Examiner Committee References Inference Vocabulary

ADMITTED BY

1. Examiner Committee

Chairperson : Dra. Editha Gloria Simanjuntak ……………… Examiner : Dra. Rosita Simbolon P., M.A. ……………… Secretary : Budi Kadaryanto, S.Pd., M.A. ………………

2. The Dean of Teacher Training and Education Faculty

Dr. H. Bujang Rahman, M.Si. NIP 19600315 198503 1 003 Graduated on: 22 nd February 2012 DEDICATION I would like to dedicate this paper to: My beloved parents: Lukman Ludin and Nurleli My beloved brother and sister: Edo Rodolphi and Neshia Alfi Syahara My best friend ever: Darul Hidayat My almamater, University of Lampung Research Title : INCREASING STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION OF RECOUNT TEXT THROUGH SQ4R STRATEGY AT THE SECOND YEAR OF SMPN 5 BANDAR LAMPUNG Student’s Name : OLLA REFILDHA Student’s Number : 0613042044 Department : Language and Arts Education Study Program : English Education Faculty : Teacher Training and Education Faculty APPROVED BY Advisory Committee Advisor I Advisor II Dra. Edhita Gloria Simanjuntak Budi Kadaryanto,S.Pd., M.A. NIP 19480123 197703 2 003 NIP 19810326 200501 1 002 The Head of Language and Arts Department Drs. Imam Rejana, M.Si. NIP 1948 0421 197803 1 004 ACKNOWLEDGEMENTS Praise to the Most Gracious and the Most Merciful, ALLAH SWT for the tremendous blessing that make the researcher is able to finish her script. This script is submitted as a compulsory fulfillment of the requirements for S1 degree of English Education Study program at the Teachers Training and Education Faculty, University of Lampung. It is important to be known that this script would never have come into existence without any supports, encouragement, and assistance by several dedicated persons. The researcher would like to address her gratitude and respect to Dra. Editha Gloria Simanjuntak, as the first advisor, for her willingness to give assistance, ideas, encouragement, and scientific knowledge within her time during the script writing process. Deep gratitude is also addressed to Budi Kadaryanto, S.Pd., M.A., as the second advisor, for his kindness, suggestion, and patience in guiding the researcher. Thankfulness is also extended to Dra. Rosita Simbolon P., M.A., the chief examiner, who has given valuable criticisms and suggestions for the improvement of this script. The researcher’s would like to acknowledge her deepest gratitude to her beloved parents Lukman Ludin and Nurleli for the endless love and support, as well as to her beloved brother and sister Edo Rodolphi and Neshia Alfi Syahara, for their support and spirits. The researcher’s special appreciation is extended to her unforgettable best friends: Pun Anjarwati, Eka Lisma Dewi, Hesti Presetianingtias, and Fetrisia—for their best helps during her studying period and especially when she did her research and wrote her script. Last but not least, the appreciation is addressed to Darul Hidayat for all the happy times, supports and intense cares. Bandar Lampung, February 2012 Olla Refildha

I. INTRODUCTION

A. Background of the Problem

Students are one of classroom components that take an important part in teaching learning process. Mostly the objective of the lesson is to make students able to understand or produce something. Therefore, teaching learning process nowadays is centralized on the students which is called ‘students centre learning’. In teaching learning which is centralized on the students, students should be independent and active in learning, so they can be able to receive knowledge given in the lesson and the objectives of the lesson can be reached. In fact, during the researcher’s experienced when she had PPL in SMAN 10 Bandar Lampung, she found that students’ independency and effort in learning material are low, so that their achievement in learning is not developed well. In line with students in SMAN 10 Bandar Lampung, based on the data and interview that the researcher collected during pre observation that the researcher held in SMPN 5 Bandar Lampung, the English teacher there said that her students always get lower score than Minimal Mastery Criterion in English lesson because they were not independent and lack of effort in learning English. Based on the statement of the English teacher in SMPN 5 Bandar Lampung, from students English score in the previous semester, among all English skills and components, the students’ score in reading test was lower than other skills of language. She stated that her students were reluctant to comprehend English text by themselves. In addition, when the researcher had an interview with some students, they stated that when they had a test, they did reading comprehension test by choosing the longest choice, or, if it was an essay test they tried to find a similar sentence to the question in the text. They also stated that it was not important to learn English reading in daily meeting, because in every test there would be different texts and different questions that should be answered to get a high score. Whereas, it is stated in the syllabus of KTSP that “students must be able to understand the meaning of functional text and simple short essay related to their environment” not to answer the question given to get a high score. This case indicates that students’ independency and effort in English reading lesson are low so that their achievement is not increased well. Whereas, students’ independency and effort in English lesson are needed to develop their understanding and creativity, especially in English reading lesson. Cheslea 2001: 3 states that to understand and remember what you read you need to be involved with what you are reading. In other words, the reader needs to be an active reader to comprehend text they have read. When students are not independent and active in English reading lesson, they can be called as reluctant readers. Reluctant readers need more support from the teacher before they can successfully participate in any kind of independent reading time. Based on the pre observation in some classes of 8 th grade in SMPN 5 Bandar Lampung, the researcher found that teacher in school did not lead students to use an effective strategy to be easy to comprehend texts. Firstly, she gave the text to the students, asked some students to read it paragraph by paragraph aloud, translate the text that have been read by stu by students, and finally she asked students to answer the questions. Most students answered the question by opening their dictionary to translate the question and choose the right answer. By doing so, most students could answer the questions given. But the problem came when the students faced reading test. Most students were frustrated because they were asked to comprehend the text and answer the questions while their teacher did not give the translation of the text and did not give them any chance to open their dictionary to translate the text. Seeing this problem, the researcher concludes that the strategy that students use to comprehend the text, does not help students to increase their English text comprehension skill, because through this strategy they become dependent and lack of effort in comprehending the text, since they are able to understand the text by the help of the teacher, not by their own effort. Because of that, the researcher suggests to apply SQ4R strategy in the classro\om because SQ4R is a strategy of comprehending text that is suitable to increase students’ independency and effort. SQ4R stands for Survey, Question, Read, Recite, Relate, and Review. Robinson in Hartlep 2000:269 has proposed the survey, question, read, recite, and review SQ3R study method as a way to get students to build more actively process textbook material. After a year, P. D. Forsyth and Forsyth in Hartlep 2000:269 have proposed an SQ4R strategy, including a self-referencing component, referring to this additional “r” as “reflect.” Specifically, this step involves having students reflect about how the reading materials relate to their life experiences. Previous research done by Marsiyah 2011 at SMA Muhammadiyah 1 Kotabumi applying SQ3R strategy in teaching reading showed that teaching reading through SQ3R can increase students’ achievement significantly. In line with Marsiyah 2011, research done by Novendra 2011 at SMU Persada Bandar Lampung, applying SQ3R strategy in teaching reading showed that teaching reading through SQ3R strategy can increase students’ achievement significantly. From the result of the previous research, it can be seen that SQ3R strategy is an efective strategy to be used to comprehend text. Considering this fact, the researcher tries to use SQ4R strategy as the development of SQ3R strategy, as SQ4R provides “reflect” as the additional strategy that can be used by the reader, Moreover, Richardson Morgan, 1997 states that SQ4R provides a systematic way of comprehending and studying text. It means that by using SQ4R, students can comprehend and study the text by using systematic way which are; firstly, students preview text to develop predictions and set a purpose for reading by generating questions about the topic, students then read actively, searching for answers to the questions they have generated, next they summarize information that they get, by summarizing information students are able to monitor their own comprehension, after that students relate the information they get to their own experience, and finally students evaluate their comprehension through review. By doing so, it is expected that students’ independency and effort in reading English text can be increased, and their achievement can be developed. For the explanation above, the researcher tries to use SQ4R as a strategy to help students to comprehend text; especially students who are still depend on their teacher or their dictionary to comprehend text. Therefore, the researcher conducts the research entitled “improving students’ achievement in reading comprehension of recount text through SQ4R strategy at the second year of SMPN 5 Bandar Lampung”.

B. Formulation of the Problem

Based on the background above, the researcher formulates the problem as follows: “Is there any sygnificant increase in students reading comprehension of recount text achievement through SQ4R strategy?”

C. Objective of the Research

The objective of the research is: “To find out whether SQ4R strategy can increase students’ achievement in reading comprehension of recount text sygnificantly.”

D. Uses of the Research

1. Theoretically, it may support theories that SQ4R strategy can be used to increase students’ achievement in reading comprehension ability. 2. Practically, it may inform English teachers that SQ4R strategy can be applied as a way to comprehend and study text in teaching reading comprehension.

E. Scope of the Research

This research was conducted in 8 th grade of SMPN 5 Bandar Lampung. In teaching and learning process, the researcher guided students to use SQ4R strategy to help them comprehend text given in English reading lesson. The material for teaching learning process was recount text. The material was taken from students’ text book and other sources which are relevant to English curriculum of Junior High School nowadays. In addition, to know the students increase on comprehending text, the researcher had conducted reading test for them. To show their ability in reading, the students were expected to be able to comprehend some reading aspects namely main idea, vocabulary, specific information, reference and inference. The research was conducted in 4 meetings. A quantitative research based on the experimental method had been conducted by using one group pre-test and post-test design, to find out whether the use of SQ4R strategy can increase students’ achievement in reading comprehension of recount text sygnificantly.

F. Definition of Terms

There are some terms used in this research. Some definitions of terms are clarified as follow: 1. Reading Comprehension is defined as an active cognitive process of interacting with print and monitoring comprehension to establish the meaning. Silberstine, 1987 ;Simanjuntak, 1988:15 2. Recount text is a sequence of events, which is based on life experience and is person-oriented using dialogue and familiar language. 3. SQ4R stands for survey, question, read, recite, relate, and review. It is a strategy to help students increase their comprehension and relate to their lives experience.

II. LITERATURE REVIEW

A. Concept of Reading Comprehension

Anderson in Nunan 2003: 69, states that reading is a fluent process of readers combining information from a text and their background knowledge to build meaning. He adds that the goal of reading is comprehension. In many reading instruction programs, more emphasis and time may be placed on testing reading comprehension than on testing readers how to comprehend. Monitoring comprehension is essential to successful reading. In accordance with Anderson, Nuttal 1982:3 has stated that authentic reason for reading is to get something from the writing: fact, ideas, enjoyment, even feeling of family community from a letter. Reading process is more important than anything else because readers’ purpose in reading is to comprehend the text they read. These concepts basically state that reading always deals with the process of taking meaning from printed materials. It means that in reading activity the purpose of reading is to comprehend what is read. In this process, the reader tries to create meaning intended by the writer. In reading, there are some processes in transferring meaning from printed materials to comprehension. Clark and Silberstein in Simanjuntak 1988:15 have defined reading as an active cognitive process of interacting with print and monitoring comprehension to establish meaning. Reading is the instantaneous recognition of various written symbols, simultaneous association of the symbol of the information and ideas communicated. It means that when a reader interacts with print, his prior knowledge combined with the visual written information result in his comprehending the message. Additionally, Mikulecky 2008, states that reading is a conscious and unconscious thinking process. She states that a reader approaches a text with a huge store of prior knowledge and experience, including preconceptions about the uses of spoken and written language. The reader approaches are used to comprehend text they read. When the reader is able to comprehend the text he is called a successful reader. In similar explanation, Pang et al. 2003:6 have stated that reading is about understanding written texts. They explain that reading consists of two related processes: word recognition and comprehension. Word recognition refers to the process of perceiving how written symbols correspond to one’s spoken language. Comprehension is the process of making sense of words, sentences and connected text. Readers typically make use of background knowledge, vocabulary, grammatical knowledge, experience with text and other strategies to help them understand written text. From the explanation above, it is quite clear that comprehension is important in reading. Comprehension is the result of reading. The background knowledge that each individual reader brought to the reading situation is a primary context variable involved in reading comprehension. Reading comprehension is as much about integrating new information into what readers already know their background knowledge as it is about properly identifying words.

B. Concept of Reading Aspects 1. Main Idea

The main idea is the most important piece of information the author wants the reader to know about the concept of that paragraph. Main idea is the essence of the paragraph, or rather what the author is trying to get across to the reader. In other words, that is what the author wants a reader to know about. So, the main idea is the key concept being expressed in a paragraph 2. Specific Information Supporting sentence or specific information develops the topic sentence by giving definition, examples, facts, comparison, analogy, cause and effect statistics and quotation.

3. References

References are words or phrases used either before or after the reference in the reading material. When such words are used, they are signals to the reader to find the meaning elsewhere in the text.

4. Inference

Kathleen 1986:31 states that an inference is an educational guess or prediction about something unknown based on available facts and information. The reader will be able to do this by making use of the context in which the word occurred, in order to give him a rough idea of its meaning.

5. Vocabulary

According to Wallace 1987:30 vocabulary is the stock of word used by people or even person. Concerning with those statements indeed vocabulary is fundamental for everyone who wants to speak or to produce utterances for reading. It is understood that a reader is called a good reader if he she is able to master these 5 aspects of reading.

C. Concept of Recount text

Recount is a text which retells events or experiences in the past. Its purpose is either to inform or to entertain the audience. In the syllabus of second grade of junior high school, it stated that recount text is one of text that should be mastered by the second grade students. Recount is a reconstruction of something happened in the past. It is the unfolding sequence of events over time and the purpose is to tell what happened. Recounts begin with by telling the reader who was involved, what happened, where this event took place and when it happened. The sequence of event is then described in some sort of order, for instance a time order Seaton, 2007. The generic structure of a recount consists of three parts; they are the setting or orientation, events, and re-orientation. The setting or orientation is the background information answering who, when, where and why. It is also where you give an outline of what you are writing about. Events are where you write about the things that happened and are identified and described in chronological order. And the re- orientation expresses a personal opinion regarding the events described. In other words this is where you bring your writing to a close by; saying how things went, saying what you felt about the things that happened andor mentioning something which will or may happen later. A recount has a title, which summarizes the text. Since recount tells about past experiences, it uses past tenses; such as simple past, past perfect, past continuous, past perfect continuous tenses. A recount describes events, so plenty of use is made of verbs action words, and of adverbs describe or add more detail to verbs. And since it describes events in a chronological order, to describe the events words which link events in time can be used, such as next, later, when, then, after, before, first. The grammatical features of recount are focus on specific participants, use of past tense, use of material processes, circumstances of time and place, and focus on temporal sequence. According to the explanation above, the example of recount text is as follows: My Adventure at Leang-Leang Cave On Sunday, my parents, my best friend Novi, and I visited a cave at Maros called Leang- leang . It was my first time to visit the cave, better yet, my best friend came to visit it with me The cave was famous for its primitive cave wall paintings which were some hand prints and wild boar paintings. The cave and its surroundings were turned into a national park, so it was taken care of. My parents took a rest in a small hut for visitors of the park, while Novi and I adventured around the cave with a guide. We had to climb some metal stairs to get to the cave, because the cave was embedded into a small mountain. Next stop was a place where some seashells littered the ground and some were actually piled into a big mound The guide said that these piles of seashells are called kjokkenmoddinger, or kitchen trash. The humans who lived here ate the shells and dumped the left over in their kitchen. The last place was a small museum where they have skeletons of the humans who lived in the caves. The skeletons along with some roughly made jewelry and weapons were placed inside glass cases for display. The walls of the museum were adorned with photographs taken when they did an excavation there. After a quick lunch with Novi and my parents, we decided it was time to go back home. We really had the time of our lives Following is the generic structure of the recount text: Orientation: On Sunday, my parents, my best friend Novi, and I visited a cave at Maros called Leang- leang. It was my first time to visit the cave, better yet, my best friend came to visit it with me Event: The cave was famous for its primitive cave wall paintings which were some hand prints and wild boar paintings. The cave and its surroundings were turned into a national park, so it was taken care of. My parents took a rest in a small hut for visitors of the park, while Novi and I adventured around the cave with a guide. We had to climb some metal stairs to get to the cave, because the cave was embedded into a small mountain. Next stop was a place where some seashells littered the ground and some were actually piled into a big mound The guide said that these piles of seashells are called kjokkenmoddinger, or kitchen trash. The humans who lived here ate the shells and dumped the left over in their kitchen. The last place was a small museum where they have skeletons of the humans who lived in the caves. The skeletons along with some roughly made jewelry and weapons were placed inside glass cases for display. The walls of the museum were adorned with photographs taken when they did an excavation there. After a quick lunch with Novi and my parents, we decided it was time to go back home. Re-orientation: We really had the time of our lives Source: www.englishindo.com

D. Concept of SQ4R Strategy

SQ4R is developed from SQ3R, SQ4R is a strategy that guides students to read through 6 steps, Coon and Mitterer 2007 explain this strategy as follows:

1. S-Survey: means that the reader should be familiar with the