THE EFFECT OF RECIPROCAL QUESTIONING, SCAFFOLDING AND MIND MAPPING STRATEGIES ON READING COMPREHENSION.
,U:t1.gui!Jtif3 Shuly Program
SgJbmitted
in Partial l'uift
r;,.f t iM; l't.;q
, c 'f ~ ~'# et~i
¥l
; "'f'
;,
.J{ ~ 4 J£ t $l'&
/
, ;1 "'~;
s
rt
~ i'le
~
me
n ts
for the Degree of
•
"l"tfM$1;U Jmora
.....~
~ ' i1~ ~ ~, ~ ' - ',
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POS~RADUTECHL
,
STATE UNIVERSITY OF MEDAN
2009
\
\
A THESIS
THE EFFECT OF RECIPROCAL QUESTIONING,
SCAFFOLDING AND MIND MAPPING STRATEGIES
ON READING COMPREHENSION
Siti Ismabani
Registration Number : 055010177
English Applied Linguistics Study Prognm
State Univenity of Medan
This Thesis was examined on September 4111 , 2009 by the Board of Examinen
Approval by
Adviser Commission
Adviserll
Adviser I
I
:-=::>
"Trot. Dr. Jawasi Naibaho, M.Pd
Dr. Berlin Sibarani, M.Pd.
Approval
1'11is thesis was examined on 4tb September 2009 by the Board of Examiners
Board .of Examiners
Prof. Dr. Jawasi Naibaho, M.Pd.
Dr. Berlin Sibarani, M.Pd.
Prof. Tina Mariany Arifin, M.A., Ph.D.
Prof. Amrin Saragih, M.A., Ph.D.
Dr. Busmin Ouming, M.Pd.
ACKNOWLEDGEMENTS
The writer would like to thank ALLAH the almighty, who has granted countless
blessiDgS, knOWledge and opportunities.
On this very special occasion. she would like to extend her sincere appreciation to
Prof. Jawasi Naibaho. M.Pd., her first Adviser for his advice, valuable time in giving the
encouragement, guidance, suggestions, and for the infonnatioil that baS enable tO Write this
thesis until it comes to its present fonn, She also would like to express her special gratitude
to Dr. Berlin Sibarani, M.Pd., her second Adviser, for his outstanding supervision.
She also appreciate t0 Prof. Tma Mariany Aritiil,M.A., Ph.D., 8S the Head of
English Applied Linguistics Study Program and Prof.Dr. Lince Sihombing,M.Pd., as the
Secretary of English Applied Linguistics Study Program and all lectures of the English
Aj)plied LingUistics Study Program for their valuable knoWledge they have been
trailS
ferred to her, in particular, she would like to render her special thanks to her reviewers
Prof, Tma Mariany Arifin,M.A., Ph,D., Prof. Amrin Saragih,M.A.,Ph.D., Dr.Busmin
GUmiilg,M.Pd for their valuable it:iputs iil the ·proces of writing this the8is.
The writer indebted especially to the dean of Tarbiyah Faculty State Institute o f
Islamic Studies North Sumatra and
students of English Educational Program who
petiilitted her to conduct the research in the universitY.
Her appreciation goes to all her friends Intake IX at the English Applied
Linguistics Study Program, Post Graduate School Wani, Inani, Pak Bakhtiar, Mery Bancin,
Her appreciation goes to all her friends Intake IX at the English Applied
Linguistics Study Program, Post Graduate School Wani, Inani, Pak Bakhtiar, Mery Bancin,
Mery Purba. Imelda. Eva, Ninta, Heri, Baby Arlita. It seems impossible to name all those
who are very helpful to her, but they deserve her special thanksfulness.
May God bless us !
Medan,
August
The writer,
Siti Ismahani
Registration Number: 055010177
CHAPTER I
INTRODUCI'ION
1.1 Baekground of the Study
English is importallt for its positiOn as a dol'liliia:nt international language.
It is used worldwide by various nations in almost every aspect of life. It has
beCome the language of politieS, tradeS, CUltUres. scienee, teChnology and ett. The
continuous advancement of commerce, science and technology has forced learners
in Indonesia to master English. Without mastering English, the development of
seience and technology in Indonesia Will be adopted sloWet by learners since most
of the science and technology boob are written in English.
To adopt the growth of science and technology, learners should read the
seienee and technology books bC:e8iJse reading is the most important
language
skill. Reading is one of four skills that considered being important to the learners
an effective means of expanding and improving the learners English as well as
eilrieliliig their experience and intellectUal abilitY.
Reading is an essential skill for all students at all levels. The students are
required to be able to read. The most important step to preparing students to
rompreheoo Writing material is to help students utlderstaild the reading
comprehension. Sometimes, the students are bored with the materials which are
presented in reading comprehension task. Although some teachers have used the
~
·
or 8ome reading iDStnietions to make students interest to do the reading
comprehension task yet they just cheating or guessing the answer of the text.
1
2
Reading comprehension is influenced by the reading material, the total program of
iDStfuctioil, the child's
own persoilality, attitUdeS, interest, ·motivation, habit and
her/his out of school environment.
In fact, reading is not as easy as people think, It is not easy to have the
abilitY of draWing meaning fro:in the printed page and i:nterpret the information
appropriately. Consequently, students will need to read the text two or three times
to get even approximate sense. All this take time and many less motivated
StUdents give up. Reading ·passage is bolind to be too diffiCUlt to them and they
predict that the whole experience will be frustrating and de motivating. Such
attitudes often due to unsuccessful experience in reading. U: in the past students
have been
given readiilg text Which are
too
difficult and have no interest
and
where teachers failed to exited their interest then they are likely to expect the
reading activities to be boring.
Froin the statement above for the teacher who teaehs English shoUld have
strategies especially in teaching reading. There are some strategies in teaching
English for instance; reciprocal questioning, scaffolding and mind mapping
strategies. Reciprocal questioiliilg is a strategy in WhiCh stUdents learn the skills of
summarizing, questioning, clarifying and predicting well enough to act as an
instructor of content Students develop these four skills and learn metacomprehension skills While reading indepei:tdently C>r oomplerneitting a hands-On
inquiry activity while scaffolding seems suitable to be proposed as one of the
alternative strategies that could be facilitated a learners ability to build on prior
knOWledge and internalize
new iilforinirtion.
Mind mapping is
an
important
CHAPTERV
CONCLUSION AND SUGGESTION
5.1 CONCLUSION
Based on the data analysis presented in chapter IV, some conclusions are
derived through meaningful interpretation of the findings in this study and drawn
as the following:
1. Teaching reading comprehension with reciprocal questioning, scaffolding and
mind mapping strategies can be expected because these strategies have
sigDificantly affect on stUdents' teading comprebeiisiOn.
l. Teaching reading comprehension with reciprocal questioning strategy is the
highest significantly affect among scaffolding and mind mapping. It can be
shown in table 4.7
3. 5.l SUGGESTION
The result of the :tiJidiiigs provide valuable Sliggestion for the
improvement of students' reading comprehension. Thus the following points are
1. English teachers should pay more attentions to the students' mastery in
mlding comprehension. English teachers are recommended to teach reading
eOmptebension Using teciptocal queStiOning, scaffolding. and mind mapping
since these strategies in order to improve students' reading comprehension.
2. Teacher should motivate students to read because through reading they can
inCrease theit vocabUlary, experiences, and intellectual abilitY.
60
61
REFERENCES
Alexander J.E. Teaching Reading 3 Ed., Boston, Scott: Foresman
Arikullto.S. 1993, Prosedur Penelitian Suatu Peifdekatan Proktik, Jakarta: Alleka
Cipta
Aty, D. Chesar, L.J and R.ajaviah, A. 1979, IntrOduction to Re.search
Education, New York: Holt, Rinehart and Winston
1972: in Otto,
Addison-Wesley.
Barrett, T.C.
W.
in
at all: 1979, How to Teach Reading, Canada:
Borg, W. and Gall, M. 1983, Educational Research (An Introduction)
New York: Longman
.f"
Ed.,
Bradley. 2000, Scaffolding Academic Learning for Second Language Learners
Retrived htt:lfrteslj.orglArticles/Bradley-Scaffolding
Callahan, J.F and Clark, L.H. 1982, Teaching in the Middle and Secondary
School, New York: Me Millan
Davirie, J. 1988, The Relationship Between General Language Competence and
Second Language Reading Proficiency: Implication in Teaching in
Nunan D. 1999, Second Language Teaching Letifning, Boston: Heinle
and Heinle Publishers
Ellis, E, Larkin, M & Worthington, L
(No date), Executive Summary of the
Research Synthesis on Effective Teaching Principles and Design Of
Quality Tool f or Educators, University of Alabama
Fishbein, H. 1990, Leamer's Quem'ons and Comprehension in a Tutoring Setting
in Journal of Psychology, Vol. 82, March 1990 p.163-170, New York:
Prentice Hall.
Goodman, K. 1965, The Reading Process in Carel/, P.L, Joanne, D. 1988,
Interactive Approaches to Second Language Reading, Cambridge
UniversitY PreSs.
Hartman, H. 2002, Scaffolding and Cooperative Learning. Human Learning and
Instruction, New York: City College of City University ofNew York.
Hayes, D. 1992, A Sourcebook of Interactive Method for Teaching With Texts,
Oxford: Oxford University Press.
62
Heilman. A et al. 1981, Principle and Practices of Teaching Reading, Ohio:
Charles E. Merill.
Helfedt, J.P., Henk, W.A. 1990, Reciprocal Questioning: Answer Relationship an
Instructional Technique for At-Risk Readers, Journal ofReading. Vol. 33,
p. 509-514, New Yolk: Me Milan.
Huda, N. 1997, A National Strategy in Achieving English Communication Ability
Gioix:ilization Perspectives,
Vo. 4, Special Edition.
The Journal
of Education, December
1997,
Hornby, A.S. 1989, Oxfo rd Advanced Learner's Dictionary: 8h Ed Oxford:
Oxford University.
Hubbard, P. et al. 1984, A Training Course for TEFL, HonaJcona: Oxford
University.
Jaramillo, J. 1996, Vygotsky 's Socio Cultural Theory and Contribution to the
Development ofOJnstructivist Curriculum. Education 117 (1), 133-140
Karen S. and Bradley, A. Scaffolding Academic Learning for Second Language
Learners, Text A & M University (Kingsville, Texas, USA), Retrieved
http:Jfrtestj.olj/Artiele/llradley-Scaffoldiiul/July, 12th, 2007
Mary ,Lou &ajfolding for Reading Providing Support Through the Reading
ProctW,
Retrieved
h tp :/w.
mindsprlg.co/
~m
Cc/
Scaffolding.btml
Me Kenzie, J. 2000, Scaffolding for Success [Electronic Version] Beyond
Technology Question, Research and lriformation Literate School
frQm
Retrieved
SgJbmitted
in Partial l'uift
r;,.f t iM; l't.;q
, c 'f ~ ~'# et~i
¥l
; "'f'
;,
.J{ ~ 4 J£ t $l'&
/
, ;1 "'~;
s
rt
~ i'le
~
me
n ts
for the Degree of
•
"l"tfM$1;U Jmora
.....~
~ ' i1~ ~ ~, ~ ' - ',
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POS~RADUTECHL
,
STATE UNIVERSITY OF MEDAN
2009
\
\
A THESIS
THE EFFECT OF RECIPROCAL QUESTIONING,
SCAFFOLDING AND MIND MAPPING STRATEGIES
ON READING COMPREHENSION
Siti Ismabani
Registration Number : 055010177
English Applied Linguistics Study Prognm
State Univenity of Medan
This Thesis was examined on September 4111 , 2009 by the Board of Examinen
Approval by
Adviser Commission
Adviserll
Adviser I
I
:-=::>
"Trot. Dr. Jawasi Naibaho, M.Pd
Dr. Berlin Sibarani, M.Pd.
Approval
1'11is thesis was examined on 4tb September 2009 by the Board of Examiners
Board .of Examiners
Prof. Dr. Jawasi Naibaho, M.Pd.
Dr. Berlin Sibarani, M.Pd.
Prof. Tina Mariany Arifin, M.A., Ph.D.
Prof. Amrin Saragih, M.A., Ph.D.
Dr. Busmin Ouming, M.Pd.
ACKNOWLEDGEMENTS
The writer would like to thank ALLAH the almighty, who has granted countless
blessiDgS, knOWledge and opportunities.
On this very special occasion. she would like to extend her sincere appreciation to
Prof. Jawasi Naibaho. M.Pd., her first Adviser for his advice, valuable time in giving the
encouragement, guidance, suggestions, and for the infonnatioil that baS enable tO Write this
thesis until it comes to its present fonn, She also would like to express her special gratitude
to Dr. Berlin Sibarani, M.Pd., her second Adviser, for his outstanding supervision.
She also appreciate t0 Prof. Tma Mariany Aritiil,M.A., Ph.D., 8S the Head of
English Applied Linguistics Study Program and Prof.Dr. Lince Sihombing,M.Pd., as the
Secretary of English Applied Linguistics Study Program and all lectures of the English
Aj)plied LingUistics Study Program for their valuable knoWledge they have been
trailS
ferred to her, in particular, she would like to render her special thanks to her reviewers
Prof, Tma Mariany Arifin,M.A., Ph,D., Prof. Amrin Saragih,M.A.,Ph.D., Dr.Busmin
GUmiilg,M.Pd for their valuable it:iputs iil the ·proces of writing this the8is.
The writer indebted especially to the dean of Tarbiyah Faculty State Institute o f
Islamic Studies North Sumatra and
students of English Educational Program who
petiilitted her to conduct the research in the universitY.
Her appreciation goes to all her friends Intake IX at the English Applied
Linguistics Study Program, Post Graduate School Wani, Inani, Pak Bakhtiar, Mery Bancin,
Her appreciation goes to all her friends Intake IX at the English Applied
Linguistics Study Program, Post Graduate School Wani, Inani, Pak Bakhtiar, Mery Bancin,
Mery Purba. Imelda. Eva, Ninta, Heri, Baby Arlita. It seems impossible to name all those
who are very helpful to her, but they deserve her special thanksfulness.
May God bless us !
Medan,
August
The writer,
Siti Ismahani
Registration Number: 055010177
CHAPTER I
INTRODUCI'ION
1.1 Baekground of the Study
English is importallt for its positiOn as a dol'liliia:nt international language.
It is used worldwide by various nations in almost every aspect of life. It has
beCome the language of politieS, tradeS, CUltUres. scienee, teChnology and ett. The
continuous advancement of commerce, science and technology has forced learners
in Indonesia to master English. Without mastering English, the development of
seience and technology in Indonesia Will be adopted sloWet by learners since most
of the science and technology boob are written in English.
To adopt the growth of science and technology, learners should read the
seienee and technology books bC:e8iJse reading is the most important
language
skill. Reading is one of four skills that considered being important to the learners
an effective means of expanding and improving the learners English as well as
eilrieliliig their experience and intellectUal abilitY.
Reading is an essential skill for all students at all levels. The students are
required to be able to read. The most important step to preparing students to
rompreheoo Writing material is to help students utlderstaild the reading
comprehension. Sometimes, the students are bored with the materials which are
presented in reading comprehension task. Although some teachers have used the
~
·
or 8ome reading iDStnietions to make students interest to do the reading
comprehension task yet they just cheating or guessing the answer of the text.
1
2
Reading comprehension is influenced by the reading material, the total program of
iDStfuctioil, the child's
own persoilality, attitUdeS, interest, ·motivation, habit and
her/his out of school environment.
In fact, reading is not as easy as people think, It is not easy to have the
abilitY of draWing meaning fro:in the printed page and i:nterpret the information
appropriately. Consequently, students will need to read the text two or three times
to get even approximate sense. All this take time and many less motivated
StUdents give up. Reading ·passage is bolind to be too diffiCUlt to them and they
predict that the whole experience will be frustrating and de motivating. Such
attitudes often due to unsuccessful experience in reading. U: in the past students
have been
given readiilg text Which are
too
difficult and have no interest
and
where teachers failed to exited their interest then they are likely to expect the
reading activities to be boring.
Froin the statement above for the teacher who teaehs English shoUld have
strategies especially in teaching reading. There are some strategies in teaching
English for instance; reciprocal questioning, scaffolding and mind mapping
strategies. Reciprocal questioiliilg is a strategy in WhiCh stUdents learn the skills of
summarizing, questioning, clarifying and predicting well enough to act as an
instructor of content Students develop these four skills and learn metacomprehension skills While reading indepei:tdently C>r oomplerneitting a hands-On
inquiry activity while scaffolding seems suitable to be proposed as one of the
alternative strategies that could be facilitated a learners ability to build on prior
knOWledge and internalize
new iilforinirtion.
Mind mapping is
an
important
CHAPTERV
CONCLUSION AND SUGGESTION
5.1 CONCLUSION
Based on the data analysis presented in chapter IV, some conclusions are
derived through meaningful interpretation of the findings in this study and drawn
as the following:
1. Teaching reading comprehension with reciprocal questioning, scaffolding and
mind mapping strategies can be expected because these strategies have
sigDificantly affect on stUdents' teading comprebeiisiOn.
l. Teaching reading comprehension with reciprocal questioning strategy is the
highest significantly affect among scaffolding and mind mapping. It can be
shown in table 4.7
3. 5.l SUGGESTION
The result of the :tiJidiiigs provide valuable Sliggestion for the
improvement of students' reading comprehension. Thus the following points are
1. English teachers should pay more attentions to the students' mastery in
mlding comprehension. English teachers are recommended to teach reading
eOmptebension Using teciptocal queStiOning, scaffolding. and mind mapping
since these strategies in order to improve students' reading comprehension.
2. Teacher should motivate students to read because through reading they can
inCrease theit vocabUlary, experiences, and intellectual abilitY.
60
61
REFERENCES
Alexander J.E. Teaching Reading 3 Ed., Boston, Scott: Foresman
Arikullto.S. 1993, Prosedur Penelitian Suatu Peifdekatan Proktik, Jakarta: Alleka
Cipta
Aty, D. Chesar, L.J and R.ajaviah, A. 1979, IntrOduction to Re.search
Education, New York: Holt, Rinehart and Winston
1972: in Otto,
Addison-Wesley.
Barrett, T.C.
W.
in
at all: 1979, How to Teach Reading, Canada:
Borg, W. and Gall, M. 1983, Educational Research (An Introduction)
New York: Longman
.f"
Ed.,
Bradley. 2000, Scaffolding Academic Learning for Second Language Learners
Retrived htt:lfrteslj.orglArticles/Bradley-Scaffolding
Callahan, J.F and Clark, L.H. 1982, Teaching in the Middle and Secondary
School, New York: Me Millan
Davirie, J. 1988, The Relationship Between General Language Competence and
Second Language Reading Proficiency: Implication in Teaching in
Nunan D. 1999, Second Language Teaching Letifning, Boston: Heinle
and Heinle Publishers
Ellis, E, Larkin, M & Worthington, L
(No date), Executive Summary of the
Research Synthesis on Effective Teaching Principles and Design Of
Quality Tool f or Educators, University of Alabama
Fishbein, H. 1990, Leamer's Quem'ons and Comprehension in a Tutoring Setting
in Journal of Psychology, Vol. 82, March 1990 p.163-170, New York:
Prentice Hall.
Goodman, K. 1965, The Reading Process in Carel/, P.L, Joanne, D. 1988,
Interactive Approaches to Second Language Reading, Cambridge
UniversitY PreSs.
Hartman, H. 2002, Scaffolding and Cooperative Learning. Human Learning and
Instruction, New York: City College of City University ofNew York.
Hayes, D. 1992, A Sourcebook of Interactive Method for Teaching With Texts,
Oxford: Oxford University Press.
62
Heilman. A et al. 1981, Principle and Practices of Teaching Reading, Ohio:
Charles E. Merill.
Helfedt, J.P., Henk, W.A. 1990, Reciprocal Questioning: Answer Relationship an
Instructional Technique for At-Risk Readers, Journal ofReading. Vol. 33,
p. 509-514, New Yolk: Me Milan.
Huda, N. 1997, A National Strategy in Achieving English Communication Ability
Gioix:ilization Perspectives,
Vo. 4, Special Edition.
The Journal
of Education, December
1997,
Hornby, A.S. 1989, Oxfo rd Advanced Learner's Dictionary: 8h Ed Oxford:
Oxford University.
Hubbard, P. et al. 1984, A Training Course for TEFL, HonaJcona: Oxford
University.
Jaramillo, J. 1996, Vygotsky 's Socio Cultural Theory and Contribution to the
Development ofOJnstructivist Curriculum. Education 117 (1), 133-140
Karen S. and Bradley, A. Scaffolding Academic Learning for Second Language
Learners, Text A & M University (Kingsville, Texas, USA), Retrieved
http:Jfrtestj.olj/Artiele/llradley-Scaffoldiiul/July, 12th, 2007
Mary ,Lou &ajfolding for Reading Providing Support Through the Reading
ProctW,
Retrieved
h tp :/w.
mindsprlg.co/
~m
Cc/
Scaffolding.btml
Me Kenzie, J. 2000, Scaffolding for Success [Electronic Version] Beyond
Technology Question, Research and lriformation Literate School
frQm
Retrieved