THE EFFECT OF USING PREDICT,LOCATE,ADD,NOTE (PLAN) STRATEGY ON THE STUDENTS’ READING COMPREHENSION OF ARGUMENTATIVE TEXTS.

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THE EFFECT OF USING PREDICT,LOCATE,ADD,NOTE

(PLAN) STRATEGY ON THE

STUDENTS’

READING

COMPREHENSION OF ARGUMENTATIVE TEXTS

A THESIS

Submitted to Partial Fulfillment of the Requirements for the degree of Sarjana Pendidikan

By:

MIRA DWI SAMTAMI

REG.NO : 2112121022

ENGLISH LITERATURE DEPARTMENT FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN 2016

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i ABSTRACT

Samtami, Mira Dwi. 2016. The Effect of Using Predict, Locate, Add,Note (PLAN) Strategy on the Students’ Reading Comprehension of Argumentative Texts. A Thesis. Medan: English Education and Literature Department Faculty of Language and Arts. State University of Medan.

This study was aimed at finding out the effect of using Predict,Locate,Add,Note (PLAN) Strategy on the Students’ Reading Comprehension of Argumentative Texts. This study ased the experimental design. The population of this study was the students of SMA Negeri 14 Medan. There were sixty students as the sample of research. This study was conductedwith two randomized group. Namely experimental and control group. The experimental group was taught by Predict,Locate,Add,Note (PLAN) Strategy while control group was taught without Predict,Locate,Add,Note (PLAN) Strategy. The instrument of collecting the data was multiple choice test which consists of 25 items. To obtain the reliability of the test, the researcher used Kuder Richardson (KR-20) formula. The calculation shows the reliability is 0.83 (very high). The data were analyzed by using test. The calculation show that t-observed (6.5) is higher than t-table (2.00) at the evel of significance (x)0.05 with the degree of freedom (df) 58. Therefore, the null hyphothesis (Ho) is rejected and alternative hyphotesis(Ha) is accepted. It means that teaching reading comprehension of argumentative texts by Predict, Locate, Add, Note (Plan) Strategy has more significant effect than teaching reading comprehension of argumentative texts without Predict, Locate, Add, Note (PLAN) Strategy.

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ACKNOWLEDGEMENT

The greatest gratitude is expressed to Allah SWT, the Almighty and Most Beneficial for His Grace, Guidance, Praise, Honor and Mercy that has been given to writer so that she finally accomplishes her thesis entitled “The Effect of Using Predict, Locate, Add, Note (PLAN) Strategy on the Students’ Reading Comprehension of Argumentative Texts”

This thesis is submitted to the English Department, Faculty of Languages and Arts, State University of Medan as a partial fulfillment of the requirements for taking the degree of Sarjana Pendidikan. During the completion of this thesis, the writer realized that she had received a lot of help, and suggestion. Therefore, the writer would like to express her sincerest gratitude to:

 Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan.

 Dr. Isda Pramuniati, M.Hum., the Dean of the Faculty of Languages and Arts, State University of Medan.

 Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department,  Dra.Meisuri, M.A., as the secretary of English Department.

 Nora RonitaDewi,S.S,M.Hum., the head of Englihs Education Study Program.

 Prof. Dr. Berlin Sibarani, M.Pd., her first thesis consultant.  Dr. Anni Holila Pulungan, M. Hum., her second thesis consultant  Drs. Willem Saragih, Dipl, Appl, M. pd., her academic advisor and her

reviewer,

 Prof. Amrin Saragih, M.A, Ph.D., and Dra. Sri Juriati Ownie, M.A., as reviewer

 All the lecturers of English and literature Deparment who have taught, guided, and advised her tough guided, and advised her throughout the academic year.

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 The academic staff, and administrative staff of English Department, for her attention, assistance, and information in completing it

 Sofyan, S.Pd., the headmaster of SMA Negeri 14 Medan

 Her beloved parents, Alm. Syamsul Bahri, and Zubaidah, for their love, pray, support, guidance, and advice during the completion of her study. And thank to her sister Decika Azmy and her husband Syaifuddin Zuhri and youngest brother Tri Apriyogi Bahari who always support, care and love to encourage her to learn and work hard in order to finish her study in English Education Study Program, Faculty of Languages and Arts, State University of Medan.

 Her beloved close friends Chairul Umam Nst, thank you so much for every single smile, laugh, tear, help, struggle that we have passed and for sweet and happy memories we shared together.

 Her beloved friends Dewi Apriliyani and the students of English Department, Ika Nurkasih, Dwika Suci Muliana Pane, Sriertina Siregar, Lismayana Ginting, Nuraini, Putri Srimurnita Bangun for always be there when she needed their support and motivation.

Medan, Maret 2016 The Writer

Mira Dwi Samtami Reg. Number 2112121022

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Pages

ABSTRACT ... .i

TABLE OF CONTENTS ... .ii

LIST OF APPENDICES ... ..iv

LIST OF TABLES ... ..v

CHAPTER I. INTRODUCTION ... 1

A. The Background of the Study ... 1

B. The Problem of the Study ... 4

C. The Objective of the Study ... 4

D. The Scope of the Study ... 4

E. The Significance of the Study ... 5

CHAPTER II. REVIEW OF LITERATURE ... 6

A. Theoretical Framework ... 6

1. The Nature of Reading Comprehension ... 6

a. Definition of Reading Comprehension ... 6

b. Levels of Reading Comprehension ... 7

c. Factor Influencing Comprehension ... 8

2. Argumentative Text ... 9

a. Definiton of Argumentative Text ... 9

b. The Purpose of Argumentative Text ... 10

c. Generic Structure of Argumentative Text ... 10

d. Language Structure of Argumentative Text ... 10

e. Example of Argumentative Text ... 11

3. Predict, Locate, Add, Note (PLAN) Strategy ... 12

a. Nature of PLAN Strategy ... 12

b. The Grand Theory of PLAN ... 13

c. The Effectiveness P.L.A.N Strategy to Facilitate Reading Comprehension ... 15

d. Applying PLAN Strategy in Teaching Reading ... 16

4. Conventional Method... 18

B. Relevant Studies... 19

C. Conceptual Framework ... 20

D. Hypothesis... 21

CHAPTER III. RESEARCH METHOD ... 22

A. Research Design ... .22

B. Population and Sample ... .23

C. The Instrument of Collecting Data ... 23

D. Scoring the Test ... .24

E. The Technique for Collecting Data... 24

F. The Procedure of Research ... 24

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1. Pretest ... 24

2. Treatment ... 26

3. Post - Test ... 27

G. The Validity and Reliability of the Text ... 27

1. Validity of the Test ... 28

2. Reliability of the Test ... 28

H. Homogeneity and Normality of the Text……….29

1. Homogenity of Varience……….29

2. Normality of the Test………..30

I. The Technique of Analyzing Data ... 31

J. Statistical Hypothesis………31

CHAPTER IV. DATA ANALYSIS AND RESEARCH FINDING …… 32

A. Data Description ... .32

B. Data Analysis ... .33

1. Reliability of the Test ... .35

2. Test of Homogeneity of variance……….36

3. Testing Normality……….37

4. Data Analysis by Using t-test Formula. ... .38

C.Testing Hypothesis ………... 39

D.Research Findings………...………….40

E. Discussion ………...41

CHAPTER V. CONCLUSION AND SUGGESTION ………43

A. CONCLUSION ……….... 43

B. SUGGESTION ………. 44

REFERENCES ... .45

APPENDIX ………...………..... 47

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LIST OF APPENDICES

APPENDIX A The Scores of Pre-Test and Post Test of Control Group ··· 47

APPENDIX B The Scores of Pre-Test and Post Test of Experimental Group.. 48

APPENDIX C The Calculation of Reliability ··· 49

APPENDIX D Test for Homogeneity of Varians of Pre-test in Experimental and Control Group ··· 51

APPENDIX E Test for Homogeneity of Varians of Post-test in Experimental and Control Group ··· 53

APPENDIX F Test for Distribution of Frequency of Pre-Test in Experimental Group ··· 55

APPENDIX G Testing Normality ··· 63

APPENDIX H The Calculation of the t-test Control Group ··· 71

APPENDIX I The calculation of t-test for Experimental Group ··· 72

APPENDIX J Table of Distribution Test ··· 73

APPENDIX K Lesson Plan ··· 74

APPENDIX L Reading Comprehesion Test ··· 85

APPENDIX M Answer Key ··· 95 Pages

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vii

LIST OF TABLES

Pages

Table 3.1 Research Design ... 22

Table.3.2 Teaching Procedure in Experimental Group ... 26

Table 3.3 Teaching Procedure in Control Group ... 27

Table 4.1 Students’ Score in Pre-test ... 34

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CHAPTER I INTRODUCTION

A. The Background of the Study

Reading is one of the most important skill in language learning. Reading cannot be separated in studying and learning process in the class. The necessity of reading skill is needed from the basic level until the higher academic level. In reading skill, the students are expected to be knowledgable and familiar with what the teacher has explained in the context. It means that the student are expected to have more skills to explain the content of the text after they comprehend the reading text. That is why the purpose of reading is to get some information from the text. The readers uses knowledge, skill, and strategies to determine what the text meaning is.

Reading texts consist of some kinds of reading text or genre, such as narrative text, recount text, argumentative text, analytical text, descriptive text, etc. In this case, argumentative text becomes one of the important reading text to be learnt, McCann (1989) states argument is an essential instrument for a free society that deliberates about social, political and ethical issues. Despite the importance of comprehending argumentative text, the research indicates that expository or argumentative text are not easily comprehended by students (Chambliss, 1995). There are several reasons that explain this difficulty in comprehending argumentative text. One of the reasons for poor understanding of argumentative text is that often students are not exposed to reading materials that include

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extensive arguments . A second reason is that argumentative text is inherently difficult because unlike narrative text, One reason for this is that narrative texts have a consistent structure--setting, initiating event, internal response, attempt, consequence, and reaction. Argumentative texts may have a variety of structures. Because students in secondary schools as well as in colleges must be able to learn by using expository argumentative texts. Development of these strategies do not occur automatically for the majority of students, they need explicit strategy instruction. thus it is difficult for the students to navigate through the text to figure

out the author’s argument. students have difficulty conceptualizing structural

elements of the argumentative genre. the last reason indicated that typical weaknesses include lack of support for reasons and poor organization.

In reality, Based on the writer observation in SMA Negeri 14 Medan , and founded that from 12 students, 8 students said that argumentative texts is a difficult texts , and they said argumentative texts is too Iong and using immature Ianguage, This indicates that their comrephension in Argumentative still low, they can not comprehend the content of the text, of course they will be difficult to do the task. Finally some of students couldn not pass the passing grade (KKM). According to Kurikulum Tingkat Satuan Pengajaran ( KTSP ) of Senior High School, students are expected to be able to comprehend essay such as in descriptive, narrative, exposition and argumentative form in their daily life context and to access their knowledge. In this study, the writer only focuses on Argumentative text.

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Reading comprehension is the process of making sense of text. One of skill that the students have to be mastered, but actually teaching reading comprehension is not easy task, because many of students bore and most of them became passive in the class when teaching learning process. They do not know what the text wholly is talking about. This situation is caused by sometimes the reading text is too long and the strategy of teaching that is used not suitable with

students’ needed. The teachers still use conventional strategy in teaching. The

teachers distribute the text, ask students to read the whole text by using dictionary and then answer the questions related to the text. These activities are boring and do not motivate students to learn more.

Dowhower (1999) describes three interactive phrases of reading comprehension. The first is Pre-reading, this phrase for the reader activates prior knowledge, the second is Active Reading, this phrase for the readers set a purpose for reading, read silently and self monitor, the last is Post reading, this phrase for the reader recalls information, responds to reading, and extends knowledge. Most of the common study strategy programs incorporate these phrases in the process of comprehension. Finding, Observing, Reading, Connecting and Embracing (F.O.R.C.E.); Predict, Locate, Add, and Note (PLAN); and Know, Want to Know, and Learn (KWL) are strategies that incorporate activating prior knowledge, generating purpose for reading and questioning, monitoring comprehension, and extending information to new knowledge (Andrews, 1997; Caverly, Manderville, & Nicholson, 1995; Hurst, 2001; Mitchell, 1993; Ward & Traweek, 1993).

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Based on the explanation above, among those strategies, PLAN strategy is a great strategy to help readers read informational texts actively and strategycally. PLAN strategy is a four step used to increase comprehension of argumentative texts such as nonfiction and textbooks. It is an excellent strategy to promote study skills and should be taught as part of literacy. It is hoped that using PLAN strategy is a good way of teaching reading comprehension to help the students to make them more active in the class. In other words, by using PLAN strategy in teaching

reading comprehension, it can increase students’ skill in reading comprehension

especially in argumentative texts.

B. The Problem of the Study

Related to the background of the study, the problem of the study is formulated

as the following: “Does The Predict, Locate, Add, Note (PLAN) strategy

significantly affect the students’ reading comprehension?”

C. The Objective of the Study

This study is conduct to investigate the significant effect of using P.L.A.N strategy on the students’ reading comprehension.

D. The Scope of the Study

Reading comprehension is dominantly affected by the strategy that is used. The comprehension in reading process can be reached when the reader knows which strategy that is needed to be used for the text type and understand how to

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use it. Beside the strategy, the level of comprehension that the readers need to be reached is important. There are some kinds of text such as narrative, recount, argumentative, descriptive, expository text and etc. This study focuses on the applying of P.L.A.N strategy on the students’ reading comprehension in argumentative text.

E. The Significances of the Study

The results of the study are expected not only to be the marely data aggregation, but something more advantages theoritically. It can be described as follow:

Theoritically, the result of this study can be a reference for those who are interested in teaching reading argumentative text .

Pratically, the result of this sttudy will be usefull for:

1. The Students; to give them information of reading comprehension strategy which can increase their ability in comprehending text.

2. The teacher; to increase the teaching ability to be more creative in teaching reading comprehension

3. The other researchers; to enlarge the understanding of improving reading skill and provide reference for further study research, especially in reading comprehension.

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43 CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the result of this study, it was found that there was a significant effect of using PLAN (Predict, Locate, Add, Note) strategy on the students’ reading comprehension of argumentative text. The researcher found that the

students’ comprehension taught by using PLAN (Predict, Locate, Add, Note) strategy was higher than the students’ comprehension taught without PLAN

(Predict, Locate, Add, Note) strategy. It was indicated from analyzing the data statistically that the result of calculation of t-observed value 5.83 was higher than t -table (2.00) at the significance level of 0.05, which implied that the Alternative

Hypothesis (Ha) was acceptable.

After analyzing the data, it was found that the students’ score in comprehending argumentative text was significantly affected by using PLAN (Predict, Locate, Add, Note) strategy. The using of PLAN (Predict, Locate, Add, Note) strategy has improved the students’ reading comprehension of argumentative text than by using control group .

As the pre-test and the post-test were done. The students’ scores in experimental group were more secced to pass the minimum standard level than in control group. Therefore, it is concluded that there is a significant effect of Using

PLAN (Predict, Locate, Add, Note) strategy on students’ reading comprehension

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B.Suggestion

The findings of this study have showed that the using of PLAN (Predict, Locate, Add, Note) strategy have improved the students’ comprehension of argumentative text. Based on the conclusion given, the writer suggest that :

1. English teacher should apply PLAN (Predict, Locate, Add, Note) strategy in their teaching learning process so that they can improve their students reading comprehension because this strategy is designed as a way to develop their

active students’ prior knowlegde that related to the reading text. So it is

expected for the students to understand the text easily.

2. students should apply this learning strategy in comprehending a text because it

can stimulate students’ critical thinking when the students relate their

background knowledge with reading text. Therefore, the students will find by using PLAN (Predict, Locate, Add, Note) strategy is easier to comrehend text. 3. The readers who are interested for further study related to this research should

explore the knowledge their understanding about how to improve reading comprehension and search another references.

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REFERENCES

Ary, Donald. 2002. Introduction to Research in Education. Wadsworth: Thomson Learning.

Baling, Charlote.2003. Reading Succes in the Secondary Class room. South Portland: volume 52, number 2,

Barton, Mary Lee and Jordan, Deborah L. 2001.Teaching Reading in Science Colorado.

Bonnie B. Armbruster ,2000. Put Reading First: the Research Building Blocks for Teaching, (Third Edition) USA, National Institute for Literacy.

Caverly, D.C., Mandeville, T.F., & Nicholson, S.A. (1995). PLAN: A study reading strategy for informational text. Journal of Adolescent and Adult Literacy, 39(3),90- 199.retrieved on 2008 from Handboook of Collage Reading and Study Strategy Research.

Chase, Beth Jillian. 2011. An Analysis of the Argumentative Writing Skills of Academically Underprepared College Students. Unpublished Disertation, Columbia University.

Fastilla, 2013. Using Predict Locate Add Notr (PLAN) Strategy in Teaching Reading Report Texts to Senior High School Students.ejournal.unp.ac.id. Vol. 1. No 1:Series C

Jennifer Serravallo.2010. Teaching Reading in Small Group. USA: Heinemann.

Klemp, Ronald and McBride, Bill. 2007. Building Literacy in Social Studies. Amerika: Library of Congres Cataloging-in-Publication Data.

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Morellon, Judi. 2007. Cooloborative Strategies For Teaching Reading Comprehension. Chicago: American Library Association

Seagrave, Lindy J. 2006. Implementation of the PLAN Reading Strategy in a Secondary Science Classroom. Published Thesis of Defiance College. 47

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Simpson, M. L., & Nist, S. L. (2002). Encourag ing active reading at the college level. In C.C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 365–381). New York, NY: Guilford Press.

Tomengowa, Alena (2009) . The Effective of Strategic Reading Instruction for college Developmental Readers . Tranava: Slovak Republik.

Wallace, C. (2001). Reading. In Carter, R & Nunan, D (Eds).The Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University Press.21-17

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