THE EFFECT OF USING COOPERATIVE SCRIPT ON STUDENTS READING COMPREHENSION.
THE EFFECT OF USING COOPERATIVE SCRIPT ON
STUDENTS’ 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:
WINDHA AGNESTY SINAGA
Registration Number 2103321048
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ABSTRACT
Sinaga, Windha Agnesty. 2103321048. The Effect of Using Cooperative
Script on Students’ Reading Comprehension. A Thesis: English Department.
Faculty of Languages and Arts, State University of Medan. 2015.
This study deals with the effect of Cooperative Script on students’ reading
comprehension. The population of the study was the 2014/2015 academic year
first semester grade XI students of SMA Negeri 2 Pematangsiantar. The samples
were two classes, namely XI PMIA 5 and XI PMIA 6, with the total was 60
students selected by applying random sampling. The sample was divided into two
groups. Experimental group (XI PMIA 6) was taught by applying Cooperative
Script Method while the control group (XI PMIA 5) was taught by applying
explaining method. There were two data used in this research namely pre-test and
post-test. The data were analyzed by using t-test formula to show the effect of
applying Cooperative Script Method on students’ reading comprehension. After
analyzing the data, the finding indicates that t-observed was higher than t-table
(4.52> 2.00) at the level of significance 0.05 with the degree of freedom (df) 58. It
means that applying Cooperative Script Method has affected students’ reading
comprehension.
Keywords : Cooperative Script, Students’ Reading Comprehension
ACKNOWLEDGEMENT
First of all the writer would like to thank Lord Father, Jesus Christ, and
Holy Spirit. Because of His abundantly blessing and love, the writer can complete
this thesis as one of the requirements for the degree of Sarjana Pendidikan (S-1) at
the English Department, Faculty of Languages and Arts, State University of
Medan.
In process of writing this thesis, the writer realizes that she found a lot of
obstacles and difficulties, and by the supports from many people, she can finally
complete this thesis. Therefore, the writer would like to express her sincere
gratitude to:
1. Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan.
2. Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts, State University of Medan.
3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, Dra.
Masitowarni Siregar, M.Ed., the Head of English Education Program.
4. Dra. Meisuri, M.A., her Thesis Supervisor, for her patience, suggestions,
guidance, and time during the writing process of this thesis.
5. Dra. Sri Juriati Ownie, M.A., her Academic Supervisor
6. All the Lecturers of English Department for their knowledge and guidance
during her academic year.
7. The Headmaster of SMA Negeri 2 Pematangsiantar, Rudol Barmen
Manurung, M.Pd., the vice headmaster, Restar Revolta Tambunan,
M.Pd., and Evi Siahaan, S.Pd., for their permission and opportunities in
allowing the writer to do observation and to collect data.
8. The writer’s dearest parents, Welcome Sinaga, S.Pd and Astinora Purba,
her brothers Evhans Perdana Sinaga, S.Pd., Frans Daniel Sinaga,
Harley Christian Sinaga, and her sister Tiarma Intan Marpaung, M.Pd
for their love, prayers, care and support to the writer.
9. The writer’s beloved best friends, Ventry, Titin, Margareth, Enny, Nata,
Roma, Devi, for their support, love, prayers and their togetherness for
these several years.
10. The writer’s best friends Lamria Simamora, Nopia Pasaribu, Wellry
Pohan, Agustina Simamora for their support, time, and prayers, and all of
her friends PPLT SMA Negeri 1 Laguboti 2013.
11. Her friends in Class Extension C 2010, Vandhy, Dahlia, Yohana, Saddam,
Putri Siregar, Rapicha, her friends from Extension A and B 2010, Rosmery
Nainggolan, and all of them who cannot be mentioned one by one for their
support and prayer.
Medan,
Februari 2015
The Writer,
Windha Agnesty Sinaga
NIM. 2103321048
TABLE OF CONTENTS
Page
ABSTRACT ............................................................................................................ i
ACKNOWLEDGEMENT .................................................................................... ii
TABLE OF CONTENTS ................................................................................... iv
LIST OF TABLES .............................................................................................. vi
LIST OF APPENDIXES ................................................................................... vii
CHAPTER I INTRODUCTION
A. The Background of the Study .................................................................1
B. The Problem of the Study .......................................................................5
C. The Scope of the Study ...........................................................................5
D. The Objective of the Study ......................................................................6
E. The Significances of the Study ...............................................................6
CHAPTER II REVIEW OF LITERATURE
A. Theoretical Framework ...........................................................................7
1. Students’ Achievement in Reading Comprehension ........................7
2. Reading Comprehension ..................................................................8
3. The Principles of Reading ..............................................................10
4. Level of Reading Comprehension ..................................................13
5. Assessment of Reading Comprehension ........................................14
6. Text Genre ......................................................................................16
7. Report Text .....................................................................................17
8. Method............................................................................................19
a. Cooperative Script .....................................................................20
b. Procedure of Applying Cooperative Script ................................21
c. The Advantage and Disadvantage of Cooperative Script ..........21
B. Conceptual Framework..........................................................................22
C. Hypothesis .............................................................................................23
CHAPTER III METHOD OF RESEARCH
A. Research Design ....................................................................................24
B. Population and Sample ..........................................................................25
C. The Instrument of Data Collection ........................................................25
D. Scoring System ......................................................................................26
E. Procedures of Research .........................................................................26
1. Try Out ...........................................................................................26
2. Pre-Test ..........................................................................................26
3. Treatment .......................................................................................27
4. Post-Test.........................................................................................28
F. The Validity and Reliability of the Test ................................................28
1. The Validity of the Test .................................................................28
2. The Reliability of the Test .............................................................29
G. The Technique for Analyzing Data .......................................................30
H. Statistical Hypothesis ............................................................................31
CHAPTER IV THE DATA AND DATA ANALYSIS
A. The Data ................................................................................................32
B. Reliability of the Test ............................................................................35
C. Data Analaysis .......................................................................................36
1. Score...............................................................................................36
2. Treatment .......................................................................................36
D. Testing Hypothesis ................................................................................38
E. Discussions ............................................................................................38
CHAPTER V CONCLUSIONS AND SUGGESTIONS
A. Conclusions ...........................................................................................40
B. Suggestions ............................................................................................40
REFERENCES .....................................................................................................41
APPENDIXES .....................................................................................................43
LIST OF TABLES
Page
Table 2.1. Example of Report Text ........................................................................19
Table 3.1. Research Design ....................................................................................24
Table 3.2. Teaching procedure in Experimental Group .........................................27
Table 3.3. Teaching Procedure in Control Group ..................................................28
Table 4.1. The Scores of Pre-test and Post-test in Experimental Group ................32
Table 4.2. The Scores of Pre-test and Post-test in Control Group .........................34
LIST OF APPENDIXES
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H
Appendix I
Page
: The Score of Pre-Test and Post-Test of Experimental Group ......43
: The Score of Pre-Test and Post-Test of Control Group .............. 44
: The Calculation of Pre-Test & Post-Test of Experimental Group45
: The Calculation of Pre-Test and Post-Test of Control Group ......46
: The Calculation of T-Test ............................................................47
: The Reliability of The Test ..........................................................48
: Experimental Group’s Score In Meetings ....................................50
: Pre-Test and Post Test Items ........................................................51
: Lesson Plans .................................................................................57
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is a system of communication. People around the world use
language to communicate each other. Since human is categorized as social
creature, it is impossible to live alone without making contact with anyone else.
Although there are so many languages in the world, it is possible to communicate
with other people from another country. If Indonesia which has a lot of tribes with
their own languages, it has Bahasa to keep the citizen unite, this world also have
English as an international language to make people communicate each other
easily. There are thousand countries with their own languages, but people from
Indonesia can communicate or even talk with people from Mexico, or another
country by using English.
English becomes the most essential language in the world. People use it as
their first language or their second language. In Indonesia, English is used as the
second language. English becomes one of subjects of study that has been taught in
school. Indonesia’s government has made English as a subject in primary to
senior high school. But recently there is a new policy; English in primary school
will be deleted from the curriculum. Even so, primary students also can learn
English in school as an extracurricular.
In studying English, there are four skills that are needed to be
learnt, they are listening, speaking, reading, and writing. Speaking and Writing are
called productive skills because those two skills insist the students or learners to
produce language whether it is in spoken or written form. Listening and Reading
are called receptive skills because those skills make the learners receive the
message from what they have heard what one spoke and from what they have read
what one wrote. So those four skills are related to each other.
The students’ ability to read is one of the most important things in learning
English, because by reading they may improve their knowledge and they may get
many information.They only can speak or write if they read something before. It
means that by reading, students may get some information to be shared to others.
English subject in National Examination has anumber of questions from
reading text. The students are insisted to comprehend the text well so they are able
to answer the questions from the text. Reading comprehension is not only found in
National Examination, but also in Test of English as Foreign Language (TOEFL).
Nowadays it obviously can be seen that there are many students are not able
comprehend a text. Most of them do not have interest in reading especially in
reading comprehension. They may read the text well but they can not answer the
question related to the text, it is related to a statement from Otto (1979) which
says that many children can read the words in a passage perfectly, but are unable
to answer questions that call for making interferences or for identifying main idea.
Based on the writer’s experience in her teaching practice in Senior High
School, students’ problem in reading is lack of interest. They were not interested
in reading text and answering the question. It was just making them talking each
other instead of doing the task. Harmer (2004) says that most students will not do
a lot of extensive reading by themselves unless they are encouraged to do so by
their teacher. Since, the students’ reading comprehension is bad. The researcher
got data about the score of the students’ of SMA Negeri 2 Pematangsiantar in last
two semester.
Semester
1st semester ‘13/’14
2nd Semester ‘13/’14
Score
STUDENTS’ 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:
WINDHA AGNESTY SINAGA
Registration Number 2103321048
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ABSTRACT
Sinaga, Windha Agnesty. 2103321048. The Effect of Using Cooperative
Script on Students’ Reading Comprehension. A Thesis: English Department.
Faculty of Languages and Arts, State University of Medan. 2015.
This study deals with the effect of Cooperative Script on students’ reading
comprehension. The population of the study was the 2014/2015 academic year
first semester grade XI students of SMA Negeri 2 Pematangsiantar. The samples
were two classes, namely XI PMIA 5 and XI PMIA 6, with the total was 60
students selected by applying random sampling. The sample was divided into two
groups. Experimental group (XI PMIA 6) was taught by applying Cooperative
Script Method while the control group (XI PMIA 5) was taught by applying
explaining method. There were two data used in this research namely pre-test and
post-test. The data were analyzed by using t-test formula to show the effect of
applying Cooperative Script Method on students’ reading comprehension. After
analyzing the data, the finding indicates that t-observed was higher than t-table
(4.52> 2.00) at the level of significance 0.05 with the degree of freedom (df) 58. It
means that applying Cooperative Script Method has affected students’ reading
comprehension.
Keywords : Cooperative Script, Students’ Reading Comprehension
ACKNOWLEDGEMENT
First of all the writer would like to thank Lord Father, Jesus Christ, and
Holy Spirit. Because of His abundantly blessing and love, the writer can complete
this thesis as one of the requirements for the degree of Sarjana Pendidikan (S-1) at
the English Department, Faculty of Languages and Arts, State University of
Medan.
In process of writing this thesis, the writer realizes that she found a lot of
obstacles and difficulties, and by the supports from many people, she can finally
complete this thesis. Therefore, the writer would like to express her sincere
gratitude to:
1. Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan.
2. Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts, State University of Medan.
3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, Dra.
Masitowarni Siregar, M.Ed., the Head of English Education Program.
4. Dra. Meisuri, M.A., her Thesis Supervisor, for her patience, suggestions,
guidance, and time during the writing process of this thesis.
5. Dra. Sri Juriati Ownie, M.A., her Academic Supervisor
6. All the Lecturers of English Department for their knowledge and guidance
during her academic year.
7. The Headmaster of SMA Negeri 2 Pematangsiantar, Rudol Barmen
Manurung, M.Pd., the vice headmaster, Restar Revolta Tambunan,
M.Pd., and Evi Siahaan, S.Pd., for their permission and opportunities in
allowing the writer to do observation and to collect data.
8. The writer’s dearest parents, Welcome Sinaga, S.Pd and Astinora Purba,
her brothers Evhans Perdana Sinaga, S.Pd., Frans Daniel Sinaga,
Harley Christian Sinaga, and her sister Tiarma Intan Marpaung, M.Pd
for their love, prayers, care and support to the writer.
9. The writer’s beloved best friends, Ventry, Titin, Margareth, Enny, Nata,
Roma, Devi, for their support, love, prayers and their togetherness for
these several years.
10. The writer’s best friends Lamria Simamora, Nopia Pasaribu, Wellry
Pohan, Agustina Simamora for their support, time, and prayers, and all of
her friends PPLT SMA Negeri 1 Laguboti 2013.
11. Her friends in Class Extension C 2010, Vandhy, Dahlia, Yohana, Saddam,
Putri Siregar, Rapicha, her friends from Extension A and B 2010, Rosmery
Nainggolan, and all of them who cannot be mentioned one by one for their
support and prayer.
Medan,
Februari 2015
The Writer,
Windha Agnesty Sinaga
NIM. 2103321048
TABLE OF CONTENTS
Page
ABSTRACT ............................................................................................................ i
ACKNOWLEDGEMENT .................................................................................... ii
TABLE OF CONTENTS ................................................................................... iv
LIST OF TABLES .............................................................................................. vi
LIST OF APPENDIXES ................................................................................... vii
CHAPTER I INTRODUCTION
A. The Background of the Study .................................................................1
B. The Problem of the Study .......................................................................5
C. The Scope of the Study ...........................................................................5
D. The Objective of the Study ......................................................................6
E. The Significances of the Study ...............................................................6
CHAPTER II REVIEW OF LITERATURE
A. Theoretical Framework ...........................................................................7
1. Students’ Achievement in Reading Comprehension ........................7
2. Reading Comprehension ..................................................................8
3. The Principles of Reading ..............................................................10
4. Level of Reading Comprehension ..................................................13
5. Assessment of Reading Comprehension ........................................14
6. Text Genre ......................................................................................16
7. Report Text .....................................................................................17
8. Method............................................................................................19
a. Cooperative Script .....................................................................20
b. Procedure of Applying Cooperative Script ................................21
c. The Advantage and Disadvantage of Cooperative Script ..........21
B. Conceptual Framework..........................................................................22
C. Hypothesis .............................................................................................23
CHAPTER III METHOD OF RESEARCH
A. Research Design ....................................................................................24
B. Population and Sample ..........................................................................25
C. The Instrument of Data Collection ........................................................25
D. Scoring System ......................................................................................26
E. Procedures of Research .........................................................................26
1. Try Out ...........................................................................................26
2. Pre-Test ..........................................................................................26
3. Treatment .......................................................................................27
4. Post-Test.........................................................................................28
F. The Validity and Reliability of the Test ................................................28
1. The Validity of the Test .................................................................28
2. The Reliability of the Test .............................................................29
G. The Technique for Analyzing Data .......................................................30
H. Statistical Hypothesis ............................................................................31
CHAPTER IV THE DATA AND DATA ANALYSIS
A. The Data ................................................................................................32
B. Reliability of the Test ............................................................................35
C. Data Analaysis .......................................................................................36
1. Score...............................................................................................36
2. Treatment .......................................................................................36
D. Testing Hypothesis ................................................................................38
E. Discussions ............................................................................................38
CHAPTER V CONCLUSIONS AND SUGGESTIONS
A. Conclusions ...........................................................................................40
B. Suggestions ............................................................................................40
REFERENCES .....................................................................................................41
APPENDIXES .....................................................................................................43
LIST OF TABLES
Page
Table 2.1. Example of Report Text ........................................................................19
Table 3.1. Research Design ....................................................................................24
Table 3.2. Teaching procedure in Experimental Group .........................................27
Table 3.3. Teaching Procedure in Control Group ..................................................28
Table 4.1. The Scores of Pre-test and Post-test in Experimental Group ................32
Table 4.2. The Scores of Pre-test and Post-test in Control Group .........................34
LIST OF APPENDIXES
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H
Appendix I
Page
: The Score of Pre-Test and Post-Test of Experimental Group ......43
: The Score of Pre-Test and Post-Test of Control Group .............. 44
: The Calculation of Pre-Test & Post-Test of Experimental Group45
: The Calculation of Pre-Test and Post-Test of Control Group ......46
: The Calculation of T-Test ............................................................47
: The Reliability of The Test ..........................................................48
: Experimental Group’s Score In Meetings ....................................50
: Pre-Test and Post Test Items ........................................................51
: Lesson Plans .................................................................................57
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is a system of communication. People around the world use
language to communicate each other. Since human is categorized as social
creature, it is impossible to live alone without making contact with anyone else.
Although there are so many languages in the world, it is possible to communicate
with other people from another country. If Indonesia which has a lot of tribes with
their own languages, it has Bahasa to keep the citizen unite, this world also have
English as an international language to make people communicate each other
easily. There are thousand countries with their own languages, but people from
Indonesia can communicate or even talk with people from Mexico, or another
country by using English.
English becomes the most essential language in the world. People use it as
their first language or their second language. In Indonesia, English is used as the
second language. English becomes one of subjects of study that has been taught in
school. Indonesia’s government has made English as a subject in primary to
senior high school. But recently there is a new policy; English in primary school
will be deleted from the curriculum. Even so, primary students also can learn
English in school as an extracurricular.
In studying English, there are four skills that are needed to be
learnt, they are listening, speaking, reading, and writing. Speaking and Writing are
called productive skills because those two skills insist the students or learners to
produce language whether it is in spoken or written form. Listening and Reading
are called receptive skills because those skills make the learners receive the
message from what they have heard what one spoke and from what they have read
what one wrote. So those four skills are related to each other.
The students’ ability to read is one of the most important things in learning
English, because by reading they may improve their knowledge and they may get
many information.They only can speak or write if they read something before. It
means that by reading, students may get some information to be shared to others.
English subject in National Examination has anumber of questions from
reading text. The students are insisted to comprehend the text well so they are able
to answer the questions from the text. Reading comprehension is not only found in
National Examination, but also in Test of English as Foreign Language (TOEFL).
Nowadays it obviously can be seen that there are many students are not able
comprehend a text. Most of them do not have interest in reading especially in
reading comprehension. They may read the text well but they can not answer the
question related to the text, it is related to a statement from Otto (1979) which
says that many children can read the words in a passage perfectly, but are unable
to answer questions that call for making interferences or for identifying main idea.
Based on the writer’s experience in her teaching practice in Senior High
School, students’ problem in reading is lack of interest. They were not interested
in reading text and answering the question. It was just making them talking each
other instead of doing the task. Harmer (2004) says that most students will not do
a lot of extensive reading by themselves unless they are encouraged to do so by
their teacher. Since, the students’ reading comprehension is bad. The researcher
got data about the score of the students’ of SMA Negeri 2 Pematangsiantar in last
two semester.
Semester
1st semester ‘13/’14
2nd Semester ‘13/’14
Score