THE EFFECT OF RAP (READ, ASK, PARAPHRASE) STRATEGY ON STUDENTS’ READING COMPREHENSION IN READING ANALYTICAL EXPOSITION TEXT.
THE EFFECT OF RAP (READ, ASK, PARAPHRASE)
STRATEGY ON STUDENTS’ READING COMPREHENSION
IN READING ANALYTICAL EXPOSITION TEXT
A THESIS
Submitted to the English Department Faculty of Languages and Arts
UNIMED in partial fulfillment of the requirements
for the Degree of Sarjana Pendidikan
By:
VERONIKA N.
Registration Number: 2103121048
ENGLISH EDUCATION AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
DECLARATION
I have familiarized with the university’s policy on academic integrity. Except
where appropriately acknowledged, this thesis is my own work, has been expressed in
my own words, and has not previously been submitted for assessment. I understand
that this paper may be screened electronically or otherwise for plagiarism.
Medan,
March 2015
Veronika N.
Reg. Number 2103121048
ABSTRACT
N., Veronika. 2103121048. The Effect of RAP (Read, Ask, Paraphrase)
Strategy on Students’ Reading Comprehension in Reading Analytical
Exposition Text. A Thesis: English Education and Literature Department.
Faculty of Languages and Arts. State University of Medan. 2015
This study focused on finding out the effect of applying RAP (Read, Ask,
Paraphrase) Strategy on students’ reading comprehension in reading analytical
exposition text. This study was conducted in experimental design. The population
of this research was the second year of students in SMA Swasta Katolik Budi
Murni 2 Medan. There were seventy students of the second year senior high
school students as the sample of the research. This study was conducted with two
randomized groups namely Experimental Group and Control Group. The
experimental group was taught by applying RAP Strategy, while the control group
was taught by applying conventional strategy. The instrument of collecting the
data was multiple choice tests which consisted of 25 items. To obtain the
reliability of the test, the researcher used Kuder–Richardson (KR-21) formula.
The calculation shown the reliability was 0.47 (moderate). The data were analyzed
by using t-test formula. The calculation shown that t-observed (5.36) was higher
than t-table (1.994) at the level of significance (α) 0.05 with the degree of freedom
(df) 68. It means that there was a significant effect of applying RAP Strategy on
students’ reading comprehension in reading analytical exposition text. So, the null
hypothesis (H0) is rejected and alternative hypothesis (Ha) is accepted.
Keywords: RAP Strategy, Reading Comprehension, Analytical Exposition Text
i
ACKNOWLEDGMENT
First of all, the writer would like to express her thankfulness and
gratefulness to The Almighty God, Jesus Christ for every good chance, good life,
and the very experience which she may accept in one year completing this thesis
as one of the requirements for the degree of Sarjana Pendidikan of the English
Department, Faculty of Languages and Arts, State University of Medan
(UNIMED).
Secondly, the writer would also like to express her thankfulness to
every person who gives all the contributions from the start compiling the proposal
up to the currently completed thesis and to every party who is related to
administrative matter, which is very meaningful for her. Therefore, her sincere
gratitude would be addressed to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., as the Rector of State
University of Medan
Dr. Isda Pramuniati, M.Hum., as the Dean Faculty of Languages and
Arts, Vice Dean I, II, III and all the administrative staff
Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department,
and Dra. Meisuri, M.A., as the Secretary of English Department
Dra. Masitowarni Siregar, M. Ed., as the Head of English Education
study program
Prof. Dr. Lince Sihombing, M.Pd., as the writer’s Thesis Consultant
Dra. Yunita Agnes Sianipar, M.Hum., as the writer’s Academic
Consultant
M. Napitu and S. Manurung, the writer’s beloved parents; Albina
Mariani Napitu, Roberto Benediktus Napitu, Yogi Fransiskus
Xaverius Napitu, and Angelina Napitu, the writer’s sisters and
brothers; and also all the writer’s family
ii
Dra. Lenny Aurelia Tio, the Headmaster of SMA Swasta Katolik Budi
Murni 2 Medan, and the English Teacher Hiras P. Hasibuan, S.S., for
allowing the writer to conduct the research; and also for all students of
SMA Swasta Katolik Budi Murni 2 Medan in academic year 2014/2015
The writer’s beloved friends 7 IKAN (Adi Pranata Singarimbun,
Fadillah Alwi, Fransiska Sipayung, Putri Hot Martua Sinaga (+),
Sinde Elisa Lumban Raja, and Syarifah Imroh Tamani Nasution)
and the writer’s best friend, Lerys Hot Marisa Hutajulu, for every
support and motivation, prayer, happiness and sorrow, and every little
thing; and also for all class member of Edular Bee (Education Regular
B) 2010 for the cooperation and shared information during four years
lecturing
The participants of PPL-T SMK Negeri 1 Balige 2013 for the support
and motivation in accomplishing this thesis
And for everyone who cannot be mentioned one by one that gives
contribution in finishing this thesis
The writer realizes that the content of this thesis is still far from
perfection, and therefore she is elate to accept any constructive suggestions which
will improve the quality of this thesis. Finally, the writer hopes that this thesis is
useful for who is interested in this field of study.
Medan, March 2015
The writer
Veronika N.
iii
TABLE OF CONTENTS
ABSTRACT ........................................................................................................... i
ACKNOWLEDGEMENT .................................................................................... ii
TABLE OF CONTENTS ..................................................................................... iv
LIST OF TABLE ................................................................................................. vi
LIST OF APPENDICIES ................................................................................... vii
CHAPTER I: INTRODUCTION ........................................................................ 1
A. The Background of the Study ........................................................................ 1
B. The Problem of the Study .............................................................................. 6
C. The Scope of the Study .................................................................................. 7
D. The Objective of the Study ............................................................................ 7
E. The Significance of the Study........................................................................ 7
CHAPTER II: REVIEV OF RELATED LITERATURE...................................... 9
A. Theoretical Framework ................................................................................. 9
1. The Nature of Reading .............................................................................. 9
2. Reading Comprehension.......................................................................... 11
a. Reading Comprehension as Process ................................................... 12
b. Reading Comprehension as Product .................................................. 13
3. The Purpose of Reading .......................................................................... 14
4. Factors Affecting Reading Comprehension ............................................ 16
5. Levels of Reading Comprehension .......................................................... 18
6. Teaching Reading Comprehension ......................................................... 23
7. Teacher’s Effort in Teaching Reading in Classroom .............................. 24
8. Genre ....................................................................................................... 27
a. Analytical Exposition Text ................................................................ 29
9. Strategy ................................................................................................... 31
10.RAP Strategy .......................................................................................... 31
a. The Advantages of Using RAP Strategy ............................................ 33
b. The Procedure of Applying RAP Strategy ......................................... 34
B. Conceptual Framework ................................................................................ 34
C. Hypothesis ................................................................................................... 36
CHAPTER III: RESEARCH METHODOLOGY ................................................. 37
A. Research Design .......................................................................................... 37
B. Population and Sample ................................................................................ 38
C. The Instrument for Collecting Data ............................................................. 39
D. Scoring the Test ........................................................................................... 39
E. The Procedure of Research .......................................................................... 40
F. The Validity and Reliability of the Test ...................................................... 44
G. The Technique for Analyzing Data ............................................................. 48
iv
I. Statistical Hypothesis................................................................................... 48
CHAPTER IV: DATA ANALYSIS AND DISCUSSION.................................... 49
A. Data .............................................................................................................. 49
B. Data Analysis ............................................................................................... 52
1. Analyzing the Data by Using t-test Formula .......................................... 52
2. Testing Hypothesis ................................................................................. 53
C. Research Findings ........................................................................................ 54
CHAPTER V: CONCLUSION AND SUGGESTIONS ...................................... 55
A. Conclusion ................................................................................................. 55
B. Suggestions ................................................................................................ 55
REFERENCES .................................................................................................................. 56
v
LIST OF APPENDICES
APPENDIX A
Try Out Scores .......................................................................59
APPENDIX B
The Calculation of Reliability of the Test ...........................60
APPENDIX C
The Score of Treatment in Experimental Group ...............61
APPENDIX D
a. The Calculation of Pre-test and Post-test from Experimental Group ........62
b. The Calculation of Pre-test and Post-test from Control Group ..................63
APPENDIX E
The calculation of the t-test .................................................64
APPENDIX F
Table of t Distribution...........................................................65
APPENDIX G
Lesson Plan ............................................................................66
APPENDIX H
Reading Comprehension Test ............................................105
APPENDIX I
Answer Key ..........................................................................112
APPENDIX J
Answer Sheets ......................................................................113
LIST OF APPENDICES
APPENDIX A
Try Out Scores .......................................................................59
APPENDIX B
The Calculation of Reliability of the Test ...........................60
APPENDIX C
The Score of Treatment in Experimental Group ...............61
APPENDIX D
a. The Calculation of Pre-test and Post-test from Experimental Group ........62
b. The Calculation of Pre-test and Post-test from Control Group ..................63
APPENDIX E
The calculation of the t-test .................................................64
APPENDIX F
Table of t Distribution...........................................................65
APPENDIX G
Lesson Plan ............................................................................66
APPENDIX H
Reading Comprehension Test ............................................105
APPENDIX I
Answer Key ..........................................................................112
APPENDIX J
Answer Sheets ......................................................................113
CHAPTER I
INTRODUCTION
A. The Background of the Study
In daily life, people are faced with many kinds of written words. It can be
from book, magazine, newspaper, advertisement board, flyer/pamphlet, e-book
and so on. All of them are kinds of reading materials that contain ideas, in which
people are eager to read those to add their own information. Furthermore, some of
those readings are also giving warn, offering persuasion, giving instruction, or
maybe entertaining them. All of the outputs can be experienced by people through
reading.
Considering the information above, reading seems to play an important
role in social life. Everyone gets information such as the up-to-date progress of
technology, the raising of economic, the development of education, and so on
almost through reading. Through reading, people can enrich their information,
knowledge, and self-quality. Moreover, the development of a society or a country
can also be seen from the quality of reading. In another case, reading also takes
important role in academic succession. It can be obviously said and proved by the
educational researchers that there is a strong correlation between reading and
academic success (Pretorius in http://esl.fis.edu/ accessed on September 7th 2014).
A student who is a good reader is more likely to do well in school and pass exams
than that who is a weak reader.
1
2
In specific, reading is included as one of four language proficient, beside
speaking, listening, and writing. Reading and listening belong to receptive skill
because these skills aim to receive or get some information or messages from
certain sources. While, speaking and writing are referred to productive skill
because the sounds and the messages are produced when these two skills are being
done (Brown, 2001).
Talking about the definition about reading, in the process of taking the
intended information, reading is the ability to draw meaning from the printed page
and interpret this information appropriately (Grabe and Stoller, 2002:4). It shows
that students as readers try to respond the printed symbols by using right and
appropriate meaning to arrive at logic understanding. So, it can be inferred that
readers who have difficulties in recognizing words can be assumed to be hard in
getting meaning. However, reading is a very complex process (Westwood, 2001).
It means that reading is much more than simply decoding words and text; it is a
complex process of working to create meaning. Reading is multifaceted process
involving word recognition, comprehension, fluency, and motivation (Leipzig,
2001). Besides, in Alexander et al. (1988:3), that there are three important
interacting factors in reading: linguistics, affective, and cognitive function.
Therefore, reading is a process that requires the reader to actively grasp meaning
while decoding printed page by involving his/her ability in recognizing language,
his/her attitude in starting to read, and his knowledge to be able to get into the
text. It is a complex process in which the final product of that process is
comprehension.
3
Comprehension is the essence of reading. A reader who is reading tries to
connect to the text being read. S/he does not only require an ability to pronounce
the words correctly, but more than of how the gist of the text can be taken by
her/him. It is an active and intentional thinking in which the meaning is
constructed through interactions between the text and the reader (Durkin, 1973). It
means that a reader brings something to the text; that are purposes and life
experiences to be exchanged. Reading comprehension always depends upon the
reader’s background experiences, purposes, attitude, and needs of the moment.
Entering the particular matter, reading comprehension is an important
matter to take in concern in teaching-learning process at all level of education.
The Basic Competence of English in Curriculum 2013, specifically for reading in
senior high school, students are expected to be able to analyze the text in genre of
procedure, report, and analytical exposition, and be able to get the meaning of
those text. Furthermore, the achievement of a student depends more on the
reading comprehension. When enrolling the school exam or even National
Examination, almost about 75 % of the test is reading test. Therefore, reading
comprehension is greatly needed by students and should be improved to fulfill the
needs of the students.
In fact, teaching reading comprehension is not an easy task. Teachers
should spend great effort to teach students reading comprehension. Teachers have
to make themselves sure that students are engaged into environment while the
reading process is going on. Creating a communicative environment between
teacher and students can encourage students’ interest in following teacher’s
4
direction while reading. Besides that, teacher is expected to have strategy while
conducting reading activity. Such strategy should be modeled well by teacher
from the beginning until the end of the class and it is expected can assist the
students in comprehending text. Furthermore, the strategy of reading
comprehension is a way to monitor students’ reading comprehension so students
can remember of what they have read.
However, based on some investigations, there are some problems related
to reading comprehension. Internationally, sixty nine percent (69%) of 15-yearold students in Indonesia have worst reading performance (Media Indonesia,
2003). Referring to the similar discussion, it is reported in Kompas (2003) that
around 37.6% of 15-year-old students are only able to read the texts without
understanding the meaning carried by the text (Sukyadi and Hasanah: Scaffolding
Students’ Reading Comprehension with Think-Aloud Strategy). It describes that
many students still have insufficient ability to comprehend the texts.
To prove whether that statement above is correct or not, the writer
observed students in SMA Katolik Budi Murni 2 Medan. They expressed that they
had difficulties in comprehending a text. The teacher used conventional strategy.
He asked the students to read the passage and to search main idea. Thereafter, he
gave them the instruction to do some tasks referring to the text. However, one
thing that needs to be highlighted was that the teacher seemed not teach them how
to monitor their comprehension individually during reading. Working on the
questions after reading seemed not enough to consider whether the students really
understood or really got the meaning upon the text. That strategy gave impact that
5
every student could not really comprehend the text and felt meaningless after
reading. And as the final result, learning process did not run well because the core
purpose of reading activity could not be reached and students’ score in reading
comprehension was not satisfied. Westwood (2001:26) states that students fail to
learn to read in school because they are not taught correctly and parallel to that
situation, the point that should be evaluated is the suitable strategy that
supposedly must have been modeled or applied by the teacher to the students;
teachers should teach a suitable strategy which can help them in comprehending
passages or texts.
Comprehension strategy in reading is important to be learnt and owned
by students in monitoring their comprehension, so they can remind themselves of
what to do to store what they have just read and understood in long term memory.
And related to the problem above, the writer proposes RAP Strategy as a way out
of this problem. It is so since RAP Strategy is suitable for solving the problem that
students encounter. RAP Strategy (for the acronym of its steps: Read the
paragraph, Ask yourself what main idea and two details, and Paraphrase the
information into your own words) was developed by Schumaker, Denton, and
Desler in 1984. This strategy focuses attention on the main idea and key details
within paragraphs of a passage and active engagement with the text by rephrasing
the main idea and details into a student’s own words. The readers/ the students
should carefully read the text, think about the text, and then transfer author’s
message into the reader’s own words. By using their own words, it can help
6
students to make sense of what they read, to monitor comprehension by
themselves, and to remember the main idea and the details in long term memory.
RAP Strategy evidently can improve students’ comprehension. There
have been some previous researchers dealing with RAP Strategy. In a study
conducted by Hagaman and Reid (2008) on students’ reading comprehension of
middle school students at risk for failure in reading shown that the use of RAP
Strategy increased reading comprehension of three sixth-grade students.
Tampubolon (2013) and Dahlia (2014) also conducted study on students’ reading
comprehension by using RAP Strategy and obtained the result that it was
significantly affect students’ reading comprehension either in junior or senior high
school.
Therefore, the writer simplifies that to overcome the problem in reading
comprehension, in teaching-learning process needs to be applied RAP Strategy, in
which it can help students in monitoring their comprehension and retaining the
main idea and details they get. If students already have a strategy when
comprehend a text, they will be able to overcome the problems they face.
Applying RAP Strategy is expected to solve the problem and to bring good
improvement on students’ reading comprehension.
B. The Problem of the Study
Based on the background of the study, the problem of the study was
formulated as the following: “Does using RAP Strategy significantly affect
students’ reading comprehension in reading analytical exposition text?
7
C. The Objective of the Study
Parallel with the research problem, the objective of the study was to
investigate the effect of using RAP Strategy on eleven grade students’ reading
comprehension in reading analytical exposition text.
D. The Scope of the Study
There are four levels of reading comprehension; they are literal,
interpretive, critical and creative comprehension. In this study, the levels of
reading comprehension are limited only on literal and interpretive because of the
consideration that literal and interpretive level are mostly found in the reading test
of National Examination or school examination and it is still proper to measure
the senior high school students’ reading comprehension in literal and interpretive
level. This research focuses on identifying the effect of RAP Strategy on the
students’ reading comprehension in grade eleven of senior high school in
analytical exposition text.
E. The Significance of the Study
The findings of this study are expected to be theoretically and practically
significant and relevant for some matters.
1. Theoretically, the finding of the study is expected to give evidence about the
result of using RAP Strategy in students’ reading comprehension.
2. Practically, the findings of the study are expected to be useful for:
a.
English teachers, to provide recommendation in providing strategy for
teaching reading comprehension.
8
b.
Students, to give them information of reading comprehension strategy
which can increase their reading comprehension of a text.
c.
Other researchers, to provide reference in conducting similar research
study about reading comprehension.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the data analysis, the researcher finds that there is a significant effect of
applying RAP Strategy on students’ reading comprehension in reading analytical
exposition text. This is supported by the result of data analysis in which tobserved (5.36) is higher than t-table (1.994) at the 0.05 level of significance. The
researcher concludes that the students’ achievements that were taught by using
RAP Strategy is higher than that were taught by using conventional strategy.
Therefore, alternative hypothesis (Ha) is accepted and null hypothesis (H0) is
rejected.
B. Suggestions
Based on the finding and conclusion, some suggestions are stated for:
1.
English teachers to apply RAP Strategy as reading strategy in comprehending
texts, especially analytical exposition text because it is proved able to
improve students’ achievement in reading comprehension
2.
Students to use RAP Strategy in helping them to improve their reading
comprehension.
3.
Other researchers who want to conduct study related to reading
comprehension by applying RAP Strategy to see its effectiveness toward
other kinds of text genre.
55
REFFERENCES
Alderson, J. C. 2000. Assessing Reading. Cambridge: Cambridge University Press
Alexander, J. Estill et al. 1988. Teaching Reading Third Edition. Glenview:
Foresman and Company
Ary, D., Jacobs. L. C., & Razavieh, A. 2002. Introduction to Research in
Education. Belmont: Wadsworth Group
Best, John W., and Kahn, James V. 2002. Research in Education Seventh Edition.
New Delhi: Prentice-Hall of India.
Burns, P., Roe, B., & Ross, E. 1984. Teaching Reading in Today’s Elementary
Schools. Boston: Houghton Mifflin Company
Brown, H. D. 2001. Principle Language and Teaching. New York: Longman
2004. Language Assessment, Principle, and Classroom Practices.
New York: Longman
Dahlia. 2014. The Effect of Using Read, Ask Questions, and Put into Your Own
Words (RAP) Strategy toward Reading Comprehension of the Second
Year Students at Senior High School YLPI Pekanbaru. Pekanbaru: UIN
Suska Riau
Donoghue. 2008. Reading: Principles, Approaches, Comprehension, and Fluency,
157-200
Education and Training Department of State of New South Wales. 2010. Focus on
Reading: Teaching Comprehension Strategies, pp.1-10
Fisk, C., and Hurst, B. 2003. The Reading Teacher. Paraphrasing for
Comprehension., 57(2) p.182
Gilbert, Sharon. 2005. Closing the Gap: A Review of Effective Strategies to
Increase Reading Achievement in Middle School Students with Reading
Difficulties. Adelaide: Flinders University
56
57
Grabe, William and Stoller, Fredericka L. 2002. Teaching and Researching
Reading. England: Pearson Education
Grimshaw, J. 1981. The Logical Problem of Language Acquisition. Cambrigde
MA: MIT Press
Hagaman, Jessica L., Luschen, K. & Reid, R. 2010. Teaching Exceptional
Children. The “RAP” on Reading Comprehension, 43 (1) 22-29
Hagaman, Jessica L., Reid, Robert. 2008. The Effects of the Paraphrasing Strategy
on the Reading Comprehension of Middle School Students at Risk for
Failure in Reading. Remedial and Special Education, 29 (4) 222-234
Heaton, J. B. 1975. Writing English Language Tests. New York: Longman
Incorporation
Heillman, Arthur W., Blair, Timothy R. & Rupley, William H. 1981. Principles
and Practices of Teaching Reading 5th Edition. Colombus: Charles E.
Merril Publishing Company
Kletzien, Sharon B. 2009. Paraphrasing: An Effective Comprehension Strategy.
The Reading Teacher, 63 (1) 73-77.
Knapp, P., and Watkins, M. 2005. Genre, Text, Grammar. Sydney University of
New South Water Press
Pardiyono. 2007. Pasti Bisa! Teaching Genre Based Writing. Yogyakarta: Andi
Yogyakarta
Pardo, Laura S. 2004. The Reading Teacher. What Every Teacher Needs to Know
about Comprehension, 58 (3) 272-280.
Parker, R., Hasbrouk, J. E. & Denton C. 2002. How to Tutor Students with
Reading Comprehension Problems. Preventing School Failure, 47 (1)
Snow, Catherine. 2002. Reading for Understanding. 11-17.
Sukyadi, D. and Hasanah, E. Uswatun. 2009. Scaffolding Students’ Reading
Comprehension with Think-Aloud Strategy. Thesis Summary. Jakarta:
The Language Center, Indonesia University of Education
58
Tampubolon, Dewi Bernike. 2013. The Effect of Read, Ask, Paraphrase (RAP)
Strategy on Students’ Comprehension in Reading Narrative Text. Medan:
State University of Medan
Westwood, P.S. 2001. Reading and Learning Difficulties. Australia: ACER Press
William. 1984. Communicative Language Teaching: an Introduction. Cambridge:
Cambridge University Press.
Worcester, Gordon. 2013. Effective Reading Comprehension Strategies for
Individuals with Learning Disabilities: a Research Synthesis. Lynchburg
College. Available in http://www.lynchburg.edu
http://lrs.ed.uiuc.edu/students/jblanton/read/readingdef.htm/August 28th 2014/
http://esl.fis.edu/ September 7th 2014/
https://students.education.unimelb.edu.au/LiteracyResearch/pub/Projects/N_Harw
ood.pdf/ September 7th 2014/
http://www.olsel.catholic.edu.au/_uploads/_ckpg/files/307_ESfyris_AR.pdf/
September 7th 2014/
STRATEGY ON STUDENTS’ READING COMPREHENSION
IN READING ANALYTICAL EXPOSITION TEXT
A THESIS
Submitted to the English Department Faculty of Languages and Arts
UNIMED in partial fulfillment of the requirements
for the Degree of Sarjana Pendidikan
By:
VERONIKA N.
Registration Number: 2103121048
ENGLISH EDUCATION AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
DECLARATION
I have familiarized with the university’s policy on academic integrity. Except
where appropriately acknowledged, this thesis is my own work, has been expressed in
my own words, and has not previously been submitted for assessment. I understand
that this paper may be screened electronically or otherwise for plagiarism.
Medan,
March 2015
Veronika N.
Reg. Number 2103121048
ABSTRACT
N., Veronika. 2103121048. The Effect of RAP (Read, Ask, Paraphrase)
Strategy on Students’ Reading Comprehension in Reading Analytical
Exposition Text. A Thesis: English Education and Literature Department.
Faculty of Languages and Arts. State University of Medan. 2015
This study focused on finding out the effect of applying RAP (Read, Ask,
Paraphrase) Strategy on students’ reading comprehension in reading analytical
exposition text. This study was conducted in experimental design. The population
of this research was the second year of students in SMA Swasta Katolik Budi
Murni 2 Medan. There were seventy students of the second year senior high
school students as the sample of the research. This study was conducted with two
randomized groups namely Experimental Group and Control Group. The
experimental group was taught by applying RAP Strategy, while the control group
was taught by applying conventional strategy. The instrument of collecting the
data was multiple choice tests which consisted of 25 items. To obtain the
reliability of the test, the researcher used Kuder–Richardson (KR-21) formula.
The calculation shown the reliability was 0.47 (moderate). The data were analyzed
by using t-test formula. The calculation shown that t-observed (5.36) was higher
than t-table (1.994) at the level of significance (α) 0.05 with the degree of freedom
(df) 68. It means that there was a significant effect of applying RAP Strategy on
students’ reading comprehension in reading analytical exposition text. So, the null
hypothesis (H0) is rejected and alternative hypothesis (Ha) is accepted.
Keywords: RAP Strategy, Reading Comprehension, Analytical Exposition Text
i
ACKNOWLEDGMENT
First of all, the writer would like to express her thankfulness and
gratefulness to The Almighty God, Jesus Christ for every good chance, good life,
and the very experience which she may accept in one year completing this thesis
as one of the requirements for the degree of Sarjana Pendidikan of the English
Department, Faculty of Languages and Arts, State University of Medan
(UNIMED).
Secondly, the writer would also like to express her thankfulness to
every person who gives all the contributions from the start compiling the proposal
up to the currently completed thesis and to every party who is related to
administrative matter, which is very meaningful for her. Therefore, her sincere
gratitude would be addressed to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., as the Rector of State
University of Medan
Dr. Isda Pramuniati, M.Hum., as the Dean Faculty of Languages and
Arts, Vice Dean I, II, III and all the administrative staff
Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department,
and Dra. Meisuri, M.A., as the Secretary of English Department
Dra. Masitowarni Siregar, M. Ed., as the Head of English Education
study program
Prof. Dr. Lince Sihombing, M.Pd., as the writer’s Thesis Consultant
Dra. Yunita Agnes Sianipar, M.Hum., as the writer’s Academic
Consultant
M. Napitu and S. Manurung, the writer’s beloved parents; Albina
Mariani Napitu, Roberto Benediktus Napitu, Yogi Fransiskus
Xaverius Napitu, and Angelina Napitu, the writer’s sisters and
brothers; and also all the writer’s family
ii
Dra. Lenny Aurelia Tio, the Headmaster of SMA Swasta Katolik Budi
Murni 2 Medan, and the English Teacher Hiras P. Hasibuan, S.S., for
allowing the writer to conduct the research; and also for all students of
SMA Swasta Katolik Budi Murni 2 Medan in academic year 2014/2015
The writer’s beloved friends 7 IKAN (Adi Pranata Singarimbun,
Fadillah Alwi, Fransiska Sipayung, Putri Hot Martua Sinaga (+),
Sinde Elisa Lumban Raja, and Syarifah Imroh Tamani Nasution)
and the writer’s best friend, Lerys Hot Marisa Hutajulu, for every
support and motivation, prayer, happiness and sorrow, and every little
thing; and also for all class member of Edular Bee (Education Regular
B) 2010 for the cooperation and shared information during four years
lecturing
The participants of PPL-T SMK Negeri 1 Balige 2013 for the support
and motivation in accomplishing this thesis
And for everyone who cannot be mentioned one by one that gives
contribution in finishing this thesis
The writer realizes that the content of this thesis is still far from
perfection, and therefore she is elate to accept any constructive suggestions which
will improve the quality of this thesis. Finally, the writer hopes that this thesis is
useful for who is interested in this field of study.
Medan, March 2015
The writer
Veronika N.
iii
TABLE OF CONTENTS
ABSTRACT ........................................................................................................... i
ACKNOWLEDGEMENT .................................................................................... ii
TABLE OF CONTENTS ..................................................................................... iv
LIST OF TABLE ................................................................................................. vi
LIST OF APPENDICIES ................................................................................... vii
CHAPTER I: INTRODUCTION ........................................................................ 1
A. The Background of the Study ........................................................................ 1
B. The Problem of the Study .............................................................................. 6
C. The Scope of the Study .................................................................................. 7
D. The Objective of the Study ............................................................................ 7
E. The Significance of the Study........................................................................ 7
CHAPTER II: REVIEV OF RELATED LITERATURE...................................... 9
A. Theoretical Framework ................................................................................. 9
1. The Nature of Reading .............................................................................. 9
2. Reading Comprehension.......................................................................... 11
a. Reading Comprehension as Process ................................................... 12
b. Reading Comprehension as Product .................................................. 13
3. The Purpose of Reading .......................................................................... 14
4. Factors Affecting Reading Comprehension ............................................ 16
5. Levels of Reading Comprehension .......................................................... 18
6. Teaching Reading Comprehension ......................................................... 23
7. Teacher’s Effort in Teaching Reading in Classroom .............................. 24
8. Genre ....................................................................................................... 27
a. Analytical Exposition Text ................................................................ 29
9. Strategy ................................................................................................... 31
10.RAP Strategy .......................................................................................... 31
a. The Advantages of Using RAP Strategy ............................................ 33
b. The Procedure of Applying RAP Strategy ......................................... 34
B. Conceptual Framework ................................................................................ 34
C. Hypothesis ................................................................................................... 36
CHAPTER III: RESEARCH METHODOLOGY ................................................. 37
A. Research Design .......................................................................................... 37
B. Population and Sample ................................................................................ 38
C. The Instrument for Collecting Data ............................................................. 39
D. Scoring the Test ........................................................................................... 39
E. The Procedure of Research .......................................................................... 40
F. The Validity and Reliability of the Test ...................................................... 44
G. The Technique for Analyzing Data ............................................................. 48
iv
I. Statistical Hypothesis................................................................................... 48
CHAPTER IV: DATA ANALYSIS AND DISCUSSION.................................... 49
A. Data .............................................................................................................. 49
B. Data Analysis ............................................................................................... 52
1. Analyzing the Data by Using t-test Formula .......................................... 52
2. Testing Hypothesis ................................................................................. 53
C. Research Findings ........................................................................................ 54
CHAPTER V: CONCLUSION AND SUGGESTIONS ...................................... 55
A. Conclusion ................................................................................................. 55
B. Suggestions ................................................................................................ 55
REFERENCES .................................................................................................................. 56
v
LIST OF APPENDICES
APPENDIX A
Try Out Scores .......................................................................59
APPENDIX B
The Calculation of Reliability of the Test ...........................60
APPENDIX C
The Score of Treatment in Experimental Group ...............61
APPENDIX D
a. The Calculation of Pre-test and Post-test from Experimental Group ........62
b. The Calculation of Pre-test and Post-test from Control Group ..................63
APPENDIX E
The calculation of the t-test .................................................64
APPENDIX F
Table of t Distribution...........................................................65
APPENDIX G
Lesson Plan ............................................................................66
APPENDIX H
Reading Comprehension Test ............................................105
APPENDIX I
Answer Key ..........................................................................112
APPENDIX J
Answer Sheets ......................................................................113
LIST OF APPENDICES
APPENDIX A
Try Out Scores .......................................................................59
APPENDIX B
The Calculation of Reliability of the Test ...........................60
APPENDIX C
The Score of Treatment in Experimental Group ...............61
APPENDIX D
a. The Calculation of Pre-test and Post-test from Experimental Group ........62
b. The Calculation of Pre-test and Post-test from Control Group ..................63
APPENDIX E
The calculation of the t-test .................................................64
APPENDIX F
Table of t Distribution...........................................................65
APPENDIX G
Lesson Plan ............................................................................66
APPENDIX H
Reading Comprehension Test ............................................105
APPENDIX I
Answer Key ..........................................................................112
APPENDIX J
Answer Sheets ......................................................................113
CHAPTER I
INTRODUCTION
A. The Background of the Study
In daily life, people are faced with many kinds of written words. It can be
from book, magazine, newspaper, advertisement board, flyer/pamphlet, e-book
and so on. All of them are kinds of reading materials that contain ideas, in which
people are eager to read those to add their own information. Furthermore, some of
those readings are also giving warn, offering persuasion, giving instruction, or
maybe entertaining them. All of the outputs can be experienced by people through
reading.
Considering the information above, reading seems to play an important
role in social life. Everyone gets information such as the up-to-date progress of
technology, the raising of economic, the development of education, and so on
almost through reading. Through reading, people can enrich their information,
knowledge, and self-quality. Moreover, the development of a society or a country
can also be seen from the quality of reading. In another case, reading also takes
important role in academic succession. It can be obviously said and proved by the
educational researchers that there is a strong correlation between reading and
academic success (Pretorius in http://esl.fis.edu/ accessed on September 7th 2014).
A student who is a good reader is more likely to do well in school and pass exams
than that who is a weak reader.
1
2
In specific, reading is included as one of four language proficient, beside
speaking, listening, and writing. Reading and listening belong to receptive skill
because these skills aim to receive or get some information or messages from
certain sources. While, speaking and writing are referred to productive skill
because the sounds and the messages are produced when these two skills are being
done (Brown, 2001).
Talking about the definition about reading, in the process of taking the
intended information, reading is the ability to draw meaning from the printed page
and interpret this information appropriately (Grabe and Stoller, 2002:4). It shows
that students as readers try to respond the printed symbols by using right and
appropriate meaning to arrive at logic understanding. So, it can be inferred that
readers who have difficulties in recognizing words can be assumed to be hard in
getting meaning. However, reading is a very complex process (Westwood, 2001).
It means that reading is much more than simply decoding words and text; it is a
complex process of working to create meaning. Reading is multifaceted process
involving word recognition, comprehension, fluency, and motivation (Leipzig,
2001). Besides, in Alexander et al. (1988:3), that there are three important
interacting factors in reading: linguistics, affective, and cognitive function.
Therefore, reading is a process that requires the reader to actively grasp meaning
while decoding printed page by involving his/her ability in recognizing language,
his/her attitude in starting to read, and his knowledge to be able to get into the
text. It is a complex process in which the final product of that process is
comprehension.
3
Comprehension is the essence of reading. A reader who is reading tries to
connect to the text being read. S/he does not only require an ability to pronounce
the words correctly, but more than of how the gist of the text can be taken by
her/him. It is an active and intentional thinking in which the meaning is
constructed through interactions between the text and the reader (Durkin, 1973). It
means that a reader brings something to the text; that are purposes and life
experiences to be exchanged. Reading comprehension always depends upon the
reader’s background experiences, purposes, attitude, and needs of the moment.
Entering the particular matter, reading comprehension is an important
matter to take in concern in teaching-learning process at all level of education.
The Basic Competence of English in Curriculum 2013, specifically for reading in
senior high school, students are expected to be able to analyze the text in genre of
procedure, report, and analytical exposition, and be able to get the meaning of
those text. Furthermore, the achievement of a student depends more on the
reading comprehension. When enrolling the school exam or even National
Examination, almost about 75 % of the test is reading test. Therefore, reading
comprehension is greatly needed by students and should be improved to fulfill the
needs of the students.
In fact, teaching reading comprehension is not an easy task. Teachers
should spend great effort to teach students reading comprehension. Teachers have
to make themselves sure that students are engaged into environment while the
reading process is going on. Creating a communicative environment between
teacher and students can encourage students’ interest in following teacher’s
4
direction while reading. Besides that, teacher is expected to have strategy while
conducting reading activity. Such strategy should be modeled well by teacher
from the beginning until the end of the class and it is expected can assist the
students in comprehending text. Furthermore, the strategy of reading
comprehension is a way to monitor students’ reading comprehension so students
can remember of what they have read.
However, based on some investigations, there are some problems related
to reading comprehension. Internationally, sixty nine percent (69%) of 15-yearold students in Indonesia have worst reading performance (Media Indonesia,
2003). Referring to the similar discussion, it is reported in Kompas (2003) that
around 37.6% of 15-year-old students are only able to read the texts without
understanding the meaning carried by the text (Sukyadi and Hasanah: Scaffolding
Students’ Reading Comprehension with Think-Aloud Strategy). It describes that
many students still have insufficient ability to comprehend the texts.
To prove whether that statement above is correct or not, the writer
observed students in SMA Katolik Budi Murni 2 Medan. They expressed that they
had difficulties in comprehending a text. The teacher used conventional strategy.
He asked the students to read the passage and to search main idea. Thereafter, he
gave them the instruction to do some tasks referring to the text. However, one
thing that needs to be highlighted was that the teacher seemed not teach them how
to monitor their comprehension individually during reading. Working on the
questions after reading seemed not enough to consider whether the students really
understood or really got the meaning upon the text. That strategy gave impact that
5
every student could not really comprehend the text and felt meaningless after
reading. And as the final result, learning process did not run well because the core
purpose of reading activity could not be reached and students’ score in reading
comprehension was not satisfied. Westwood (2001:26) states that students fail to
learn to read in school because they are not taught correctly and parallel to that
situation, the point that should be evaluated is the suitable strategy that
supposedly must have been modeled or applied by the teacher to the students;
teachers should teach a suitable strategy which can help them in comprehending
passages or texts.
Comprehension strategy in reading is important to be learnt and owned
by students in monitoring their comprehension, so they can remind themselves of
what to do to store what they have just read and understood in long term memory.
And related to the problem above, the writer proposes RAP Strategy as a way out
of this problem. It is so since RAP Strategy is suitable for solving the problem that
students encounter. RAP Strategy (for the acronym of its steps: Read the
paragraph, Ask yourself what main idea and two details, and Paraphrase the
information into your own words) was developed by Schumaker, Denton, and
Desler in 1984. This strategy focuses attention on the main idea and key details
within paragraphs of a passage and active engagement with the text by rephrasing
the main idea and details into a student’s own words. The readers/ the students
should carefully read the text, think about the text, and then transfer author’s
message into the reader’s own words. By using their own words, it can help
6
students to make sense of what they read, to monitor comprehension by
themselves, and to remember the main idea and the details in long term memory.
RAP Strategy evidently can improve students’ comprehension. There
have been some previous researchers dealing with RAP Strategy. In a study
conducted by Hagaman and Reid (2008) on students’ reading comprehension of
middle school students at risk for failure in reading shown that the use of RAP
Strategy increased reading comprehension of three sixth-grade students.
Tampubolon (2013) and Dahlia (2014) also conducted study on students’ reading
comprehension by using RAP Strategy and obtained the result that it was
significantly affect students’ reading comprehension either in junior or senior high
school.
Therefore, the writer simplifies that to overcome the problem in reading
comprehension, in teaching-learning process needs to be applied RAP Strategy, in
which it can help students in monitoring their comprehension and retaining the
main idea and details they get. If students already have a strategy when
comprehend a text, they will be able to overcome the problems they face.
Applying RAP Strategy is expected to solve the problem and to bring good
improvement on students’ reading comprehension.
B. The Problem of the Study
Based on the background of the study, the problem of the study was
formulated as the following: “Does using RAP Strategy significantly affect
students’ reading comprehension in reading analytical exposition text?
7
C. The Objective of the Study
Parallel with the research problem, the objective of the study was to
investigate the effect of using RAP Strategy on eleven grade students’ reading
comprehension in reading analytical exposition text.
D. The Scope of the Study
There are four levels of reading comprehension; they are literal,
interpretive, critical and creative comprehension. In this study, the levels of
reading comprehension are limited only on literal and interpretive because of the
consideration that literal and interpretive level are mostly found in the reading test
of National Examination or school examination and it is still proper to measure
the senior high school students’ reading comprehension in literal and interpretive
level. This research focuses on identifying the effect of RAP Strategy on the
students’ reading comprehension in grade eleven of senior high school in
analytical exposition text.
E. The Significance of the Study
The findings of this study are expected to be theoretically and practically
significant and relevant for some matters.
1. Theoretically, the finding of the study is expected to give evidence about the
result of using RAP Strategy in students’ reading comprehension.
2. Practically, the findings of the study are expected to be useful for:
a.
English teachers, to provide recommendation in providing strategy for
teaching reading comprehension.
8
b.
Students, to give them information of reading comprehension strategy
which can increase their reading comprehension of a text.
c.
Other researchers, to provide reference in conducting similar research
study about reading comprehension.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the data analysis, the researcher finds that there is a significant effect of
applying RAP Strategy on students’ reading comprehension in reading analytical
exposition text. This is supported by the result of data analysis in which tobserved (5.36) is higher than t-table (1.994) at the 0.05 level of significance. The
researcher concludes that the students’ achievements that were taught by using
RAP Strategy is higher than that were taught by using conventional strategy.
Therefore, alternative hypothesis (Ha) is accepted and null hypothesis (H0) is
rejected.
B. Suggestions
Based on the finding and conclusion, some suggestions are stated for:
1.
English teachers to apply RAP Strategy as reading strategy in comprehending
texts, especially analytical exposition text because it is proved able to
improve students’ achievement in reading comprehension
2.
Students to use RAP Strategy in helping them to improve their reading
comprehension.
3.
Other researchers who want to conduct study related to reading
comprehension by applying RAP Strategy to see its effectiveness toward
other kinds of text genre.
55
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