THE EFFECT OF TEACHING STRATEGIES AND LEARNING STYLE ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION AT TARBIYAH FACULTY IAIN NORTH SUMATRA.
ABSTRACT
Yani Lubis. 082188330110. The Effect of Teaching Strategies and Learning Style on
Students’ Achievement in Reading Comprehension at Tarbiyah Faculty IAIN North
Sumatra. A Thesis. English Applied Linguistic Study Program. State University of Medan.
2015
The objectives of this study were to examine whether (1) the students’ achievement in reading
comprehension taught by using DRTA and Individualization Strategies had same achievement,
(2) the achievement in reading comprehension of the students with extrovert learning style is
significantly higher than the students with introvert learning style if they taught by using DRTA
strategy, but if they are taught by using Individualization strategy, the students with introvert
learning style significantly higher than the students with extrovert learning style, (3) there is no
interaction between DRTA and Individualization Strategies and Learning Styles to the students’
achievement in reading comprehension. It was an experimental research with factorial design
2x2. The population of the study was all students of English Educational Department of State
Institute for Islamic Studies North Sumatra (IAIN SU) Medan. There are five parallel classes and
the total number of the students is 162 students. By applying cluster random sampling, the
sample of this study will be taken two class, that is fourth grade of English Educational Program
(PBI-3 and 4). They consists of 60 students. The PBI-3 class was treated by using DRTA
Strategy and the PBI-4 was treated by using Individualization Strategy. The students’ Learning
Style was measured by using questionnaire. The students’ achievement in reading
comprehension was measured by giving a test. The data were analyzed by using two-way
ANOVA by using SPSS program. After the data had been calculated, it is found that (1) DRTA
and Individualization strategies significantly affect students’ achievement in reading
comprehension (Sig. = 0.02673.80) and (3) there is no
interaction between teaching strategies and Learning Style if they combined on the students’
achievement in reading comprehension (Sig. = 0.658 > 0.05).
ABSTRAK
Yani Lubis. 082188330110. Pengaruh Strategi Pembelajaran dan Gaya Belajar terhadap
Prestasi Mahasiswa pada Mata Kuliah Reading Comprehension pada Fakultas Tarbiyah
IAIN sumatera Utara Medan. Thesis. Program Studi Linguistik Terapan Bahasa Inggris.
Universitas Negeri Medan. 2015
Adapun tujuan penelitian ini untuk mengetahui apakah (1) prestasi mahasiswa pada mata kuliah
Reading Comprehension yang diajar dengan menggunakan strategi pembelajaran DRTA sama
dengan prestasi mahasiswa yang diajar dengan menggunakan strategi Individualisasi, (2) prestasi
belajar pada mata kuliah Reading Comprehension mahasiswa yang mempunyai gaya belajar
extrovert lebih tinggi daripada mahasiswa yang mempunyai gaya belajar introvert jika mereka
diajar dengan menggunakan strategi pembelajaran DRTA, tetapi jika mereka diajar dengan
menggunakan strategi pembelajaran individualisasi, mahasiswa yang mempunyai gaya belajar
introvert mempunyai prestasi lebih tinggi jika dibandingkan dengan mahasiswa yang mempunyai
gaya belajar extrovert, (3) tidak ada hubungan antara strategi pembelajaran DRTA dan
Individualisasi dan gaya belajar terhadap prestasi belajar mahasiswa pada mata kuliah reading
comprehension. Penelitian ini adalah penelitain eksperimen dengan menggunakan disain
faktorial 2x2. Populasi dari penelitian ini adalah seluruh mahasiswa Pendidikan Bahasa Inggris
Fakultas Tarbiyah Institut Agama Islam Negeri Sumatera Utara Medan. ada lima kelas paralel
dan seluruhnya berjumlah 162 mahasiswa. Teknik pengambilan sampel yang digunakan adalah
sampel bertujuan (purposive sampling), sampel pada penelitian ini diambil hanya dua kelas,
yaitu semester empat Program Studi Pendidikan Bahasa Inggris 3 dan 4 (PBI-3 and 4). Dua kelas
tersebut berjumlah 60 mahasiswa. Kelas PBI-3 diajar dengan menggunakan strategi DRTA dan
PBI 4 diajar dengan menggunakan strategi Individualisasi. Gaya belajar siswa diukur dengan
menggunakan angket. Prestasi mahasiswa pada mata kuliah reading comprehension diukur
dengan menggunakan tes. Data yang didapat dianalisa dengan menggunakan rumus ANOVA
ganda (two-way ANOVA) dengan menggunakan program SPSS. Setelah data diuji, maka
ditemukan bahwa (1) strategi DRTA and Individualisasi mempunyai pengaruh yang signifikan
terhadap prestasi belajar mahasiswa pada mata kuliah reading comprehension (Sig. =
0.02673.80)
dan (3) jika digabungkan tidak terdapat hubungan antara strategi pembelajaran dan gaya belajar
mahasiswa terhadap prestasi belajar mereka pada mata kuliah reading comprehension (Sig. =
0.658 > 0.05).
ACKNOWLEDGEMENT
First of all, the writer would like to thank The Almighty Allah SWT for the blessing
and kindness, so he was finally completed this thesis. In writing this thesis, he realizes than
he has received many constructive suggestions and comments. Therefore, he would like to
express his great thanks to those who have given guidance and supports during the
completion of this thesis.
The writer wishes his deep gratitude to his Advisers, Prof. Dr. Busmin Gurning, M.Pd
and Prof. Amrin Saragih, M.A., Ph.D, for their attention, guidance, and advice during the
completion of this thesis. The writer also expresses his gratitude to Prof. Dr. Sumarsih,
M.Pd., Dr. Didik Santoso, M. Pd, and Dr. Anni Holila Pulungan, M.Hum, for being their
reviewers and examiners, for the valuable inputs to be included in this thesis. He also is in
enormous intellectual debt to all lectures of English Applied Linguistics Study Program who
have been their inspiration during the academic years and also during the completion of this
thesis.
Special thanks are extended to Prof. Dr. Syafaruddin, M.Pd, the Dean of Tarbiyah
Faculty and Teacher Training, for the permission to conduct the research and to the fourth
grade students of class PBI-3 and PBI-4 of 2013/2014 academic year for the cooperation
during the research.
Furthermore, the writer dedicates his best gratitude and deep appreciation to his
beloved parents, P. Lubis and Ngatiyem, his beloved parents in law, P. Simanungkalit and
Nurmala Siregar, and the most to his beloved wife, Restu Rosliana Dewi Simanungkalit, my
beloved daughters Husnul Khotimah, Hayatun Nufus Lubis, Rizkiyatun Fadhilah Lubis and
my son Ahmad Rifa’i Lubis, and my beloved girlfriend Khoirul Bariah, S.P for their great
love and kinds and for spiritual support.
Last but not least, he wishes to thank to all the English Applied Linguistics Study
Program’s Students (LTBI INTAKE XV) who cannot be written one by one for their helping,
suggestion and mutual supports during his study.
Medan,
February 2015
The writer
Yani Lubis
Reg.No: 082188330110
TABLE OF CONTENTS
Pages
ABSTRACT
.. ....................................................................................................
i
ACKNOWLEDGEMENT ...........................................................................................
ii
.. ....................................................................................................
TABLE OF CONTENTS ............................................................................................
iv
LIST OF TABLES . ....................................................................................................
ix
LIST OF FIGURES ....................................................................................................
xi
LIST OF APPENDICES ............................................................................................
xii
INTRODUCTION ....................................................... .............
1
1.1 Background of Study ............................................ .............
1
1.2 Identification of Study ........................................................
5
1.3 Problem of Study ................................................................
6
1.4 Objectives of Study.............................................................
6
1.5 Scope of Study....................................................................
7
1.6 Operational Definition .......................................................
7
1.7 Significance of Study ..........................................................
9
THEORETICAL REVIEW OF RELATED LITERATURE ..
10
2.1 Theoretical Framework ..........................................................
10
2.1.1 Students’ Achievement Reading Comprehension ..........
10
2.1.2 Reading Comprehension ...............................................
12
2.1.2.1 Genre ..............................................................
15
2.1.2.2 Comprehension Levels ......................................
17
2.1.2.3 Reading Comprehension Assessment.................
19
CHAPTER
I.
CHAPTER II.
2.1.3 Teaching Strategy .........................................................
20
2.1.3.1 Directed Reading Thinking Activity (DRTA) ....
21
2.1.3.2 Individualization Strategy..................................
23
2.1.4 Learning Style
...........................................................
25
2.1.4.1 Indicators of Extrovert and Introvert Learning
Styles ...............................................................
2.2 Relevant Studies
29
...............................................................
30
2.3 Conceptual Framework ..........................................................
34
2.3.1The differences between the students’Achievement in
Reading Comprehension Taught by using DRTA and
Individualization Strategies ...........................................
34
2.3.2 The Differences between Students’ Achievement Reading
Comprehension who has Extrovert and Introvert Learner
Learning Style and without Learning Style....................
38
2.3.3 The Interaction between the Teaching Strategies and
Learning Style on the Students’ Reading Comprehension 40
CHAPTER III.
2.4 Hypothesis of Study...............................................................
41
RESEARCH METHOD ............................................................
43
3.1 Research Design ....................................................................
43
3.2 Population and Sample ..........................................................
44
3.3 Location of the Research .......................................................
45
3.4 Instrument of Data Collection ................................................
45
3.5 Instrument Validation ............................................................
46
3.5.1 Validity.........................................................................
46
CHAPTER IV.
3.5.2 Reliability .....................................................................
47
3.5.3 Result Test Instrument ..................................................
47
3.6 The Procedure of the Study....................................................
49
3.6.1 Pre-Test ........................................................................
49
3.6.2 Teaching Presentation ...................................................
49
3.6.3 Post-test ........................................................................
49
3.7 Technique of Analyzing Data ................................................
50
3.8 Statistical Hypotheses ............................................................
51
THE RESULT OF RESEARCH ..................................................
52
4.1 Description of Data Result of Research..................................
52
4.1.1 The Data of the Students’ Achievement in Reading
Comprehension who Taught by Using DRTA Strategy .
52
4.1.2 The Data of the Students’ Achievement in Reading
Comprehension who Taught by Using Individualization
Strategy ........................................................................
54
4.1.3 The Data of the Students’ Achievement in Reading
Comprehension who have Propensity Extrovert Learning Style........................................................................
55
4.1.4 The Data of the Students’ Achievement in Reading
Comprehension who have Propensity Introvert Learning Style........................................................................
56
4.1.5 The Data of Student’ Achievement in Reading Comprehension who Taught by Using DRTA Strategy and have
Propensity Extrovert Learning Style .............................
4.1.6 The Data of Students’ Achievement in Reading Compre-
58
hension who Taught by Using DRTA Strategy and have
Propensity Introvert Learning Style ...............................
59
4.1.7 The Data of Students’ Achievement in Reading Comprehension who Taught by Using Individualization Strategy
and have Propensity Extrovert Learning Style ...............
61
4.1.8 The Data of Research Result on the Students’ Achievement in Reading Comprehension who Taught by Using
Individualization Strategy and have Propensity Introvert Learning Style ........................................................
62
4.2 Testing Requirement of Data Analysis ...................................
64
4.2.1 Normality Data Test ......................................................
64
4.2.2 Variance Homogeneity Test ..........................................
67
4.3 Hypotheses Test ....................................................................
69
4.3.1 The Students’ Achievement in Reading Comprehension
who Taught by Using DRTA Strategy and Individualization Strategy ..............................................................
70
4.3.2 The Differentiate between Students’ Achievement in
Reading Comprehension who have Extrovert Learning
Style and Introvert Learning Style Properties ................
71
4.3.3 The Interaction between Teaching Strategy and Learning
Style on Students’ Achievement in Reading Comprehension .........................................................................
71
4.4 Discussions ...................................................................
72
4.4.1 Students’ Achievement in Reading Comprehension
Taught by Using DRTA Strategy and Individualization
Strategy is Significantly Affected by both Strategy .......
72
4.4.2 The Effect of Extrovert and Introvert Learning Styles
on Students’ Achievement in Reading Comprehension .
74
4.4.3 The Interaction between DRTA and Individualization
Strategies and Extrovert and Introvert Learning Styles
on Students’ Achievement in Reading Comprehension .
76
4.5 The Limitation of the Research ..............................................
78
CONCLUSIONS, IMPLICATIONS AND SUGGESTION .........
80
5.1 Conclusions ...........................................................................
80
5.2 Implications ...........................................................................
80
5.3 Suggestions ...........................................................................
82
REFERENCES
.......................................................................................................
83
Appendix
.......................................................................................................
CHAPTER
V.
LIST OF TABLES
Pages
Table 1.1
The Students’ Score of Reading Comprehension at Fourth ......
Semester of PBI-1, 2, 3, 4, and 5 ...................................................
2
The Strength and Weakness between Directed Reading
Thinking Activity and Individualization Strategies .......................
24
Table 2.2
Indicators of Extrovert and Introvert Learning Styles ....................
29
Table 3.1
The Randomized Groups, ANOVA Design...................................
43
Table 4.1
Frequency Distribution of the result of Students’ Achievement
in Reading Comprehension who Taught by using DRTA
Strategy ........................................................................................
53
The Frequency Distribution of the Result of Students’ Achievement in Reading Comprehension who Taught by Using
Individualization Strategy .............................................................
54
Frequency Distribution of the Students’ Achievement in Reading Comprehension who has Propensity Extrovert Learning
Style .............................................................................................
55
Frequency Distribution of the Students’ Achievement in Reading Comprehension for the Students who has Propensity Introvert Learning Style ...................................................................
57
Frequency Distribution of the Students’ Achievement in Reading Comprehension for the Students who has Taught by Using
DRTA Strategy and have Propensity Extrovert Learning Style .....
58
Frequency Distribution of the Students’ Achievement in Reading Comprehension to the Students who has Taught by Using
DRTA Strategy and has Propensity Introvert Learning Style.........
60
Frequency Distribution of the Students’ Achievement in Reading who taught by using Individualization strategy and has
propensity extrovert learning style ................................................
61
Frequency Distribution of the Students’ Achievement in Reading Comprehension who Taught by Using Individualization
Strategy and has Propensity Introvert learning Style .....................
63
Normality Test Results Summary Data with Chi - Square
Formula ........................................................................................
64
Table 2.1
Table 4.2
Table 4.3
Table 4.4
Table 4.5
Table 4.6
Table 4.7
Table 4.8
Table 4.9
Table 4.10
Print Out of Levene’s Test to Variant Homogeneity Test In
Table 4.11
Table 4.12
Table 4.13
Learning Strategy Group...............................................................
68
Print Out of Levene’s Test to Variant Homogeneity Test In
Learning Style Group ...................................................................
68
Print Out of Levene’s Test to Variant Homogeneity Test In
Interaction Group..........................................................................
69
Print Out of the ANOVA Result Test with 2 × 2 Level .................
70
LIST OF FIGURES
Pages
Figure 4.1 Histogram of Students’ Achievement in reading Comprehension
taught by DRTA Strategy...................................................................
53
Figure 4.2 Histogram of Students’ Achievement in reading Comprehension
Taught by Individualization Strategy..................................................
55
Figure 4.3 Histogram of the Students’Achievement in Reading Comprehension for the Students who has Propensity Extrovert Learning Style ....
56
Figure 4.4 The Histogram of Students’ Achievement in Reading Comprehension who have Propensity Introvert Learning Style .......................
57
Figure 4.5 The Histogram of Students’ Achievement in Reading Comprehension who Taught by Using DRTA Strategy that have Extrovert Learning Style ........................................................................
59
Figure 4.6 Histogram of the Students’ Achievement in Reading Comprehension on the Students who Taught by Using DRTA Strategy
and has Propensity Introvert Learning Style .......................................
60
Figure 4.7 Histogram of the Students’ Achievement in Reading Comprehension on the Students who Taught by Using Individualization Strategy and has Propensity Extrovert Learning Style .................
62
Figure 4.8 Histogram of the Students’ Achievement in Reading Comprehension on the Students who Taught by Using Individualization
Strategy and has Propensity Introvert Learning Style .........................
63
Figure 4.9 The Interaction between Teaching Strategy and Learning Style on
Students’ Achievement in Reading Comprehension ...........................
72
LIST OF APPENDICES
Appendix 1 : READING COMPREHENSION TEST
Appendix 2 : ANSWER KEYS AND EXPLANATIONS FOR SKILL
SET ONE
Appendix 3 : QUESTIONNAIRE FOR EXTROVERT LEARNING
STYLE
Appendix 4 : QUESTIONNAIRE FOR INTROVERT LEARNING STYLE......
Appendix 5 : THE RESULT DATA TREATMENT OF RESEARCH
INSTRUMENT
Appendix 6 : RESEARCH INSTRUMENTS TRIAL
Appendix 7 : RESEARCH DATA MASTER
Appendix 8 : DESCRIPTIVE STATISTIC CALCULATION BY USING
SPSS 19 VERSION
Appendix 9 : DATA ANALYSIS TESTING REQUIREMENTS BY USING
SPSS 19 VERSION
Appendix 10 : RESEARCH HYPOTHESIS TESTING
CHAPTER V
CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
5.1 Conclusions
Based on theoretical conceptual frame work, it is concluded that:
1. Students who had taught by using DRTA strategy has same achievement in
reading
comprehension
with
the
students
who
taught
by
using
Individualization strategy,
2. Students with extrovert learning style have higher achievement in reading
comprehension when they taught by using DRTA strategy than they taught by
using Individualization strategy. And the students with introvert learning style
have higher achivement in reading comprehension when they taught by using
individualization stratetegy than they taught by using DRTA strategy.
3. There is no a significant interaction between teaching strategies and learning
style on students’ achievement in reading comprehension. Eventhough,
Students’ achievement in reading comprehension is influenced by teaching
strategy and learning style. Extrovert learning style students showed
significant effect on their reading comprehension achievement if they were
taught by using DRTA strategy. While introvert learning style students
showed significant effect on their reading comprehension achievement if they
were taught by using individualization strategy.
5.2 Implications
The findings of this study give implication to Reading Skils lecturer and
students who want to improve their achievement in reading comprehension. This
80
81
study has tested reading comprehension teaching strategies; they are Directed
Reading Thinking Activity (DRTA) and Individualization. They are applied on
extrovert and introvert learning styles students in order to know which teaching
strategies are suitable for them in improving their achievement in reading
comprehension.
The first result of this research reveals that achievement in reading
comprehension of students taught by DRTA is same with students taught by
Individualization. Thus it implies Reading Skills lecturer could apply both DRTA
and Individualization strategies.
The second finding of this research reveals that reading comprehension
achievement of extrovert learning style students is higher than reading
comprehension achievement of introvert learning style when they taught by using
DRTA. Therefore, the teacher should pay more attention to the students’ learning
style so that the students can obtain better learning achievement, especially in
reading comprehension.
Finally, the third research finding of this study reveals that there is no
significant interaction between teaching strategies and students’ learning style on
students’ achievement in reading comprehension. It implies that teachers should
apply the strategies which are suitable with students’ learning style so that the
students can improve their achievement in reading comprehension. Cause, the
students’ achievement in reading comprehension have different result depend on
the strategy and their learning style. If the students who have extrovert learning
style will rise up their achievement in reading comprehension when they taught by
using DRTA strategy, but the students who have introvert learning style will rise
82
up their achievement in reading comprehension when they taught by using
individulaization strategy.
5.3 Suggestions
In connection with the conclusions, it is suggested that:
1. Reading
Skills
lecturers
are
recommended
using
DRTA
and
Individualization strategies in teaching reading comprehension since these
two
strategies
can
improve
students’
achievement
in
reading
comprehension.
2. For class dominated by extrovert learning style students, Reading Skills
lecturers are recommended using DRTA strategy. For class dominated by
introvert learning style students, Reading Skills lecturers are advisable
using Individualization strategy, but on one condition, the classroom is
classroom with small number of students.
3. The lecturers should check the students’ characteristics such as their
learning style before choosing teaching strategies. Thus, the strategies
applied are matched with what they need. As the result, their brightness is
able to be explored maximally.
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Yani Lubis. 082188330110. The Effect of Teaching Strategies and Learning Style on
Students’ Achievement in Reading Comprehension at Tarbiyah Faculty IAIN North
Sumatra. A Thesis. English Applied Linguistic Study Program. State University of Medan.
2015
The objectives of this study were to examine whether (1) the students’ achievement in reading
comprehension taught by using DRTA and Individualization Strategies had same achievement,
(2) the achievement in reading comprehension of the students with extrovert learning style is
significantly higher than the students with introvert learning style if they taught by using DRTA
strategy, but if they are taught by using Individualization strategy, the students with introvert
learning style significantly higher than the students with extrovert learning style, (3) there is no
interaction between DRTA and Individualization Strategies and Learning Styles to the students’
achievement in reading comprehension. It was an experimental research with factorial design
2x2. The population of the study was all students of English Educational Department of State
Institute for Islamic Studies North Sumatra (IAIN SU) Medan. There are five parallel classes and
the total number of the students is 162 students. By applying cluster random sampling, the
sample of this study will be taken two class, that is fourth grade of English Educational Program
(PBI-3 and 4). They consists of 60 students. The PBI-3 class was treated by using DRTA
Strategy and the PBI-4 was treated by using Individualization Strategy. The students’ Learning
Style was measured by using questionnaire. The students’ achievement in reading
comprehension was measured by giving a test. The data were analyzed by using two-way
ANOVA by using SPSS program. After the data had been calculated, it is found that (1) DRTA
and Individualization strategies significantly affect students’ achievement in reading
comprehension (Sig. = 0.02673.80) and (3) there is no
interaction between teaching strategies and Learning Style if they combined on the students’
achievement in reading comprehension (Sig. = 0.658 > 0.05).
ABSTRAK
Yani Lubis. 082188330110. Pengaruh Strategi Pembelajaran dan Gaya Belajar terhadap
Prestasi Mahasiswa pada Mata Kuliah Reading Comprehension pada Fakultas Tarbiyah
IAIN sumatera Utara Medan. Thesis. Program Studi Linguistik Terapan Bahasa Inggris.
Universitas Negeri Medan. 2015
Adapun tujuan penelitian ini untuk mengetahui apakah (1) prestasi mahasiswa pada mata kuliah
Reading Comprehension yang diajar dengan menggunakan strategi pembelajaran DRTA sama
dengan prestasi mahasiswa yang diajar dengan menggunakan strategi Individualisasi, (2) prestasi
belajar pada mata kuliah Reading Comprehension mahasiswa yang mempunyai gaya belajar
extrovert lebih tinggi daripada mahasiswa yang mempunyai gaya belajar introvert jika mereka
diajar dengan menggunakan strategi pembelajaran DRTA, tetapi jika mereka diajar dengan
menggunakan strategi pembelajaran individualisasi, mahasiswa yang mempunyai gaya belajar
introvert mempunyai prestasi lebih tinggi jika dibandingkan dengan mahasiswa yang mempunyai
gaya belajar extrovert, (3) tidak ada hubungan antara strategi pembelajaran DRTA dan
Individualisasi dan gaya belajar terhadap prestasi belajar mahasiswa pada mata kuliah reading
comprehension. Penelitian ini adalah penelitain eksperimen dengan menggunakan disain
faktorial 2x2. Populasi dari penelitian ini adalah seluruh mahasiswa Pendidikan Bahasa Inggris
Fakultas Tarbiyah Institut Agama Islam Negeri Sumatera Utara Medan. ada lima kelas paralel
dan seluruhnya berjumlah 162 mahasiswa. Teknik pengambilan sampel yang digunakan adalah
sampel bertujuan (purposive sampling), sampel pada penelitian ini diambil hanya dua kelas,
yaitu semester empat Program Studi Pendidikan Bahasa Inggris 3 dan 4 (PBI-3 and 4). Dua kelas
tersebut berjumlah 60 mahasiswa. Kelas PBI-3 diajar dengan menggunakan strategi DRTA dan
PBI 4 diajar dengan menggunakan strategi Individualisasi. Gaya belajar siswa diukur dengan
menggunakan angket. Prestasi mahasiswa pada mata kuliah reading comprehension diukur
dengan menggunakan tes. Data yang didapat dianalisa dengan menggunakan rumus ANOVA
ganda (two-way ANOVA) dengan menggunakan program SPSS. Setelah data diuji, maka
ditemukan bahwa (1) strategi DRTA and Individualisasi mempunyai pengaruh yang signifikan
terhadap prestasi belajar mahasiswa pada mata kuliah reading comprehension (Sig. =
0.02673.80)
dan (3) jika digabungkan tidak terdapat hubungan antara strategi pembelajaran dan gaya belajar
mahasiswa terhadap prestasi belajar mereka pada mata kuliah reading comprehension (Sig. =
0.658 > 0.05).
ACKNOWLEDGEMENT
First of all, the writer would like to thank The Almighty Allah SWT for the blessing
and kindness, so he was finally completed this thesis. In writing this thesis, he realizes than
he has received many constructive suggestions and comments. Therefore, he would like to
express his great thanks to those who have given guidance and supports during the
completion of this thesis.
The writer wishes his deep gratitude to his Advisers, Prof. Dr. Busmin Gurning, M.Pd
and Prof. Amrin Saragih, M.A., Ph.D, for their attention, guidance, and advice during the
completion of this thesis. The writer also expresses his gratitude to Prof. Dr. Sumarsih,
M.Pd., Dr. Didik Santoso, M. Pd, and Dr. Anni Holila Pulungan, M.Hum, for being their
reviewers and examiners, for the valuable inputs to be included in this thesis. He also is in
enormous intellectual debt to all lectures of English Applied Linguistics Study Program who
have been their inspiration during the academic years and also during the completion of this
thesis.
Special thanks are extended to Prof. Dr. Syafaruddin, M.Pd, the Dean of Tarbiyah
Faculty and Teacher Training, for the permission to conduct the research and to the fourth
grade students of class PBI-3 and PBI-4 of 2013/2014 academic year for the cooperation
during the research.
Furthermore, the writer dedicates his best gratitude and deep appreciation to his
beloved parents, P. Lubis and Ngatiyem, his beloved parents in law, P. Simanungkalit and
Nurmala Siregar, and the most to his beloved wife, Restu Rosliana Dewi Simanungkalit, my
beloved daughters Husnul Khotimah, Hayatun Nufus Lubis, Rizkiyatun Fadhilah Lubis and
my son Ahmad Rifa’i Lubis, and my beloved girlfriend Khoirul Bariah, S.P for their great
love and kinds and for spiritual support.
Last but not least, he wishes to thank to all the English Applied Linguistics Study
Program’s Students (LTBI INTAKE XV) who cannot be written one by one for their helping,
suggestion and mutual supports during his study.
Medan,
February 2015
The writer
Yani Lubis
Reg.No: 082188330110
TABLE OF CONTENTS
Pages
ABSTRACT
.. ....................................................................................................
i
ACKNOWLEDGEMENT ...........................................................................................
ii
.. ....................................................................................................
TABLE OF CONTENTS ............................................................................................
iv
LIST OF TABLES . ....................................................................................................
ix
LIST OF FIGURES ....................................................................................................
xi
LIST OF APPENDICES ............................................................................................
xii
INTRODUCTION ....................................................... .............
1
1.1 Background of Study ............................................ .............
1
1.2 Identification of Study ........................................................
5
1.3 Problem of Study ................................................................
6
1.4 Objectives of Study.............................................................
6
1.5 Scope of Study....................................................................
7
1.6 Operational Definition .......................................................
7
1.7 Significance of Study ..........................................................
9
THEORETICAL REVIEW OF RELATED LITERATURE ..
10
2.1 Theoretical Framework ..........................................................
10
2.1.1 Students’ Achievement Reading Comprehension ..........
10
2.1.2 Reading Comprehension ...............................................
12
2.1.2.1 Genre ..............................................................
15
2.1.2.2 Comprehension Levels ......................................
17
2.1.2.3 Reading Comprehension Assessment.................
19
CHAPTER
I.
CHAPTER II.
2.1.3 Teaching Strategy .........................................................
20
2.1.3.1 Directed Reading Thinking Activity (DRTA) ....
21
2.1.3.2 Individualization Strategy..................................
23
2.1.4 Learning Style
...........................................................
25
2.1.4.1 Indicators of Extrovert and Introvert Learning
Styles ...............................................................
2.2 Relevant Studies
29
...............................................................
30
2.3 Conceptual Framework ..........................................................
34
2.3.1The differences between the students’Achievement in
Reading Comprehension Taught by using DRTA and
Individualization Strategies ...........................................
34
2.3.2 The Differences between Students’ Achievement Reading
Comprehension who has Extrovert and Introvert Learner
Learning Style and without Learning Style....................
38
2.3.3 The Interaction between the Teaching Strategies and
Learning Style on the Students’ Reading Comprehension 40
CHAPTER III.
2.4 Hypothesis of Study...............................................................
41
RESEARCH METHOD ............................................................
43
3.1 Research Design ....................................................................
43
3.2 Population and Sample ..........................................................
44
3.3 Location of the Research .......................................................
45
3.4 Instrument of Data Collection ................................................
45
3.5 Instrument Validation ............................................................
46
3.5.1 Validity.........................................................................
46
CHAPTER IV.
3.5.2 Reliability .....................................................................
47
3.5.3 Result Test Instrument ..................................................
47
3.6 The Procedure of the Study....................................................
49
3.6.1 Pre-Test ........................................................................
49
3.6.2 Teaching Presentation ...................................................
49
3.6.3 Post-test ........................................................................
49
3.7 Technique of Analyzing Data ................................................
50
3.8 Statistical Hypotheses ............................................................
51
THE RESULT OF RESEARCH ..................................................
52
4.1 Description of Data Result of Research..................................
52
4.1.1 The Data of the Students’ Achievement in Reading
Comprehension who Taught by Using DRTA Strategy .
52
4.1.2 The Data of the Students’ Achievement in Reading
Comprehension who Taught by Using Individualization
Strategy ........................................................................
54
4.1.3 The Data of the Students’ Achievement in Reading
Comprehension who have Propensity Extrovert Learning Style........................................................................
55
4.1.4 The Data of the Students’ Achievement in Reading
Comprehension who have Propensity Introvert Learning Style........................................................................
56
4.1.5 The Data of Student’ Achievement in Reading Comprehension who Taught by Using DRTA Strategy and have
Propensity Extrovert Learning Style .............................
4.1.6 The Data of Students’ Achievement in Reading Compre-
58
hension who Taught by Using DRTA Strategy and have
Propensity Introvert Learning Style ...............................
59
4.1.7 The Data of Students’ Achievement in Reading Comprehension who Taught by Using Individualization Strategy
and have Propensity Extrovert Learning Style ...............
61
4.1.8 The Data of Research Result on the Students’ Achievement in Reading Comprehension who Taught by Using
Individualization Strategy and have Propensity Introvert Learning Style ........................................................
62
4.2 Testing Requirement of Data Analysis ...................................
64
4.2.1 Normality Data Test ......................................................
64
4.2.2 Variance Homogeneity Test ..........................................
67
4.3 Hypotheses Test ....................................................................
69
4.3.1 The Students’ Achievement in Reading Comprehension
who Taught by Using DRTA Strategy and Individualization Strategy ..............................................................
70
4.3.2 The Differentiate between Students’ Achievement in
Reading Comprehension who have Extrovert Learning
Style and Introvert Learning Style Properties ................
71
4.3.3 The Interaction between Teaching Strategy and Learning
Style on Students’ Achievement in Reading Comprehension .........................................................................
71
4.4 Discussions ...................................................................
72
4.4.1 Students’ Achievement in Reading Comprehension
Taught by Using DRTA Strategy and Individualization
Strategy is Significantly Affected by both Strategy .......
72
4.4.2 The Effect of Extrovert and Introvert Learning Styles
on Students’ Achievement in Reading Comprehension .
74
4.4.3 The Interaction between DRTA and Individualization
Strategies and Extrovert and Introvert Learning Styles
on Students’ Achievement in Reading Comprehension .
76
4.5 The Limitation of the Research ..............................................
78
CONCLUSIONS, IMPLICATIONS AND SUGGESTION .........
80
5.1 Conclusions ...........................................................................
80
5.2 Implications ...........................................................................
80
5.3 Suggestions ...........................................................................
82
REFERENCES
.......................................................................................................
83
Appendix
.......................................................................................................
CHAPTER
V.
LIST OF TABLES
Pages
Table 1.1
The Students’ Score of Reading Comprehension at Fourth ......
Semester of PBI-1, 2, 3, 4, and 5 ...................................................
2
The Strength and Weakness between Directed Reading
Thinking Activity and Individualization Strategies .......................
24
Table 2.2
Indicators of Extrovert and Introvert Learning Styles ....................
29
Table 3.1
The Randomized Groups, ANOVA Design...................................
43
Table 4.1
Frequency Distribution of the result of Students’ Achievement
in Reading Comprehension who Taught by using DRTA
Strategy ........................................................................................
53
The Frequency Distribution of the Result of Students’ Achievement in Reading Comprehension who Taught by Using
Individualization Strategy .............................................................
54
Frequency Distribution of the Students’ Achievement in Reading Comprehension who has Propensity Extrovert Learning
Style .............................................................................................
55
Frequency Distribution of the Students’ Achievement in Reading Comprehension for the Students who has Propensity Introvert Learning Style ...................................................................
57
Frequency Distribution of the Students’ Achievement in Reading Comprehension for the Students who has Taught by Using
DRTA Strategy and have Propensity Extrovert Learning Style .....
58
Frequency Distribution of the Students’ Achievement in Reading Comprehension to the Students who has Taught by Using
DRTA Strategy and has Propensity Introvert Learning Style.........
60
Frequency Distribution of the Students’ Achievement in Reading who taught by using Individualization strategy and has
propensity extrovert learning style ................................................
61
Frequency Distribution of the Students’ Achievement in Reading Comprehension who Taught by Using Individualization
Strategy and has Propensity Introvert learning Style .....................
63
Normality Test Results Summary Data with Chi - Square
Formula ........................................................................................
64
Table 2.1
Table 4.2
Table 4.3
Table 4.4
Table 4.5
Table 4.6
Table 4.7
Table 4.8
Table 4.9
Table 4.10
Print Out of Levene’s Test to Variant Homogeneity Test In
Table 4.11
Table 4.12
Table 4.13
Learning Strategy Group...............................................................
68
Print Out of Levene’s Test to Variant Homogeneity Test In
Learning Style Group ...................................................................
68
Print Out of Levene’s Test to Variant Homogeneity Test In
Interaction Group..........................................................................
69
Print Out of the ANOVA Result Test with 2 × 2 Level .................
70
LIST OF FIGURES
Pages
Figure 4.1 Histogram of Students’ Achievement in reading Comprehension
taught by DRTA Strategy...................................................................
53
Figure 4.2 Histogram of Students’ Achievement in reading Comprehension
Taught by Individualization Strategy..................................................
55
Figure 4.3 Histogram of the Students’Achievement in Reading Comprehension for the Students who has Propensity Extrovert Learning Style ....
56
Figure 4.4 The Histogram of Students’ Achievement in Reading Comprehension who have Propensity Introvert Learning Style .......................
57
Figure 4.5 The Histogram of Students’ Achievement in Reading Comprehension who Taught by Using DRTA Strategy that have Extrovert Learning Style ........................................................................
59
Figure 4.6 Histogram of the Students’ Achievement in Reading Comprehension on the Students who Taught by Using DRTA Strategy
and has Propensity Introvert Learning Style .......................................
60
Figure 4.7 Histogram of the Students’ Achievement in Reading Comprehension on the Students who Taught by Using Individualization Strategy and has Propensity Extrovert Learning Style .................
62
Figure 4.8 Histogram of the Students’ Achievement in Reading Comprehension on the Students who Taught by Using Individualization
Strategy and has Propensity Introvert Learning Style .........................
63
Figure 4.9 The Interaction between Teaching Strategy and Learning Style on
Students’ Achievement in Reading Comprehension ...........................
72
LIST OF APPENDICES
Appendix 1 : READING COMPREHENSION TEST
Appendix 2 : ANSWER KEYS AND EXPLANATIONS FOR SKILL
SET ONE
Appendix 3 : QUESTIONNAIRE FOR EXTROVERT LEARNING
STYLE
Appendix 4 : QUESTIONNAIRE FOR INTROVERT LEARNING STYLE......
Appendix 5 : THE RESULT DATA TREATMENT OF RESEARCH
INSTRUMENT
Appendix 6 : RESEARCH INSTRUMENTS TRIAL
Appendix 7 : RESEARCH DATA MASTER
Appendix 8 : DESCRIPTIVE STATISTIC CALCULATION BY USING
SPSS 19 VERSION
Appendix 9 : DATA ANALYSIS TESTING REQUIREMENTS BY USING
SPSS 19 VERSION
Appendix 10 : RESEARCH HYPOTHESIS TESTING
CHAPTER V
CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
5.1 Conclusions
Based on theoretical conceptual frame work, it is concluded that:
1. Students who had taught by using DRTA strategy has same achievement in
reading
comprehension
with
the
students
who
taught
by
using
Individualization strategy,
2. Students with extrovert learning style have higher achievement in reading
comprehension when they taught by using DRTA strategy than they taught by
using Individualization strategy. And the students with introvert learning style
have higher achivement in reading comprehension when they taught by using
individualization stratetegy than they taught by using DRTA strategy.
3. There is no a significant interaction between teaching strategies and learning
style on students’ achievement in reading comprehension. Eventhough,
Students’ achievement in reading comprehension is influenced by teaching
strategy and learning style. Extrovert learning style students showed
significant effect on their reading comprehension achievement if they were
taught by using DRTA strategy. While introvert learning style students
showed significant effect on their reading comprehension achievement if they
were taught by using individualization strategy.
5.2 Implications
The findings of this study give implication to Reading Skils lecturer and
students who want to improve their achievement in reading comprehension. This
80
81
study has tested reading comprehension teaching strategies; they are Directed
Reading Thinking Activity (DRTA) and Individualization. They are applied on
extrovert and introvert learning styles students in order to know which teaching
strategies are suitable for them in improving their achievement in reading
comprehension.
The first result of this research reveals that achievement in reading
comprehension of students taught by DRTA is same with students taught by
Individualization. Thus it implies Reading Skills lecturer could apply both DRTA
and Individualization strategies.
The second finding of this research reveals that reading comprehension
achievement of extrovert learning style students is higher than reading
comprehension achievement of introvert learning style when they taught by using
DRTA. Therefore, the teacher should pay more attention to the students’ learning
style so that the students can obtain better learning achievement, especially in
reading comprehension.
Finally, the third research finding of this study reveals that there is no
significant interaction between teaching strategies and students’ learning style on
students’ achievement in reading comprehension. It implies that teachers should
apply the strategies which are suitable with students’ learning style so that the
students can improve their achievement in reading comprehension. Cause, the
students’ achievement in reading comprehension have different result depend on
the strategy and their learning style. If the students who have extrovert learning
style will rise up their achievement in reading comprehension when they taught by
using DRTA strategy, but the students who have introvert learning style will rise
82
up their achievement in reading comprehension when they taught by using
individulaization strategy.
5.3 Suggestions
In connection with the conclusions, it is suggested that:
1. Reading
Skills
lecturers
are
recommended
using
DRTA
and
Individualization strategies in teaching reading comprehension since these
two
strategies
can
improve
students’
achievement
in
reading
comprehension.
2. For class dominated by extrovert learning style students, Reading Skills
lecturers are recommended using DRTA strategy. For class dominated by
introvert learning style students, Reading Skills lecturers are advisable
using Individualization strategy, but on one condition, the classroom is
classroom with small number of students.
3. The lecturers should check the students’ characteristics such as their
learning style before choosing teaching strategies. Thus, the strategies
applied are matched with what they need. As the result, their brightness is
able to be explored maximally.
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