THE EFFECT OF THREE-PHASE TECHNIQUE ON STUDENTS’ READING COMPREHENSION ACHIEVEMENT IN NARRATIVE TEXT.

THE EFFECT OF THREE-PHASE TECHNIQUE ON STUDENTS’
READING COMPREHENSION ACHIEVEMENT IN NARRATIVE
TEXT

A THESIS

Submitted to Partial of the Requirements for the Degree of
Sarjana Pendidikan
By:
SOSA IRZAYULIANA
Registration Number: 2101121045

ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGE AND ARTS
STATE UNIVERSITY OF MEDAN
2015

ABSTRACT

Irzayuliana, Sosa. NIM 2101121045. The Effect of Three Phase Technique on
the Students’ Reading Comprehension Achievement in Narrative text. A Thesis.

English Department. Faculty of Language and Arts. State University of
Medan (UNIMED). 2015.
This study attempts to investigate the effect of applying the Three Phase
Technique on the students’ reading comprehension achievement in narrative text.
It was conducted by using experimental research design. The population of this
research was the second year of science students of SMA NEGERI 2
TAKENGON. The samples of the research were two classes which consisted of
experimental and control group which were chosen by using clustering technique.
60 students were taken as the samples in each class. The experimental group was
taught by using Three Phase Technique, while the control group was taught
without using Three Phase Technique. The data were analyzed by using t-test
formula, it was obtained that the reliability of the test was 0.77(high). The
calculation showed that t-observed (3.55) was higher than t-table (2.001) at the
level of significance (α) 0.05 with the degree of freedom (df) 58.The result of this
study showed that Three Phase Technique had a significant effect on students’
Reading Comprehension achievement.
Key words: Three Phase Technique, Reading Comprehension

i

ACKNOWLEDGEMENT

First of all, the writer would like to thank to the Almighty Allah
SubhanahuWata’ala, the writer is able to accomplish her thesis on the title “The
Effect of Three Phase Technique on Students’ Reading Comprehension
Achievement in Narrative Text in SMA Negeri 2 Takengon” as the fulfillment of
the requirements for the degree of SarjanaPendidikan at the English Department,
Faculty of Languages and Arts, State University of Medan.
In the process of accomplishing this Thesis, many people have shown their
care and assistance, therefore, the writer would like to express his gratitude and
special thanks to:


Prof. Dr. IbnuHajarDamanik, M.Si.,the Rector of State University of
Medan.



Dr. IsdaPramuniati, M.Hum.,the Dean of Faculty of Languages and Arts
and Vice Dean I, II, and III and all administrative staffs.



Prof. Dr. Hj. Sumarsih, M.Pd.,the Head of English and Literature
Department; Dra. Meisuri, M.A., Secretary of English and Literature
Department and her Thesis Examiner; Dra. MasitowarniSiregar, M.Ed.,
Head of English Education Study Program and her Thesis Consultant;Dra.
Rahmah, M.Hum. Head of English Literature Study Program.



Prof. Dr. Berlin Sibarani, M.Pd., herAcademic Consultant and also
Thesis Examiner, and Prof. Dr. BusminGurning, M.Pd.the Thesis
Examiner, the writer is also very grateful to all Lecturers who have taught,
guided, and advised her throughout the academic years.



Mam Eis, Endah, Indri, and Mr. Pantes as the administration staffs of
English and Literature Department who always helped the writer during

her academic year.



SrieHidanah, S.Pd,the Headmaster of SMA Negeri 2 Takengonfor
allowing her to conduct the research in the school. She also would like to
convey

her

gratitude

to

ii

English

Teacher,

Maridah,

S.Pd.,ApriantiLubisS.Pd., and Mr. Sardam, S.Pd. the English teachers
for their assistance and guidance during the research.


Her beloved parents, MunawarKazet, and MaslianaS.Pd., for their love,
pray, support, guidance, and advices during the completion of her study.
Hopefully, this could make them smile and happy. Her eldest brother
Irzalian Tamara S.T., and her youngest sister Rima PurnalaRosyi, for
their love, support and motivation, hopefully they would be successful.



All her best friends, Nurfitriani Padang,Karmila Sari Ritonga,
ArsiZahiri and TrilizaPratiwi, 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.



All her classmates in Regular B 2010 who cannot be mentioned one by
one that conquered the lectures and shared knowledge, ideas, and bittersweet of campus life together and have been cooperatively in supporting
the writer during her academic years.

Medan, Maret 2015
The writer,

Sosa Irzayuliana
2101121045

iii

TABLE OF CONTENT
ABSTRACT ...........................................................................................

i

ACKNOWLEDGEMENT ....................................................................

ii

TABLE OF CONTENTS…………………………………………......

iv

LIST OF TABLES……………………………………………… ........

vi

LIST OF APPENDICES………………………………………. .........

vii

CHAPTER 1: INTRODUCTION
A. The Background of Study .........................................................
B. The Problem of Study……………………………… ...............
C. The Scope of Study…………………………………. ..............
D. The Objectives of Study……………………………................
E. The Significant of Study…………………………… ...............

CHAPTER II: THE REVIEW OF LITERATURE
A. Theoretical Framework……………………………….. ...........
1. Students’ Achievement in Reading Comprehension…… .
2. Reading Comprehension……………………………… ....
3. Level of Comprehension……………………………… ....
a. Literal Comprehension…………………………. .......
b. Inferential Comprehension…………………….. ........
c. Critical or Applied Comprehension……………. ........
d. Creative Comprehension………………………..........
4. The Assessment of Reading Comprehension…………….
5. Narrative……………………………………………… ....
a. Definition of Narrative Text…………………... .........
b. The Generic Structure of Narrative Text…….… ........
c. Language Feature……………………………… .........
d. Social Function………………………………… ........
e. Example of Narrative Text…………………….. ........
6. Teaching Method……………………………………… ...
7. Lecture Method………………………………………... ...
a. Advantages…………………………………………...
b. Disadvantages……………………………………... ...

c. Alternative to the Lecture Method……………….. .....
8. Technique of Teaching………………………………… ...
9. Three Phase Technique………………………………. .....
a. The Purpose of Three Phase Technique………….. ....
b. Three Phase of Teaching…………………………......
c. The Advantages And The Disadvantages of
Three Phase Technique…………………………..... ...
B. Relevant Studies……………………………………………....

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C. Conceptual Framework………………………………... ..........
D. Hypothesis………………………………………………….....
CHAPTER III: RESEARCH METHODOLOGY
A. Research Design………………………………………............
B. Population and Sample……………………………….. ...........
C. Instrument Collecting Data……………………………… .......
D. The Scoring System……………………………………….. ....
E.
Teaching Procedure……………………………………. .........
1. Pre-test.…………………………………………… ..........
2. Teaching Presentation……………………………… ........
3. Post-test…………………………………………….. ........
F.
Validity and Reliability of The Test…………………… .........
a. The Validity of The Test…………………………….
b. The Reliability of The Test………………………….
G. Technique of Analyzing Data…….…………………… ..........
H. Statistical Hypothesis………………………………… ............
CHAPTER IV: DATA ANALYSIS AND RESEARCH FINDING...
A. Description of Data……………………………………….. .....
B. Data Analysis……………………………………….. ..............
1. The Testing Reliability of The Test……………………. ..
2. Analyzing The Data Using t- Test Formula……………...
C. Testing Hypothesis…………………………………………....
D. Discussion…………………………………………………. ....
CHAPTER V: CONCLUSION AND SUGGESTION…………. ......
A. Conclusion……………………………………………….. ......
B. Suggestion………………………………………………. ........
REFERENCES………………………………………………….. ........
APPENDICES………………………………………………….. .........

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LIST OF TABLE

Table

Page

Table 1.1 The Mean of Students’ Ability in Reading from Second
Grade of SmaNegeri 2Takengon…………………….………….. .2
Table 2.1 Generic structure of Narrative text…………………….................12
Table 3.1 Randomized groups Pre-test and Post-test design………..............28
Table.3.2 Table of Specification……………………………………………..30
Table 3.3 Treatment Procedure………...……………………………...……..31
Table 4.1 The score of Pre-test and Post-test (Experimental Group)………..35
Table 4.2 The Score of Pre-test and Post-test (Control Group)………...........36

vi

LIST OF APPENDICES

Page
A. Appendix A ...................................................................................... 45
1. The List of Score Pre-test and Post-test by Experimental Group.45
2. The List of Score Pre-test and Post-test by Control Group……..46
II. Appendix B ....................................................................................... .47
1. The Calculation of The Reliability.............................................. .47
III. Appendix C ..................................................................................... .50
1. Experimental Group .................................................................... .50
2. Control Group ............................................................................. .51
IV. Appendix D ...................................................................................... .54
1. Lesson Plan of Experimental Group ........................................... .54
2. Lesson Plan of Control Group..................................................... .71
V. Appendix E ....................................................................................... .86
1. Test for Experimental and Control Group .................................... .86
VI. Appendix F ...................................................................................... .98
1. The Key Answer of The Test ...................................................... .98

vii

CHAPTER I
INTRODUCTION

A. Background of study
Language is very important for human life. We use language to convey our
ideas, feeling and thought to the listener or to other people. English as foreign
language consist of four skills that should be achieved by the students who learn
English namely listening, speaking, reading and writing. In foreign language
learning, reading is one of important skill to be taught to the students because
through reading they can get information from the text that can improve their
knowledge. Grobe and Stoller (2002: 9) state that reading is the ability to draw
meaning from the printed page and interpret the information appropriately.
The main purpose of reading text is comprehension of getting meaning of the
text. Comprehension is the understanding and interpretation of what is read. To be
able to accurately understand written material, students need to be able to
understand what they read, make connections between what they read and what
they already know,and think deeply about what they have read. Readers who have
strong comprehension are able to draw conclusions about what they read – what is
important, what is a fact, what caused an event to happen, or which characters are
funny. Thus, comprehension involves combining reading with thinking and
reasoning. By reading, reader will gain much more information.
In teaching reading, most of students cannot comprehend English text well
and get the information from the text. This means that the more words on a higher

grade level, the more difficult for reader to comprehend the material is likely to
be. The length of the sentences also become reason makes students did not have
good motivation to read since research has consistently shown that longer and
more complex sentences within a passage are more difficult for most readers to
comprehend than shorter, simpler sentences.
Based on SMA Negeri 2 Takengon had minimum mastery criteria of English
subject was 70. From the KKM above the score was very high for many students.
Because we found that the students had difficult to comprehend a text based on
the genre. It could be shown from the mean of student’s reading ability in table
below.
Table 1. The mean of students’ ability in reading taken from second grade of
SMA NEGERI 2 TAKENGON
Semester

Means of students’ ability in language skill

I

Reading
60

Speaking
64

II

65

68

Listening
63
65

Writing
65
69

Based on the preliminary observation has been done at SMA NEGERI 2
TAKENGON, by asking the English teacher about the students’ achievement in
reading especially narrative text. The teacher said that most of the students have
difficulties to comprehend a text when they read and still low ability in
comprehension. Many of students couldn’t exceed the minimum criteria (KKM)
apply in the school. The minimum competence criterion of English in the school
was 70 meanwhile the scores of the students are lower when the researcher

observed two English teachers who teach grade XI, they agree with the opinion
that researcher asked. From the data that the researcher got from them, there were
more than 70% of students who couldn’t comprehend especially narrative text. It
can be seen from their mean of score in last semester. Their mean of score is
65.Considering the condition above, the most important thing to carry out in
English teaching that the teacher has to be able to use a new strategy and model of
teaching activity become the students active, interest, and comprehends about the
main point of reading text. Rasmujiatun (2007) found that Three Phase tecniques
can improve reading in A study on the effectiveness of three phase technique in
teaching

reading

comprehension

for

seventh

grade.

Fromprevious

researchesshowedthat thethree phase technique canimprove students' reading
comprehension.The writer interesting to apply the same technique to improve the
students’ ability in reading uses three phase tecniques in narrative text.
In addition previous researches had done by Setiyaningsih (2013) the use
of three phase technique to improve students’ participation and reading
comprehension in narrative text. From the result of the research theoretically and
empirically that using three phase technique on students reading comprehension in
narrative. Ruth (2002) found that the teacher can use the Three Phase as teaching
reading comprehension and the students can be easier and active in learning
narrative text.
From the previous explanation, the researcher was interested in conducting
a research on “The effect of Three Phase technique on students’ reading
comprehension achievement in narrative text”.

B. The problem of study
Based on the background of the study, the research problem of the study is
formulated as the following:”is students’ achievement in reading narrative text
taught by appalying Three Phase Technique higher than that taught by applying
Lecture Method?”
C. The Scope of the Study
There are many types of reading introduced in Senior High School. This
study was limited on narrative text. The study was focused on the effect of Three
Phase techniqueon students’ reading comprehension achievement in narrative text
by applying in XI IPA 3 class SMA Negeri 2 Takengon.
D. The objective of study
The objective of this study was to find out a significant effect of using
Three Phase technique on students’ reading comprehensionachievement in
narrative text than using Lecture Method.
E. The significance of the study
The result of the study was expected to give contribution to the teaching of
reading for students and exactly the aim of education can be achieved as well,
especially in reading text. The significances of the study can be described as
follows:
1. English teachers, as information in teaching narrative through three phase
technique.
2. The students to improve their reading comprehension achievement by
using three phase technique

CHAPTER V
CONCLUSION AND SUGGESTIONS

A. Conclusion
After analyzing the data, it was concluded that there was significant effect
of teaching reading by Three Phase Technique on students’ reading
comprehension achievement. The score of the students who were taught by Three
Phase Technique was higher than the score of students who were taught without
applying Three Phase Technique. It was proved by the result of t-test. The result
of the t-observed 3.55 is higher than t- table 2.001 at the significant level of 0.05
so Tree Phase technique gave the mean score is higher than the other students who
weren’t taught by it.
B. Suggestions
As the result of the study, it is suggested that:
1. The English teacher applies Three Phase technique on students’ ability
in reading narrative text by giving much exercise to the students. So
they can improve their ability in learning reading.
2. The students should be more active and cooperative when they learn
about a text by using three phase technique because it will help them
become more independent readers.

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