THE EFFECT OF APPLYING PAIRED STORY TELLING TECHNIQUE ON STUDENTS’ READING COMPREHENSION.
THE EFFECT OF APPLYING PAIRED STORY TELLING
TECHNIQUE ON STUDENTS’ READING COMPREHENSION
A THESIS
Submitted to English Department, Faculty of Languages and Arts,
State University of Medan, in Partial Fulfillment of the Requirement for the
Degree of Sarjana Pendidikan
By:
FRANSISKA SIPAYUNG
Registration Number: 2103121018
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ACKNOWLEDGEMENT
First of all the writer would like to expresses deepest thank Jesus Christ,
the Almighty God. Because of His great love and blessing, the writer could finally
complete this thesis as one of the requirements for the degree of Sarjana
Pendidikan (S-1) at the English Department, Faculty of Languages and Arts, State
University of Medan.
During the process of writing, the writer realizes that she can not
accomplish without God blessings and supporting from many people, therefore
the writer would like to express her sincere gratitude to:
1. Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan.
2. Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts, State University of Medan.
3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department.
4. Dra. Meisuri, MA., the Secretary of English Department.
5. Dra. Masitowarni Siregar, M.Ed., the Head of English Education
Program.
6. Dr. Rahmah, M.Hum., the Head of English Literature Program.
7. Prof. Dr. Lince Sihombing,M.Pd., as Thesis Supervisor I and Rita
Suswati,S.Pd., M.Hum., as Thesis SupervisorII.
8. Dr. Sri Minda Murni, M.S., her Academic Supervisor.
9. Drs. Belman Purba, Headmaster of SMA N 2 Bandar.
10. MamFlora Ida Siahaan, BA, her tutor as English teacher in SMA N 2
Bandar.
11. W. Sipayung and E. Lingga (+), her beloved parents.
12. M. Sipayung, Canro Sipayung, Linda Sipayung, Lina Sipayung,
Jensiaman Sipayung, Jekson Manullang and Joy Sitanggang, her
lovely brothers and sisters.
ii
13. Putri H. Sinaga(+), Veronika Napitu, Syarifah I.T. Nst, Sinde E. Lbn.
Raja, Fadillah Alwi, Adi Pranata S, her best friends in Regular B 2010
Education and PPLT SMA N 2 Bandar 2013.
The writer realizes that the content of this thesis is still far from being
perfect but she warmly welcomes any constructive suggestions that to improve the
quality of this thesis. She hopes this thesis would be useful for those who are
interested in this field of study.
Medan, February 2015
The Writer,
Fransiska Sipayung
NIM. 2103121018
iii
ABSTRACT
Sipayung, Fransiska . 2103121018. The Effect of Applying Paired Story Telling
Technique on Students’ Reading Comprehension A Thesis: English
Department. Faculty of Languages and Arts, State University of Medan.
2014.
This study deals with the effect of Paired Story Telling on Students’ Reading
Comprehension. This research used experimental design. The population of this
research was students of Grade XI, State Senior High School 2 Bandar which are
consisted 180 students. There were 60 students from the population taken as the
sample in this research. The sample was divided into randomized groups:
experimental and control group. The experimental group was taught by using
Paired Story Telling (PST) technique, while the control group was taught by
Traditional Technique. To obtain the reliability of the test, the researcher applied
Kuder Richardson 21 formula (KR-21). The result of the reliability was 0.52. The
data were analyzed by using t-test formula. The analysis showed that the scores of
the students in the experimental group were significantly higher than the scores of
the students in the control group at the level of significance 0.05 with the degree
of freedom (df) 58, t-observed value 5.87 > t-table value 2.00. The finding
indicated that using Paired Story Telling (PST) Technique significantly affected
on students’ reading comprehension. Therefore alternative hypothesis (Ha) was
accepted.
Keywords : Paired Story Telling, Reading Comprehension.
i
TABLE OF CONTENT
Pages
ABSTRACT .......................................................................................................
i
ACKNOWLEDGEMENT ................................................................................
ii
TABLE OF CONTENTS..................................................................................
iv
LIST OF FIGURES ..........................................................................................
vi
LIST OF TABLES ............................................................................................
vii
LIST OF APPENDICES ..................................................................................
viii
CHAPTER IINTRODUCTION.......................................................................
1
A. The Background of Study ..........................................................................
1
B. The Problem of Study ................................................................................
6
C. The Scope of Study....................................................................................
6
D. The Objective of Study ..............................................................................
6
E. The Significance of Study .........................................................................
6
CHAPTER IIREVIEW OF LITERATURE ..................................................
8
A. Theoretical Framework ..............................................................................
8
1.
Reading ...............................................................................................
8
2.
Reading Comprehension ....................................................................
8
3.
Reading Comprehension Process .......................................................
10
4.
Range of Comprehension ...................................................................
12
5.
Narrative Text .....................................................................................
13
6.
Level Of Comprehension....................................................................
14
7.
Factors Affecting Comprehension ......................................................
18
8.
The Nature of Technique ....................................................................
20
9.
Paired Story Telling Technique (PST) ...............................................
21
10. The Instructional Activity of Paired StoryTelling Technique ...........
22
11. The Advantages and Disadvantages ofUsing Paired Story Telling ...
Technique……… ...............................................................................
23
B. Conceptual Framework ..............................................................................
24
C. Hypothesis .................................................................................................
27
iv
CHAPTER III RESEARCH METHODOLOGY ..........................................
28
A. Research Design ........................................................................................
28
B. Population and Sample ..............................................................................
29
1. Population .............................................................................................
29
2. Sample...................................................................................................
29
C. Instrument for Collecting Data ..................................................................
29
D. The Procedures of the Research ................................................................
31
1. Try Out ..................................................................................................
31
2. Pre-test ..................................................................................................
31
3. Treatment ..............................................................................................
32
4. Post-test .................................................................................................
34
E. Scoring of the Test .....................................................................................
35
F. The Validity and Reliability of the Test ....................................................
36
1.
The Validity of the Test ......................................................................
36
2.
The Reliability of the Test ..................................................................
36
G. Technique for Analyzing Data...................................................................
37
H. Statistical Hypothesis.................................................................................
38
CHAPTER IV DATA ANALYSIS AND RESEARCH FINDING ...............
39
A. Testing Reliability of the test .....................................................................
39
B. The Data.....................................................................................................
39
C. Analyzing the Data ....................................................................................
39
1. Score ....................................................................................................
39
2. Treatment .............................................................................................
40
D. Testing Hyphotesis ....................................................................................
40
E. Research Finding .......................................................................................
41
CHAPTER V CONCLUSIONS AND SUGGESTIONS .............................
42
A. Conclusion .................................................................................................
42
B. Suggestions ................................................................................................
42
REFERENCES ..................................................................................................
43
v
LIST OF TABLES
Pages
Table 2.1
Relation between Range and Level Comprehension ..............
16
Table 3.1
Research Design .........................................................................
28
Table 3.2
Attitude Rubric Assessment .....................................................
30
Table 3.3
Skill Rubric Assessment ............................................................
30
Table 3.4
Teaching Procedures in Experimental Group by Using
Paired Story Telling Technique ..............................................
Table 3.5
32
Teaching Procedures in Control Group by Using
Traditional Technique ..............................................................
34
Table 3.6
Table of Specification ...............................................................
36
Table 4.1
The Data ....................................................................................
39
Table 4.2
The Result of t-test Calculation ...............................................
41
vii
vii
LIST OF FIGURES
Pages
Figure 2.1Model of Reading Comprehension .................................................
9
Figure 2.2Model of Reading Comprehension Process ...................................
10
Figure 2.3Relations among Variables ............................................................
26
iv
LIST OF APPENDICES
Pages
APPENDIX A
The Score of the Pre-Test and Post-Test
of Experimental and Control Group ...............................
45
APPENDIX B
The Score of the Reliability of the Test ...........................
47
APPENDIX C
The Calculation of the Reliability of the Test .................
48
APPENDIX D
The Calculation of the T-Test (table) ..............................
49
APPENDIX E
The Calculation of the T-test ............................................
51
APPENDIX F
Percentage Points of the T Distribution ...........................
52
APPENDIX G
Skill Observation of Experimental group ........................
53
APPENDIX H
Skill Observation of Control Group .................................
54
APPENDIX I
Attitude Observation of Experimental Group ................
55
APPENDIX J
Attitude Observation of Control Group ..........................
56
APPENDIX K
Observation Sheet...............................................................
57
APPENDIX L
Pre-Test and Post-Test Items ...........................................
59
APPENDIX M
Lesson Plans .......................................................................
64
viii
1
CHAPTER I
INTRODUCTION
A.
The Background of Study
Nothing can do without studying. By studying everything can be changed.
Actually the behavior and the mind set can accommodate this attention. In
Indonesia, learning for nine years is compulsory to children. In addition, learning
English is the major in the institute of education. In school English is taught as
foreign language.
Mastering the language is compulsorily to students. In this case, students
are expected to have the language skills and have to master them. And one of the
language skills is reading, and it is very necessary in teaching learning process.
Reading can be done in the various activities or types. They are skimming
(reading rapidly for the main points), scanning (reading rapidly to find a specific
piece of information, extensive (reading a longer text, often for pleasure with
emphasize on overall meaning), intensive (reading a short text for detailed
information).
All the activities or styles above are merely for a purpose. A purpose here
is aimed to looking for the meaning. That is why reading is the complex activities
because it is not just saying symbols in the writing form but also have to think and
find the meaning.
Reading for meaning is also called as reading comprehension. Dallman, et
all (1982:25) cites that reading comprehension itself is a process of making sense
of writing ideas through meaningful interpretation and interaction with
2
language.Moreover the meaning of the text is being read necessary to know. The
intention or idea of author plays the main part in the reading comprehension.
In addition Sousa (2005:42) states that comprehension of reading
materials occurs when readers are able to place the meaning of individual words
into the structure and context of the entire sentence. It means that readers should
construct the meaning from the entire text.
Reading comprehension becomes important part because it will give some
advantages to the readers. It will be easier for students to gain a lot of information
from various sources that can add their insights to the world and its development.
They also get more additional knowledge which the authors didn’t cited in the
text.
Moreover reading is the central role in teaching learning process. That is
really seen from the researcher’s observation at the relevance school. Half of their
score is taken from the mastering of reading and other from the other aspects of
skills. Thus it is compulsory for students to master the reading.
Reading comprehension also has been included in National Examination.
It means that reading comprehension gives the contribution to pass the National
Examination. In the reality, many students could not pass it because they were not
able comprehended the text well. That was happened because they were lack in
the vocabulary and the text were too long. As the result they got bad score and did
not pass the National Examination.
Then Educational Level- Oriented Curriculum on 2013 for high school
students claims that one of the main objectives of teaching English is to encourage
3
the students to be able to comprehend text in form of recount, narrative,
procedure, descriptive, and report in the context daily life.Then in this curriculum
students are expected not only have the knowledge of the topic being discussed
but also they have the attitude and skill. All of these criteria will be valued based
on the relevance rubric.
Moreover based on the researcher’s observation on the relevance school,
students mostly got the bad score or even under the standardized score (KKM) 65
especially in reading comprehension. They are difficult to understand the reading
comprehension, more over when it is in the longer text.
To get the main idea of the text is really hard. Some of them waited for
their friends’ answer, or even cheated with their friends. They did it because they
are not interested in reading moreover in reading longer text. Mostof students
thought words or vocabulary that are used in text are difficult. Dictionaries are
rarely brought to school when there is English subject. They are truly less in
vocabulary and motivation. The required teacher always remind them to do the
reading habitual. But in reality they did not care about it. The teacher must give
the full attention of this condition so that reading class can be more useful.
How to teach readingin order to teach students to get the idea (reading
comprehension) are not really seen in school. Based on the researcher’s
observation that has been done in school, the teacher used the traditional
technique in teaching reading. As the result, students felt bored so they did not
contribute and active in reading class.
4
The researcher takes related research from other thesis as principle or
comparison in this research. The first thesis is written by Iskandar, Sudarsono and
Syarif Husin stated in their thesis about “Students’ Participation on Reading
Comprehension Class Taught by Paired Story Telling Strategy”.They were
students from FKIP UNTAN in Pontianak. This thesis discussed the students’
participation in teaching learning process taught by Paired Story Telling strategy.
This thesis also answered the research question “How is the students’ participation
on reading comprehension class taught by Paired Story Telling strategy?” It was
descriptive study. The data were collected through classroom observation. The
research findings indicated that the students showed active participation in the
reading comprehension class taught by Paired Story Telling strategy (Iskandar, et
all: 2013)
The other research is written by Anita lie (1994) in Paired Story Telling:
an Integrated Approach for Bilingual and English as a Second Language Students,
states that Paired Story Telling provided opportunities for one on one interaction
among students around school tasks and give the opportunity to students to use
the target language communicatively. The cooperative working improves group
relations, increases self-esteem, and increases vocabulary acquisition.
In the research findings above, reading comprehension is an important part
and complex cognitive process. It states the meaning from the entire text by
reconstructing the idea. A particular technique is needed that can improve the
contribution in teaching and learning process especially in reading longer texts.
5
Based on the phenomenon, an appropriate technique is needed. It is
important to make the teaching and learning process more effectively and
interesting. There were so many techniques can be applied in reading
comprehension class. One of them is paired story telling technique. Paired Story
Telling technique has developed as an interactive approach between students,
teachers and learning materials (Lie, 2010: 71).
In this technique, the teacher must understand the students' ability to
activate their ability and experience to be more meaningful learning materials.
This technique has some procedures when it is applied in the classroom. Firstly,
the material or text is divided into two parts. After brainstorming, students are
asked to work in pairs and each member on the group will get different part of the
text. After reading the text, students should find and write the key words based on
the text they got and change over the key words to their paired partner. Finally,
students create the complete material, read the material and discuss it.
In addition Paired Story Telling technique stimulates students to develop
thinking skill and imagination. Students are also motivated to work cooperatively.
Teacher appreciates the results of the students thinking so that they will be
encouraged to continue learning. This technique is expected to make students
interested in reading text, especially in reading various English texts.
Based on the explanation above, the researcher is interested to conduct an
experimental research entitled “The Effect of Applying Paired Story Telling
Technique on Students’ Reading Comprehension”
6
B. The Problem of Study
Based on the phenomenon above, the problem of the study is formulated
as follows:
“Is there any significant effect of Paired Story Telling technique on
students’ reading comprehension?”
C. The Scope of Study
In order to restrict the discussion of the study, the researcher focuses on
the effect of Paired Story Telling Technique on students’ reading comprehension
at literal, inferential and critical comprehension on narrative text.
D. The Objective of Study
The objective of the study is aimed at finding out the significant effect on
reading comprehension by applying Paired Story Telling technique.
E. The Significance of Study
There are two kinds of benefits in this study: theoretical and practical
benefits. The expected result of the study both theoretical and practical benefits
are:
1. Theoretical Benefits
Theoretically this study has significance to other researchers, who are
interested in getting further information related to this study.
7
2. Practical benefits
Practically this study has significance to English Teacher and Students.
English teachers who want to get the further information about the
technique in reading comprehension and enlarge their experience in teaching
reading comprehension.
Students who want to improve their skill and stimulate them in their
reading ability in reading comprehension.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the research findings, the researcher concluded that there was a
significant effect of applying Paired Story Telling technique on students’ reading
comprehension. The scores of the students that were taught by applying Paired
Story Telling technique were also higher than those who were taught by
Traditional technique with lecturing method. Therefore, this research proved that
teaching reading by applying Paired Story Telling technique was more effective
than teaching reading comprehension by using Traditional technique that is with
lecturing method.
B. Suggestions
Based on the conclusion above, the results of this research contributed
some valuable suggestions for those who are interested in teaching reading as
follows:
1. The English teachers are suggested to improve their strategy in
teaching reading comprehension by applying Paired Story Telling
technique, so that the students can comprehend on what they had read.
2. Students are advised to have more practices in reading by applying
Paired Story Telling technique.
3. For other researchers, to conductcan develop related research to help
teacher to improve the learning technique specially in reading
comprehension.
42
TECHNIQUE ON STUDENTS’ READING COMPREHENSION
A THESIS
Submitted to English Department, Faculty of Languages and Arts,
State University of Medan, in Partial Fulfillment of the Requirement for the
Degree of Sarjana Pendidikan
By:
FRANSISKA SIPAYUNG
Registration Number: 2103121018
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ACKNOWLEDGEMENT
First of all the writer would like to expresses deepest thank Jesus Christ,
the Almighty God. Because of His great love and blessing, the writer could finally
complete this thesis as one of the requirements for the degree of Sarjana
Pendidikan (S-1) at the English Department, Faculty of Languages and Arts, State
University of Medan.
During the process of writing, the writer realizes that she can not
accomplish without God blessings and supporting from many people, therefore
the writer would like to express her sincere gratitude to:
1. Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan.
2. Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts, State University of Medan.
3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department.
4. Dra. Meisuri, MA., the Secretary of English Department.
5. Dra. Masitowarni Siregar, M.Ed., the Head of English Education
Program.
6. Dr. Rahmah, M.Hum., the Head of English Literature Program.
7. Prof. Dr. Lince Sihombing,M.Pd., as Thesis Supervisor I and Rita
Suswati,S.Pd., M.Hum., as Thesis SupervisorII.
8. Dr. Sri Minda Murni, M.S., her Academic Supervisor.
9. Drs. Belman Purba, Headmaster of SMA N 2 Bandar.
10. MamFlora Ida Siahaan, BA, her tutor as English teacher in SMA N 2
Bandar.
11. W. Sipayung and E. Lingga (+), her beloved parents.
12. M. Sipayung, Canro Sipayung, Linda Sipayung, Lina Sipayung,
Jensiaman Sipayung, Jekson Manullang and Joy Sitanggang, her
lovely brothers and sisters.
ii
13. Putri H. Sinaga(+), Veronika Napitu, Syarifah I.T. Nst, Sinde E. Lbn.
Raja, Fadillah Alwi, Adi Pranata S, her best friends in Regular B 2010
Education and PPLT SMA N 2 Bandar 2013.
The writer realizes that the content of this thesis is still far from being
perfect but she warmly welcomes any constructive suggestions that to improve the
quality of this thesis. She hopes this thesis would be useful for those who are
interested in this field of study.
Medan, February 2015
The Writer,
Fransiska Sipayung
NIM. 2103121018
iii
ABSTRACT
Sipayung, Fransiska . 2103121018. The Effect of Applying Paired Story Telling
Technique on Students’ Reading Comprehension A Thesis: English
Department. Faculty of Languages and Arts, State University of Medan.
2014.
This study deals with the effect of Paired Story Telling on Students’ Reading
Comprehension. This research used experimental design. The population of this
research was students of Grade XI, State Senior High School 2 Bandar which are
consisted 180 students. There were 60 students from the population taken as the
sample in this research. The sample was divided into randomized groups:
experimental and control group. The experimental group was taught by using
Paired Story Telling (PST) technique, while the control group was taught by
Traditional Technique. To obtain the reliability of the test, the researcher applied
Kuder Richardson 21 formula (KR-21). The result of the reliability was 0.52. The
data were analyzed by using t-test formula. The analysis showed that the scores of
the students in the experimental group were significantly higher than the scores of
the students in the control group at the level of significance 0.05 with the degree
of freedom (df) 58, t-observed value 5.87 > t-table value 2.00. The finding
indicated that using Paired Story Telling (PST) Technique significantly affected
on students’ reading comprehension. Therefore alternative hypothesis (Ha) was
accepted.
Keywords : Paired Story Telling, Reading Comprehension.
i
TABLE OF CONTENT
Pages
ABSTRACT .......................................................................................................
i
ACKNOWLEDGEMENT ................................................................................
ii
TABLE OF CONTENTS..................................................................................
iv
LIST OF FIGURES ..........................................................................................
vi
LIST OF TABLES ............................................................................................
vii
LIST OF APPENDICES ..................................................................................
viii
CHAPTER IINTRODUCTION.......................................................................
1
A. The Background of Study ..........................................................................
1
B. The Problem of Study ................................................................................
6
C. The Scope of Study....................................................................................
6
D. The Objective of Study ..............................................................................
6
E. The Significance of Study .........................................................................
6
CHAPTER IIREVIEW OF LITERATURE ..................................................
8
A. Theoretical Framework ..............................................................................
8
1.
Reading ...............................................................................................
8
2.
Reading Comprehension ....................................................................
8
3.
Reading Comprehension Process .......................................................
10
4.
Range of Comprehension ...................................................................
12
5.
Narrative Text .....................................................................................
13
6.
Level Of Comprehension....................................................................
14
7.
Factors Affecting Comprehension ......................................................
18
8.
The Nature of Technique ....................................................................
20
9.
Paired Story Telling Technique (PST) ...............................................
21
10. The Instructional Activity of Paired StoryTelling Technique ...........
22
11. The Advantages and Disadvantages ofUsing Paired Story Telling ...
Technique……… ...............................................................................
23
B. Conceptual Framework ..............................................................................
24
C. Hypothesis .................................................................................................
27
iv
CHAPTER III RESEARCH METHODOLOGY ..........................................
28
A. Research Design ........................................................................................
28
B. Population and Sample ..............................................................................
29
1. Population .............................................................................................
29
2. Sample...................................................................................................
29
C. Instrument for Collecting Data ..................................................................
29
D. The Procedures of the Research ................................................................
31
1. Try Out ..................................................................................................
31
2. Pre-test ..................................................................................................
31
3. Treatment ..............................................................................................
32
4. Post-test .................................................................................................
34
E. Scoring of the Test .....................................................................................
35
F. The Validity and Reliability of the Test ....................................................
36
1.
The Validity of the Test ......................................................................
36
2.
The Reliability of the Test ..................................................................
36
G. Technique for Analyzing Data...................................................................
37
H. Statistical Hypothesis.................................................................................
38
CHAPTER IV DATA ANALYSIS AND RESEARCH FINDING ...............
39
A. Testing Reliability of the test .....................................................................
39
B. The Data.....................................................................................................
39
C. Analyzing the Data ....................................................................................
39
1. Score ....................................................................................................
39
2. Treatment .............................................................................................
40
D. Testing Hyphotesis ....................................................................................
40
E. Research Finding .......................................................................................
41
CHAPTER V CONCLUSIONS AND SUGGESTIONS .............................
42
A. Conclusion .................................................................................................
42
B. Suggestions ................................................................................................
42
REFERENCES ..................................................................................................
43
v
LIST OF TABLES
Pages
Table 2.1
Relation between Range and Level Comprehension ..............
16
Table 3.1
Research Design .........................................................................
28
Table 3.2
Attitude Rubric Assessment .....................................................
30
Table 3.3
Skill Rubric Assessment ............................................................
30
Table 3.4
Teaching Procedures in Experimental Group by Using
Paired Story Telling Technique ..............................................
Table 3.5
32
Teaching Procedures in Control Group by Using
Traditional Technique ..............................................................
34
Table 3.6
Table of Specification ...............................................................
36
Table 4.1
The Data ....................................................................................
39
Table 4.2
The Result of t-test Calculation ...............................................
41
vii
vii
LIST OF FIGURES
Pages
Figure 2.1Model of Reading Comprehension .................................................
9
Figure 2.2Model of Reading Comprehension Process ...................................
10
Figure 2.3Relations among Variables ............................................................
26
iv
LIST OF APPENDICES
Pages
APPENDIX A
The Score of the Pre-Test and Post-Test
of Experimental and Control Group ...............................
45
APPENDIX B
The Score of the Reliability of the Test ...........................
47
APPENDIX C
The Calculation of the Reliability of the Test .................
48
APPENDIX D
The Calculation of the T-Test (table) ..............................
49
APPENDIX E
The Calculation of the T-test ............................................
51
APPENDIX F
Percentage Points of the T Distribution ...........................
52
APPENDIX G
Skill Observation of Experimental group ........................
53
APPENDIX H
Skill Observation of Control Group .................................
54
APPENDIX I
Attitude Observation of Experimental Group ................
55
APPENDIX J
Attitude Observation of Control Group ..........................
56
APPENDIX K
Observation Sheet...............................................................
57
APPENDIX L
Pre-Test and Post-Test Items ...........................................
59
APPENDIX M
Lesson Plans .......................................................................
64
viii
1
CHAPTER I
INTRODUCTION
A.
The Background of Study
Nothing can do without studying. By studying everything can be changed.
Actually the behavior and the mind set can accommodate this attention. In
Indonesia, learning for nine years is compulsory to children. In addition, learning
English is the major in the institute of education. In school English is taught as
foreign language.
Mastering the language is compulsorily to students. In this case, students
are expected to have the language skills and have to master them. And one of the
language skills is reading, and it is very necessary in teaching learning process.
Reading can be done in the various activities or types. They are skimming
(reading rapidly for the main points), scanning (reading rapidly to find a specific
piece of information, extensive (reading a longer text, often for pleasure with
emphasize on overall meaning), intensive (reading a short text for detailed
information).
All the activities or styles above are merely for a purpose. A purpose here
is aimed to looking for the meaning. That is why reading is the complex activities
because it is not just saying symbols in the writing form but also have to think and
find the meaning.
Reading for meaning is also called as reading comprehension. Dallman, et
all (1982:25) cites that reading comprehension itself is a process of making sense
of writing ideas through meaningful interpretation and interaction with
2
language.Moreover the meaning of the text is being read necessary to know. The
intention or idea of author plays the main part in the reading comprehension.
In addition Sousa (2005:42) states that comprehension of reading
materials occurs when readers are able to place the meaning of individual words
into the structure and context of the entire sentence. It means that readers should
construct the meaning from the entire text.
Reading comprehension becomes important part because it will give some
advantages to the readers. It will be easier for students to gain a lot of information
from various sources that can add their insights to the world and its development.
They also get more additional knowledge which the authors didn’t cited in the
text.
Moreover reading is the central role in teaching learning process. That is
really seen from the researcher’s observation at the relevance school. Half of their
score is taken from the mastering of reading and other from the other aspects of
skills. Thus it is compulsory for students to master the reading.
Reading comprehension also has been included in National Examination.
It means that reading comprehension gives the contribution to pass the National
Examination. In the reality, many students could not pass it because they were not
able comprehended the text well. That was happened because they were lack in
the vocabulary and the text were too long. As the result they got bad score and did
not pass the National Examination.
Then Educational Level- Oriented Curriculum on 2013 for high school
students claims that one of the main objectives of teaching English is to encourage
3
the students to be able to comprehend text in form of recount, narrative,
procedure, descriptive, and report in the context daily life.Then in this curriculum
students are expected not only have the knowledge of the topic being discussed
but also they have the attitude and skill. All of these criteria will be valued based
on the relevance rubric.
Moreover based on the researcher’s observation on the relevance school,
students mostly got the bad score or even under the standardized score (KKM) 65
especially in reading comprehension. They are difficult to understand the reading
comprehension, more over when it is in the longer text.
To get the main idea of the text is really hard. Some of them waited for
their friends’ answer, or even cheated with their friends. They did it because they
are not interested in reading moreover in reading longer text. Mostof students
thought words or vocabulary that are used in text are difficult. Dictionaries are
rarely brought to school when there is English subject. They are truly less in
vocabulary and motivation. The required teacher always remind them to do the
reading habitual. But in reality they did not care about it. The teacher must give
the full attention of this condition so that reading class can be more useful.
How to teach readingin order to teach students to get the idea (reading
comprehension) are not really seen in school. Based on the researcher’s
observation that has been done in school, the teacher used the traditional
technique in teaching reading. As the result, students felt bored so they did not
contribute and active in reading class.
4
The researcher takes related research from other thesis as principle or
comparison in this research. The first thesis is written by Iskandar, Sudarsono and
Syarif Husin stated in their thesis about “Students’ Participation on Reading
Comprehension Class Taught by Paired Story Telling Strategy”.They were
students from FKIP UNTAN in Pontianak. This thesis discussed the students’
participation in teaching learning process taught by Paired Story Telling strategy.
This thesis also answered the research question “How is the students’ participation
on reading comprehension class taught by Paired Story Telling strategy?” It was
descriptive study. The data were collected through classroom observation. The
research findings indicated that the students showed active participation in the
reading comprehension class taught by Paired Story Telling strategy (Iskandar, et
all: 2013)
The other research is written by Anita lie (1994) in Paired Story Telling:
an Integrated Approach for Bilingual and English as a Second Language Students,
states that Paired Story Telling provided opportunities for one on one interaction
among students around school tasks and give the opportunity to students to use
the target language communicatively. The cooperative working improves group
relations, increases self-esteem, and increases vocabulary acquisition.
In the research findings above, reading comprehension is an important part
and complex cognitive process. It states the meaning from the entire text by
reconstructing the idea. A particular technique is needed that can improve the
contribution in teaching and learning process especially in reading longer texts.
5
Based on the phenomenon, an appropriate technique is needed. It is
important to make the teaching and learning process more effectively and
interesting. There were so many techniques can be applied in reading
comprehension class. One of them is paired story telling technique. Paired Story
Telling technique has developed as an interactive approach between students,
teachers and learning materials (Lie, 2010: 71).
In this technique, the teacher must understand the students' ability to
activate their ability and experience to be more meaningful learning materials.
This technique has some procedures when it is applied in the classroom. Firstly,
the material or text is divided into two parts. After brainstorming, students are
asked to work in pairs and each member on the group will get different part of the
text. After reading the text, students should find and write the key words based on
the text they got and change over the key words to their paired partner. Finally,
students create the complete material, read the material and discuss it.
In addition Paired Story Telling technique stimulates students to develop
thinking skill and imagination. Students are also motivated to work cooperatively.
Teacher appreciates the results of the students thinking so that they will be
encouraged to continue learning. This technique is expected to make students
interested in reading text, especially in reading various English texts.
Based on the explanation above, the researcher is interested to conduct an
experimental research entitled “The Effect of Applying Paired Story Telling
Technique on Students’ Reading Comprehension”
6
B. The Problem of Study
Based on the phenomenon above, the problem of the study is formulated
as follows:
“Is there any significant effect of Paired Story Telling technique on
students’ reading comprehension?”
C. The Scope of Study
In order to restrict the discussion of the study, the researcher focuses on
the effect of Paired Story Telling Technique on students’ reading comprehension
at literal, inferential and critical comprehension on narrative text.
D. The Objective of Study
The objective of the study is aimed at finding out the significant effect on
reading comprehension by applying Paired Story Telling technique.
E. The Significance of Study
There are two kinds of benefits in this study: theoretical and practical
benefits. The expected result of the study both theoretical and practical benefits
are:
1. Theoretical Benefits
Theoretically this study has significance to other researchers, who are
interested in getting further information related to this study.
7
2. Practical benefits
Practically this study has significance to English Teacher and Students.
English teachers who want to get the further information about the
technique in reading comprehension and enlarge their experience in teaching
reading comprehension.
Students who want to improve their skill and stimulate them in their
reading ability in reading comprehension.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the research findings, the researcher concluded that there was a
significant effect of applying Paired Story Telling technique on students’ reading
comprehension. The scores of the students that were taught by applying Paired
Story Telling technique were also higher than those who were taught by
Traditional technique with lecturing method. Therefore, this research proved that
teaching reading by applying Paired Story Telling technique was more effective
than teaching reading comprehension by using Traditional technique that is with
lecturing method.
B. Suggestions
Based on the conclusion above, the results of this research contributed
some valuable suggestions for those who are interested in teaching reading as
follows:
1. The English teachers are suggested to improve their strategy in
teaching reading comprehension by applying Paired Story Telling
technique, so that the students can comprehend on what they had read.
2. Students are advised to have more practices in reading by applying
Paired Story Telling technique.
3. For other researchers, to conductcan develop related research to help
teacher to improve the learning technique specially in reading
comprehension.
42