THE EFFECT OF APPLYING EXPERIENCE TEXT RELATIONSHIP METHOD ON STUDENTS ACHIEVEMENT IN READING COMPREHENSION.
THE EFFECT OF APPLYING EXPERIENCE TEXT
RELATIONSHIP METHOD ON STUDENTS’
ACHIEVEMENT IN READING
COMPREHENSION
A THESIS
Submitted to the English Department, Faculty of Languages and Arts,
State University of Medan, in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By :
MARDIA PITALOKA SARAGIH
REG. NO. 2103121028
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
DECLARATION
Except where appropriately acknowledged, this thesis is my own work, has been
expressed in my own words and has not previously been submitted for
assessment. I understand that this thesis may be screened electronically or
otherwise for plagiarism.
Medan, September 2014
Mardia Pitaloka Saragih
Reg. No. 2103121028
ACKNOWLEDGMENT
First of all, the writer would like to express her deepest gratitude to Allah
SWT and his prophet Muhammad SAW for their uncountable blessing, loves,
opportunity and strength given to the writer during her study and in completing
this thesis which entitled: The effect of applying Experience Text Relationship
method on students’ achievement in reading comprehension. This thesis is aimed
to fulfill one of the requirements for the degree of Sarjana Pendidikan of the
English Department, Faculty of Languages and Arts, State University of Medan
(UNIMED).
In completing this thesis, the writer realized that she faced some problems
and she had received the academic guidance, suggestions, and comments and got
a lot of assistance and moral support from many people. Therefore, the writer
would like to express her gratitude and special thanks to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University
of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages
and Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department.
Rika, S.Pd.,M.Hum., the Secretary of English Department, Dra.
Meisuri, MA., the Head of English Non Educational Program,
Faculty of Languagaes and Arts, State University of Medan.
Dra. Masitowarni Siregar, M.Ed., her Thesis Consultant and the
Head of English Education Program, Dr. Zainuddin, DIP, TEFL,
M.Hum., her Academic Advisor, and All the Lecturers of English
Department.
Nila Hevy Zulianty, SP., the Headmaster and Erna Lasmaida
Panggabean, S.Pd., the English teacher of SMA Swasta Abdi Negara
Binjai, for their permission and opportunities in allowing the writer to
do observation and to collect data.
Muhammad Arifin Saragih and Sutarsih, her beloved parents, for
their endless love, prayers, financial, and moral support.
M. Nasir Saragih, Zulfansyah Saragih, Arif Herningsih Saragih,
Apriyanti Saragih, Pintaria Saragih, Kamalia Saragih, Siti Mai
Sarah Saragih, and Vinalia Saragih, her beloved brothers and sisters
who had given their love, advices, and support to the writer, and also
Aziz Putra Sentosa Siregar, for his support during her study.
ii
Her bestfriends in Reguler Dik. C’ 2010, her great class for the love
and togetherness throughout four years, especially Fathur Rizqi
Arifyani S.Pd, Mayasari Sipahutar, Sulistya Ningsih, Harnoi
Asrin Lumban Gaol S.Pd, Saidatul Hanim and Siti Hajar.
Her bestfriends in PPLT SMPN 3 Perbaungan for many
experiencies and togetherness, and also her bestfriends Rapicha
Haris and Putri Nurul Rahmadani Siregar.
Medan,
September 2014
The writer,
Mardia Pitaloka Saragih
Reg. No. 2103121028
iii
TABLE OF CONTENTS
Page
ABSTRACT ....................................................................................................i
ACKNOWLEDGMENT .............................................................................. ii
TABLE OF CONTENTS..............................................................................iv
LIST OF TABLES ........................................................................................vi
LIST OF APPENDIXES ............................................................................. vii
CHAPTER I INTRODUCTION.................................................................. 1
A. The Background of the Study ............................................................. 1
B. The Problem of the Study ................................................................... 5
C. The Objective of the Study ................................................................. 5
D. The Scope of the Study ...................................................................... 6
E. The Significance of the Study ............................................................ 6
CHAPTER II REVIEW OF LITERATURE ............................................. 7
A. Theoritical Framework ....................................................................... 7
1. Achievement................................................................................. 7
2. Reading ........................................................................................ 7
3. The Purpose of Reading ............................................................... 9
4. Reading Comprehension ............................................................. 10
a. Factors Affecting Reading Comprehension ......................... 12
b. Levels of Reading Comprehension ..................................... 13
c. Assessment of Reading Comprehension ............................. 15
5. Genre .......................................................................................... 17
6. Narrative Text ............................................................................. 20
a. Social Function ................................................................... 21
b. Generic Structure ................................................................ 21
c. Language Features .............................................................. 21
d. The Example of Narrative Text ........................................... 22
7. Teaching Reading Comprehension ............................................ 23
8. Experience Text Relationship Method ....................................... 25
a. The Nature of ETR Method ................................................ 25
b. The Application of ETR Method ........................................ 28
c. The Benefits of ETR Method ............................................. 29
9. Conventional Method (Leture Method) ..................................... 29
B. The Relevant Studies ......................................................................... 30
C. Conceptual Framework ..................................................................... 31
D. Hypothesis ......................................................................................... 32
CHAPTER III RESEARCH METHOD ................................................... 34
A. Research Design ................................................................................ 34
iv
B. Population and Sample ...................................................................... 35
1. Population ................................................................................... 35
2. Sample ........................................................................................ 36
C. The Instrument of Collecting Data .................................................... 36
D. The Procedure of The Test ................................................................ 37
1. Pre-test ........................................................................................ 37
2. Treatment ................................................................................... 37
3. Post-test ...................................................................................... 39
E. Scoring of Reading Test .................................................................... 40
F. The Validity and Reliability of the Test ............................................ 40
1. Validity of the Test ..................................................................... 40
2. Reliability of the Test ................................................................. 41
G. The Technique of Analyzing Data ..................................................... 42
CHAPTER IV THE DATA AND DATA ANALYSIS ............................. 44
A. The Data ............................................................................................ 44
B. Data Analysis .................................................................................... 45
1. Testing Reliability of the test ..................................................... 45
2. Analyzing the Data Using t-test ................................................. 46
C. Testing Hypothesis ............................................................................ 47
D. Research Findings .............................................................................. 48
CHAPTER V CONCLUSION AND SUGGESTIONS ............................ 49
A. Conclusion ........................................................................................ 49
B. Suggestions ....................................................................................... 49
REFERENCES ............................................................................................ 50
APPENDIXES .............................................................................................. 53
v
LIST OF TABLES
Page
Table 1.1
Table 3.1
Table 3.2
Table 3.3
Table 3.4
Table 3.5
Table 3.6
The Students’ Reading Score ........................................................ 3
Research Design ........................................................................... 34
Number of Population .................................................................. 35
Number of Sample ....................................................................... 36
Scenario for Teaching Experimental Group ................................ 38
Scenario for Teaching Control Group ......................................... 39
Specification of Reading Text ..................................................... 41
vi
LIST OF APPENDIXES
Page
APPENDIX A. The Score of the Pre-Test and Post-Test of
Experimental Group ............................................................ 53
APPENDIX B. The Score of the Pre-Test and Post-Test of
Control Group ..................................................................... 54
APPENDIX C. The Calculation of the Reliability of the Test ..................... 55
APPENDIX D. The Calculation of the T-test ............................................... 57
APPENDIX E. Table of Distribution T ........................................................ 61
APPENDIX F. Lesson Plan ........................................................................... 62
APPENDIX G. Reading Comprehension Test............................................... 93
APPENDIX H. The Key Answer ................................................................. 100
APPENDIX I. The Answer Sheet ................................................................ 101
vii
CHAPTER 1
INTRODUCTION
A.
The Background of the Study
English is learned in all levels of education, from the elementary school up
to the level of university. Based on the syllabus of senior high school the students
are expected to be able in mastering the four language skills in English subject,
namely: listening, speaking, reading, and writing. And this study will be focused
on reading skill.
Reading is one of the most important skill that we have to learned in order
to mastering English. Reading is the ability to draw meaning from the printed
page and interpret this information appropriately (Grabe and Stoller, 2002:9).
Reading is an active process. It is caused by while reading, the readers construct a
meaning based on the reader’s prior knowledge. In order to achieve that goals, the
comprehension is needed.
Reading comprehension is as the process of simultaneously extracting and
constructing meaning through interaction and involvement with written language.
(Snow, 2002:9). Reading comprehension means how the reader can find out the
message and comprehend the text well. So, the teacher is not only teach the
students how to read, but how to comprehend and find out the meaning from the
text.
In reading comprehension, there are four levels of comprehension: Literal
comprehension, interpretative comprehension, critical comprehension, and
creative comprehension. Each levels of reading comprehension has its own
1
2
difficulties for the students. The lowest level of comprehension is in the literal
comprehension, meanwhile the highest level of comprehension is in creative
comprehension.
According to Education Unit Curriculum or Kurikulum Tingkat Satuan
Pendidikan (KTSP) of Indonesia, students have to comprehend the information
from the text. That is why teach reading is a big responsibility for the teacher
nowadays, because the governments use reading to assess the students’ ability in
English which implicated in national examination. In the national examination
2013, the reading text for senior high school consists of 35 questions from the 50
questions tested.
Harmer (2003:208) states that students sometimes have low expectation
in reading comprehension. They consider that is difficult to comprehend the
content of the text, and they feel bored and it reduces the motivate of students. It
is caused by some factors, they are: the difficulties of certain words, and they got
difficulties to convey the meanings to the whole paragraph, and also the topic is
not interest, and the less of concentration.
Based on the writer’s observation in the tenth grade of SMA Swasta Abdi
Negara Binjai, the writer found the data of reading test from the first and the
second semesters in academic year 2012/2013 through interviewing the English
teacher Erna Lasmaida Panggabean, S. Pd. She said that many students could not
pass the Minimal Completeness Criterion (Kriteria Ketuntasan Minimal) which is
applied in the school is 75 in English subject. The data can be seen as follows :
3
Table. 1.1 The Tenth Grade Students’ Scores of Reading Tests in the
Two Last Semesters.
Semester
Score
Students
Percentage
1st Semester 2012/2013
RELATIONSHIP METHOD ON STUDENTS’
ACHIEVEMENT IN READING
COMPREHENSION
A THESIS
Submitted to the English Department, Faculty of Languages and Arts,
State University of Medan, in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By :
MARDIA PITALOKA SARAGIH
REG. NO. 2103121028
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
DECLARATION
Except where appropriately acknowledged, this thesis is my own work, has been
expressed in my own words and has not previously been submitted for
assessment. I understand that this thesis may be screened electronically or
otherwise for plagiarism.
Medan, September 2014
Mardia Pitaloka Saragih
Reg. No. 2103121028
ACKNOWLEDGMENT
First of all, the writer would like to express her deepest gratitude to Allah
SWT and his prophet Muhammad SAW for their uncountable blessing, loves,
opportunity and strength given to the writer during her study and in completing
this thesis which entitled: The effect of applying Experience Text Relationship
method on students’ achievement in reading comprehension. This thesis is aimed
to fulfill one of the requirements for the degree of Sarjana Pendidikan of the
English Department, Faculty of Languages and Arts, State University of Medan
(UNIMED).
In completing this thesis, the writer realized that she faced some problems
and she had received the academic guidance, suggestions, and comments and got
a lot of assistance and moral support from many people. Therefore, the writer
would like to express her gratitude and special thanks to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University
of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages
and Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department.
Rika, S.Pd.,M.Hum., the Secretary of English Department, Dra.
Meisuri, MA., the Head of English Non Educational Program,
Faculty of Languagaes and Arts, State University of Medan.
Dra. Masitowarni Siregar, M.Ed., her Thesis Consultant and the
Head of English Education Program, Dr. Zainuddin, DIP, TEFL,
M.Hum., her Academic Advisor, and All the Lecturers of English
Department.
Nila Hevy Zulianty, SP., the Headmaster and Erna Lasmaida
Panggabean, S.Pd., the English teacher of SMA Swasta Abdi Negara
Binjai, for their permission and opportunities in allowing the writer to
do observation and to collect data.
Muhammad Arifin Saragih and Sutarsih, her beloved parents, for
their endless love, prayers, financial, and moral support.
M. Nasir Saragih, Zulfansyah Saragih, Arif Herningsih Saragih,
Apriyanti Saragih, Pintaria Saragih, Kamalia Saragih, Siti Mai
Sarah Saragih, and Vinalia Saragih, her beloved brothers and sisters
who had given their love, advices, and support to the writer, and also
Aziz Putra Sentosa Siregar, for his support during her study.
ii
Her bestfriends in Reguler Dik. C’ 2010, her great class for the love
and togetherness throughout four years, especially Fathur Rizqi
Arifyani S.Pd, Mayasari Sipahutar, Sulistya Ningsih, Harnoi
Asrin Lumban Gaol S.Pd, Saidatul Hanim and Siti Hajar.
Her bestfriends in PPLT SMPN 3 Perbaungan for many
experiencies and togetherness, and also her bestfriends Rapicha
Haris and Putri Nurul Rahmadani Siregar.
Medan,
September 2014
The writer,
Mardia Pitaloka Saragih
Reg. No. 2103121028
iii
TABLE OF CONTENTS
Page
ABSTRACT ....................................................................................................i
ACKNOWLEDGMENT .............................................................................. ii
TABLE OF CONTENTS..............................................................................iv
LIST OF TABLES ........................................................................................vi
LIST OF APPENDIXES ............................................................................. vii
CHAPTER I INTRODUCTION.................................................................. 1
A. The Background of the Study ............................................................. 1
B. The Problem of the Study ................................................................... 5
C. The Objective of the Study ................................................................. 5
D. The Scope of the Study ...................................................................... 6
E. The Significance of the Study ............................................................ 6
CHAPTER II REVIEW OF LITERATURE ............................................. 7
A. Theoritical Framework ....................................................................... 7
1. Achievement................................................................................. 7
2. Reading ........................................................................................ 7
3. The Purpose of Reading ............................................................... 9
4. Reading Comprehension ............................................................. 10
a. Factors Affecting Reading Comprehension ......................... 12
b. Levels of Reading Comprehension ..................................... 13
c. Assessment of Reading Comprehension ............................. 15
5. Genre .......................................................................................... 17
6. Narrative Text ............................................................................. 20
a. Social Function ................................................................... 21
b. Generic Structure ................................................................ 21
c. Language Features .............................................................. 21
d. The Example of Narrative Text ........................................... 22
7. Teaching Reading Comprehension ............................................ 23
8. Experience Text Relationship Method ....................................... 25
a. The Nature of ETR Method ................................................ 25
b. The Application of ETR Method ........................................ 28
c. The Benefits of ETR Method ............................................. 29
9. Conventional Method (Leture Method) ..................................... 29
B. The Relevant Studies ......................................................................... 30
C. Conceptual Framework ..................................................................... 31
D. Hypothesis ......................................................................................... 32
CHAPTER III RESEARCH METHOD ................................................... 34
A. Research Design ................................................................................ 34
iv
B. Population and Sample ...................................................................... 35
1. Population ................................................................................... 35
2. Sample ........................................................................................ 36
C. The Instrument of Collecting Data .................................................... 36
D. The Procedure of The Test ................................................................ 37
1. Pre-test ........................................................................................ 37
2. Treatment ................................................................................... 37
3. Post-test ...................................................................................... 39
E. Scoring of Reading Test .................................................................... 40
F. The Validity and Reliability of the Test ............................................ 40
1. Validity of the Test ..................................................................... 40
2. Reliability of the Test ................................................................. 41
G. The Technique of Analyzing Data ..................................................... 42
CHAPTER IV THE DATA AND DATA ANALYSIS ............................. 44
A. The Data ............................................................................................ 44
B. Data Analysis .................................................................................... 45
1. Testing Reliability of the test ..................................................... 45
2. Analyzing the Data Using t-test ................................................. 46
C. Testing Hypothesis ............................................................................ 47
D. Research Findings .............................................................................. 48
CHAPTER V CONCLUSION AND SUGGESTIONS ............................ 49
A. Conclusion ........................................................................................ 49
B. Suggestions ....................................................................................... 49
REFERENCES ............................................................................................ 50
APPENDIXES .............................................................................................. 53
v
LIST OF TABLES
Page
Table 1.1
Table 3.1
Table 3.2
Table 3.3
Table 3.4
Table 3.5
Table 3.6
The Students’ Reading Score ........................................................ 3
Research Design ........................................................................... 34
Number of Population .................................................................. 35
Number of Sample ....................................................................... 36
Scenario for Teaching Experimental Group ................................ 38
Scenario for Teaching Control Group ......................................... 39
Specification of Reading Text ..................................................... 41
vi
LIST OF APPENDIXES
Page
APPENDIX A. The Score of the Pre-Test and Post-Test of
Experimental Group ............................................................ 53
APPENDIX B. The Score of the Pre-Test and Post-Test of
Control Group ..................................................................... 54
APPENDIX C. The Calculation of the Reliability of the Test ..................... 55
APPENDIX D. The Calculation of the T-test ............................................... 57
APPENDIX E. Table of Distribution T ........................................................ 61
APPENDIX F. Lesson Plan ........................................................................... 62
APPENDIX G. Reading Comprehension Test............................................... 93
APPENDIX H. The Key Answer ................................................................. 100
APPENDIX I. The Answer Sheet ................................................................ 101
vii
CHAPTER 1
INTRODUCTION
A.
The Background of the Study
English is learned in all levels of education, from the elementary school up
to the level of university. Based on the syllabus of senior high school the students
are expected to be able in mastering the four language skills in English subject,
namely: listening, speaking, reading, and writing. And this study will be focused
on reading skill.
Reading is one of the most important skill that we have to learned in order
to mastering English. Reading is the ability to draw meaning from the printed
page and interpret this information appropriately (Grabe and Stoller, 2002:9).
Reading is an active process. It is caused by while reading, the readers construct a
meaning based on the reader’s prior knowledge. In order to achieve that goals, the
comprehension is needed.
Reading comprehension is as the process of simultaneously extracting and
constructing meaning through interaction and involvement with written language.
(Snow, 2002:9). Reading comprehension means how the reader can find out the
message and comprehend the text well. So, the teacher is not only teach the
students how to read, but how to comprehend and find out the meaning from the
text.
In reading comprehension, there are four levels of comprehension: Literal
comprehension, interpretative comprehension, critical comprehension, and
creative comprehension. Each levels of reading comprehension has its own
1
2
difficulties for the students. The lowest level of comprehension is in the literal
comprehension, meanwhile the highest level of comprehension is in creative
comprehension.
According to Education Unit Curriculum or Kurikulum Tingkat Satuan
Pendidikan (KTSP) of Indonesia, students have to comprehend the information
from the text. That is why teach reading is a big responsibility for the teacher
nowadays, because the governments use reading to assess the students’ ability in
English which implicated in national examination. In the national examination
2013, the reading text for senior high school consists of 35 questions from the 50
questions tested.
Harmer (2003:208) states that students sometimes have low expectation
in reading comprehension. They consider that is difficult to comprehend the
content of the text, and they feel bored and it reduces the motivate of students. It
is caused by some factors, they are: the difficulties of certain words, and they got
difficulties to convey the meanings to the whole paragraph, and also the topic is
not interest, and the less of concentration.
Based on the writer’s observation in the tenth grade of SMA Swasta Abdi
Negara Binjai, the writer found the data of reading test from the first and the
second semesters in academic year 2012/2013 through interviewing the English
teacher Erna Lasmaida Panggabean, S. Pd. She said that many students could not
pass the Minimal Completeness Criterion (Kriteria Ketuntasan Minimal) which is
applied in the school is 75 in English subject. The data can be seen as follows :
3
Table. 1.1 The Tenth Grade Students’ Scores of Reading Tests in the
Two Last Semesters.
Semester
Score
Students
Percentage
1st Semester 2012/2013