THE EFFECT OF APPLYING PQRST METHOD ON STUDENTS’ READING COMPREHENSION.
THE EFFECT OF APPLYING PQRST METHOD 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 :
HERBIANA SIPAYUNG
Reg. No. 2103121021
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGMENT
First of all, the writer would like to express her deepest gratitude to
Almighty God, Jesus Christ for His amazing grace, uncountable blessing, loves,
opportunity, guidance and strength given to the writer during his study and in
completing this thesis which entitled: The effect of applying PQRST method on
students’ reading comprehension. This thesis is aimed to fulfill one of the
requirements for the degree of Sarjana Pendidikan of the English Department,
Faculty of Languages and Arts, State University of Medan (UNIMED).
In completing this thesis, the writer realized that she faced some problems
and she had received the academic guidance, suggestions, and comments and got
a lot of assistance and moral support from many people. Therefore, the writer
would like to express her gratitude and special thanks to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., as the Rector of State
University of Medan.
Dr. Isda Pramuniati, M.Hum., as the Dean of Faculty of Languages
and Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department.
Dra. Masitowarni Siregar, M.Ed., as the Head of English Education
Study Program.
Prof. Dr. Lince Sihombing, M.Pd., as her Thesis Consultant.
Drs. Elia Masa Ginting, M.Hum., as her Academic Advisor.
Drs. Bachtiar, M.Pd., as her Reviewer and Examiner.
All the Lecturers of English Department who have taught, guided,
and advised her throughout the academic years.
Mam Euis, as the administration staff of English Department, for her
attention, assistance, and information in completing it.
Drs. Eden Purba, M.Pd., as the Headmaster of SMA Negeri 1
Sidamanik, for his permission and opportunities in allowing the writer
to do observation and to collect data. And all the teachers and students
at the school for the good cooperation
Her beloved parents, Herbinson Sipayung and Rosida Gultom,
S.Pd., her brothers, Horas Sipayung, S.Pd., and Johanter Sipayung,
and all her families for their endless love, pray, inspiration,
motivation, mental and everything that they have given to the writer.
ii
Her friends in Reguler Dik. C’ 2010, as her great class for the love
and togetherness throughout four years, her friends in PPLT SMA
Negeri 1 Kabanjahe 2013 for many experiencies and togetherness
and her friends in boarding house for many togetherness.
Her family in UKMKP, Stempel Small Group (Ernawaty, Harnoi,
Oktavia, Kronica, Enricho, and Chandra).
The writer realizes that this thesis still has the paucity, she conveniently
welcomes any suggestions, comments critics, and advices that will improve the
quality of this thesis. She hopes that this thesis would be useful for those who are
read and interested in the field of this study.
Medan,
September 2014
The writer,
Herbiana Sipayung
Reg. No. 2103121021
iii
ii
ABSTRACT
Sipayung, Herbiana. 2103121021. The Effect of Applying PQRST Method on
Students’ Reading Comprehension. A Thesis. Faculty of Languages and Arts,
State University of Medan. 2014
This study deals with the effect of applying PQRST method on students’ reading
comprehension. The objective of this study is to find out whether PQRST method
significantly effect on students’ reading comprehension or not. This study was
conducted by using experimental research design. The population of the study
was the students of grade X of SMA Negeri 1 Sidamanik. There were sixty
students as the sample of the research. This study conducted with two randomized
groups namely experimental and control group. The experimental group was
taught by using PQRST method while control group was taught using traditional
method. The data of the study were obtain from students’ score of test. To
determine the reliability of the test, the writer used the Kuder Richardson formula
(KR-21). The result of the study showed that reliability of the test was 0.618. The
data were analyzed by using t-test formula, the analysis showed that score
students in the experimental group was significantly higher than that of students
in the level of control group at the level of significance 0.05 with the degree of
freedom (df) 58 the t-observed is 5.333 while t-table is 2.000. It can be concluded
that applying PQRST method significantly affects on students’ reading
comprehension. It means that the hypothesis is accepted.
Key Words
: PQRST Method, Reading Comprehension
i
TABLE OF CONTENTS
Page
ABSTRACT ....................................................................................................i
ACKNOWLEDGMENT .............................................................................. ii
TABLE OF CONTENTS..............................................................................iv
LIST OF TABLES ........................................................................................vi
LIST OF APPENDIXES ............................................................................. vii
CHAPTER I INTRODUCTION.................................................................. 1
A. The Background of the Study ........................................................... 1
B. The Problem of the Study ................................................................. 5
C. The Scope of the Study ..................................................................... 5
D. The Objectives of The Study ............................................................ 5
E. The Significance of the Study ........................................................... 5
CHAPTER II REVIEW OF LITERATURE ............................................. 7
A. Theoretical Framework ..................................................................... 7
1.
Reading ...................................................................................... 7
2.
The Purpose of Reading ............................................................. 8
3.
Factors Affecting Reading ...................................................... 10
4.
Reading Comprehension ........................................................... 12
5.
Level of Comprehension ........................................................... 13
6.
The Process of Reading Comprehension .................................. 17
7.
Narrative Text ........................................................................... 19
8.
Method ...................................................................................... 21
9.
PQRST Method......................................................................... 22
10. Traditional Method ................................................................... 24
B. Conceptual Framework .................................................................... 25
C. Hypotheses ....................................................................................... 27
CHAPTER III RESEARCH METHODOLOGY ................................... 28
A. Research Design.............................................................................. 28
B. Population and Sample ................................................................... 29
C. The Instrument of Collecting Data .................................................. 29
iv
D. The Procedure of The Test .............................................................. 30
1.
Pre-test .................................................................................... 30
2.
Treatment ................................................................................ 30
3.
Post-Test ................................................................................. 32
E. The Scoring of Reading Test .......................................................... 32
F. The Validity and Reliability of The Test ........................................ 33
1.
The Validity of The Test ........................................................ 33
2.
The Reliability of The Test..................................................... 34
G. The Technique of Analyzing Data .................................................. 35
H. Statistical Hypothesis ....................................................................... 36
CHAPTER IV THE DATA AND DATA ANALYSIS ............................. 37
A. The Data ............................................................................................ 37
B. Data Analysis .................................................................................... 38
C. Testing Hypothesis ............................................................................. 40
D. Research Finding ............................................................................... 40
CHAPTER V CONCLUSION AND SUGGESTIONS ............................ 42
A. Conclusion ........................................................................................ 42
B. Suggestions ....................................................................................... 42
REFERENCES ............................................................................................ 43
APPENDIXES .............................................................................................. 45
viv
LIST OF TABLES
Page
Table 3.1 Research Design ........................................................................... 28
Table 3.2 Treatment in Experimental Group ............................................... 31
Table 3.3 Teaching procedure in Control Group ......................................... 31
Table 3.4 Table of specification ................................................................... 34
vi
LIST OF APPENDIXES
Page
APPENDIX A. The Scores of the Pre-test and Post-test…………………... 45
APPENDIX B. The calculation of t-test ........................................................ 47
APPENDIX C. The Reliability of the test ..................................................... 50
APPENDIX D. Percentage Points of the T Distribution ............................... 52
APPENDIX E. Lesson Plan .......................................................................... 53
APPENDIX F. Reading Comprehension Test………………………………101
vii
1
CHAPTER I
INTRODUCTION
A.
Background of the study
Communication requires a language, language users (sender and receiver)
and message. Although the receiver does not have to be present or aware of the
sender's intent to communicate at the time of communication; thus communication
can occur across vast distances in time and space. Communication requires that
the communicating parties share an area of communicative commonality. The
communication process is complete once the receiver understands the sender's
message
As it has been explained above, one of components of communication is
message. Message means ideas to be shared by sender to receiver. When making
interaction in communication, people use language. Most of people’s activities are
done in using language. People use language to make statements, convey facts,
report something, and keep relations with other language users
With the above statement, it can be concluded that language is the
expression of human personality in the world, whether written or spoken. In
addition, language is the main means of communication used in social interaction
within a community. In short, language is a very important thing in people’s life.
People certainly can not communicate one another without language.
Nowadays, providing students’ with high quality education is necessary.
The student should realize and consider that life in beyond the first century will be
different from now. The student must try to develop their knowledge and
1
2
competence to face competitive future because it is continuing challenge.
Competence in the language such as Indonesia, Mandarin, French, and others
needed especially English.
It is known that English is an international language, even though in
Indonesia, it is placed as a foreign language. English as a foreign language is a
language that is used in a global area. It is very important to be mastered because
it is a tool of communication in all over the world.
In Indonesia, English as a part of national curriculum, especially for senior
high school. It is intended to meet the need era where English is used as an
introductory language. Students who are learning English have desire to master
the four language skills, namely : listening, speaking, reading, and writing, where
other aspect of them, structure, vocabulary, and pronunciation are supporting skill
which coherent one to another.
Among the four of skill in English, reading is the most emphasized in
English teaching and learning process. Reading is not passive but rather an active
process, involving the reader in going interaction with the text. Reading is
constantly involves guessing, predicting, checking and comprehending.
Reading is one of the skills in English that have to be mastered by the
students because reading can help them to get new information. Heilman (1981)
defines reading as a complex process that involves the reader strategically his or
her knowledge and experiences to construct meaning. By getting the meaning in
3
reading the students are able to follow the progress of technology and science
which broaden their knowledge.
Reading is a means of language acquisition of communication, and
sharing ideas (http://en.wikipedia.org/wiki/Reading). These ideas are usually
some sort of representation of language, such as symbols to be examined by sight
and by touch. It is mean that reading is a result of the interaction between the
perceptions of cognitive skills, knowledge of world and so on. It is called as
reading comprehension.
Students must be able to comprehend the meaning of the texts in form of
recount, narrative, procedure, descriptive and report in the context of daily life.
The most often problem is the difficulty of getting information or content of
reading text. Nowadays, teacher have big responsibility to teach reading for their
students because Indonesian government use reading to assess the students’ ability
in English which implicated in national examination.
The students’ find some difficulties in learning reading comprehend
because students are lack of vocabulary, grammar and the concepts of words
which make them hard to understand how the sentences related to one another,
students were not motivated to know about the content of text and technique of
teaching. Usually during the reading activities, the students were just asked to
read the text, translated into Indonesian, discussed the content and answered the
question given. So when they faced the reading test, they read the whole text first,
then translated it sentence by sentence and finally answered the questions.
4
Therefore, they had low score because they lost their time while translating it and
finally they guessed the answer or cheated from another friend. They did not have
opportunity to comprehend and to get the benefit of the text for the development
of their academic, skill, and intelligence..
The teacher as instructor and guider must help students in solving the
problems in reading comprehension by using new strategy when learn reading.
When the teacher is successful in gaining students’ attention, the teacher can
attract students’ interest and as what has been told previously, the students
achievement in reading text especially in reading narrative text can achieved.
All the explanation above is reflected in one strategy, namely PQRST
(Preview, Question, Read, Summary, and Test) method. By using that method the
students will force focusing to the text and read the text again.
PQRST method will improve readers understanding and recall their ability
to recall information. In other words, the readers is more likely to learn and to
learn more of the reading material. There are five steps in PQRST, namely
Preview, Question, Read, Summary, and Test. It leads to a more active learning
environment and deeper processing of information. By preview, the students only
read in few second (skimming). The question will be arranged by students which
they want to know about the text. The students will read through all the text that
writer had been has given. Then, students will make summary and the students
will answer the question in which the teacher has made.
5
Based on explanations above, the writer concludes that by using PQRST
(Preview, Question, Read, Summary, and Test) might be suitable on the students’
reading comprehension.
B.
The Problem of the Study
Based on the background of study, The problem of study can be
formulated in the form of question: “Is there any significantly effect of PQRST
(Preview, Question, Read, Summary, and Test) method on students’ reading
comprehension?”
C.
The Objective of the Study
The objective of this study is to find out whether PQRST (Preview,
Question, Read, Summary, and Test) method significantly effect on students’
reading comprehension.
D.
The Scope of the study
The scope of this study is limited to find out the effect of using PQRST
method on students reading comprehension at literal and interpretive
comprehension on narrative text.
E.
The Significant of the Study
The result of this study are expected to be useful for:
a. English teacher as the guider for students in order to provide a better
teaching by using method in teaching reading particularly reading
narrative texts.
6
b. Students to increase their achievement in many kinds of text particularly
narrative text.
c. Other researchers to help their research about this topic.
66
CHAPTER V
CONCLUSION AND SUGGESTIONS
A.
Conclusion
Based on the research finding, it can be concluded that teaching reading
skill by applying PQRST method significantly affects on the students’ reading
comprehension. It can be seen from the data which had obtained in the post-test of
experimental group were: the total score was 2300 and the mean score was 76.66,
while the data in control group were: the total score was 2010 and the mean score
was 67. Thus, the students’ score in experimental group was higher than the
students’ score in control group. The calculation of the data in the testing
hypothesis showed that t-observed (5.333) was higher than t-table (2.000), it
means that the alternative hypothesis (Ha) is accepted.
B.
Suggestions
Based on the conclusion above, the result of this research contributed some
valuable suggestion for those who interest in teaching reading skill as follows:
1. The English teachers to improve their method in teaching reading
comprehension by applying PQRST method, so that the students can
comprehend on what they had read.
2. Students are advised to have more practices and applying PQRST method
in reading comprehension.
3. For better result in the future, the others researcher have to involve more
students and classroom meeting, especially in reading skill.
42
44
REFERENCES
Anderson, J. C. 2000. Assessing Reading. Cambridge: Cambridge University
Arikunto, Suharsimi. 2006. Prosedur Penelitian: Suatu Pendekatan Praktik (edisi
revisi VI). Jakarta: Rineka Cipta
Ary, D. et al. 2010. Introduction to Research in Education. Eighth Edition. The
United State of America: Nelson Education.
Bloom B. S.1956. Taxonomy of Educational Objectives, Handbook I: The
Cognitive Domain. New York: David Mc Kayn Co Inc.
Brown, H. Doughlas. 2001. Teaching by Principles: An Interactive Approach to
Language Pedagogy. New York:Addison Wesley Longman, Inc.
Brown. H. Doghlas. 2004. Language Assessment : Principle and Classroom
Practice. New York : Pearson education
Cain, K. And Oakhill, J.2006.Assessment Matters: Issues in the Measurement of
Reading Comprehension.British Journal of Educational Psychology, 76,
697-708).
Grabe and Stoller.2002. Teaching and researching reading. England: Pearson
Education Limited. Hall
Kliner, Jannete K and Sharon Vaughn. 2007. Teaching Reading Comprehension
to Students With Learning Difficulties. New York: the Guilford Press
Knapp,peter & Megan Watkins.2005. Genre, Text, Grammar. Australia:
University of New South Wales Press Ltd
Michel, Norbert. 2009. Active Versus Passive Teaching Styles. Wiley Periodicals,
Inc.
Pardiyono. 2007. Pasti bisa! Teaching Genre-Based Writing. Yogyakarta:
Penerbit Andi
Roe, Michael H and James R.Ross. 1984. Teaching Reading in Today’s
Elementary School. USA: Houghton Mifflin Compasny.
Saragih, O. K. 2013. The Effect of Applying OK5R Method toward Students’
Reading Comprehension Achievement. Medan: Faculty of Languages and
Arts. State University of Medan.
Siahaan. 2008. Generic text structure. Yogyakarta:Graha Ilmu
43
44
Simatupang, Lamhot. 2012. The Effect of PQRST Method on Students’ Reading
Comprehension Of Descriptive Text. Medan: Faculty of Languages and
Arts. State University of Medan.
Staton. Thomas F.1982.How to Study, 7th edition.Nasvhille:Illinois University
Press
Wong,Burnice, Y.L.2004.Learning About Learning Disabilities-Third Edition.
Canada:Faculty Of Education Simon Fraser University Burbany
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 :
HERBIANA SIPAYUNG
Reg. No. 2103121021
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGMENT
First of all, the writer would like to express her deepest gratitude to
Almighty God, Jesus Christ for His amazing grace, uncountable blessing, loves,
opportunity, guidance and strength given to the writer during his study and in
completing this thesis which entitled: The effect of applying PQRST method on
students’ reading comprehension. This thesis is aimed to fulfill one of the
requirements for the degree of Sarjana Pendidikan of the English Department,
Faculty of Languages and Arts, State University of Medan (UNIMED).
In completing this thesis, the writer realized that she faced some problems
and she had received the academic guidance, suggestions, and comments and got
a lot of assistance and moral support from many people. Therefore, the writer
would like to express her gratitude and special thanks to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., as the Rector of State
University of Medan.
Dr. Isda Pramuniati, M.Hum., as the Dean of Faculty of Languages
and Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department.
Dra. Masitowarni Siregar, M.Ed., as the Head of English Education
Study Program.
Prof. Dr. Lince Sihombing, M.Pd., as her Thesis Consultant.
Drs. Elia Masa Ginting, M.Hum., as her Academic Advisor.
Drs. Bachtiar, M.Pd., as her Reviewer and Examiner.
All the Lecturers of English Department who have taught, guided,
and advised her throughout the academic years.
Mam Euis, as the administration staff of English Department, for her
attention, assistance, and information in completing it.
Drs. Eden Purba, M.Pd., as the Headmaster of SMA Negeri 1
Sidamanik, for his permission and opportunities in allowing the writer
to do observation and to collect data. And all the teachers and students
at the school for the good cooperation
Her beloved parents, Herbinson Sipayung and Rosida Gultom,
S.Pd., her brothers, Horas Sipayung, S.Pd., and Johanter Sipayung,
and all her families for their endless love, pray, inspiration,
motivation, mental and everything that they have given to the writer.
ii
Her friends in Reguler Dik. C’ 2010, as her great class for the love
and togetherness throughout four years, her friends in PPLT SMA
Negeri 1 Kabanjahe 2013 for many experiencies and togetherness
and her friends in boarding house for many togetherness.
Her family in UKMKP, Stempel Small Group (Ernawaty, Harnoi,
Oktavia, Kronica, Enricho, and Chandra).
The writer realizes that this thesis still has the paucity, she conveniently
welcomes any suggestions, comments critics, and advices that will improve the
quality of this thesis. She hopes that this thesis would be useful for those who are
read and interested in the field of this study.
Medan,
September 2014
The writer,
Herbiana Sipayung
Reg. No. 2103121021
iii
ii
ABSTRACT
Sipayung, Herbiana. 2103121021. The Effect of Applying PQRST Method on
Students’ Reading Comprehension. A Thesis. Faculty of Languages and Arts,
State University of Medan. 2014
This study deals with the effect of applying PQRST method on students’ reading
comprehension. The objective of this study is to find out whether PQRST method
significantly effect on students’ reading comprehension or not. This study was
conducted by using experimental research design. The population of the study
was the students of grade X of SMA Negeri 1 Sidamanik. There were sixty
students as the sample of the research. This study conducted with two randomized
groups namely experimental and control group. The experimental group was
taught by using PQRST method while control group was taught using traditional
method. The data of the study were obtain from students’ score of test. To
determine the reliability of the test, the writer used the Kuder Richardson formula
(KR-21). The result of the study showed that reliability of the test was 0.618. The
data were analyzed by using t-test formula, the analysis showed that score
students in the experimental group was significantly higher than that of students
in the level of control group at the level of significance 0.05 with the degree of
freedom (df) 58 the t-observed is 5.333 while t-table is 2.000. It can be concluded
that applying PQRST method significantly affects on students’ reading
comprehension. It means that the hypothesis is accepted.
Key Words
: PQRST Method, Reading Comprehension
i
TABLE OF CONTENTS
Page
ABSTRACT ....................................................................................................i
ACKNOWLEDGMENT .............................................................................. ii
TABLE OF CONTENTS..............................................................................iv
LIST OF TABLES ........................................................................................vi
LIST OF APPENDIXES ............................................................................. vii
CHAPTER I INTRODUCTION.................................................................. 1
A. The Background of the Study ........................................................... 1
B. The Problem of the Study ................................................................. 5
C. The Scope of the Study ..................................................................... 5
D. The Objectives of The Study ............................................................ 5
E. The Significance of the Study ........................................................... 5
CHAPTER II REVIEW OF LITERATURE ............................................. 7
A. Theoretical Framework ..................................................................... 7
1.
Reading ...................................................................................... 7
2.
The Purpose of Reading ............................................................. 8
3.
Factors Affecting Reading ...................................................... 10
4.
Reading Comprehension ........................................................... 12
5.
Level of Comprehension ........................................................... 13
6.
The Process of Reading Comprehension .................................. 17
7.
Narrative Text ........................................................................... 19
8.
Method ...................................................................................... 21
9.
PQRST Method......................................................................... 22
10. Traditional Method ................................................................... 24
B. Conceptual Framework .................................................................... 25
C. Hypotheses ....................................................................................... 27
CHAPTER III RESEARCH METHODOLOGY ................................... 28
A. Research Design.............................................................................. 28
B. Population and Sample ................................................................... 29
C. The Instrument of Collecting Data .................................................. 29
iv
D. The Procedure of The Test .............................................................. 30
1.
Pre-test .................................................................................... 30
2.
Treatment ................................................................................ 30
3.
Post-Test ................................................................................. 32
E. The Scoring of Reading Test .......................................................... 32
F. The Validity and Reliability of The Test ........................................ 33
1.
The Validity of The Test ........................................................ 33
2.
The Reliability of The Test..................................................... 34
G. The Technique of Analyzing Data .................................................. 35
H. Statistical Hypothesis ....................................................................... 36
CHAPTER IV THE DATA AND DATA ANALYSIS ............................. 37
A. The Data ............................................................................................ 37
B. Data Analysis .................................................................................... 38
C. Testing Hypothesis ............................................................................. 40
D. Research Finding ............................................................................... 40
CHAPTER V CONCLUSION AND SUGGESTIONS ............................ 42
A. Conclusion ........................................................................................ 42
B. Suggestions ....................................................................................... 42
REFERENCES ............................................................................................ 43
APPENDIXES .............................................................................................. 45
viv
LIST OF TABLES
Page
Table 3.1 Research Design ........................................................................... 28
Table 3.2 Treatment in Experimental Group ............................................... 31
Table 3.3 Teaching procedure in Control Group ......................................... 31
Table 3.4 Table of specification ................................................................... 34
vi
LIST OF APPENDIXES
Page
APPENDIX A. The Scores of the Pre-test and Post-test…………………... 45
APPENDIX B. The calculation of t-test ........................................................ 47
APPENDIX C. The Reliability of the test ..................................................... 50
APPENDIX D. Percentage Points of the T Distribution ............................... 52
APPENDIX E. Lesson Plan .......................................................................... 53
APPENDIX F. Reading Comprehension Test………………………………101
vii
1
CHAPTER I
INTRODUCTION
A.
Background of the study
Communication requires a language, language users (sender and receiver)
and message. Although the receiver does not have to be present or aware of the
sender's intent to communicate at the time of communication; thus communication
can occur across vast distances in time and space. Communication requires that
the communicating parties share an area of communicative commonality. The
communication process is complete once the receiver understands the sender's
message
As it has been explained above, one of components of communication is
message. Message means ideas to be shared by sender to receiver. When making
interaction in communication, people use language. Most of people’s activities are
done in using language. People use language to make statements, convey facts,
report something, and keep relations with other language users
With the above statement, it can be concluded that language is the
expression of human personality in the world, whether written or spoken. In
addition, language is the main means of communication used in social interaction
within a community. In short, language is a very important thing in people’s life.
People certainly can not communicate one another without language.
Nowadays, providing students’ with high quality education is necessary.
The student should realize and consider that life in beyond the first century will be
different from now. The student must try to develop their knowledge and
1
2
competence to face competitive future because it is continuing challenge.
Competence in the language such as Indonesia, Mandarin, French, and others
needed especially English.
It is known that English is an international language, even though in
Indonesia, it is placed as a foreign language. English as a foreign language is a
language that is used in a global area. It is very important to be mastered because
it is a tool of communication in all over the world.
In Indonesia, English as a part of national curriculum, especially for senior
high school. It is intended to meet the need era where English is used as an
introductory language. Students who are learning English have desire to master
the four language skills, namely : listening, speaking, reading, and writing, where
other aspect of them, structure, vocabulary, and pronunciation are supporting skill
which coherent one to another.
Among the four of skill in English, reading is the most emphasized in
English teaching and learning process. Reading is not passive but rather an active
process, involving the reader in going interaction with the text. Reading is
constantly involves guessing, predicting, checking and comprehending.
Reading is one of the skills in English that have to be mastered by the
students because reading can help them to get new information. Heilman (1981)
defines reading as a complex process that involves the reader strategically his or
her knowledge and experiences to construct meaning. By getting the meaning in
3
reading the students are able to follow the progress of technology and science
which broaden their knowledge.
Reading is a means of language acquisition of communication, and
sharing ideas (http://en.wikipedia.org/wiki/Reading). These ideas are usually
some sort of representation of language, such as symbols to be examined by sight
and by touch. It is mean that reading is a result of the interaction between the
perceptions of cognitive skills, knowledge of world and so on. It is called as
reading comprehension.
Students must be able to comprehend the meaning of the texts in form of
recount, narrative, procedure, descriptive and report in the context of daily life.
The most often problem is the difficulty of getting information or content of
reading text. Nowadays, teacher have big responsibility to teach reading for their
students because Indonesian government use reading to assess the students’ ability
in English which implicated in national examination.
The students’ find some difficulties in learning reading comprehend
because students are lack of vocabulary, grammar and the concepts of words
which make them hard to understand how the sentences related to one another,
students were not motivated to know about the content of text and technique of
teaching. Usually during the reading activities, the students were just asked to
read the text, translated into Indonesian, discussed the content and answered the
question given. So when they faced the reading test, they read the whole text first,
then translated it sentence by sentence and finally answered the questions.
4
Therefore, they had low score because they lost their time while translating it and
finally they guessed the answer or cheated from another friend. They did not have
opportunity to comprehend and to get the benefit of the text for the development
of their academic, skill, and intelligence..
The teacher as instructor and guider must help students in solving the
problems in reading comprehension by using new strategy when learn reading.
When the teacher is successful in gaining students’ attention, the teacher can
attract students’ interest and as what has been told previously, the students
achievement in reading text especially in reading narrative text can achieved.
All the explanation above is reflected in one strategy, namely PQRST
(Preview, Question, Read, Summary, and Test) method. By using that method the
students will force focusing to the text and read the text again.
PQRST method will improve readers understanding and recall their ability
to recall information. In other words, the readers is more likely to learn and to
learn more of the reading material. There are five steps in PQRST, namely
Preview, Question, Read, Summary, and Test. It leads to a more active learning
environment and deeper processing of information. By preview, the students only
read in few second (skimming). The question will be arranged by students which
they want to know about the text. The students will read through all the text that
writer had been has given. Then, students will make summary and the students
will answer the question in which the teacher has made.
5
Based on explanations above, the writer concludes that by using PQRST
(Preview, Question, Read, Summary, and Test) might be suitable on the students’
reading comprehension.
B.
The Problem of the Study
Based on the background of study, The problem of study can be
formulated in the form of question: “Is there any significantly effect of PQRST
(Preview, Question, Read, Summary, and Test) method on students’ reading
comprehension?”
C.
The Objective of the Study
The objective of this study is to find out whether PQRST (Preview,
Question, Read, Summary, and Test) method significantly effect on students’
reading comprehension.
D.
The Scope of the study
The scope of this study is limited to find out the effect of using PQRST
method on students reading comprehension at literal and interpretive
comprehension on narrative text.
E.
The Significant of the Study
The result of this study are expected to be useful for:
a. English teacher as the guider for students in order to provide a better
teaching by using method in teaching reading particularly reading
narrative texts.
6
b. Students to increase their achievement in many kinds of text particularly
narrative text.
c. Other researchers to help their research about this topic.
66
CHAPTER V
CONCLUSION AND SUGGESTIONS
A.
Conclusion
Based on the research finding, it can be concluded that teaching reading
skill by applying PQRST method significantly affects on the students’ reading
comprehension. It can be seen from the data which had obtained in the post-test of
experimental group were: the total score was 2300 and the mean score was 76.66,
while the data in control group were: the total score was 2010 and the mean score
was 67. Thus, the students’ score in experimental group was higher than the
students’ score in control group. The calculation of the data in the testing
hypothesis showed that t-observed (5.333) was higher than t-table (2.000), it
means that the alternative hypothesis (Ha) is accepted.
B.
Suggestions
Based on the conclusion above, the result of this research contributed some
valuable suggestion for those who interest in teaching reading skill as follows:
1. The English teachers to improve their method in teaching reading
comprehension by applying PQRST method, so that the students can
comprehend on what they had read.
2. Students are advised to have more practices and applying PQRST method
in reading comprehension.
3. For better result in the future, the others researcher have to involve more
students and classroom meeting, especially in reading skill.
42
44
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