THE EFFECT OF USING TEACHING METHODS ON STUDENTS ACHIEVEMENT IN READING COMPREHENSION.
THE EFFECT OF USING TEACHING METHODS ON
STUDENT’S ACHIEVEMENT IN READING
COMPREHENSION
A THESIS
Submitted to the English Department, Faculty of Languages and Arts,State
University of Medan, in Partial Fulfillment of the Requirements for the
Degree of Sarjana Pendidikan
By:
ASNI RUMIRIS
Registration Number. 2103321003
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ABSTRACT
Asni Rumiris. 2103321003. The Effect of Using Teaching Methods on
Student’s Achievement in Reading Comprehension. A Thesis. English
Department. Faculty of Languages and Arts. States University of Medan.
2015.
This study was investigated the effects of applying teaching methods on student’s
achievement in reading comprehension. This study used the quasi experimental
design. The population of the study was the second grade of SMAS Pelita
Nusantara Lawe Sigala-gala. There were sixty students used as sample out of the
research taken by randomly from the population of 90 students. This study was
conducted with two groups, experimental and control group. The experimental
group was taught by using Cooperative Integrated Reading and Composition
(CIRC) while the control group by using discussion. The instrument of collecting
the data was multiple choice tests. To obtain the result of the reliability of the test,
the researcher used the Kuder Richardson formula (KR-21). The result of the
calculation showed that the reliability of the test was 0.94, which means that the
reliability of the test is very high. The data was analyzed by using t-test formula.
The result of the analysis showed that tobserved is exceeded than ttable (4.67 > 2.00)
at the level of significance of 0.05 with the degree of freedom (df) 58. The result
of this study showed that the students’ achievement taught by using cooperative
integrated reading and composition is higher than those taught by using
discussion.
Keyword : Using Teaching Methods, Reading Comprehension.
ACKNOWLEDGEMENT
A greatest to the Almighty Jesus Christ for blessing and guiding the writer
so she can finally complete this thesis to fulfill the requirements for the degree of
Sarjana Pendidikan.
The writer would like to take her opportunity to express her deep and
sincere gratitude to the following:
Prof. Dr. Ibnu Hajar Damanik, M.Si., Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum, the Dean of Languages and Arts Faculty.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department and
also her Reviewer and Examiner, Dra. Meisuri, M.A, the Secretary of
English department, and Dra. Masitowarni Siregar, M.Ed., the Head of
English Education Study Program and also her Academic Advisor and
as her Reviewer and Examiner.
Jefria Gultom, S.Pd, M.Hum.
Prof. Dr. Busmin Gurning, M.Pd, her Thesis Consultant and Johannes
Dra. Sri Juriati Ownie, M.A, her Reviewer and Examiner.
giving knowledge, advices and amazing study experiences.
All Lecturers who have taught her in this English Department, for
The writer sincerely thanks to her beloved father Abdullah Panjaitan
and mother Nelly Siregar for their everlasting love, hopeful prayers in
her life, and the entire moral and the financial support that have
enabled her finish her study. Her special thanks admiration are also
due to her sister and brother, Evi Monalisa Panjaitan, Irvandi
Panjaitan, and Della Wita Panjaitan, and her boyfriend Joen Gultom
S.Pd thank for your support, your caring and help me to accomplish
this thesis. Thanks to all sisters and brothers in boarding house at
Pardamean street 5C and all family, friends are also undeniable.
The writer also thanks to the headmaster of SMAS. Pelita Nusantara
Lawe Sigala-gala, GERLAM, S.Pd, M.Si and English teacher Miss.
Trimawati Pasaribu S.Pd and all the teachers and student especially
XI-1, XI-2 academic 2013/2014 in SMAS. Pelita Nusantara Lawe
Sigala-gala who received the presence of the writer during research in
these classes.
Her dearest friends of Extension B 2010; Yusniar, Icha Ramadhani
Butar-butar S.Pd., Goklas, Fitri, Vira, Misida, Murni, Tiar, Yeni, and
the rest members of Extension 2010 for all of their motivation ,
supports and togetherness.
The writer hopes this thesis will be useful for those who read it, especially
for the student of English Department.
Medan,
Januari 2015
The Researcher,
Asni Rumiris
Reg. No.2103321003
TABLE OF CONTENTS
Page
ABSTRACT ........................................................................................................... i
ACKNOWLEDGEMENT .................................................................................... ii
TABLE OF CONTENTS .................................................................................... iv
LIST OF TABLES .............................................................................................. vi
LIST OF APPENDICES ................................................................................. ..vii
CHAPTER I: INTRODUCTION .........................................................................1
A. The Background of Study .........................................................1
B. The Problem of Study ................................................................4
C. The Objective of Study ..............................................................4
D. The Scope of Study ....................................................................4
E. The Significance of Study ..........................................................5
CHAPTER II: REVIEW OF RELATED LITERATURE .................................6
A. Theoretical Framework ..............................................................6
1. The Students’ Achievement in Reading Narrative Text ......6
2. Reading Narrative Text ........................................................7
3. The Purpose of Reading .......................................................9
4. Reading Comprehension ....................................................10
5. Level of Comprehension ....................................................12
6. Narrative Text ....................................................................13
7. Teaching Method ...............................................................16
8. Cooperative Learning........................................................16
9. Cooperative Integrated Reading and Composition............17
a. The Process of Cooperative Integrated Reading and
Composition.................................................................18
b. The Advantages and Weaknesses of Cooperative
Integrated Reading and Composition...........................18
10. Discussion Method.............................................................19
a. The Process of Discussion Method..............................19
b. The Advantages of Discussion Method.......................19
c. Disadvantages of Discussion Method..........................21
B. Relevant Studies on Using Cooperative Integrated Reading
And Composition.....................................................................22
C. Conceptual Framework ...........................................................23
D. Hypothesis ................................................................................25
CHAPTER III: METHODOLOGY OF RESEARCH .....................................27
A. Research Design .......................................................................27
B. Population and Sample.............................................................27
C. The Instruments of Collecting Data .........................................28
D. The Procedure of Research ......................................................28
E. The Scoring System .................................................................32
F. The Validity and Reliability of The Test ................................32
G. Technique for Analyzing Data .................................................34
H. Statistical Hypothesis ..............................................................35
CHAPTER IV: DATA ANALYSIS AND DISCUSSION .................................36
A. The Data ...................................................................................36
B. Data Analysis ...........................................................................36
C. Testing Hypothesis ...................................................................39
D. Discussion ................................................................................40
CHAPTER V: CONCLUSIONS AND SUGGESTIONS .................................42
A. Conclusions ..............................................................................42
B. Suggestions ..............................................................................42
REFERENCES .....................................................................................................43
LIST OF TABLES
Table 1.1 Students’ Accumulated Score of Grade XI .............................................2
Table 3.1 Research Design .....................................................................................27
Table 3.2 Procedure of Treatment for Experimental Group ..................................29
Table 3.3 Procedure for Control Group .................................................................30
LIST OF APPENDICES
Appendix A The Score of Pretest By The Students of Experimental Group .........44
Appendix B Score of Pretest By The Students of Control Group..........................45
Appendix C.1. The Calculation of Reliability .......................................................46
Appendix C.2. To obtain the reability of the test ................................................. 47
Appendix D Calculation of t-test ..........................................................................49
Appendix E t-table Distribution ............................................................................53
Appendix F Reading Test ......................................................................................54
Appendix G Lesson Plans ......................................................................................60
CHAPTER I
INTRODUCTION
A. The Background Of The Study
Reading is one of the four language skills that is very important. Reading
is also something crucial and indispensable for the students, because the success
of their study depends on their ability to read. Reading is a means of language
acquisition, of communication, and sharing information and ideas. Like all
language, it is a complex interaction between the text and the reader.
Reading is the ability to draw meaning from the printed page and interpret
the information approximately (Grabe and Stoller 2002:9). It is an active cognitive
process of interacting with print and monitoring interpretation or understanding to
establish meaning by giving test. The main purpose for reading is to comprehend
the idea in the material. Without comprehension, reading would be empty and
meaningless.
According to Anderson (2006:3) reading is one of the most poorly
developed of our daily skills and yet it is a vital medium of communication.
Reading consits of two related proccesses: word recognition and comprehension.
Word recognition refers to the process of perceiving how writen symbols
correspond to one’s spoken language. Much of what we know about reading is
based on studies conducted in English and other alphabetic languages.
Improving student’s reading comprehension is not easy task, teaching
reading nowadays is directly faced to some problem. Many students are still
having problems with reading. For example the students may able be to read a text
only, without know the meaning and the purpose of the text, even there are many
students that can’t read in English. The factor is the strategy used in the teaching
and learning process. The student only asked to read and answer the questions
related to the text. This strategy makes the students do not fully understand of
what they have read.
Based on the phenomenon where the researcher did observations to
students in SMAS Pelita Nusantara Lawe Sigala-gala, most of the students faced
many difficulties when reading their text book. They did reading as a passive
activity because as a common reading activiy they only asked to read and then
translate the story. When they asked to read they are only read without
comprehend the text and also they have no self confidence to read. Without
comprehension, a student does not really read. It is the teacher’s responsibility to
help the students to comprehend the text. The teacher needs to assess student’s
reading needs. Teacher should design and redesign course in order to make an
interesting learning process for students.
The ability to comprehend story seems so low with that learning style. The
writer attaches the students’ score in two semesters, academic year 2013-2014
below. The Minimum Criteria Mastery (Kriteria Ketuntasan Minimum/KKM) is
70.
Semester
Score
Students
Percentage
Mean
1 Semester 2013/2014
STUDENT’S ACHIEVEMENT IN READING
COMPREHENSION
A THESIS
Submitted to the English Department, Faculty of Languages and Arts,State
University of Medan, in Partial Fulfillment of the Requirements for the
Degree of Sarjana Pendidikan
By:
ASNI RUMIRIS
Registration Number. 2103321003
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ABSTRACT
Asni Rumiris. 2103321003. The Effect of Using Teaching Methods on
Student’s Achievement in Reading Comprehension. A Thesis. English
Department. Faculty of Languages and Arts. States University of Medan.
2015.
This study was investigated the effects of applying teaching methods on student’s
achievement in reading comprehension. This study used the quasi experimental
design. The population of the study was the second grade of SMAS Pelita
Nusantara Lawe Sigala-gala. There were sixty students used as sample out of the
research taken by randomly from the population of 90 students. This study was
conducted with two groups, experimental and control group. The experimental
group was taught by using Cooperative Integrated Reading and Composition
(CIRC) while the control group by using discussion. The instrument of collecting
the data was multiple choice tests. To obtain the result of the reliability of the test,
the researcher used the Kuder Richardson formula (KR-21). The result of the
calculation showed that the reliability of the test was 0.94, which means that the
reliability of the test is very high. The data was analyzed by using t-test formula.
The result of the analysis showed that tobserved is exceeded than ttable (4.67 > 2.00)
at the level of significance of 0.05 with the degree of freedom (df) 58. The result
of this study showed that the students’ achievement taught by using cooperative
integrated reading and composition is higher than those taught by using
discussion.
Keyword : Using Teaching Methods, Reading Comprehension.
ACKNOWLEDGEMENT
A greatest to the Almighty Jesus Christ for blessing and guiding the writer
so she can finally complete this thesis to fulfill the requirements for the degree of
Sarjana Pendidikan.
The writer would like to take her opportunity to express her deep and
sincere gratitude to the following:
Prof. Dr. Ibnu Hajar Damanik, M.Si., Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum, the Dean of Languages and Arts Faculty.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department and
also her Reviewer and Examiner, Dra. Meisuri, M.A, the Secretary of
English department, and Dra. Masitowarni Siregar, M.Ed., the Head of
English Education Study Program and also her Academic Advisor and
as her Reviewer and Examiner.
Jefria Gultom, S.Pd, M.Hum.
Prof. Dr. Busmin Gurning, M.Pd, her Thesis Consultant and Johannes
Dra. Sri Juriati Ownie, M.A, her Reviewer and Examiner.
giving knowledge, advices and amazing study experiences.
All Lecturers who have taught her in this English Department, for
The writer sincerely thanks to her beloved father Abdullah Panjaitan
and mother Nelly Siregar for their everlasting love, hopeful prayers in
her life, and the entire moral and the financial support that have
enabled her finish her study. Her special thanks admiration are also
due to her sister and brother, Evi Monalisa Panjaitan, Irvandi
Panjaitan, and Della Wita Panjaitan, and her boyfriend Joen Gultom
S.Pd thank for your support, your caring and help me to accomplish
this thesis. Thanks to all sisters and brothers in boarding house at
Pardamean street 5C and all family, friends are also undeniable.
The writer also thanks to the headmaster of SMAS. Pelita Nusantara
Lawe Sigala-gala, GERLAM, S.Pd, M.Si and English teacher Miss.
Trimawati Pasaribu S.Pd and all the teachers and student especially
XI-1, XI-2 academic 2013/2014 in SMAS. Pelita Nusantara Lawe
Sigala-gala who received the presence of the writer during research in
these classes.
Her dearest friends of Extension B 2010; Yusniar, Icha Ramadhani
Butar-butar S.Pd., Goklas, Fitri, Vira, Misida, Murni, Tiar, Yeni, and
the rest members of Extension 2010 for all of their motivation ,
supports and togetherness.
The writer hopes this thesis will be useful for those who read it, especially
for the student of English Department.
Medan,
Januari 2015
The Researcher,
Asni Rumiris
Reg. No.2103321003
TABLE OF CONTENTS
Page
ABSTRACT ........................................................................................................... i
ACKNOWLEDGEMENT .................................................................................... ii
TABLE OF CONTENTS .................................................................................... iv
LIST OF TABLES .............................................................................................. vi
LIST OF APPENDICES ................................................................................. ..vii
CHAPTER I: INTRODUCTION .........................................................................1
A. The Background of Study .........................................................1
B. The Problem of Study ................................................................4
C. The Objective of Study ..............................................................4
D. The Scope of Study ....................................................................4
E. The Significance of Study ..........................................................5
CHAPTER II: REVIEW OF RELATED LITERATURE .................................6
A. Theoretical Framework ..............................................................6
1. The Students’ Achievement in Reading Narrative Text ......6
2. Reading Narrative Text ........................................................7
3. The Purpose of Reading .......................................................9
4. Reading Comprehension ....................................................10
5. Level of Comprehension ....................................................12
6. Narrative Text ....................................................................13
7. Teaching Method ...............................................................16
8. Cooperative Learning........................................................16
9. Cooperative Integrated Reading and Composition............17
a. The Process of Cooperative Integrated Reading and
Composition.................................................................18
b. The Advantages and Weaknesses of Cooperative
Integrated Reading and Composition...........................18
10. Discussion Method.............................................................19
a. The Process of Discussion Method..............................19
b. The Advantages of Discussion Method.......................19
c. Disadvantages of Discussion Method..........................21
B. Relevant Studies on Using Cooperative Integrated Reading
And Composition.....................................................................22
C. Conceptual Framework ...........................................................23
D. Hypothesis ................................................................................25
CHAPTER III: METHODOLOGY OF RESEARCH .....................................27
A. Research Design .......................................................................27
B. Population and Sample.............................................................27
C. The Instruments of Collecting Data .........................................28
D. The Procedure of Research ......................................................28
E. The Scoring System .................................................................32
F. The Validity and Reliability of The Test ................................32
G. Technique for Analyzing Data .................................................34
H. Statistical Hypothesis ..............................................................35
CHAPTER IV: DATA ANALYSIS AND DISCUSSION .................................36
A. The Data ...................................................................................36
B. Data Analysis ...........................................................................36
C. Testing Hypothesis ...................................................................39
D. Discussion ................................................................................40
CHAPTER V: CONCLUSIONS AND SUGGESTIONS .................................42
A. Conclusions ..............................................................................42
B. Suggestions ..............................................................................42
REFERENCES .....................................................................................................43
LIST OF TABLES
Table 1.1 Students’ Accumulated Score of Grade XI .............................................2
Table 3.1 Research Design .....................................................................................27
Table 3.2 Procedure of Treatment for Experimental Group ..................................29
Table 3.3 Procedure for Control Group .................................................................30
LIST OF APPENDICES
Appendix A The Score of Pretest By The Students of Experimental Group .........44
Appendix B Score of Pretest By The Students of Control Group..........................45
Appendix C.1. The Calculation of Reliability .......................................................46
Appendix C.2. To obtain the reability of the test ................................................. 47
Appendix D Calculation of t-test ..........................................................................49
Appendix E t-table Distribution ............................................................................53
Appendix F Reading Test ......................................................................................54
Appendix G Lesson Plans ......................................................................................60
CHAPTER I
INTRODUCTION
A. The Background Of The Study
Reading is one of the four language skills that is very important. Reading
is also something crucial and indispensable for the students, because the success
of their study depends on their ability to read. Reading is a means of language
acquisition, of communication, and sharing information and ideas. Like all
language, it is a complex interaction between the text and the reader.
Reading is the ability to draw meaning from the printed page and interpret
the information approximately (Grabe and Stoller 2002:9). It is an active cognitive
process of interacting with print and monitoring interpretation or understanding to
establish meaning by giving test. The main purpose for reading is to comprehend
the idea in the material. Without comprehension, reading would be empty and
meaningless.
According to Anderson (2006:3) reading is one of the most poorly
developed of our daily skills and yet it is a vital medium of communication.
Reading consits of two related proccesses: word recognition and comprehension.
Word recognition refers to the process of perceiving how writen symbols
correspond to one’s spoken language. Much of what we know about reading is
based on studies conducted in English and other alphabetic languages.
Improving student’s reading comprehension is not easy task, teaching
reading nowadays is directly faced to some problem. Many students are still
having problems with reading. For example the students may able be to read a text
only, without know the meaning and the purpose of the text, even there are many
students that can’t read in English. The factor is the strategy used in the teaching
and learning process. The student only asked to read and answer the questions
related to the text. This strategy makes the students do not fully understand of
what they have read.
Based on the phenomenon where the researcher did observations to
students in SMAS Pelita Nusantara Lawe Sigala-gala, most of the students faced
many difficulties when reading their text book. They did reading as a passive
activity because as a common reading activiy they only asked to read and then
translate the story. When they asked to read they are only read without
comprehend the text and also they have no self confidence to read. Without
comprehension, a student does not really read. It is the teacher’s responsibility to
help the students to comprehend the text. The teacher needs to assess student’s
reading needs. Teacher should design and redesign course in order to make an
interesting learning process for students.
The ability to comprehend story seems so low with that learning style. The
writer attaches the students’ score in two semesters, academic year 2013-2014
below. The Minimum Criteria Mastery (Kriteria Ketuntasan Minimum/KKM) is
70.
Semester
Score
Students
Percentage
Mean
1 Semester 2013/2014