THE EFFECTIVENESS OF TEACHING READING SKILL USING QAR (QUESTIONS-ANSWER RELATIONSHIP) METHOD: AN The Effectiveness of Teaching Reading Skill Using QAR (Questions-Answer Relationship) Method: An Experimental Study at SMK As Salaam Sukoharjo.
THE EFFECTIVENESS OF TEACHING READING SKILL USING
QAR (QUESTIONS-ANSWER RELATIONSHIP) METHOD: AN
EXPERIMENTAL STUDY AT SMK AS SALAAM
SUKOHARJO
(An Experimentation Study Employing Different Learning Strategies)
THESIS
Proposed to
Postgraduate Program of Language Study of Muhammadiyah University of
Surakarta to Fulfil One of the Requirements in Getting Master Degree
in English Language Teaching
by:
AMINUDIN NOOR
S. 200 060 003
MASTER DEGREE OF LANGUAGE STUDY
POSTGRADUATE PROGRAM
SURAKARTA MUHAMMADIYAH UNIVERSITY
2015
NOTA PEMBIMBING
Prof. Dr. Endang Fauziati, M.Hum.
Dosen Pascasarjana Program Pengkajian Bahasa
Universitas Muhammadiyah Surakarta
Nota Dinas
Hal.
: Tesis Saudara Aminudin Noor
Kepada Yth.
Direktur Program Pengkajian Bahasa Program Pascasarjana
Universitas Muhammadiyah Surakarta
Assalamu’alaikum wr. wb.
Setelah membaca, meneliti, mengoreksi dan mengadakan perbaikan seperlunya
terhadap tesis saudara :
Nama
NIM
Program Studi
Konsentrasi
Judul
:
:
:
:
:
Aminudin Noor
S. 200 060 003
Pascasarjana Pengkajian Bahasa
Pengkajian Bahasa Inggris
The Effectiveness of Teaching Reading Skill Using
QAR (Questions-Answer Relationship) Method: An
Experimental Study At SMK As Salaam Sukoharjo
Dengan ini kami menilai tesis tersebut dapat disetujui untuk diajukan dalam
Sidang Ujian Tesis pada Program Pengkajian Bahasa Program Pascasarjana
Universitas Muhammadiyah Surakarta.
Wassalamu’alaikum wr. wb.
Surakarta,
Agustus 2014
Pembimbing Utama
Prof. Dr. Endang Fauziati, M.Hum.
ii
NOTA PEMBIMBING
Dr. M. Thoyibi, M.S.
Dosen Pascasarjana Program Pengkajian Bahasa
Universitas Muhammadiyah Surakarta
Nota Dinas
Hal.
: Tesis Saudara Aminudin Noor
Kepada Yth.
Direktur Program Pengkajian Bahasa Program Pascasarjana
Universitas Muhammadiyah Surakarta
Assalamu’alaikum wr. wb.
Setelah membaca, meneliti, mengoreksi dan mengadakan perbaikan seperlunya
terhadap tesis saudara :
Nama
NIM
Program Studi
Konsentrasi
Judul
:
:
:
:
:
Aminudin Noor
S. 200 060 003
Pascasarjana Pengkajian Bahasa
Pengkajian Bahasa Inggris
The Effectiveness of Teaching Reading Skill Using
QAR (Questions-Answer Relationship) Method: An
Experimental Study At SMK As Salaam Sukoharjo
Dengan ini kami menilai tesis tersebut dapat disetujui untuk diajukan dalam
Sidang Ujian Tesis pada Program Pengkajian Bahasa Program Pascasarjana
Universitas Muhammadiyah Surakarta.
Wassalamu’alaikum wr. wb.
Surakarta,
Agustus 2014
Pembimbing Pendamping
Dr. M. Thoyibi, M.S.
ii
iii
ACCEPTANCE
THE EFFECTIVENESS OF TEACHING READING SKILL USING
QAR (QUESTIONS-ANSWER RELATIONSHIP) METHOD: AN
EXPERIMENTAL STUDY AT SMK AS SALAAM
SUKOHARJO
Prepared by
AMINUDIN NOOR
Accepted by the Board of Examiners
Postgraduate Program of English Language Study
Muhammadiyah University of Surakarta
Boards of Examiners
Chair Person
Prof. Dr. Endang Fauziati, M. Hum.
Pembimbing Pendamping I
...................................................
. ................................................
Member
...................................................
.
Dr. M. Thoyibi, M.S.
...................................................
Surakarta, .....................2013
Muhammadiyah University of Surakarta
Postgraduate Program
Director
Prof. Dr. H. Khudzaifah Dimyati, S. H., M. Hum.
iv
APPROVAL
THE EFFECTIVENESS OF TEACHING READING SKILL USING
QAR (QUESTIONS-ANSWER RELATIONSHIP) METHOD: AN
EXPERIMENTAL STUDY AT SMK AS SALAAM
SUKOHARJO
Submitted to
Postgraduate Program of Language Study
Muhammadiyah University of Surakarta
by:
AMINUDIN NOOR
NIM : S. 200 060 003
This thesis has been approved by:
Surakarta,
August 2014
Approved by:
Consultant I
Consultant II
Prof. Dr. Endang Fauziati, M.Hum.
Dr. M. Thoyibi, M.S.
viv
PRONOUNCEMENT
This is to certify that I, myself, write this thesis entitled ”THE
EFFECTIVENESS
OF
TEACHING
READING
SKILL
USING
QAR
(QUESTIONS-ANSWER RELATIONSHIP) METHOD: AN EXPERIMENTAL
STUDY AT SMK AS SALAAM SUKOHARJO.” It is not a plagiarism or made
by others. Anything related to others work is written in quotation, the source of
which is listed on the biography.
If then this
pronouncement proves wrong. I am ready to accept any
academic punishment, including withdrawal or cancellation of my academic
degree.
Surakarta, June 24 th 2015
Aminudin Noor
vvi
MOTTO
“ Allah akan meninggikan orang-orang yang beriman di antara kamu dan orang-orang
yang berilmu pengetahuan beberapa derajat”
(Q.S. Al Mujadalah: 111)
vi
vii
DEDICATION
I dedicate this simple work for:
My beloved wife;
Mom and dad who love and guide
me with their patiences and prayers
My coleagues in SMK Assalaam
Sukoharjo
My beloved almamater
viii
vii
ABSTRACT
Aminudin Noor. S.200 060 003. The Effectiveness of Teaching Reading Skill
Using QAR (Questions-Answer Relationship) Method: An Experimental Study
at SMK As Salaam Sukoharjo. Thesis. Postgraduate Program of Language
Study of Muhammadiyah University of Surakarta. 2015.
The objectives of the research are to find out: 1) whether or not the method
of QAR is effective in improving students’ reading skill; and 2) whether or not the
method of QAR is effective in improving students’ learning motivation in reading
of the of Xth grade students of SMK As Salaam of Sukoharjo Academic Year of
2011/2012.
The type of the research is quantitative research with descriptive
comparative in nature. The design of the research is using quasi experimental
design. A quasi experimental design requires at least two groups included in the
study, namely a control group and an experimental group. The research was
undertaken at SMK As Salaam of Sukoharjo. The subjects of the research are X
grade students of SMK Assalaam Sukoharjo in Semester I academic year
2011/2012. The techniques of collecting data in the research comprises of
observation, questionnaire, test, and document. The data analysis technique
employed is individual t test.
The research concludes that: 1) The implementation of teaching reading
using QAR method in improving students reading skill and learning motivation in
reading was done by questioning strategy emphasizing that a relationship exists
between the question, the text, and the background of the reader. In this method,
the teacher introduced students to the basic principle underlying QAR, namely
generating and answering questions that are drawn on two core sources of
information. These sources are the texts that students read and their background
knowledge and experiences; or, in the language of QAR, information that is In the
Book or In My Head, respectively. The method of QAR in teaching reading skill
effective in improving students’ reading skill. It is demonstrated with the post
tests results that showed a significant difference in reading score averages
between the control and experiment groups, with the t statistic result of -2.178 that
is significant at significance level of 5%; and 2) The method of QAR in teaching
reading skill effective in improving students’ learning motivation in reading. It is
demonstrated with the average score in learning motivation between the groups
that showed a significant difference, namely the t statistic result of -4.282 that is
significant at significance level of 5%.
Keywords: QAR method, effectiveness, reading skill.
viii
ix
ACKNOWLEDGEMENT
Assalamu’alaikum Warahmatullahi Wabarakatuh.
First of all, the writer prays to Allah SWT., the God Almighty that he can
finally finish thesis as a partial fulfilment of the requirements for Graduate Degree
of Education in English.
In doing this work, the writer realizes that he is unable to finish it without
contributions, helps, suggestions, and comments from many people. He is greatly
indebted to them. Therefore, in this opportunity he would like to express his
gratitude to.
1. Prof. Dr. H. Bambang Setiaji, the Rector of Muhammadiyah University of
Surakarta, for his permission to administer the research.
2. Prof. Dr. H.
Khudzaifah Dimyati, S.H., M.Hum., the Director of
Postgraduate Program of Muhammadiyah University of Surakarta for his
permission to administer the research.
3. Prof. Dr. Markhamah, M. Hum., the Head of English Education of
Postgraduate Program of Muhammadiyah University of Surakarta, for her
permission to administer the research.
4. Prof. Dr. Endang Fauziati, M. Hum., the Main Consultant, for her guidance
and assistance in writing the thesis.
5. Dr. M. Thoyibi, M.S., the Second Consultant, for his guidance and assistance
in writing the thesis.
x
ix
6. All the lecturers of English Education of Postgraduate Program of
Muhammadiyah University of Surakarta, for the knowledge transferred during
the study.
7. All the staff members of English Education of Postgraduate Program of
Muhammadiyah University of Surakarta, for the service and help.
8. Drs. M. Rokhimullah, M.Pd., the Head of SMK As Salaam, Pabelan,
Sukoharjo, for his permission to administer the research.
9. My beloved Mother and Father, my beloved wife, Fitri Ayuningsih, S. Pd.,
and my Son Althaf, for their prayer to the writer to finish his study
successfully.
There’s nothing perfect in the world except Allah SWT, and neither is this
thesis. However, the writer do hopes that this thesis will be able to give useful
contribution and idea to improve the English teaching learning process.
At last, the writer would like to express his deep gratitude to those who have
helped him so that he can accomplish this thesis. He really thanks so much to each
of them.
Wassalamu’alaikum Warahmatullahi Wabarakatuh.
Surakarta,
x
xi
June 2015
TABLE OF CONTENT
Page
TITTLE ............................................................................................................
i
CONSULTANT MEMO ..................................................................................
ii
ACCEPTANCE ...............................................................................................
iii
APPROVAL.....................................................................................................
iv
PRONOUNCEMENT ......................................................................................
v
MOTTO ...........................................................................................................
vi
DEDICATION .................................................................................................
vii
ABSTRACT .....................................................................................................
viii
ACKNOWLEDGEMENT ...............................................................................
ix
TABLE OF CONTENT ...................................................................................
xi
LIST OF TABLES ...........................................................................................
xv
LIST OF FIGURES ......................................................................................... xvii
APPENDICES ................................................................................................. xviii
CHAPTER I
INTRODUCTION
A. Background of the Study...................................................
1
B. Limitation of the Study .....................................................
9
C. Research Questions ...........................................................
9
D. Objectives of the Study .....................................................
10
E. Benefits of the Study .........................................................
10
CHAPTER II REVIEW ON RELATED LITERATURE
A. Previous Study ..................................................................
12
B. Theoretical Background ...................................................
16
1. Reading Skill ...............................................................
17
a
The Notion of Reading ..........................................
17
b
Sub Skills of Reading ............................................
18
xii
xi
2. Teaching Reading........................................................
21
a
Goals of Teaching Reading ...................................
21
b
Methods of Teaching Reading ..............................
24
3. QAR Method ...............................................................
29
a
The Notion of QAR Method .................................
29
b
The Principles of QAR Method ............................
30
c
The Procedures of QAR Method ..........................
31
4. Learning Motivation....................................................
33
a
The Notion of Motivation .....................................
33
b
Assessing Students’ Motivation ............................
37
C. Research Hypotheses ........................................................
38
CHAPTER III RESEARCH METHODOLOGY
A. The Type of the Research .................................................
40
B. The Design of the Research ..............................................
40
C. The Setting of the Research ..............................................
41
1. Setting of Place ..........................................................
41
2. Setting of Time............................................................
41
3. Subject of the Research ...............................................
42
D. Research Variables ............................................................
42
1. The Dependent Variables ...........................................
43
a
Students’ Reading Skill .........................................
43
b
Students’ Learning Motivation ............................
44
2. The Independent Variable ...........................................
44
E. The Data Collecting Techniques .......................................
45
1. Observation .................................................................
45
2. Questionnaire ..............................................................
45
3. Test ..............................................................................
45
xii
xiii
4. Document ....................................................................
46
F. Research Instruments ........................................................
46
G. The Validity and Reliability of the Instruments ................
46
1. The Validity Test.........................................................
47
2. The Reliability Test ....................................................
47
3. The Results of Validity and Reliability Tests .............
48
H. The Data Analysis Technique ...........................................
51
1. Assumption tests .........................................................
52
a Normal Test .............................................................
52
b Independence Test ...................................................
52
c Homogeneity Test ...................................................
52
2. The Hypothesis Testing...............................................
53
I. Research Procedures .........................................................
54
1. Determining Groups ....................................................
54
2. Pre-experimental Treatment ........................................
54
3. During Experiment Treatment ....................................
55
4. Post-experimental Treatment ......................................
56
CHAPTER IV RESEARCH FINDINGS
A. Data Display ......................................................................
57
1. The Students’ Reading Skill........................................
57
2. The Students’ Learning Motivation ............................
68
B. Data Analysis ....................................................................
77
1. The Assumption Tests .................................................
77
2. The Hypothesis Testing...............................................
81
C. Discussion of the Research Findings ................................
94
1. The Method of QAR is Effective to Improve
Students’ Reading Skill ...............................................
xiii
xiv
94
2. The Method of QAR is Effective to Improve
Students’ Learning Motivation in Reading .................
96
D. The Research Limitations .................................................
99
CHAPTER V CONCLUSION
A. Conclusion ........................................................................ 100
B. Implication ........................................................................ 101
C. Suggestions ....................................................................... 101
BIBLIOGRAPHY
APPENDICES
xiv
xv
LIST OF TABLES
Page
Table 2.1 Using QAR to Frame Comprehension Method Instruction ..........
31
Table 3.1 The Research Schedule .................................................................
42
Table 3.2 The Validity Test Results for Reading Skill Instrument ...............
49
Table 3.3 The Validity Test Results for Learning Motivation Questionnaire
51
Table 4.1 Students’ Reading Skills of Pre and Post-tests for Control and
Experiment Groups .......................................................................
58
Table 4.2 The Students’ Reading Skills of the Control Group Prior to the
Treatment ......................................................................................
60
Table 4.3 The Students’ Reading Skills of the Experiment Group Prior to the
Treatment ......................................................................................
62
Table 4.4 The Students’ Reading Skills of the Control Group in the Post-test 64
Table 4.5 The Students’ Reading Skills of the Experiment Group in the
Post-test .........................................................................................
66
Table 4.6 The Students’ Learning Motivation of Prior and Post Treatment
for Control and Experiment Groups ..............................................
68
Table 4.7 The Students’ Learning Motivation of the Control Group Prior to
the Treatment.................................................................................
69
Table 4.8 The Students’ Learning Motivation of the Experiment Group
Prior to the Treatment ...................................................................
71
Table 4.9 The Students’ Learning Motivation of the Control Group Post of
the Treatment.................................................................................
73
Table 4.10 The Students’ Learning Motivation of the Experiment Group
Post of the Treatment ....................................................................
xv
xvi
75
Table 4.11 The Summary of Students’ Reading Skills Data ...........................
77
Table 4.12 The Summary of Students’ Learning Motivation Data .................
77
Table 4.13 The Normal Tests Results .............................................................
78
Table 4.14 The Homogeneity Tests Results ....................................................
80
Table 4.15 The Students’ Reading Skills Prior to the Treatment ....................
82
Table 4.16 The Students’ Learning Motivation Prior to the Treatment ..........
84
Table 4.17 The Summary of ANOVA tests Prior to the Treatment ................
85
Table 4.18 Students’ Reading Skills of Pre and Post-tests of the Control and
the Experiment Groups..................................................................
86
Table 4.19 Students’ Learning Motivation of Prior and Post of the
Treatment of the Control and the Experiment Groups ..................
88
Table 4.20 The Summary of Paired Sample t tests Results.............................
90
Table 4.21 The Students’ Reading Skills and Learning Motivation Post of
the Treatment.................................................................................
92
Table 4.22 The Summary of Independent Samples t tests Results .................
93
xvi
xvii
LIST OF FIGURES
Page
Figure 2.1
The Core of Question Answer Relationship ...............................
30
Figure 2.2
The Categories in Questions Construction .................................
32
Figure 2.3
The Rationale Flow Chart ...........................................................
39
Figure 4.1
The Diagram of Students’ Reading Skill in Pre-test for Control
Group ..........................................................................................
Figure 4.2
The Diagram of Students’ Reading Skill in Pre-test for
Experiment Group.......................................................................
Figure 4.3
72
The Diagram of the Students’ Learning Motivation Post of the
Treatment for the Control Group ................................................
Figure 4.8
70
The Diagram of the Students’ Learning Motivation Prior to the
Treatment for the Experiment Group..........................................
Figure 4.7
67
The Diagram of the Students’ Learning Motivation Prior to the
Treatment for the Control Group ................................................
Figure 4.6
65
The Diagram of Students’ Reading Skill in the Post-test for
the Experiment Group .................................................................
Figure 4.5
63
The Diagram of Students’ Reading Skill in the Post-test for
the Control Group .......................................................................
Figure 4.4
61
74
The Diagram of the Students’ Learning Motivation Post of the
Treatment for the Experiment Group..........................................
xvii
xviii
76
QAR (QUESTIONS-ANSWER RELATIONSHIP) METHOD: AN
EXPERIMENTAL STUDY AT SMK AS SALAAM
SUKOHARJO
(An Experimentation Study Employing Different Learning Strategies)
THESIS
Proposed to
Postgraduate Program of Language Study of Muhammadiyah University of
Surakarta to Fulfil One of the Requirements in Getting Master Degree
in English Language Teaching
by:
AMINUDIN NOOR
S. 200 060 003
MASTER DEGREE OF LANGUAGE STUDY
POSTGRADUATE PROGRAM
SURAKARTA MUHAMMADIYAH UNIVERSITY
2015
NOTA PEMBIMBING
Prof. Dr. Endang Fauziati, M.Hum.
Dosen Pascasarjana Program Pengkajian Bahasa
Universitas Muhammadiyah Surakarta
Nota Dinas
Hal.
: Tesis Saudara Aminudin Noor
Kepada Yth.
Direktur Program Pengkajian Bahasa Program Pascasarjana
Universitas Muhammadiyah Surakarta
Assalamu’alaikum wr. wb.
Setelah membaca, meneliti, mengoreksi dan mengadakan perbaikan seperlunya
terhadap tesis saudara :
Nama
NIM
Program Studi
Konsentrasi
Judul
:
:
:
:
:
Aminudin Noor
S. 200 060 003
Pascasarjana Pengkajian Bahasa
Pengkajian Bahasa Inggris
The Effectiveness of Teaching Reading Skill Using
QAR (Questions-Answer Relationship) Method: An
Experimental Study At SMK As Salaam Sukoharjo
Dengan ini kami menilai tesis tersebut dapat disetujui untuk diajukan dalam
Sidang Ujian Tesis pada Program Pengkajian Bahasa Program Pascasarjana
Universitas Muhammadiyah Surakarta.
Wassalamu’alaikum wr. wb.
Surakarta,
Agustus 2014
Pembimbing Utama
Prof. Dr. Endang Fauziati, M.Hum.
ii
NOTA PEMBIMBING
Dr. M. Thoyibi, M.S.
Dosen Pascasarjana Program Pengkajian Bahasa
Universitas Muhammadiyah Surakarta
Nota Dinas
Hal.
: Tesis Saudara Aminudin Noor
Kepada Yth.
Direktur Program Pengkajian Bahasa Program Pascasarjana
Universitas Muhammadiyah Surakarta
Assalamu’alaikum wr. wb.
Setelah membaca, meneliti, mengoreksi dan mengadakan perbaikan seperlunya
terhadap tesis saudara :
Nama
NIM
Program Studi
Konsentrasi
Judul
:
:
:
:
:
Aminudin Noor
S. 200 060 003
Pascasarjana Pengkajian Bahasa
Pengkajian Bahasa Inggris
The Effectiveness of Teaching Reading Skill Using
QAR (Questions-Answer Relationship) Method: An
Experimental Study At SMK As Salaam Sukoharjo
Dengan ini kami menilai tesis tersebut dapat disetujui untuk diajukan dalam
Sidang Ujian Tesis pada Program Pengkajian Bahasa Program Pascasarjana
Universitas Muhammadiyah Surakarta.
Wassalamu’alaikum wr. wb.
Surakarta,
Agustus 2014
Pembimbing Pendamping
Dr. M. Thoyibi, M.S.
ii
iii
ACCEPTANCE
THE EFFECTIVENESS OF TEACHING READING SKILL USING
QAR (QUESTIONS-ANSWER RELATIONSHIP) METHOD: AN
EXPERIMENTAL STUDY AT SMK AS SALAAM
SUKOHARJO
Prepared by
AMINUDIN NOOR
Accepted by the Board of Examiners
Postgraduate Program of English Language Study
Muhammadiyah University of Surakarta
Boards of Examiners
Chair Person
Prof. Dr. Endang Fauziati, M. Hum.
Pembimbing Pendamping I
...................................................
. ................................................
Member
...................................................
.
Dr. M. Thoyibi, M.S.
...................................................
Surakarta, .....................2013
Muhammadiyah University of Surakarta
Postgraduate Program
Director
Prof. Dr. H. Khudzaifah Dimyati, S. H., M. Hum.
iv
APPROVAL
THE EFFECTIVENESS OF TEACHING READING SKILL USING
QAR (QUESTIONS-ANSWER RELATIONSHIP) METHOD: AN
EXPERIMENTAL STUDY AT SMK AS SALAAM
SUKOHARJO
Submitted to
Postgraduate Program of Language Study
Muhammadiyah University of Surakarta
by:
AMINUDIN NOOR
NIM : S. 200 060 003
This thesis has been approved by:
Surakarta,
August 2014
Approved by:
Consultant I
Consultant II
Prof. Dr. Endang Fauziati, M.Hum.
Dr. M. Thoyibi, M.S.
viv
PRONOUNCEMENT
This is to certify that I, myself, write this thesis entitled ”THE
EFFECTIVENESS
OF
TEACHING
READING
SKILL
USING
QAR
(QUESTIONS-ANSWER RELATIONSHIP) METHOD: AN EXPERIMENTAL
STUDY AT SMK AS SALAAM SUKOHARJO.” It is not a plagiarism or made
by others. Anything related to others work is written in quotation, the source of
which is listed on the biography.
If then this
pronouncement proves wrong. I am ready to accept any
academic punishment, including withdrawal or cancellation of my academic
degree.
Surakarta, June 24 th 2015
Aminudin Noor
vvi
MOTTO
“ Allah akan meninggikan orang-orang yang beriman di antara kamu dan orang-orang
yang berilmu pengetahuan beberapa derajat”
(Q.S. Al Mujadalah: 111)
vi
vii
DEDICATION
I dedicate this simple work for:
My beloved wife;
Mom and dad who love and guide
me with their patiences and prayers
My coleagues in SMK Assalaam
Sukoharjo
My beloved almamater
viii
vii
ABSTRACT
Aminudin Noor. S.200 060 003. The Effectiveness of Teaching Reading Skill
Using QAR (Questions-Answer Relationship) Method: An Experimental Study
at SMK As Salaam Sukoharjo. Thesis. Postgraduate Program of Language
Study of Muhammadiyah University of Surakarta. 2015.
The objectives of the research are to find out: 1) whether or not the method
of QAR is effective in improving students’ reading skill; and 2) whether or not the
method of QAR is effective in improving students’ learning motivation in reading
of the of Xth grade students of SMK As Salaam of Sukoharjo Academic Year of
2011/2012.
The type of the research is quantitative research with descriptive
comparative in nature. The design of the research is using quasi experimental
design. A quasi experimental design requires at least two groups included in the
study, namely a control group and an experimental group. The research was
undertaken at SMK As Salaam of Sukoharjo. The subjects of the research are X
grade students of SMK Assalaam Sukoharjo in Semester I academic year
2011/2012. The techniques of collecting data in the research comprises of
observation, questionnaire, test, and document. The data analysis technique
employed is individual t test.
The research concludes that: 1) The implementation of teaching reading
using QAR method in improving students reading skill and learning motivation in
reading was done by questioning strategy emphasizing that a relationship exists
between the question, the text, and the background of the reader. In this method,
the teacher introduced students to the basic principle underlying QAR, namely
generating and answering questions that are drawn on two core sources of
information. These sources are the texts that students read and their background
knowledge and experiences; or, in the language of QAR, information that is In the
Book or In My Head, respectively. The method of QAR in teaching reading skill
effective in improving students’ reading skill. It is demonstrated with the post
tests results that showed a significant difference in reading score averages
between the control and experiment groups, with the t statistic result of -2.178 that
is significant at significance level of 5%; and 2) The method of QAR in teaching
reading skill effective in improving students’ learning motivation in reading. It is
demonstrated with the average score in learning motivation between the groups
that showed a significant difference, namely the t statistic result of -4.282 that is
significant at significance level of 5%.
Keywords: QAR method, effectiveness, reading skill.
viii
ix
ACKNOWLEDGEMENT
Assalamu’alaikum Warahmatullahi Wabarakatuh.
First of all, the writer prays to Allah SWT., the God Almighty that he can
finally finish thesis as a partial fulfilment of the requirements for Graduate Degree
of Education in English.
In doing this work, the writer realizes that he is unable to finish it without
contributions, helps, suggestions, and comments from many people. He is greatly
indebted to them. Therefore, in this opportunity he would like to express his
gratitude to.
1. Prof. Dr. H. Bambang Setiaji, the Rector of Muhammadiyah University of
Surakarta, for his permission to administer the research.
2. Prof. Dr. H.
Khudzaifah Dimyati, S.H., M.Hum., the Director of
Postgraduate Program of Muhammadiyah University of Surakarta for his
permission to administer the research.
3. Prof. Dr. Markhamah, M. Hum., the Head of English Education of
Postgraduate Program of Muhammadiyah University of Surakarta, for her
permission to administer the research.
4. Prof. Dr. Endang Fauziati, M. Hum., the Main Consultant, for her guidance
and assistance in writing the thesis.
5. Dr. M. Thoyibi, M.S., the Second Consultant, for his guidance and assistance
in writing the thesis.
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ix
6. All the lecturers of English Education of Postgraduate Program of
Muhammadiyah University of Surakarta, for the knowledge transferred during
the study.
7. All the staff members of English Education of Postgraduate Program of
Muhammadiyah University of Surakarta, for the service and help.
8. Drs. M. Rokhimullah, M.Pd., the Head of SMK As Salaam, Pabelan,
Sukoharjo, for his permission to administer the research.
9. My beloved Mother and Father, my beloved wife, Fitri Ayuningsih, S. Pd.,
and my Son Althaf, for their prayer to the writer to finish his study
successfully.
There’s nothing perfect in the world except Allah SWT, and neither is this
thesis. However, the writer do hopes that this thesis will be able to give useful
contribution and idea to improve the English teaching learning process.
At last, the writer would like to express his deep gratitude to those who have
helped him so that he can accomplish this thesis. He really thanks so much to each
of them.
Wassalamu’alaikum Warahmatullahi Wabarakatuh.
Surakarta,
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June 2015
TABLE OF CONTENT
Page
TITTLE ............................................................................................................
i
CONSULTANT MEMO ..................................................................................
ii
ACCEPTANCE ...............................................................................................
iii
APPROVAL.....................................................................................................
iv
PRONOUNCEMENT ......................................................................................
v
MOTTO ...........................................................................................................
vi
DEDICATION .................................................................................................
vii
ABSTRACT .....................................................................................................
viii
ACKNOWLEDGEMENT ...............................................................................
ix
TABLE OF CONTENT ...................................................................................
xi
LIST OF TABLES ...........................................................................................
xv
LIST OF FIGURES ......................................................................................... xvii
APPENDICES ................................................................................................. xviii
CHAPTER I
INTRODUCTION
A. Background of the Study...................................................
1
B. Limitation of the Study .....................................................
9
C. Research Questions ...........................................................
9
D. Objectives of the Study .....................................................
10
E. Benefits of the Study .........................................................
10
CHAPTER II REVIEW ON RELATED LITERATURE
A. Previous Study ..................................................................
12
B. Theoretical Background ...................................................
16
1. Reading Skill ...............................................................
17
a
The Notion of Reading ..........................................
17
b
Sub Skills of Reading ............................................
18
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xi
2. Teaching Reading........................................................
21
a
Goals of Teaching Reading ...................................
21
b
Methods of Teaching Reading ..............................
24
3. QAR Method ...............................................................
29
a
The Notion of QAR Method .................................
29
b
The Principles of QAR Method ............................
30
c
The Procedures of QAR Method ..........................
31
4. Learning Motivation....................................................
33
a
The Notion of Motivation .....................................
33
b
Assessing Students’ Motivation ............................
37
C. Research Hypotheses ........................................................
38
CHAPTER III RESEARCH METHODOLOGY
A. The Type of the Research .................................................
40
B. The Design of the Research ..............................................
40
C. The Setting of the Research ..............................................
41
1. Setting of Place ..........................................................
41
2. Setting of Time............................................................
41
3. Subject of the Research ...............................................
42
D. Research Variables ............................................................
42
1. The Dependent Variables ...........................................
43
a
Students’ Reading Skill .........................................
43
b
Students’ Learning Motivation ............................
44
2. The Independent Variable ...........................................
44
E. The Data Collecting Techniques .......................................
45
1. Observation .................................................................
45
2. Questionnaire ..............................................................
45
3. Test ..............................................................................
45
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4. Document ....................................................................
46
F. Research Instruments ........................................................
46
G. The Validity and Reliability of the Instruments ................
46
1. The Validity Test.........................................................
47
2. The Reliability Test ....................................................
47
3. The Results of Validity and Reliability Tests .............
48
H. The Data Analysis Technique ...........................................
51
1. Assumption tests .........................................................
52
a Normal Test .............................................................
52
b Independence Test ...................................................
52
c Homogeneity Test ...................................................
52
2. The Hypothesis Testing...............................................
53
I. Research Procedures .........................................................
54
1. Determining Groups ....................................................
54
2. Pre-experimental Treatment ........................................
54
3. During Experiment Treatment ....................................
55
4. Post-experimental Treatment ......................................
56
CHAPTER IV RESEARCH FINDINGS
A. Data Display ......................................................................
57
1. The Students’ Reading Skill........................................
57
2. The Students’ Learning Motivation ............................
68
B. Data Analysis ....................................................................
77
1. The Assumption Tests .................................................
77
2. The Hypothesis Testing...............................................
81
C. Discussion of the Research Findings ................................
94
1. The Method of QAR is Effective to Improve
Students’ Reading Skill ...............................................
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94
2. The Method of QAR is Effective to Improve
Students’ Learning Motivation in Reading .................
96
D. The Research Limitations .................................................
99
CHAPTER V CONCLUSION
A. Conclusion ........................................................................ 100
B. Implication ........................................................................ 101
C. Suggestions ....................................................................... 101
BIBLIOGRAPHY
APPENDICES
xiv
xv
LIST OF TABLES
Page
Table 2.1 Using QAR to Frame Comprehension Method Instruction ..........
31
Table 3.1 The Research Schedule .................................................................
42
Table 3.2 The Validity Test Results for Reading Skill Instrument ...............
49
Table 3.3 The Validity Test Results for Learning Motivation Questionnaire
51
Table 4.1 Students’ Reading Skills of Pre and Post-tests for Control and
Experiment Groups .......................................................................
58
Table 4.2 The Students’ Reading Skills of the Control Group Prior to the
Treatment ......................................................................................
60
Table 4.3 The Students’ Reading Skills of the Experiment Group Prior to the
Treatment ......................................................................................
62
Table 4.4 The Students’ Reading Skills of the Control Group in the Post-test 64
Table 4.5 The Students’ Reading Skills of the Experiment Group in the
Post-test .........................................................................................
66
Table 4.6 The Students’ Learning Motivation of Prior and Post Treatment
for Control and Experiment Groups ..............................................
68
Table 4.7 The Students’ Learning Motivation of the Control Group Prior to
the Treatment.................................................................................
69
Table 4.8 The Students’ Learning Motivation of the Experiment Group
Prior to the Treatment ...................................................................
71
Table 4.9 The Students’ Learning Motivation of the Control Group Post of
the Treatment.................................................................................
73
Table 4.10 The Students’ Learning Motivation of the Experiment Group
Post of the Treatment ....................................................................
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75
Table 4.11 The Summary of Students’ Reading Skills Data ...........................
77
Table 4.12 The Summary of Students’ Learning Motivation Data .................
77
Table 4.13 The Normal Tests Results .............................................................
78
Table 4.14 The Homogeneity Tests Results ....................................................
80
Table 4.15 The Students’ Reading Skills Prior to the Treatment ....................
82
Table 4.16 The Students’ Learning Motivation Prior to the Treatment ..........
84
Table 4.17 The Summary of ANOVA tests Prior to the Treatment ................
85
Table 4.18 Students’ Reading Skills of Pre and Post-tests of the Control and
the Experiment Groups..................................................................
86
Table 4.19 Students’ Learning Motivation of Prior and Post of the
Treatment of the Control and the Experiment Groups ..................
88
Table 4.20 The Summary of Paired Sample t tests Results.............................
90
Table 4.21 The Students’ Reading Skills and Learning Motivation Post of
the Treatment.................................................................................
92
Table 4.22 The Summary of Independent Samples t tests Results .................
93
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LIST OF FIGURES
Page
Figure 2.1
The Core of Question Answer Relationship ...............................
30
Figure 2.2
The Categories in Questions Construction .................................
32
Figure 2.3
The Rationale Flow Chart ...........................................................
39
Figure 4.1
The Diagram of Students’ Reading Skill in Pre-test for Control
Group ..........................................................................................
Figure 4.2
The Diagram of Students’ Reading Skill in Pre-test for
Experiment Group.......................................................................
Figure 4.3
72
The Diagram of the Students’ Learning Motivation Post of the
Treatment for the Control Group ................................................
Figure 4.8
70
The Diagram of the Students’ Learning Motivation Prior to the
Treatment for the Experiment Group..........................................
Figure 4.7
67
The Diagram of the Students’ Learning Motivation Prior to the
Treatment for the Control Group ................................................
Figure 4.6
65
The Diagram of Students’ Reading Skill in the Post-test for
the Experiment Group .................................................................
Figure 4.5
63
The Diagram of Students’ Reading Skill in the Post-test for
the Control Group .......................................................................
Figure 4.4
61
74
The Diagram of the Students’ Learning Motivation Post of the
Treatment for the Experiment Group..........................................
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76