Increasing the Students Ability in Readi
INCREASING THE STUDENTS’ ABILIPTY IN READING COMPREHENSION BY USING CAUSE AND EFFECT STRATEGY AT THE EIGHTH GRADE OF SMP NEGERI 6 SUSUA IN 2015/2016 THESIS
By BUDI LUHUR BUULOLO
Reg. Number. 112108018
INSTITUTE OF TEACHER TRAINING AND EDUCATION OF GUNUNGSITOLI FACULTY OF EDUCATION OF LANGUAGES AND ARTS ENGLISH EDUCATION STUDY PROGRAM JULY 2016
INCREASING THE STUDENTS’ ABILITY IN READING COMPREHENSION BY USING CAUSE AND EFFECT STRATEGY AT THE EIGHTH GRADE OF SMP NEGERI 6 SUSUA IN 2015/2016 THESIS
Submitted to Institute of Teacher Training and Education of Gunungsitoli
in Partial Fulfillment of Requirements for the Degree of Sarjana Pendidikan
By BUDI LUHUR BUULOLO
Reg. Number. 112108018
INSTITUTE OF TEACHER TRAINING AND EDUCATION OF GUNUNGSITOLI FACULTY OF EDUCATION OF LANGUAGES AND ARTS ENGLISH EDUCATION STUDY PROGRAM JULY 2016
ABSTRACT
Bu’ulolo, Budi, 2016, Increasing the Students’ Ability in Reading Comprehension by Using Cause and Effect Strategy at the Eighth Grade of SMP Negeri
6 Susua in. Thesis’ advisors (1) Yasminar Amaerita Telaumbanua, M.Pd. and (2) Dra. Nursayani Maru’ao, M.Pd.
Key Word : Reading Comprehension, Cause and Effect Strategy
Reading is one of the skills in language that can not be separated in our life because reading is an activity that requires the reader’s ability in receiving and involving thought and text and how thought can analyze, interpret and comprehend the meaning of the text, until getting the information from the text. Reading comprehension is a process of getting the information and using their prior knowledge, when the students read a text automatically can get the meaning from the materials.
The purpose of the research is to increase the Students’ Ability in Reading Comprehension by Using Cause and Effect Strategy at the Eighth Grade of SMP Negeri 6 Susua which the total numbers of the students was 25 persons. The research was conducted by using CAR method. It was applied into two cycles. Each cycle consisted of planning, action, observation and reflection. The instruments used by the researcher to collect the data were observation sheet, the researcher searched about the students’ activities during teaching-learning process. While the observation sheet for the researcher noted by the teacher during teaching reading by using Cause and Effect Strategy.in evaluation sheet, the researcher searched about the students ability by multiple chose.
From the result of each cycle, it shows that, in the first meeting of Cycle I, there were three students (12%) can be classified in “the good” level. There were seven students (28%) in “the enough” level. There were nine students (36%) in “the less” level and there were six students (24%) in “the fail” level. In addition, the average of the students’ mark was 50.8. While the students’ ability in Cycle II was in “ the Good” level, it shows that there were fourteen students (56%) in “the very good” level. There were ten students (40%) in “the good” level. There was one students (4 %) in “the enough” level. The result shows that the students of SMP Negeri 6 Susua at the eighth grade are able to comprehend the reading text by using Cause and Effect Strategy. The students’ average mark was higher than the KKM (Kriteria Ketuntasan Minimal) that was 86. From the research, the researcher has some suggestions such as (a) the students should be active to study English language well. (b) in teaching reading, the teacher in SMP Negeri 6 Susua, should motivation the students to study English especially in reading skill (c) the English teacher is expected to increase the students’ ability in reading comprehension by using Cause and Effect Strategy
ACKNOWLEDGEMENTS
First of all the researcher expresses his thank to Jesus Christ for His almighty, love, and blessing to the researcher to finish this thesis entitled “Increasing the Students’ Ability in Reading Comprehension by Using Cause and Effect Strategy at the Eighth Grade of SMP Negeri 6 Susua in 2015/2016”. In finishing this thesis the researcher found many problems but thanks to God, he gives the researcher much power and spirit to overcome those problems.
The researcher has been supported by many people to finish this thesis. It is the first time for the researcher to make a thesis and it is so hard at the beginning until finishes it successfully. Because of their support, the researcher appreciates and is thankful to the helpful figures in the following.
1. Mr. Drs. Henoki Waruwu, M.Pd., as the Rector for the motivations, supports to all the students of IKIP Gunungsioli.
2. Mr. Drs. Ellyanus, M.Pd., as the Vice Rector two of IKIP Gunungsitoli and as the education examiner of this thesis to the researcher.
3. Mr. Adieli Laoli, S.Pd., M.Pd., as the Dean Faculty of Education of Languages and Arts and as the examiner of research method for donating criticisms and ideas in finishing this thesis.
4. Miss Yasminar Amaerita Telaumbanua, M.Pd., as his first advisor and also as the Chair of English Education Study Program, never feels bored to advice the researcher until he finishes this thesis well.
5. Mrs. Dra. Nursayani Maru’ao, M.Pd., as the second advisor and also as the head of Balai Penelitian IKIP Gunungsitoli, who never feels bored to help the researcher to accomplishes this thesis until finishes it well.
6. Mr. Afore Tahir Harefa, S.Pd, M.Hum., as the secretary of English Education Study Program, and as the examiner of study, who always gives the correct grammatical composition during finishing this thesis.
7. The entire lecturers of English Education Program for giving lectures and sharing their knowledge to the researcher, so he can make this thesis finish on time. There is no “end” without “beginning”.
8. The headmaster of SMP Negeri 6 Susua for the occasion given in conducting the research and also the English teacher who helps the researcher in finishing the research.
9. Hisikia Bu’ulolo, S.Pd., the teacher-collaborator, who helps the researcher in observing the eleventh grade of SMP Negeri 6 Susua.
10. His beloved family, A/I Riahni Bu’ulolo. Fatarombowo Bu’ulolo (Father) and Salinaria Giawa (Mother), who have sacrificed for supporting the funding mission, lovely brothers Sozatulo Bu’ulolo, Artikan Bu’ulolo, Pikiran Bu’ulolo , Terteguh Bu’ulolo, and his sisters Ariani Bu’ulolo, Servis Bu’ulolo Maswati Bu’ulolo who always share with their lovely laughter.
11. The researcher’s sponsor Mr. Dennis J. Cady who always supports the researcher in his financial and motivate to finish this thesis and Dormitories’ Supervisior.
12. His closed friends, Samserlinar Lase S.Pd, Antonius Gea S.Pd, Sahabat Jaya Giawa, Harpelix Wau S.Pd, Osara’o Laia, Sumangeli Gulo S.Pd, Sokhi Wanaha Bu’ulolo S.Pd, Devi Samataya Putra Laoli S.Pd, Wirasman Gulo, Wijai Hutabarat, and all of his friends in class A the of academic year 2011 who always support the researcher and all the Dormitory “DASAMI” friends. Thanks a lot for all of your support, assistance, and kindness, may Jesus Christ bless us.
Gunungsitoli,
2016
Budi Luhur Bu’ulolo
Reg. Number. 112108018
2. The Explanation of the Research Findings
for Each Cycle
a. Cycle I
b. Cycle II
3. The Students’ Activities in All Cycles
4. The Researcher’ Activities in All Cycles
5. The Students’ Ability in Reading Comprehension by Using Cause and Effect Strategy of All Cycles
B. Research Findings Discussions
1. The Common Responses of the Research
Problem
2. The Analysis and Interpretation
of the Research Findings
3. The Research Findings versus
the Latest Related Research
4. The Research Findings versus Theory
5. The Implication of the Research Findings
6. The Analysis of the Research
Findings Limitation
CHAPTER V : CONCLUSIONS AND SUGGESTIONS
A. Conclusions
B. Suggestions
BIBLIOGRAPHY
APPENDICES
LIST OF FRAMES
Page
1. Conceptual of the Research by Using Cause and Effect Strategy
2. The Procedure of Classroom of Action Research by Using Cause and Effect Strategy
LIST OF TABLES
Tables Page
3. The Students’ Ability in Reading Comprehension by Using Cause and Effect Strategy in Cycle I in the Second Meeting
4. The Students’ Ability in Reading Comprehension by Using Cause and Effect Strategy in Cycle II in the Second Meeting
5. The Students’ Activities of All Cycles
6. The Researcher’s Activities of All Cycles
LIST OF GRAPHICS
Graphics Page
1. The Students’ Ability in Cycle I
2. The Students’ Ability in Cycle II
LIST OF APPENDICES Appendices
Page
1. Appendix 1a. Syllabus
2. Appendix 2a. Lesson Plan (The First Meeting in Cycle I)
3. Appendix 2a. Lesson Plan (The Second Meeting in Cycle I)
4. Appendix 2b. Lesson Plan (The First Meeting in Cycle II) 100
5. Appendix 2b. Lesson Plan (The Second Meeting in Cycle II) 103
6. Appendix 3a. The Material (Beauty and the Beast) 107
7. Appendix 3b. The Material (Babu and the Lion) 108
8. Appendix 4a. The Table of Specification (Cycle I) 109
9. Appendix 4b. The Table of Specification (Cycle II) 111
10. Appendix 5a. The Test Instruments Validity in Cycle I 113
11. Appendix 5b. The Test Instruments Validity in Cycle II 116
12. Appendix 6a. The Observation Sheet of the Students’ Activities in Cycle (Meeting I)
13. Appendix 6b. The Observation Sheet of the Students’ Activities in Cycle I (Meeting II)
14. Appendix 6c. The Observation Sheet of the Students’ Activities in Cycle II (Meeting I)
15. Appendix 6d. The Observation Sheet of the Students’ Activities in Cycle II (Meeting II)
16. Appendix 7a. The Observation Sheet of the Researcher’s Activities in Cycle I (Meeting I)
17. Appendix 7b. The Observation Sheet of the Researcher’s Activities in Cycle I (Meeting II)
18. Appendix 7c. The Observation Sheet of the Researchers’ Activities 18. Appendix 7c. The Observation Sheet of the Researchers’ Activities
19. Appendix 7d. The Observation Sheet of the Researchers’ Activities in Cycle II (Meeting II).
20. Appendix 8a. The Students’ Test sheet in Cycle I 140
21. Appendix 8b. The Students’ Test sheet in Cycle II 144
22. Appendix 9. Student’s Evaluation Sheet in Cycle I 149
23. Appendix 9. Student’s Evaluation Sheet in Cycle I 153
24. Appendix 10a. The Answers Key in Cycle I 157
25. Appendix 10b. The Answers Key in Cycle II 158
26. Appendix 11a. Field Notes 159
27. Appendix 12a. The Result of the Students’ Ability in Reading Comprehension by Using Cause and Effect Strategy in Cycle I
28. Appendix 12b. The Result of the Students’ Ability in Reading Comprehension by Using Cause and Effect Strategy in Cycle II
29. Appendix 13a. The Students’ Attendance List at the Tenth Grade of SMP Negeri 6 Susua.
30. Appendix 14a. The Pictures of Activities in All Cycles 174
CHAPTER I INTRODUCTION
A. The Background of the Problem
English was one of the International languages that have roles in our life either in mastering technology and sciences or education. English can be proved that most people in the world use English to communicate with other people from different countries. English was as a medium of communication. Based on the statements, English must be studied through language skills, namely listening, speaking, reading and writing.
Reading was one of the skills in language that can not be separated in our life because reading was an activity that requires the reader’s ability in receiving and involving thought and text and how thought can analyze, interpret and comprehend the meaning of the text, until getting the information from the text.
Urquhart and Weir (1988:2) state, “Reading was the process of receiving and interpreting information encoded in language form via the medium of print”. Based on the experts’ opinion, the researcher concludes that a good reader should build the meaning and receive the information from the reading materials.
Furthermore, Stoller (2002:9) says, “Reading was the ability to draw meaning from the printed page and interpret the information appropriately.” Based on the experts’ opinion, the researcher concludes that reading was an activity to draw or to comprehend the meaning or content of the text and interpret it correctly.
In reading activity, the important aspect was comprehension. In other words, if the students want to know the whole content of the reading text, they must comprehend it as detail as possible. In the case, reading can be a way of increasing the students’ own knowledge. After reading, the students have comprehension about the content of the text and own much new information which can be used to enlarge their knowledge. The statement was supported by Nunan (2003:68) say, “The goal of reading was comprehension”. Furthermore, McNeil (1992:16) states, “Reading comprehension was acquiring information and combining disparate elements into a new whole. It was the process of using one’s existing knowledge (schemata) to interpret text in order to construct meaning”.
From the experts’ opinion the researcher concludes that the goal of reading was comprehension and reading comprehension was the way in general, which was used to gather information or ideas to form the comprehension according to the source of the reading material.
In the syllabus of KTSP 2006 at the eighth grade of SMP Negeri 6 Susua states that reading was one of the competence standard states that the students should be able to comprehend the meaning of simple short essay in recount and narrative form to build a good interaction in the daily life context. And the basic competence asserts that students should be able to respond the meaning of short functional text and essay in recount and narrative forms. The Minimum Competence Criterion (MCC) has been decided was 65 points while the average of the students’ mark was under 65 points.
Based on the observation of researcher in SMP Negeri 6 Susua, there were appear some problems to the students in reading comprehension namely; it was difficult for the students to find the main ideas in the text, the students had limitation in comprehending the generic structures in narrative text, the students could not see the key words and phrases in text, it was difficult for the students to find the specific facts.
In addition, the English teacher in the school stated the students’ ability in reading comprehension was still low. To overcome the problems above, the roles of the English teacher are needed so much in order that the teaching-learning process runs well and successful. Therefore, the researcher wants to look for
a way out to solve the problems by using Cause and Effect Strategy to solve the problem. Jersey (1958:86) explains that Cause and Effect Strategy helps students identify what happened and why it happened in both fictional and non-fiction texts. Briefly, when the students can see that there are causal relationships between events or ideas in text, they can made generalizations about other cause relationships in new texts and in life situation.
Based on the theory on the previous page, the researcher did a research entitled “Increasing the Students’ Ability in Reading Comprehension by Using Cause and Effect Strategy at the Eighth Grade of SMP Negeri 6 Susua in 2015/2016”.
B. The Identification of the Problem
There are some problems that the researcher found which occured during the reading comprehension process, they are;
1. It was the students difficult to find out the main ideas in the text.
2. The students had limitation to comprehend the generic structures in narrative text.
3. The students could not see the key words in text.
4. It was difficult for the students to find the specific facts in the text.
C. The Limitation of the Problem
The researcher limited himself to search about increasing the students’ ability in reading comprehension especially in narrative text by using Cause and Effect Strategy at the eighth grade of SMP Negeri 6 Susua in 2015/2016”.
D. The Formulation of the Problem
The researcher formulated the problem above as follows. “How does Cause and Effect Strategy increase the students’ ability in reading comprehension especially in narrative text at the Eighth Grade of SMP Negeri 6 Susua in 2015/2016?”
E. The Purpose of the Research
The purpose of the research was to increase the students’ ability in reading comprehension especially in narrative text by using Cause and Effect Strategy at the Eighth Grade of SMP Negeri 6 Susua in 2015/2016”.
F. The Significances of the Research
The findings of the research are signified for:
1. The researcher, as a practice and experiment to increase the students’ ability in reading comprehension by Cause and Effect Strategy.
2. The students, as a stimulation to increase their ability in reading comprehension.
3. The English teacher, as a guidance and motivation of using Cause and Effect Strategy to increase the ability in reading comprehension and have a good interaction to the students during the teaching-learning process.
4. Next researchers, as a comparative reference to conduct relevant researches to the title.
5. The readers, as an additional information that reading comprehension can be taught by Cause and Effect Strategy.
G. The Assumptions of the Research
In doing the research, the researcher had some assumptions, as follows.
1) Reading comprehension was an important activity to interpret the content of the text.
2) Cause and Effect was important in teaching-learning process to help the students identify what happens and why it happens in both fictional and non-fiction texts.
H. The Limitation of the Research
In conducting the research, the researcher proposed the limitation as follows.
1) The subject of the research was the students of the Eight Grade, Class A of SMP Negeri 6 Susua in 2015/2016.
2) In the research, the researcher used Classroom Action Research (CAR).
3) The researcher focused himself on the students’ ability in reading comprehension by using Cause and Effect Strategy.
4) The researcher taught a type of narrative text namely; My Horirible Experience and Beauty and the Beast.
I. The Key Terms Definition of the Research
To avoid the misunderstanding about the definitions that was used in the research, the researcher gives explanations that concern with the definition as follows.
1. Reading can be assumed as the thought or as the way to draw information from a text and to form an interpretation of that information.
2. Reading comprehension helps to activate the students’ prior knowledge and allows them to make connections between themselves and the text.
3. Cause and Effect Strategy was a strategy that allows students to find a causal relationship between or among events, they should be able to identify an event that is responsible for the cause that results in an effect. Identifying these three things can help create analytical thinkers and minds that can work through complex problems. It helps student’s social; they understand and more willing to accept the consequences for their actions whether good or bad.
CHAPTER II REVIEW OF RELATED LITERATURE
A. Theoritical Framework
1. Reading
a. Definition of Reading
Reading was an activity and process involving the students’ and the connection the students’ experience to get information from the text. Grigg and Dana (2003:3) says, “Reading was an interactive and contractive process involving the reader, the text and the connection of the readers’ experience, which involves the development of an understanding of a text, and thinking about in a different way.” In other words, reading was a process in getting the information from a text involving the reader’s activities.
Harmer (2003:283) states “Reading was an activity of reader to predict the information of content in the text.” In other words, reading was an activity of a reader to get the information from the reading text correctly. Moreover Alderson (1983:154) says, “The objectives of teaching reading are self-evidence, for information and for pleasure”. Therefore, to be serious and careful the reader make success avoid the failure in reading text. Thus, through reading the interaction between readers and authors has happened when the readers are successful in getting the messages from the authors in the texts provided.
Therefore, the researcher concludes that was a basic skill through the process of understanding to interpret the information from the text. It was very clear for the reseacher that reading makes the students to be successful especially for the students in learning English language. Through reading Therefore, the researcher concludes that was a basic skill through the process of understanding to interpret the information from the text. It was very clear for the reseacher that reading makes the students to be successful especially for the students in learning English language. Through reading
b. The Purposes of Reading
Grabbe and Stoller (2002:13) say that there are some purposes of reading, namely:
1) Reading to search for simple information. 2)Reading to skim quickly. 3)Reading to learn from text. 4)Reading to integrate information. 5)Reading to write or search for information needed for writing. 6)Reading to critique texts. 7)Reading for general comprehension.
Burkart (1998:34) states, “Reading was an activity with a purpose. A person may read in order to gain information or verify existing knowledge, or in order to critique a writer's ideas or writing style. A person may also read for enjoyment, or to enhance knowledge of the language being read.”
The statement above explains that there are many purposes of reading such as to gain information, to enhance knowledge, to critic a writer’s ideas or writing style and for enjoyment. When students wanted to do something, of course they have a certain purpose in their mind to madethe difference between success and failure of their activities. The case was the same when students read a reading text.
c. The Process of Reading
Goodman (1988) as quoted by Harrison, (Eds) (2004:42) assert that there are seven processes in reading, as follows.
1) Recognition-Initiation The brain must recognize a graphic display in the visual field as written language, and initiate reading, would occur one in each reading activity.
2) Prediction Brain was always anticipating as it seeks order and significance in sensory input.
3) Confirmation If the brain predicts, it must also seek to verify its predictions was confirmed.
4) Correction The brain reprocesses when it finds inconsistence or its predictions are was confirmed.
5) Termination The brain terminates the reading when the reading tasked was completed, but the termination may occur for other reason, the tasked was non productive little meaning was being constructed.
Briefly, the processes of reading above are very important in the research because the processes of reading would help the researcher in doing was research and also the researcher applied it in teaching-learning process to achieve the good result.
d. Reading Comprehension
a. Definition of Reading Comprehension
Reading comprehension was a process of getting the information and using their prior knowledge, when the students read a text automatically can get the meaning from the materials. Stoller (2002:17) says, “Reading comprehension was ability to understand the information in a text and interpret it appropriately”. Based on the definition, reading comprehension was an ability to understand the meaning or information from the text and then interpret the text as well as getting the sense of meaning, information, ideas from the text.
From the experts’ opinions it is conluded that to comprehend the text, the students at the eighth grade of SMP Negeri 6 Susua used information they already possess to filter, interpret, organize and reflect upon the incoming information from the page. The reading text not only on comprehension skill but also on the students’ background knowledge to understand the message communicated so, the students got new knowledge about what the author’s message from the reading text.
b. Levels of Comprehension
Berry Et al (2005:31), explains three different levels of comprehension in reading skill, they are.
1) Literal Level The first level of comprehension can be called the literal level for the sake of wording because it was the most simple. At the level the reader or student can attempt to answer the question: What did the author say? At the level, the reader would not have to understand the true meaning of a paragraph; however, the reader could memorize the information. Instructors might ask the reader to read a chapter dealing with dates or specific facts. At the literal level, the reader would memorize these dates and facts. However, even though the readers have memorized these facts, the does not mean that the readers necessarily understands their full meaning or see the implication of these dates and facts applied to other situations.
2) Interpretive Level The second level of comprehension was called the interpretive level. At the interpretive level the reader or student can attempt to answer the question: What was meant by what was said? At the level, the reader are attempting to understand what the author meant by what she/he said in the story, paragraph or textbook. It was presumed that the readers have already memorized certain facts at the literal level and now the readers are attempting to see the implications of the author’s words. At the level, the readers are attempting to “read between the lines” as they say. At the level, you are attempting to understand what which the reader memorized at the literal level of comprehension.
3) Applied Level The last level was called the applied level. At the level the reader or student can attempt to answer the question: How would the author’s message apply to other situations given what the reader memorized and understood at the other two levels? At the level, the readers are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings.
In the research, the researcher assessed the students’ ability in comprehension ability in literal level. From the explanation above, the students focused on understanding main ideas and from narrative text.
c. The Evaluation of Reading Comprehension
To know the students’ ability in reading comprehension their ability should be assessed. Hughes (2003:5) says, “Evaluation was formative when teacher uses to check in progress on the students’ To know the students’ ability in reading comprehension their ability should be assessed. Hughes (2003:5) says, “Evaluation was formative when teacher uses to check in progress on the students’
According to Purwanto (2006:109) there are forms of test to build evaluation in reading comprehension as follows.
1) Essay Test Essay test requires the students to do their assignment or answer the question in essay form i.e. composing, in which their length depends on the students’ understanding of the given text. Yet, an essay test item can be clarified as either an expanded-response essay items or a short-answer essay items.
2) True-False Test The test was in the form of the questions or affirmative that contains two possible answers i.e. true or false. The statement requires the students to be able to determine their answers from the given sentence.
3) Multiple Choice Test In the test the students need not to write their answers. Generally, the students are confronted to several provided-answers which consisted of three, four, or even five options, so the students just choose the best answers among others based on their consideration related to the given questions.
Multiple choice introduces two things: a) STEM identifies the problems in the form of questions, imperative, statement, or incomplete sentence and b) OPTION that was the response alternative.
4) Matching Test The test provides two groups of statements and the students then match them according to the suitable pairs from group one to other.
5) Completion Test The completion test requires the students to finish an incomplete sentence by filling in a blank with correct word or phrase.
Based on the experts’ opinion, the researcher used one of the ways of evaluating the students’ ability in reading comprehension. In doing the research, the researcher chose multiple choice tests because it was an appropriate evaluation to get the students’ ability in reading comprehension especially at literal level. The researcher chose the test to evaluate the students’ ability in reading comprehension because it consisted of some topics, so it could help the researcher to know the students’ ability in reading comprehension and beside the researcher escaped from the mistake in scoring the students .
Moreover, Alderson (2001: 201) points out, “Multiple-choice questions are a common device for testing students, test comprehension. Furthermore, Haladyna (1999:1) affirms that multiple-choice test was a very flexible assessment format that can be used to measure knowledge, skills, abilities, values, comprehension, and etcetera. It can be concluded that multiple choice test was one of the flexible ways in testing the students’ ability in reading comprehension.
The test usually consists of a number of the items that pose a question which students must select and answer from among a number of choices. Items can also be statement to which students must find the best completion. Multiple-choice questions items, therefore, are fundamentally recognition tasks, where students must identify the correct response. Students learn how to answer multiple-choice questions by eliminating improbable of the question destructors, or by various forms of logical analysis of the structure of the question.
According to Urbana-Champaign (2009:26), there are some advantages, and suggestion in multiple choice item, they are:
1) The advantages in using multiple-choice items are:
a) Versatility in measuring levels of cognitive ability.
b) Highly reliable test scores.
c) Scoring efficiency and accuracy.
d) Objective measurement of students’ achievement.
e) A wide sampling of content or objectives
f) A reduced guessing factor when compared to true-false items.
g) Different response alternatives which can provide diagnostic feedback.
2) The suggestions in using multiple-choice are:
a) Read all the answer choices before selecting one.
b) Cross out answer choices you are certain that are not correct.
c) Look for answer choices that contain language was usually correct.
d) Look for hints about the correct answer choice in the items on the test.
From the statements, it is concluded the advantages and suggestions helped the researcher as the guideline in evaluating the students’ ability in reading comprehension. And also when the students got the difficulties in answering the questions, they were proposed to see the suggestions.
In the research, the researcher provided 20 items of questions and there were four options answer for each item that was only one correct answer expected to be chosen by the students. In giving the students’ score, the researcher adjusted it on their answers, the right answer was scored 1 (one) and the wrong one was scored 0 (zero). The students’ maximal mark was 100 as suggested by Depdiknas (2004: 15) in giving the mark of students in reading comprehension by using multiple-choice test, and then the researcher formulated the students’ score for each number of questions, as follows.
After getting the students’ total score, the researcher counted the students’ value by using the Students’ total score = The sum of all right answers of the students
following formula suggested by Cartier (1968); Cziko (1983); Hudson & Lynch (1984); Bachman (1987); and Brown (1984a, 1988a, 1990, 1993, 1995) in Brown (1996:1-8):
Student’s mark =
x100
After getting the students’ mark the researcher decided the whole percentage of the students’ ability by using a formula as Tuckman (1975) in Nurgiyantoro (1986:345-347), as follows:
Which:
TP : Tingkat percentile FB : Jumlah frekuensi kumulatif di bawahnya (jumlah frekuensi di bawah skor yang akan dihitung
tingkat percentilnya). N
: Jumlah subyek 100 : Bilangan konstan/tetap After getting the students’ mark individually and the percentage totally, their ability in comprehension was classified in some categories as stated by Tuckman in Nurgiyantoro (1968:363), they were: 85%-100% was very good level 75%-84% was good level 60%-74% was enough level 40%-59% was less level and 0%-39% was fail level
2. Cause and Effect Strategy
a. The Definition of Cause and Effect Strategy
Jersey (1958:86) says, “Cause and Effect Strategy was help students identify what happened and why it happened in both fictional and non-fiction texts. When the students can see that there are causal relationships between events or ideas in text, they can made generalizations about other cause relationships in new texts and in life situation”.
Herczog, (Eds.), 2010, Strategies for Struling Readers: a Teacher Resource Guide (40), Cause-and-Effect relationships can help student’s understand why events and actions happen, sometimes the effect was pronounced and could be identified first, and then students can backtrack to find the cause or causes.
The decision about how to present information they choose from a variety of structures to organize information for students. Cause and effect may be found in fiction, nonfiction, poetry, and plays. Sometimes a single incident (cause) can lead to multiple effects. Other times multiple causes can lead to a single effect. The purpose of our experiment was to see if becoming an all-star athlete would increase the attractiveness and popularity ratings among other students. A cause was why an event happens. An effect was an event that happens because of a cause.
In conclusion that Cause and Effect Strategy could affect to the student’s ability in reading comprehension, the students can understand why events and actions happened and the students could relate their prior knowledge. By using Cause and Effect Strategy, the researcher taught reading easier to the students.
b. The Procedure of Cause and Effect Strategy
Ella, (1999:18) writes some steps to apply of Cause and Effect strategy for reading skill.
1) Introduce cause and effect. You may use any of the ideas listened above or you may have another way you would like to introduce the concept.
2) Read a children’s book to the class that shows many examples of cause and effect.
3) As a class, discuses the examples in the book and write them on the board.
4) It was helpful to point out “signal” words as you teach the concept. Signal words help the reader to identify a cause and effect relationship. It was important to tell students that not all cause and effect relationships will have signal words.
5) It was also helpful to point out that some causes may have several effects and vice versa. Also, sometimes a cause can become an effect and vice versa.
6) Discuss how cause and effect relationships can be stated (directly said) or implied (you must “read between the line” to figure it out).
7) After you believe students have a good understanding of the concept, divide the class into groups and assign roles (Roles may include writer, reader, presenter, etc.)
8) Give each group a copy of the cause and effect worksheet (p. 2 of the document) and a children’s book.
9) Explain the directions. Each group was to read their children’s book and write down the cause and effect examples they find in the book. Then, each group will present their findings to the class by reading the book to everyone and pointing out the cause and effect examples.
Branson (2005:54) states some steps to apply of Cause and Effect Strategy for reading skill. 1)Begin by reading a story together or doing a science experiment with a clear cause-effect
outcome. Then discuss the concept of cause and effect with your child. Ask her if she has ever heard the phrase before and, if so, see if she can explain what it means.
2)Continue your discussion by talking about how events are connected to each other and that the cause was the thing that makes something happens, while the effect was the thing that happens (the reaction).
3)Ask your child to provide you with an example of a cause and effect from the book you read or the experiment you did. Then see if she can provide one from real life as well. Ask: Do things always happen in pairs of cause and effect and then stop? Are the times when something was caused by more than one thing or that the first reaction was the cause of another reaction?
4)Provide a simple example of an event that was series of cause-effect relationships, either verbally or in pictures. You can sing a song like “There Was an Old Lady Who Swallowed a Fly,” in which each thing the old lady swallows compels her to swallow something else which triggers another reaction and so forth, or you could simply pull up a picture of to show how each action of a piece of the machine causes a reaction of another piece.
Chrwas Horner and Ryf (2007:31-32) write some steps to apply of Cause and Effect Strategy activities in reading skill as follows.
1) “Explain” how recognizing cause and effect relationships in text will help students understand and remember what they are reading. For example, each action (cause) has consequent reactions (events) leading to an outcome (effect). Making these connections will help them remember events in a reading and why they happened.
2) “Model” using a simple example to fill in a cause and effect graphic organizer. Example: Provide the following paragraph for students to read. (can be written on the board or on paper.)
3) Once you have modelled how to fill in the cause and effect graphic organizer, use an article that has text structure containing cause and effect relationships to guide students in filling out
a cause and effect organizer using the information in the text. For example, use the article.
4) “Application”- Have the students work in pairs to finish filling out a graphic organizer sheet for each of the remaining paragraphs. Once students have completed the graphic organizer go over the cause and effect relationships found in the article.
Quirke, Reichmann, Peyton (2009:6) write some steps of Cause and Effect Strategy in teaching the students.
1) The teacher makes the students discussion by talking about how events are connected to each other and that the cause was the thing that makes something happen, while the effect was the thing that happens (the reaction).
2) Ask your child to provide you with an example of a cause and effect from the book you read or the experiment you did. Then see if she can provide one from real life as well. Ask: Do things always happen in pairs of cause and effect and then stop? Are the times when something was caused by more than one thing or that the first reaction was the cause of another reaction?
3) Provide a simple example of an event that was series of cause-effect relationships, either verbally or in pictures. You can sing a song like “There Was an Old Lady Who Swallowed a Fly,” in which each thing the old lady swallows compels her to swallow something else which triggers another reaction and so forth, or you could simply pull up a picture to show how each action of a piece of the machine causes a reaction of another piece. Effect and cause lesson for the students.
Based on the experts’ opinion, the researcher concludes that understanding cause and effect was important for reading success. Some events have more than one cause, and some causes have more than one effect.
Based on the procedures of teaching Cause and Effect Strategy explained, the researcher modifies the steps to teach the students at SMP Negeri 6 Susua, namely.
1) The researcher introduced the material and invited to find out the main idea in narrative text.
2) The researcher discussed about how events are connected to each other and that the cause was the thing that makes something happens, while the effect was the thing that happens (the reaction).
3) The researcher provided simple example to the students of cause and effect by writing on the board, verbally and in pictures.
4) The researcher continued discussion to the student’s the generic structures in narrative text.
5) The researcher more explained to identify the key words and phrases in narrative text.
6) The researcher asked the students to think of something that might happen and describe cause
and effect relationships in narrative text.
7) The researcher decided the class into groups and found the specific facts about narrative text.
8) The researcher gave each group of a copy of the cause and effect worksheet.
9) The students discussed then, each group would present their result to read and point out in front the class.
c. Advantages and Disadvantages of Cause and Effect Strategy
Manzo (1993:132) says, that the advantages of Cause and Effect Strategy as follows.
1) The students read an informational or literary text.
2) The students brainstorm cause and effect relationships found in the text.
3) The teacher introduces a visual aid of a tree with many branches either on the board or chart paper, as well as on worksheets for each student.
4) The students write the cause on the trunk of the tree.
5) On each branch the students write the effects of the cause. If there was more than one cause and effect relationship in the text, use another tree.
6) The students share their cause and effect trees and/or extend them into paragraph form. Furthermore Ella (1999:19) says that the advantages of Cause and Effect Strategy as follows.
1) Cause and Effect allow a lot of detail to be collected that would not normally be easily obtained by other event.
2) The data collected was normally a lot richer and of greater depth than can be found through other event.
3) Cause and Effect tend to be conducted on rare cases where large samples of similar participants are not available.
4) Cause and Effect studies can help experimenters adapt ideas and produce hypotheses which can be used for later testing.
5) A cause was an action or event that results in another action or event.
6) Cause and Effect will connect Text Structure Learning from Reading to Writing.
7) Cause and Effect will organize the structure of students' writing.
8) Helping students to understand what grammar they use in making good sentences.
Ella (1999:19) says that disadvantages of Cause and Effect Strategy are, as follows.
1) One of the main critic was of cause and effect was that the data collected cannot necessarily
be generalized to the wider population.
2) The can lead to bias in data collected, which can influence results more than in different designs.
3) It was also very difficult to draw a definite cause/effect from case studies.
4) Cause and Effect explore some signal words and phrases that help readers figure out cause and effect in a text
5) It cannot help to understand whether there are many causes that contribute to an effect.
d. Relationship Cause and Effect Strategy and Reading Comprehension
Reading comprehension was a process of getting the information from the text. The comprehension talks not only about being read, but also understanding the meaning of what the written material talks about. In teaching reading the teacher has to use strategy; one of them was Cause and Effect Strategy to increase the students’ ability in reading skill. Cause and Effect was important in teaching-learning process to help students identify what happened and why it happened in both fictional and non-fiction texts. In other words by teaching Cause and Effect Strategy, the students are able to comprehend, analyze the meaning all of the content of the text and it can be getting a good arranging sentences in a good order.
In addition, Johnson (1984) says, Cause and Effect Strategy was help students identify what happened and why it happened. Cause and Effect Strategy helps the students to be consistent with their ability in reading, after the researcher applies Cause and Effect Strategy in teaching learning process.
Based on the explanation, the researcher states that by applying Cause and Effect Strategy can have influence the students’ ability in reading comprehension and especially in the narrative form.
e. Reading skill in Syllabus of the Eighth Grade of SMP Negeri 6 Susua
In doing research, the researcher applied the research by conducting the teaching reading comprehension in SMP Negeri 6 Susua, especially for the students at the eighth grade based on the syllabus 2015/2016. The competence standard states that the students should be able to comprehend the meaning of simple short essay in recount and narrative form to build a good interaction in the daily life context. And the basic competence asserts that students should be able to respond the meaning of short functional text and essay in recount and narrative forms.
From the statements, the researcher finds two kinds of text that the syllabus focuses on, they are. Recount is a piece of text that retells past events, usually in the order in which they happened. The purpose of a recount text is to give the audience a description of what happened and when it happened.
1) Generic Structure of Recount
f) Orientation: Introducing the participants, place and time
g) Events: Describing series of event that happened in the past
h) Reorientation: It was optional. Stating personal comment of the writer to the story
2) Language Feature of Recount
a) Introducing personal participant; I, my group, etc
b) Using chronological connection; then, first, etc
c) Using linking verb; was, were, saw, heard, etc
d) Using action verb; look, go, change, etc
e) Using simple past tense
Example of recount text
My Horrible Experience
Let me remind you my experience during an earthquake last week. When the earthquake happened,
I was on my car. I was driving home from my vocation to Bali. Suddenly my car lunched to one side, to the left. I thought I got flat tire. I did not know that it was an earthquake. I knew it was an earthquake when I saw some telephone and electricity poles falling down to the ground, like matchsticks. Then I saw a lot of rocks tumbling across the road. I was trapped by the rock. Even I could not move my car at all. There were rocks everywhere. There was nothing I could do but left the car and walked along way to my house, in the town. When I reached my town, I was so surprised that there was almost nothing left. The earthquake made a lot of damage to my town. Although nothing was left, I thanked God that nobody was seriously injured.
Source: http://www.docstoc.com/docs/24134610/recounttext.
Narrative text Narrative text was a type of reading text that tells a story. As Shier (2009:2) says,
“Narrative text was talking about a story that was may be folktale, fable, short story, legend and so on. It has function to amuse or entertain the readers with actual or imaginary experience in different ways. Narrative text always deals with some problems, which lead to the climax and then turn into a solution to the problem.”
According to Williams in Klingner (2007:77), “Narrative text focuses on teaching students to utilize story structure as an organizing framework for understanding critical aspect of the stories they read.” Generic structure of narrative text:
a) Orientation; the introducing of what was inside the text. What the text talks in general, who involves in the text, when and where it happens.
b) Complication; what happens with participants. It explores the conflict among the participants. Complication was the main element of narrative.
c) Resolutions; the phase where the participants solve the problem aroused by the conflict. It does not matter whether the participants succeed or fail. The point was the conflict becomes end.
Example of narrative text
Beauty and the Beast