprehension.
Keyword: Team Pair Solo Strategy , Reading Narrative Text.
i
TABLE OF CONTENTS
Pages
ABSTRACT ............................................................................................................ i
ACKNOWLEDGMENT ...................................................................................... ii
TABLE OF CONTENTS ................................................................................. iv
LIST OF TABLES ............................................................................................. viii
LIST OF APPENDICES ..................................................................................... ix
CHAPTER I. INTRODUCTION
.................................................................. 1
A. The Background of the Study ................................................................. 1
B. The Problem of the Study ....................................................................... 5
C. The Scope of the Study ..............................................................................5
D. The Objective of the Study ....................................................................... 5
E. The Signifinant of the Study .................................................................... 6
CHAPTER II. REVIEW OF LITERATURE ................................................. 7
A. Theoretical Framework ..............................................................................7
1.
Reading ...............................................................................................7
2.
Reading Comprehension .....................................................................8
3.
Level of Comprehension...................................................................12
a. Literal Comprehension ...............................................................12
b. Inferential Comprehension .........................................................13
c. Critical Comprehension ..............................................................14
iv
d. Creative Comprehension.............................................................15
4.
Genre of Reading ..............................................................................16
5.
Narrative Text ...................................................................................16
a. The Purpose of Narrative Text....................................................17
b. The Grammatical Features ..........................................................17
c. The Generic Structure .................................................................18
6.
Assessment of Reading Comprehension .........................................19
7.
Team Pair Solo Strategy ...................................................................20
8.
Procedure of Using Team Pair Solo Strategy ...................................22
a. Team..............................................................................................22
b. Pair ................................................................................................23
c. Solo ...............................................................................................23
9. The Advantages and Disadvantages of Using Team Pair Solo
Strategy .............................................................................................24
B. Relevant of Study.....................................................................................24
C. Conceptual Framework ............................................................................27
D. Hypothesis................................................................................................28
CHAPTER III. RESEARCH METHODOLOGY .........................................29
A. Research Design ..................................................................................... 29
B. Subject of the Study .................................................................................30
1. Population ..........................................................................................30
2. Sample................................................................................................31
v
3. Technique of Sampling ......................................................................31
C. Variable ...................................................................................................31
1. Dependent Variable ...........................................................................32
2. Independent Variable .........................................................................32
D. Instrument of the Research ......................................................................32
1. Pre-Test .............................................................................................33
2. Treatment ..........................................................................................33
3. Post-Test............................................................................................35
E. Scoring System ........................................................................................35
F. The Validity and Reliability of the Test ..................................................35
1. Validity of the Test ............................................................................35
2. Reliability of the Test.........................................................................36
3. Level of Difficult ...............................................................................37
4. Discriminating Power ........................................................................38
G. Technique of Data Analysis .....................................................................38
CHAPTER IV. THE DATA AND DATA ANALYSIS .....................................40
A. Data .........................................................................................................40
B. Data Analysis ..........................................................................................41
1. Testing Reliability of the test ............................................................41
2. Analyzing the data using t-test ..........................................................42
C. Testing Hypothesis ..................................................................................44
D. Research Finding.....................................................................................44
vi
CHAPTER V. CONCLUSION AND SUGGESTIONS ....................................45
A. Conclusion ..............................................................................................45
B. Suggestions .............................................................................................45
REFERENCES ................................................................................................... 47
APPENDICES ......................................................................................................49
vii
LIST OF TABLES
Pages
Table 1.1
Students score in Reading Comprehension in Narrative Test………..3
Table 3.1
Experimental Research Design……………………………………...29
Table 3.2
Scenario of Treatment for Experimental Group………………….…34
Table 3.3
Table of Specification……………………………………………….36
viii
LIST OF APPENDICES
Pages
Appendix A
The Score of Pre-Test and Post-Test by the Students of
Experimental Group ........................................................
Appendix B
47
The Score of Pre-Test and Post-Test by the Students of
Control Group ..................................................................
48
Appendix C
The Reliability of the Test ...............................................
49
Appendix D
The Calculation of t-test for Experimental and
Control Group ..................................................................
51
Appendix E
Table of Distribution t .....................................................
55
Appendix F
Sample of Lesson Plan ....................................................
56
Appendix G
Reading Comprehension Test for Experimental and
Appendix H
Control Group ..................................................................
62
Answer Sheet ..................................................................
70
viii
CHAPTER I
INTRODUCTION
A.
The Background of the Study
In studying English, there are four skills that will be learned that are
speaking, listening, writing and reading. The four elements are mutually
supportive and have a relationship each other. The ability to read is one of the
most important thing in learning English because by reading we will be able to
improve science, will obtain the latest information from the kit discourse
punctuation and it can develop our memory, comprehension, and more knowledge
for example when the people study textbook, article, short story, and even a novel.
This statement is related to Ellen (2008) state that Reading is very important part
of our lives. Reading is an activity with a purpose. Someone may read for many
reasons, for instance to gain information and exiting knowledge, or in order to
critique a writer’s ideas or writing style.
Reading is a process of recognition or interpretation of written materials
and it ideals with the language form. Sheng (2001) stated that reading is a process
of communication from the writer to the reader. It involves letters, words, phrases,
and clauses. Through reading, people can increase our experience, develop new
concept, solve our problem, study how the words are used, how to implement the
grammatical rules, and get many knowledge. And according to Patel and Jain
(2008:113), reading is an active process which consist of recognition and
1
2
comprehension skill, an important skill activity in life with which one can update
his/her knowledge, and important tool for academic success.
One of the pillars of the act of reading is reading comprehension. Reading
comprehension is not just reading with a loud voice but reading is established to
understand the meaning of word, sentences, and paragraph sense relationship
among ideas as it is. If a student just reads loudly but can’t understand the content
of the text, it means that he fails in comprehending passage (Simanjuntak 1998).
It is true since, based on the researcher’s observation most of the students
in SMP Negeri 3 Binjai were not able to read and comprehend the text, although
the English teacher had already taught material to students. In addition, the
researcher also looked at the English teacher teaching by lecture, and then asked
the students to read text individually and answer the questions, although the
students do not know what they have read. These activities do not give any
opportunities to improve students’ knowledge. It also cannot give more
contribution to students in understanding reading comprehension. In this case,
most students still find difficulties to comprehend a reading text. As consequences,
learning reading comprehension make them bored.
According to the Educational
Unit-Oriented Curriculum (Kurikulum
Tingkat Satuan Pendidikan: KTSP), there are many kinds of text that should be
learned by the students of Junior High School such as, narrative, report, recount,
procedure, explanation, and so forth. Based on the KTSP, narrative text is one of
the genres that should be achieved by the students in grade eighth. Narrative text
3
is a suitable genre to tell the activity in the past which has functions to amuse the
reader and frequently gives moral lesson (Pardiono, 2007:94).
In fact, based on the writer observation in the eighth grade of SMP Negeri 3
Binjai, the writer found the data of reading comprehension in narrative test from
the first semester in academic year 2013/2014 from the English teacher. She said
that many students could not pass the Minimal Completeness Criterion
(KriteriaKetuntasan Minimal) applied in the school, which is 73 in English
subject. The data can be seen as follows:
Table 1.1 Students score in reading comprehension in narrative test
Class
Score
VIII-1
STUDENTS’ ACHIEVEMENT IN READING
NARRATIVE TEXT
A THESIS
Submitted to the English Department, Faculty of Languages and Arts,
State University of Medan, in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
DESY FORTIN SOPINDAYA HUTABARAT
2103121010
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ACKNOWLEDGMENT
First of all, the writer would like to express her deepest gratitude to God the
Almighty for his grace, honor and glory who has given His uncountable blessing,
loves, opportunity and strength given to the writer during her study and in
completing this thesis which entitled: The Effect of Team Pair Solo Strategy on
Students’ Achievement in Reading Narrative Text. This thesis is aimed to fulfill
one of the requirements for the degree of Sarjana Pendidikan (S-1) of the English
Department, Faculty of Languages and Arts, State University of Medan
(UNIMED).
In completing this thesis, the writer realized that she faced some problems
and she had received the academic guidance, suggestions, and comments and got
a lot of assistance and moral support from many people. Therefore, the writer
would like to express her gratitude and special thanks to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State
University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages
and Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department.
Dra. Meisuri, MA., the Secretary of English Department, Faculty of
Languagaes and Arts, State University of Medan.
Drs. Willem Saragih, M.Pd., her Thesis Consultant
Prof. Dr. Lince Sihombing, M.Pd., her Academic Advisor
ii
Dr. Anni Holila Pulungan, M. Hum, Drs. Muhammad Natsir,
M.Hum and Juli Rachmadani Hasibuan, M.Hum, her Examiners,
and for All the Lecturers of English Department.
Mam Euis, the administration staff of English Department
Drs. Sofyan, M.Pd., the Headmaster of SMP Negeri 3 Binjai, who
given his permission and opportunities in allowing the writer to do
observation and to collect data.
Yenni Fitri, S.Pd., the English teacher of SMP Negeri 3 Binjai, who
given her assistance, guidance, suggestions and comments in the
process of completing this thesis. And all the teachers and students at
the school for the good cooperation.
L. Hutabarat and D. Tampubolon, S.Th, her beloved parents for
never giving up on her and for their tireless pray and love. The
writer’s special gratitude also goes to her lovely brothers and sister,
Abed Nego Hutabarat, Christien Sri Dwi Jayanti Hutabarat, Amd
and Anggi Josafat Hutabarat and all her families for their endless
love, pray, inspiration, motivation, mental and everything that they
have given to the writer.
(D’Clique Five), Detha Sari Anjani Sinulingga. S.Pd, Fitri Agnes
Marsella Rumahorbo. S.Pd, Rawiyah Damanik and Poppy
Priscilia Marbun for the support, assistance and togetherness in the
process of completing this thesis, also her friends in Reguler Dik. B’
iii
2010, her great class for the love and togetherness throughout four
years.
(LTD), Eka Lasmarito Simamora, S.Pd and Kartika Sari Dewi
Sinaga, S.Pd for their tireless pray, support and motivation also for
her friends in PPLT SMPN 1 Selesai for many experiencies and
togetherness.
Keping, Boreg and Siska for their helping, praying, motivating, and
supporting.
And the last, finally a million thanks to all those who have given
endless contribution in the process of completing this thesis.
The writer realizes that this thesis still has the paucity, she conveniently
welcomes any suggestions, comments, critics, and advices that will improve the
quality of this thesis. She hopes that this thesis would be useful for those who are
read and interested in the field of this study.
Medan,
Januari 2015
The writer,
Desy Fortin Sopindaya Hutabarat
Reg. No. 2103121010
iv
ABSTRACT
Hutabarat, Desy Fortin Sopindaya. 2103121010. The Effect of Team Pair Solo
Strategy On Students’ Achievement in Reading Narrative Text. A Thesis.
Faculty of Languages and Arts. State University of Medan. 2014.
This study deals with the effect of team pair solo strategy on students’
achievement in reading narrative text. The objective of the study is to find out
whether Team Pair Solo Strategy significantly affects the students’ achievement
in reading narrative text. It was an experimental research. The subject of the study
was students of Grade VIII IN SMP Negeri 3 Binjai. The sample was divided into
two groups. The Experimental group was taught by applying Team Pair Solo
Strategy, while the control group was taught by applying conventional method. To
obtain the reliability of the test, the writer applied Kuder Richardson 21 formula.
The result of the reliability was 0.21. The data were analyzed by using t-test
formula. The analysis showed that t-observed value 4,33 > t-table value 2.00 at α
= 0.05 with df = 58. The findings indicate that using Team Pair Solo Strategy
significantly affected the students’ reading comprehension.
Keyword: Team Pair Solo Strategy , Reading Narrative Text.
i
TABLE OF CONTENTS
Pages
ABSTRACT ............................................................................................................ i
ACKNOWLEDGMENT ...................................................................................... ii
TABLE OF CONTENTS ................................................................................. iv
LIST OF TABLES ............................................................................................. viii
LIST OF APPENDICES ..................................................................................... ix
CHAPTER I. INTRODUCTION
.................................................................. 1
A. The Background of the Study ................................................................. 1
B. The Problem of the Study ....................................................................... 5
C. The Scope of the Study ..............................................................................5
D. The Objective of the Study ....................................................................... 5
E. The Signifinant of the Study .................................................................... 6
CHAPTER II. REVIEW OF LITERATURE ................................................. 7
A. Theoretical Framework ..............................................................................7
1.
Reading ...............................................................................................7
2.
Reading Comprehension .....................................................................8
3.
Level of Comprehension...................................................................12
a. Literal Comprehension ...............................................................12
b. Inferential Comprehension .........................................................13
c. Critical Comprehension ..............................................................14
iv
d. Creative Comprehension.............................................................15
4.
Genre of Reading ..............................................................................16
5.
Narrative Text ...................................................................................16
a. The Purpose of Narrative Text....................................................17
b. The Grammatical Features ..........................................................17
c. The Generic Structure .................................................................18
6.
Assessment of Reading Comprehension .........................................19
7.
Team Pair Solo Strategy ...................................................................20
8.
Procedure of Using Team Pair Solo Strategy ...................................22
a. Team..............................................................................................22
b. Pair ................................................................................................23
c. Solo ...............................................................................................23
9. The Advantages and Disadvantages of Using Team Pair Solo
Strategy .............................................................................................24
B. Relevant of Study.....................................................................................24
C. Conceptual Framework ............................................................................27
D. Hypothesis................................................................................................28
CHAPTER III. RESEARCH METHODOLOGY .........................................29
A. Research Design ..................................................................................... 29
B. Subject of the Study .................................................................................30
1. Population ..........................................................................................30
2. Sample................................................................................................31
v
3. Technique of Sampling ......................................................................31
C. Variable ...................................................................................................31
1. Dependent Variable ...........................................................................32
2. Independent Variable .........................................................................32
D. Instrument of the Research ......................................................................32
1. Pre-Test .............................................................................................33
2. Treatment ..........................................................................................33
3. Post-Test............................................................................................35
E. Scoring System ........................................................................................35
F. The Validity and Reliability of the Test ..................................................35
1. Validity of the Test ............................................................................35
2. Reliability of the Test.........................................................................36
3. Level of Difficult ...............................................................................37
4. Discriminating Power ........................................................................38
G. Technique of Data Analysis .....................................................................38
CHAPTER IV. THE DATA AND DATA ANALYSIS .....................................40
A. Data .........................................................................................................40
B. Data Analysis ..........................................................................................41
1. Testing Reliability of the test ............................................................41
2. Analyzing the data using t-test ..........................................................42
C. Testing Hypothesis ..................................................................................44
D. Research Finding.....................................................................................44
vi
CHAPTER V. CONCLUSION AND SUGGESTIONS ....................................45
A. Conclusion ..............................................................................................45
B. Suggestions .............................................................................................45
REFERENCES ................................................................................................... 47
APPENDICES ......................................................................................................49
vii
LIST OF TABLES
Pages
Table 1.1
Students score in Reading Comprehension in Narrative Test………..3
Table 3.1
Experimental Research Design……………………………………...29
Table 3.2
Scenario of Treatment for Experimental Group………………….…34
Table 3.3
Table of Specification……………………………………………….36
viii
LIST OF APPENDICES
Pages
Appendix A
The Score of Pre-Test and Post-Test by the Students of
Experimental Group ........................................................
Appendix B
47
The Score of Pre-Test and Post-Test by the Students of
Control Group ..................................................................
48
Appendix C
The Reliability of the Test ...............................................
49
Appendix D
The Calculation of t-test for Experimental and
Control Group ..................................................................
51
Appendix E
Table of Distribution t .....................................................
55
Appendix F
Sample of Lesson Plan ....................................................
56
Appendix G
Reading Comprehension Test for Experimental and
Appendix H
Control Group ..................................................................
62
Answer Sheet ..................................................................
70
viii
CHAPTER I
INTRODUCTION
A.
The Background of the Study
In studying English, there are four skills that will be learned that are
speaking, listening, writing and reading. The four elements are mutually
supportive and have a relationship each other. The ability to read is one of the
most important thing in learning English because by reading we will be able to
improve science, will obtain the latest information from the kit discourse
punctuation and it can develop our memory, comprehension, and more knowledge
for example when the people study textbook, article, short story, and even a novel.
This statement is related to Ellen (2008) state that Reading is very important part
of our lives. Reading is an activity with a purpose. Someone may read for many
reasons, for instance to gain information and exiting knowledge, or in order to
critique a writer’s ideas or writing style.
Reading is a process of recognition or interpretation of written materials
and it ideals with the language form. Sheng (2001) stated that reading is a process
of communication from the writer to the reader. It involves letters, words, phrases,
and clauses. Through reading, people can increase our experience, develop new
concept, solve our problem, study how the words are used, how to implement the
grammatical rules, and get many knowledge. And according to Patel and Jain
(2008:113), reading is an active process which consist of recognition and
1
2
comprehension skill, an important skill activity in life with which one can update
his/her knowledge, and important tool for academic success.
One of the pillars of the act of reading is reading comprehension. Reading
comprehension is not just reading with a loud voice but reading is established to
understand the meaning of word, sentences, and paragraph sense relationship
among ideas as it is. If a student just reads loudly but can’t understand the content
of the text, it means that he fails in comprehending passage (Simanjuntak 1998).
It is true since, based on the researcher’s observation most of the students
in SMP Negeri 3 Binjai were not able to read and comprehend the text, although
the English teacher had already taught material to students. In addition, the
researcher also looked at the English teacher teaching by lecture, and then asked
the students to read text individually and answer the questions, although the
students do not know what they have read. These activities do not give any
opportunities to improve students’ knowledge. It also cannot give more
contribution to students in understanding reading comprehension. In this case,
most students still find difficulties to comprehend a reading text. As consequences,
learning reading comprehension make them bored.
According to the Educational
Unit-Oriented Curriculum (Kurikulum
Tingkat Satuan Pendidikan: KTSP), there are many kinds of text that should be
learned by the students of Junior High School such as, narrative, report, recount,
procedure, explanation, and so forth. Based on the KTSP, narrative text is one of
the genres that should be achieved by the students in grade eighth. Narrative text
3
is a suitable genre to tell the activity in the past which has functions to amuse the
reader and frequently gives moral lesson (Pardiono, 2007:94).
In fact, based on the writer observation in the eighth grade of SMP Negeri 3
Binjai, the writer found the data of reading comprehension in narrative test from
the first semester in academic year 2013/2014 from the English teacher. She said
that many students could not pass the Minimal Completeness Criterion
(KriteriaKetuntasan Minimal) applied in the school, which is 73 in English
subject. The data can be seen as follows:
Table 1.1 Students score in reading comprehension in narrative test
Class
Score
VIII-1