THE EFFECT OF USING COOPERATIVE INTEGRATED READING AND COMPOSITION ON STUDENTS READING COMPREHENSION.

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THE EFFECT OF USING COOPERATIVE INTEGRATED

READING AND COMPOSITION ON STUDENTS’ READING

COMPREHENSION

A Thesis

Submitted to the English and Literature Department of State University of Medan in Partial Fulfillment of the Requirement for the Degree of Sarjana

Pendidikan

By:

DESI DAMAWANTI

Registration Number: 208 321 011

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

2013

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ABSTRACT

Damawanti, Desi. The effect of using Cooperative Integrated Reading and Composition on student’s Reading Comprehension. A Thesis. Medan: English Department, Faculty Languages and Arts, State University of Medan 2013.

This study was aimed to find out the effect of applying Cooperative Integrated Reading and Composition technique on student’s reading comprehension. This study used the experimental design. The population of this study was the students of SMK N I Panyabungan and the 60 students of them were taken as the sample. The data were acquired by using multiple choice tests which consist of 40 items. To obtain the reliability of the tests, the researcher used Kuder-Richardson (KR-21) formula. The calculation shows the reliability was 0,74 (substantial). The data were analyzed by using t-test. The calculation shows that t-observed (6.58) is higher than t-table (2.000) at the level of significance (α) 0,05 with the degree of freedom (df) 58. Therefore, the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It means that teaching reading comprehension by applying Cooperative Integrated Reading and Composition Technique (CIRC) has more significant effect on student’s reading comprehension.

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TABLE OF CONTENT

Page

ABSTRACT ... i

ACKNOWLEDGEMENT ... ii

TABLE OF CONTENTS ... iv

LIST OF TABLES ... vi

LIST OF APPENDICES ... vii

CHAPTER I INTRODUCTION ... 1

A. The Background of the Study... 1

B. The Problem of the Study... 3

C. The Objective of the Study ... 3

D. The Scope of the Study ... 4

E. The Significance of the Study... 4

CHAPTER II REVIEW OF LITERATURE ... 5

A. Theoretical Framework ... 5

1. Reading ... 5

a. The purpose of reading ... 7

b. Reading Comprehension ... 9

c. Levels of Comprehension ... 14

d. Creative Comprehension ... 15

2. Anecdote text ... 15

a. The generic structure of anecdote text... 16

3. Cooperative Integrated Reading and Composition ... 18

a. The process of CIRC ... 20

b. advantages and weakness of CIRC ... 20

B. Conceptual Framework ... 21

C. Hypothesis ... 22

CHAPTER III RESEARCH METHOD ... 23

A. Research Design ... 23

B. Population and Sample ... 24

1. Population ... 24

2. Sample ... 24

C. The Instrument of Collecting Data ... 24

D. Scoring the test ... 26

E. Procedure of Research ... 26

1. Pre test ... 26

2. Teaching presentation ... 26

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F. Validity and Reliability ... 32

G. . The analysis of the data ... 33

CHAPTER IV DATA ANALYSIS AND FINDINGS ... 34

A. Data analysis ... 34

1. Testing reliability of the test ... 35

2. Analyzing the data by using t-test ... 36

B. Testing Hypothesis ... 37

C. Research Finding ... 37

CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 39

A. Conclusions ... 39

B. Suggestions ... 39

REFERENCES ... 41

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List of Table

3.1 Model of Research………... 23

3.2 The specification of the test……… 25

3.3 Teaching Presentation for Experimental Group……….. 27

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List of Appendices

Appendix A : The score of pre-test and post-test of experimental group……. 42

Appendix B : The score of pre-test and post-test of control group………….. 43

Appendix C : The calculation of the reliability of the test………...…... 44

Appendix D : The calculation of the test……….. 45

Appendix E : The score of the reliability of the test……...……… 50

Appendix F : Reading comprehension test………. 51

Appendix G : Lesson plan of experimental group and control group……… 60

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CHAPTER I

INTRODUCTION

A. The Background Of The Study

Reading is one of the four language skills that is very important. Reading is also something crucial and indispensable for the students, because the success of their study depends on their ability to read. Reading is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader. Reading is the window of the world because it is an important tool for people to access information.

Reading is the ability to draw meaning from the printed page and interpret the information approximately (Grabe and Stoller 2002:9). It is an active cognitive process of interacting with print and monitoring interpretation or understanding to establish meaning by giving test. The main purpose for reading is to comprehend the ideas in the material. Without comprehension , reading would be empty and meaningless.

Anderson (2006:3) states that, reading is one of the most poorly developed of our daily skills and yet it is a vital medium of communication. Reading consists of two related processes: word recognition and comprehension. Word recognition refers to the process of perceiving how written symbols correspond to one’s spoken language. Much of what we know about reading is based on studies conducted in English and other alphabetic languages.

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Improving student’s reading comprehension is not an easy task, teaching reading nowadays is directly faced to some problem. Many students are still having problems with reading. For example the students may be able to read a text only, without know the meaning and the purpose of the text, even there are many students that can’t read in English. The factor is the strategy used in the teaching and learning process. The students only asked to read and answer the questions related to the text. This strategy makes the students do not fully understand of what they have read.

When the writer did the field experience practice (PPL) in SMA N 1 BABALAN, most of the students faced many difficulties when reading their text book. They did reading as a passive activity because as a common reading activity they only asked to read and then translate the story. When they asked to read theyare only read without comprehend the text and also they have no self confidence to read. Without comprehension, a student does not really read. It is the teacher’s responsibility to help the students to comprehend the text. The teacher needs to assess student’s reading needs. Teacher should design and redesign course in order to make an interesting learning process for students.

According to Bowen (2000) states Cooperative learning can be defined as a learning approach in which small, mixed student groups form both in-the-class and out-of-the-class environments to ensure students help each other in learning an academic subject in the scope of a common goal; where their self-esteem increases and their communication, problem-solving and critical thinking skills develop; and where they actively participate in the teaching-learning process .

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Cooperative Integrated Reading and Composition (CIRC) is a comprehensive program for teaching reading . It has three principle elements: story-related activities, direct instruction in reading comprehension, and integrated language arts. In CIRC, teacher used anecdote text. Students were assigned to teams composed of pairs of students from the same or different reading groups. Students worked in pairs on a series of cognitively engaging activities, including read to each other; predicted how stories will end; summarized stories to each other; wrote responses to stories; and practiced spelling, decoded, and vocabulary. Students worked in teams to understand the main idea and master other comprehension skills.

Based on the explanation, it is essential to use a suitable and effective technique to help students to solve their reading comprehension problem.

B. The Problem of the Study

Based on the background of the study, the research problem is formulated as follows:

“Is there any significant effect of using Cooperative Integrated Reading and Composition on student’s reading comprehension?”

C. The Objective of the Study

In line with this problem, the objective of the study is to find out the effect of using Cooperative Integrated Reading And Composition (CIRC) on the student’s reading comprehension.

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D. The Scope of the Study

There are many types of text. They are narrative, descriptive, expository, anecdote, recount and many types other. This study deals only with reading anecdote by applying Cooperative Integrated Reading and Composition technique. The researcher use anecdote text because anecdote text is an interesting text which can dig student’s enthusiasm to read. The content of anecdote text is about funny and unusual incident in the end of story, which can make students want to know about the ending of the story. It means that they would read the text fully to satisfy their curiosity about the story.

E. The Significance of the Study

This research findings are expected to be useful for:

1. The teachers to improve their ability in teaching reading by paying more attention to the strategy of teaching reading.

2. The students help them in comprehending the text easily and to help students sharing ideas or opinion related to the text.

3. The readers to update their information or knowledge about how to improve reading skill and as a reference for those who are interested in doing the related study, especially in reading comprehension.

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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Having analyzed the data presented in the previous chapter, the researcher takes some conclusions as follows:

1. Based on the result of the data analysis, it is concluded that using Cooperative Integrated Reading and Composition Technique has a significant effect on student’s reading comprehension (t-observed > t-table at the level of significance 0.05 and null hypothesis is rejected.).

2. Students who were taught by using Cooperative Integrated Reading and Composition Technique showed better improvement.

B. Suggestion

Based on the conclusions above, the result of the findings contribute valuable suggestions for those who are interested in teaching reading comprehension

1. Teaching by applying CIRC technique is proved effective in upgrading student’s reading comprehension, so the researcher suggest that English teacher should apply CIRC technique in teaching reading comprehension. 2. Students should apply this learning method in comprehending a text because it

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3. The readers who are interested for further study related to this research should explore the knowledge to enlarge their understanding about how to improve reading comprehension and search another references.

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REFERENCES

Alexander,J.Estill.1989. Teaching Reading. Boston: Scott, Foresman and Company. Anderson, Jonathan 2006. Efficient Reading. Australia: McGraw-Hill Book

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Aruan, 1983. Coefficient correlation: upper saddle Rive, Nj; pearson education Ary, Donald. 1979. Introduction to Research in Education. New York: Holt, Rinehart

and Winston.

Best, J. W. & Khan, J. V. 2002.Research in Education 7th.New Delhi: Prentice Hall. Bowen, C. W. 2000. A quantitative review of cooperative learning effects on high

school and collage chemistry. New York. Wesley Publishing Company.

Brown, H Douglas. 2001. Teaching by Principles: An Interactive Approach to

Language Pedagogy. 2nd Ed. New Jersey: Longman.

C. N. Candlin & D. Murphy. 1986 Language learning tasks.Englewood Cliffs, NJ: Prentice Hall.

Elizabeth. S Angaluki , Michael. L. 2003. Teaching Reading. UNESCO: International Bureau of Education.

Eskey, E. David. 1986. Teaching Second Language Reading for Academic Purposes. Addison Wesley Publishing Company.

Grabe, William and Stoller, L. Fredricka. 2002. Teaching and Researching Reading. England: Person Education.

Heilman, B. 1981.Principles and Practice of Teaching Reading, 5th ed. Ohio: Bell &

Howell Company.

Hennessy D, Evans R 2006. Small-group learning in the community collage

classroom.The Community College Enterprise.

Slavin, Robert E. 1980.Cooperative learning in teams. Washington D.C: National Education Association.

Sukardi. 2003. MetodeologipenelitianPendidikan. Jakarta. PT. BumiAksara.

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