THE EFFECT OF PROBLEM-BASED LEARNING AND PROJECT-BASED LEARNING ON STUDENTS READING COMPREHENSION OF NARRATIVE TEXT.
ABSTRAK
Hasibuan, Ida Handayani. NIM: 072188330017. Pengarub Problem-based
Learning dan Project-based Learning terbadap Pemabaman
Membaca pada Teks Naratif di SMA Negeri 11 Medan. Thesis.
Linguistik Terapan Bahasa lnggris, Program Pascasarjana,
Universitas Negeri Medan. 2010.
Penelitian bertujuan untuk mencari pengaruh strategi PBL dan PjBL terhadap
pemahaman membaca siswa pada wacana Naratif di SMA Negeri 11 Medan.
Pendekatan dalam riset ini menggunakan Experimental Research. Sampel yang
penelitian ini adalah 90 orang siswa semester pertama di SMA Negeri 11 Medan
Tahun Ajaran 2009/2010, dengan populasi 115 orang siswa dari 3 kelas.
Berdasarkan Teknik Sampling Random Cluster, 30 siswa diajarkan dengan
dengan menggunakan
menggunakan strategi PBL dan 30 siswa lagi di ~arkn
teknik PjBL dan 30 siswa lagi di ajarkan dengan menggunakan teknik tradisional.
Instrumen yang digunakan dalam penelitian ini adalah 50 butir soal pemahaman
membaca untuk mengukur pengaruh strategi PBL dan PjBI. Teknik yang
digunakan untuk menganalisa data adalah Factorial Design tepatnya One Way
Analysis Variance (ANOVA) dengan tingkat signifikan = 0.01, tingkat uji
hipotesis pada p (0.01), dengan 2 kategori yaitu pada Degree Freedom Between
(dfb) dan 87 pada degrees of Freedom within Group (dfw) adalah Fobserved lebih
besar dari pada F table (8.7 > 4.79). Ini berarti bahwa pembahasan hlpothesis nol
pertama .'ic:1 :J..n 1= J..l"··:= J..n3 ditolak dan hipothesis alternative pertama (S c: 1 w ~ :#
J.H: = J..n;) diterima. Ini berarti ditemukan bahwa PBL, PjBL dan Control Group
mempunyai pengaruh yang berbeda secara signifikan terhadap pemahaman
membaca siswa pada wacana naratif. Hasil penelitian berdasarkan hipothesis yang
kedua adalah bahwa strategi Problem-based Learning (PBL) lebih efektig
terhadap pemahaman menbaca siswa daripada project-based Learning (PjBL).
ABSTRACT
Hasibuan, Ida Handayani. Registration Number: 072188330017. The Effect
of Problem-based Learning and Project-based Learning on
students' Reading Comprehension of Narrative Text. A Thesis,
English Applied Linguistics Study Program, Postgraduate School,
State University ofMedan. 2010.
The study was conducted to find out the effect of using PBL and PJBL
Strategies on Reading Comprehension of Narrative Text at Senior high Schooll1
Medan. The research design used in this research was experimental research. The
sample of this research were 90 students of the first semester at Senior high
School 11 Medan in Academic Year of 2009-2010, with population 115 students
from three classes. Based on cluster random sampling technique, there were
chosen 30 students taught by using PBL strategy and 30 students taught PJBL
strategy and 30 students using Control Group. The instrument used were 50 items
of reading comprehension tests to measure PBL and PJBL. The technique of data
analysis was factorial design specifically by using One Way Analysis of Variance
(ANOVA) with significance level = 0.01. The testing of hypotheses in level p
(0.01), with 2 degree freedom between (dfb) and 87 degrees of freedom within
group (dfw) was found that F observed> than F table (8.7 > 4.79). It means that
the first null hypothesis of the study Ho1 :J.n 1= f.!"•-:= J.H 3 was rejected and the first
accepted. In other words, it was
alternative hypOthesis C' L~ 1 : J,l .' t* J,1 •:; = w ~)was
found that PBL and PJBL and Control Group have different effect significantly on
students' reading comprehension of narrative text. For the second hypothesis, the
researcher found out that the Problem-based Learning is more effective than
Project-based Learning.
••n
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TH.E
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A TIIESIS
THE EFFECT OF PROBLEM-BASED LEARNING AND PROJECT-BASED
LEARNING ON STUDENTS' READING COMPREHENSION OF
NARRATIVE TEXT
BY
IDA HANDAYANI HASIBUAN
Registration Number: 072188330017
English Applied Linguistics Study Program
State University of Medan
This Thesis was examined on 7th September 2010 by the Board of Examiners
Approved by
Adviser Commissions
First Adviser
Second Adviser
rof. Dr. Lince Sihombing, M.Pd.
NIP. 19610425 198601 2 001
Prof. M. Silitonga, Ph.D. ~
NIP.
~
APPROVAL
This Thesis was examined on 7th September 2010 by Board of Examiners
Board of Examiners
Prof. Dr. Lince Sihombing, M.Pd.
NIP.19610425 198601 2 001
Prof. M. Silitonga, Ph.D.
NIP.
Prof. Amrin Saragih, M.A., Ph.D.
NIP. 19550113 198203 1 002
Dr. Eddy Setia, M.Ed., TESP.
NIP. 19570412 1984031 001
Dr. Sn Minda Murni, MS.
NIP. 19630525 198803 2 016
Advisers' Statements
I certify that I have read this thesis and that. in my opinion it is fully adequate in scope and
quality as a Thesis for the Degree of Magister Humaniora.
Prof. Dr. Lince Sihombing, M.Pd.
First Adviser
quality as a Thesis for the Degree of Magister Humaniora.
ACKNOWLEDGEMENTS
The writer's endless gratitude is primarily expressed to Allah SWT for His
forever Blessings and Mercy that has enabled her to finish writing this piece of
academic work. In the process of writing this thesis, the writer has to confess that
many people have given her the care, attention and bright ideas. In this
connectio!!, she would like to express her very special gratitude te Prof. Dr. Lince
Sihombing, M.Pd being her First Adviser and Prof. M. Silitonga. Ph.D, being her
Second .Adviser, her excellent advisers, their understanding, effoitS in sharing
their valuable time especially for comments, advice, correcting, and suggestions.
She would like to thank her whole-hearted gratitude to the reviewers and
examiners, Prof. Amrin Saragih, M.A., Ph.D, Dr. Eddy Setia, M.Ed., TES , Dr.
Sri Minda Murni, M. S, and for their valuable inputs for completion of this thesis.
She also wishes to express thanks to all lecturers who have given her the v uable
knowledge and science during her study at the English Applied Linguistics Study
Program of Postgraduate School, State University of Medan.
Then, she would also like to express her sincere appreciation and love to
her Rar.ents, her sisters, and her brothers, especially her beloved mother, Laili
Marpaung, A. Ma and her father, Drs Idham Hsb, mother and father in l w, Hj.
Jumroh Ritonga and H. smail harahap who always sho
tHeir power ro give her
motiv ·on and pray never endless to finish the study. Next she also thanks
Efrizal Lulloh Harahap, ST. and her daughter Efriza
Aqilla harahap. And then her beloved brothers, Briptu Freddy Hamdani Hsb and
Fithra Mahendra SH who have given love,
11
supo~
advice, and sense of humor.
Ill
She also thanks Hilda Hrp, Astro Hrp and K.halid Ariandi, who have given her
spirit, motivation and encouragement in writing her thesis as soon as possible.
Next, she would like to thank Karya's family, Lau dendang's family, Hasti
Ariani's Family, Faridz fl!p, wale Ana, Tiur, Azizah Hsb, Dina Hrp, Happy,
Fatimah Sari Sir, Esron, Bonari, sister Ipeh, sister Indri
ho have supported her.
She also thanks headmaster of SMA Negeri 11 Medan, Drs. Ramly, M.Pd who
permits her to conduct the research in the school and also Ora. Hj. Zubaidah
Riton~
and Drs. Sopar Siregar, as professional teachers wlio help her in
conducting the treatment in her research. And students of SMA Negeri 11 Medan
who gave supports to this study should deserve her sincere gratituae for their
cooperative attitude and work during the research.
Finally, the writer must admit that the content of this thesis is still far from
being perfect, she warmly welcomes any constructive ideas and critics that will
improve the quality of the thesis. She also hopes this thesis would be useful for
those who read it, especially majoring in English.
Medan,
Septem r 2010
TABLE OF CONTENTS
page
ABSTRACT ................................................................................................... i
ACKN"OWLEDGEMENTS .......................................................................... ii
CHAP'I'ER I : INTRODUCTION .............................................................. l
1.1 Background of the Study ................................................. 1
1.2 Problems of the Study ...................................................... 5
-
1.3 Objectives of the Study ....................................................
1.4 Significance ofthe Study ..................................................
1.5 Scope of the Study ··············································'············ 7.
CHAPTER II : REVIEW OF LITERATURE .......................................... 8
2.1 Reading Comprehension .................................................. 8
2.1.l.Levels of Comprehension............................. ...... 13
2.1.1.1 Literal Comprehension .............................. 13
(J
2.1.1.2 Inferential Compehension ......................... 14
2.1.1.3 Evaluation ................................................ 16
2.1.1.4 Appreciation ............................................. 20
2.2 Schema Theory ............................................................... 20
2.4
Problem~asd
Learning (PBL) ...................................... 25
2.4.1 Definition ofPBL. ................................................. 25
2.4.2 The Principles of PBL ........................................... 28
iv
v
2.4.2.1. Some Key Principles of a ProblemBased Curriculum.................................... 29
2.4.3 Characteristics ofPBL .......................................... 30
2.4.4 Design of PBL ...................................................... 34
2.4.4.1 Instrutors Do ............................................. 34
2.4.4.3 Started with PBL ...................................... 34
2.4.5 The Roles ofPBL ................................._._._.............. 37
2.3.5.1 The Roles of the Instructor in PBL ......... 3 8
2.3.5.1 The Roles ofStudents in PBL .................. 3
2.4.6 The Strengths and Weaknesses ofPBL. ............... 40
2.3.6.1 The Strenghts ofPBL ................................ 40
2.3.6.2 The Weaknesses ofPBL .......................... Al
2.4. 7 The Process of PBL .............................................. 42
2.5 Project-based Learning (PjBL) ....................................... 43
2.5.1 Definition ofPjBL ................................................. 43
2.5.2 The Principles ofPjBL .......................................... 46
2.5.3 Characteristics ofPjBL .........................................49
2.5.4 Design ofPjBL..................................................... 0
2.4.4.1 Instructional Sequence in PjBL. ...............S5
2.5.5 The Roles ofPjBL ................................................. 56
2.5.5.1 The Roles of Instructors ............................ 56
2.5.5.2 The Roles ofStudents ................................. 57
2.5.6 The Strengths and Weaknesses ofEjBL ................ 57
2.5.6.1 The Strengths ofPjBL ............................... 57
2.5.6.2 TheW
esses ofPjBL .......................... 58
2.5.7 The Process ofPjBL. ............................................. 60
2. 7 Conceptual Framework ................................................... 63
2.8 Hypothesis ....................................................................... 65
vi
CHAPTER III: RESEARCH METHOD ................................................. 66
3.1 Research Design ............................................................. 66
3.2 Population and Sample ................................................... 67
3.3 The Instrument of Data Collection ................................. 68
3.4 Variables ......................................................................... 69
3.5 In:trument Validation ...................................................... 69
3.5.1 Validity ofTest...................................................... 69
3.5.2 Reliability .............................................................. 72
3.6 Procedures of Data Collection ........................................ 73
3.7 Preparation ..................................................................... 74
3.7.1 Pre-Test ................................................................. 74
3.7.2 Teaching Presentation ........................................... 74
3.7.3 Post-Test. ............................................................... 75
3.8 Technique of Data Analysis ........................................... 75
3.9 Statistical Hypothesis ..................................................... 75
CHAPTER IV: DATA ANALYSIS AND RESEARCH FINDINGS .•••. 7.7
4.1 Data Analysis ................................................................. 1.1
4.1.1 ValidityoftheTests ............................................. n
4.1.2 Reliability of the Tests .......................................... '?
4.1.3The Frequency Distributions ................................. 79
4.1.3.1 Teaching Reading Comprehension
using PBL ........... ..................................... 82
4.1.3.2 Teching Reading Comprehension
using PJBL .............................................. 83
using control group ............................... 83
Hypothesis................................................... 83
4.2.1 Hypothesis one....................................................90
4.2.2 Hypothesis two .................................................... 90
4.3 Research Findings .......................................................... 91
vii
CHAPTER V: CONCLUSIONS AND SUGGESTIONS •..•...•.••.•••..••..•• 92
5.1 Conclusions .................................................................... 92
5.2 Suggestions ..................................................................... 92
REFERENCES ........................................................................................... 94
APPENDICES ............................................................................................ 98
LIST OFTABLES
Table
Page
2.1 Structure of Narrative Text ................................................................ 30
2.2 Model of the PBL Process ••••••••••.•••••••••.•••••...•••••.•.•.•.•••••••••••...••••.••.•..• 35
2.3 Steps of PjBL ··························-···--··················································· 63
2.4 Differencess of PBL and PjBL ........................................................... 63
3.1 The Factorial Design ........................................................................... 67
3.2 The Outline of Reading Comprehension Test .•.....•••....•••..•..•.•...•.•••.70
4.1 Frequency Distribution of Students' Reading Comprehension of
Group One (PBL) ....••.•..•...•.•...••.••..•.•••.••..•.....•••.•••.••....•......•••..•.••.••..• '19
4.2 Frequency Distribution of Students'·Reading Comprehension of
Group two (PjBL)
.••••••....••••••.••.••.•...•..•......•••..••.•....••.....•..•.....•..•..... 80
4.3 Frequency Distribution of Students' Reading Comprehension of
Group three (Control Group) •........•••...•......••.•••....•.•.•....•..•..•....••...•.• 81
4.4 Analysis of Variance Table of the Post- Test of the three Groups.88
4.5 The Newman-Keuls Test for Deciding the Most Significant affee
Strategy ..•.•..•.•.••.••.••.••...•••••••••.•.••••.•••••...••••••.••.•..•••••.•••....•••.•...•...•.•.••• 89
Vlll
LIST OF FIGURES
Figures
Page
2.1 Students and Teachers' Roles in PBL ••••••••••••••••••••.••••..•.••••••••...•.•.••• 42
2.2 Design of PjBL ····························································-······················· 50
3.1 The Procedure of Data Collection ·-··-···-·······-··-···········-··········..... 73
4.1 The Histogram Test Scores (PBL Strategy) ••..•••..•••••••••••.•..•••.•••..••••• 80
4.2 Histogram Test Scores (PjBL Strategy) •.••..••••.•••••..•••.••••••.••- ........... 81
4.3 Histogram Test Score (Control Group) ........................................... 82
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IX
LIST OF APPENDICES
Appendices
Page
A. Example of Activity by Using PjBl Strategy ....................................... 98
B. Example of:A:ctivity by Using PBI Strategy••••••.•••••..•••••••••••••••••.....•.. 101
C. Example of Activity by Using Control Group Strategy ................... 104
D. The Reading Comprehension Test..................................................... l06
E. The Key Answer.........................................................................._......... 122
F. The Computation of Reliability of the First Tryout the
G. Post-Test Scores of Group Experimental one (PBL
Strategy) ............•...•...•..•••....•••.•••.•.•.•....•••.....•..•.•.••.••....••••...•••......••....• 125
H. Post-Test Scores of Group Experimental two (PjBL
Strategy) •....•.•...•.•.•....•••••.•.•.•.••.•••..•••.••••.•••...•.•••..••••••..••••••...•.•.......•.... 127
I. Post-Test Scores of Group Experimental three (Control
Group Strategy) .•••.•...••••••.••••.••..•.•..•••..••••••....•••••••••.•••••.•••.•.•••..••...•....• 128
J.
P.r~
Test of Reading Comprehension ............................................... 129
K. Post-Test Score of Reading Comprehension .................................... 130
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X
9
CHAPTER I
INTRODUCTION
1.1 Background of the Study
English is important for its position as a dominant international language.
It is used worldwide by varios nations in almost every aspect of life. It has
become the language of politics, trades, cultures, technology and etc. The
continuous advancement of commerce, science and technology has forced learners
in Indonesia to master English. Without mastering English, the development of
science and technology in Indonesia will be adopted slower by learners ~ince
most
of the science and technology books are written in English.
To adopt the growth of science and technology, learners should read the
· science and technology books because reading is the most important Ian
age
skill. Reading is one of four skills that is considered being important to the
as well as enriching their experience and intellectual ability.
required to be able to read. The most important step to preparing students to
comprehend
material is to help students unaerstand the reading
comprehensions.
"Reading is sometimes viewed as a passive skill. unlike speaking, reading
is not something that every individual learns to do. An enormous amount
of time, money, and effort is spent teaching reading in elementary and
1
2
secondary schools around the world, in fact, it is probably true to say that
more time is spent teaching reading than any other skills.
There are three reasons to recommend reading as one of the language
programs as a more central attention in English as Foreign Language (EFL) class.
First, students can usually perform at a higher level in reading than in other skills;
second, they can accurately understand written materials that they have not yet
prepared o discuss them accurately. Finally, reading is a productive skill.
Although one may read fictions for pleasure, one often reads nonfictions with
eyes to peiform the pleasure reading which serves to integrate
ariety of
language activities and purposes. Scientific and technological information written
in English are available in large number nowadays. To access such information,
the students need to be able to read and understand written sources.
In fact, reading is not as easy as people think, it is not easy to have the
ability of drawing meaning from the printed page and interpret the information
appropriately. Consequently, students will need to read the text two or three times
to get even approximate sense. All these take time and many less
students give up. Reading passage is bound to be too difficult for them and they
predict
at the whole experience will be frustrating and be motivating.
Sometimes, the students are bored with the materials which are presented
in reading
com~hensi
tasks. According to Soejoto (2002) one of the greatest
students in Indonesia are still poor. Although some teachers have used many
strategies in reading instructions to make students interested in doing reading
3
comprehension tasks, yet they just cheat or guess the answer of the questions or
the result is unsatisfy in doing reading tasks .
It is the fact that the majority of the students are not independent readers
and do not achieve good ability of it The fact shows that when the students face
the time-test, some of them cannot use the time wisely and answer the question
correctly.
Moreover, the Senior High Schools Curriculum has been concentrated on
the use of genre. According to 2007/2008 The Competency Stan
High School (Depdiknas, 2007 :2) the students should be able o comprehent:l
short functional text, dialogue and monologue text in form of narrative, recount,
news item, descriptive, report, exposition, explanation and discussion. The are
not hoped to write a text in a certain genre, but they are expected to be able to
comprehend some sorts of text and answer some questions related to the text.
However, it is important for the students to master genres, besides language
proficiency, because they will be able to understand a reading text by mastering
them.
In addition, government expects the students' achievement in each skill of
English as global language including reading by determining the graduation
standard of high school students that is called National Exam (UN) is held, and
reading is included in one skill to be tested.
strategies in order to overcome their lack desire of reading comprehension. In line
4
with this background, this study used two major types of strategies. The first type
is Problem-based Learning and the second type is Project-based Learning.
Generally, in PBL classrooms, the teacher acts as a coach for or facilitator
of activities that students carry out themselves. The teacher provides students with
appropriate problem fo work on, assist them in identifying and accessing the
materials and equipment necessary to solve the problems, gives necessary
feedback and support during the problem solving process, and evaluates student's
particiP.ation and products, with the goal of helping them develop their problem
solving as well as their language and literacy skills. Acoording to Sanjaya
(2006:220) PBL is good technique in understanding, increasing, critica
develoving and interesting.
Project-based Learning is a dynamic approach to teaching in which
students explore
real~wod
problems and challenges. With this type of active and
·engaged learning, students are inspired to obtain a deeper knowledge of the
subjects they're studying. Project is an attempt to create new instructional
practices that reflect the environment in which children now live and learn. And,
as the world continues to change, so does our definition of ProJect. The most
important recent shift in education has been the increased emphasis on standards,
students are expected to achieve good
comprehension focus to narrative text.
5
Narrative is not simply about entertaining a reading audience although it
generally always does so. Narrative is also a powerful medium for changing social
opinions and attitudes as some soap operas and televisions drama as narrative to
raise topical issues and present their complexities and different perspectives in
ways that are not
ssible ·n news reports ana current affairs program. Formally,
narrative sequences people/characters in time and snace. The structure of narrative
is generally more complex than the orientation and sequencing typical of
recounting. Stories, for example, bring a rather complex dimension · to play more
than simply sequencing a series of events, stories sequence to set up one or more
can emphasize with the characters. This problem part of the narrative must
eventually find some way of being resolved, otherwise people are left wtth :very
frustrated or angry readers. Good problem - solving skills are necessary
reading successful narratives and this is stage that most young readers find the
most difficult.
1.2 Problems of the Study
The research problems of this study are formulated as follows:
comp,rehension of narrative texts?
comprehension of narrative texts?
6
3. Which of these strategies is the more effective in developing the students'
reading comprehension of narative texts ?
1.3 Objectives of the Study
Related to the research problems specified above, this study attempts to
investigate whether the:
1. PrOblem-based
Learning
significantly
affects
on
reading
affects
on
reading
comprehension of narrative texts.
2. Project-based
Learning
significantly
comprehension of narrative text.
3. To explore which strategy more significantly affects on students' reading
comprehension of narrative text.
1.4 Significance of the Study
Findings of this study are expected to be useful for teachers of English in
overcoming the students' problems when reading the English text. Tliis study is
also expected to be useful as the grounds for further research in conducting a
research related to the improvement of the students' reading comprehension.
for lieadiilasters, in order to
improve his teacliers' quality to teach the students.
7
1.5 Scope of the Study
Beside the knowledge of Problem-based Learning and Project-based
Learning strategies as it has been mentioned in the previous background, there are
other factors that enable the readers to comprehend a reading text, such as the
readers will concern on reading comprehension on narrative text. This proposal
describes how Problem and Project learning aligns with research on the second
language acquisition. gives guide lines for teachers and adniinistrators on
implanting Problem-based Learning in classes or programs for adults in learning
English as a second language (ESL), and outlines of the benefits a.n'd challenges of
a Problem-based Learning approach with adult English language learne
Considering the fact that reading comprehension is effected by
factors, the researcher should limit the scope of the study. Hence, in line with the
background, this study is focused only narative text. Eventhough, base on levels
of comprehension, there are three kinds of level reading comprehension namely:
literal comprehension, inferential comprehension, and evaluation but for this
study, the reseacher limited merely on literal and inferential compre ension,
because the population used for this reasearch is still the first year tudents of
senior high school.
CHAPTERV
CONCLUSIONS AND SUGGESTIONS
5.1 CONCLUSIONS
Based on tfie data analysis in chapter IV, some conclusions are derived
through meaningful interpretation of the findings in this study and drawn as the
following drawn as follows:
Teaching reading comprehension with
Teaching reading comprehension with project-based learning does not
significantly affect to student's reading comprehension.
3. Teaching reading comprehension by applying Problem-based
Le~Uling
Strategy is more significantly effective than Project-based Learning
Strategy.
5.2 SUGGESTIONS
Based on the above conclusions, it is suggested that:
m
I. English teachers should teach Reading Comprehension by
Strategy in order to improve students in
comprehending the text will be imJ?I"Oved.
2.
comprehension by applying Problem-based Learning and Project-based
Learning Strategies.
92
93
3. Other researchers can develop further study in the area of Problem-based
Learning and Project-based Learning Strategies that will improve students'
achievement in reading comprehension.
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Language Pedagogy. White Plains, N. Y: AddisonWesleyLongman, Inc
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Collins, A., J. S. Brown & Newman, S. E. 1989. Cognitive Apprenticeship:
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Resnick (Ed.) Knowing, Learning, and Instruction: Essa:xs in Honor of
Robert Glaser, Hillsdale, NJ, Lawrence Erlbaum Associates, p. 453-494.
Connor, U. 1996. Contrastive Rhetoric: Cross Cultural Aspects of Second
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UK: Cambridge University Press or:
Cambridge University Press
Davies, F. 1995. Introducing Reading. In Nunan, D. 1999. Second Language
Teaching & Learning. Boston: Heinle & Heinle Publisher
D'Angelo, F. J. 19980. Process and Thought in Composition. Boston: winthrop
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http://www.pbl-ohline.orglAbbut/WhatisPBL.htm
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http://www.queensu.Ca/ctl/goO'dpractice/problem/process.html
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97
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Hasibuan, Ida Handayani. NIM: 072188330017. Pengarub Problem-based
Learning dan Project-based Learning terbadap Pemabaman
Membaca pada Teks Naratif di SMA Negeri 11 Medan. Thesis.
Linguistik Terapan Bahasa lnggris, Program Pascasarjana,
Universitas Negeri Medan. 2010.
Penelitian bertujuan untuk mencari pengaruh strategi PBL dan PjBL terhadap
pemahaman membaca siswa pada wacana Naratif di SMA Negeri 11 Medan.
Pendekatan dalam riset ini menggunakan Experimental Research. Sampel yang
penelitian ini adalah 90 orang siswa semester pertama di SMA Negeri 11 Medan
Tahun Ajaran 2009/2010, dengan populasi 115 orang siswa dari 3 kelas.
Berdasarkan Teknik Sampling Random Cluster, 30 siswa diajarkan dengan
dengan menggunakan
menggunakan strategi PBL dan 30 siswa lagi di ~arkn
teknik PjBL dan 30 siswa lagi di ajarkan dengan menggunakan teknik tradisional.
Instrumen yang digunakan dalam penelitian ini adalah 50 butir soal pemahaman
membaca untuk mengukur pengaruh strategi PBL dan PjBI. Teknik yang
digunakan untuk menganalisa data adalah Factorial Design tepatnya One Way
Analysis Variance (ANOVA) dengan tingkat signifikan = 0.01, tingkat uji
hipotesis pada p (0.01), dengan 2 kategori yaitu pada Degree Freedom Between
(dfb) dan 87 pada degrees of Freedom within Group (dfw) adalah Fobserved lebih
besar dari pada F table (8.7 > 4.79). Ini berarti bahwa pembahasan hlpothesis nol
pertama .'ic:1 :J..n 1= J..l"··:= J..n3 ditolak dan hipothesis alternative pertama (S c: 1 w ~ :#
J.H: = J..n;) diterima. Ini berarti ditemukan bahwa PBL, PjBL dan Control Group
mempunyai pengaruh yang berbeda secara signifikan terhadap pemahaman
membaca siswa pada wacana naratif. Hasil penelitian berdasarkan hipothesis yang
kedua adalah bahwa strategi Problem-based Learning (PBL) lebih efektig
terhadap pemahaman menbaca siswa daripada project-based Learning (PjBL).
ABSTRACT
Hasibuan, Ida Handayani. Registration Number: 072188330017. The Effect
of Problem-based Learning and Project-based Learning on
students' Reading Comprehension of Narrative Text. A Thesis,
English Applied Linguistics Study Program, Postgraduate School,
State University ofMedan. 2010.
The study was conducted to find out the effect of using PBL and PJBL
Strategies on Reading Comprehension of Narrative Text at Senior high Schooll1
Medan. The research design used in this research was experimental research. The
sample of this research were 90 students of the first semester at Senior high
School 11 Medan in Academic Year of 2009-2010, with population 115 students
from three classes. Based on cluster random sampling technique, there were
chosen 30 students taught by using PBL strategy and 30 students taught PJBL
strategy and 30 students using Control Group. The instrument used were 50 items
of reading comprehension tests to measure PBL and PJBL. The technique of data
analysis was factorial design specifically by using One Way Analysis of Variance
(ANOVA) with significance level = 0.01. The testing of hypotheses in level p
(0.01), with 2 degree freedom between (dfb) and 87 degrees of freedom within
group (dfw) was found that F observed> than F table (8.7 > 4.79). It means that
the first null hypothesis of the study Ho1 :J.n 1= f.!"•-:= J.H 3 was rejected and the first
accepted. In other words, it was
alternative hypOthesis C' L~ 1 : J,l .' t* J,1 •:; = w ~)was
found that PBL and PJBL and Control Group have different effect significantly on
students' reading comprehension of narrative text. For the second hypothesis, the
researcher found out that the Problem-based Learning is more effective than
Project-based Learning.
••n
""')
~II.>
TH.E
n
'i;
z
?
m
A TIIESIS
THE EFFECT OF PROBLEM-BASED LEARNING AND PROJECT-BASED
LEARNING ON STUDENTS' READING COMPREHENSION OF
NARRATIVE TEXT
BY
IDA HANDAYANI HASIBUAN
Registration Number: 072188330017
English Applied Linguistics Study Program
State University of Medan
This Thesis was examined on 7th September 2010 by the Board of Examiners
Approved by
Adviser Commissions
First Adviser
Second Adviser
rof. Dr. Lince Sihombing, M.Pd.
NIP. 19610425 198601 2 001
Prof. M. Silitonga, Ph.D. ~
NIP.
~
APPROVAL
This Thesis was examined on 7th September 2010 by Board of Examiners
Board of Examiners
Prof. Dr. Lince Sihombing, M.Pd.
NIP.19610425 198601 2 001
Prof. M. Silitonga, Ph.D.
NIP.
Prof. Amrin Saragih, M.A., Ph.D.
NIP. 19550113 198203 1 002
Dr. Eddy Setia, M.Ed., TESP.
NIP. 19570412 1984031 001
Dr. Sn Minda Murni, MS.
NIP. 19630525 198803 2 016
Advisers' Statements
I certify that I have read this thesis and that. in my opinion it is fully adequate in scope and
quality as a Thesis for the Degree of Magister Humaniora.
Prof. Dr. Lince Sihombing, M.Pd.
First Adviser
quality as a Thesis for the Degree of Magister Humaniora.
ACKNOWLEDGEMENTS
The writer's endless gratitude is primarily expressed to Allah SWT for His
forever Blessings and Mercy that has enabled her to finish writing this piece of
academic work. In the process of writing this thesis, the writer has to confess that
many people have given her the care, attention and bright ideas. In this
connectio!!, she would like to express her very special gratitude te Prof. Dr. Lince
Sihombing, M.Pd being her First Adviser and Prof. M. Silitonga. Ph.D, being her
Second .Adviser, her excellent advisers, their understanding, effoitS in sharing
their valuable time especially for comments, advice, correcting, and suggestions.
She would like to thank her whole-hearted gratitude to the reviewers and
examiners, Prof. Amrin Saragih, M.A., Ph.D, Dr. Eddy Setia, M.Ed., TES , Dr.
Sri Minda Murni, M. S, and for their valuable inputs for completion of this thesis.
She also wishes to express thanks to all lecturers who have given her the v uable
knowledge and science during her study at the English Applied Linguistics Study
Program of Postgraduate School, State University of Medan.
Then, she would also like to express her sincere appreciation and love to
her Rar.ents, her sisters, and her brothers, especially her beloved mother, Laili
Marpaung, A. Ma and her father, Drs Idham Hsb, mother and father in l w, Hj.
Jumroh Ritonga and H. smail harahap who always sho
tHeir power ro give her
motiv ·on and pray never endless to finish the study. Next she also thanks
Efrizal Lulloh Harahap, ST. and her daughter Efriza
Aqilla harahap. And then her beloved brothers, Briptu Freddy Hamdani Hsb and
Fithra Mahendra SH who have given love,
11
supo~
advice, and sense of humor.
Ill
She also thanks Hilda Hrp, Astro Hrp and K.halid Ariandi, who have given her
spirit, motivation and encouragement in writing her thesis as soon as possible.
Next, she would like to thank Karya's family, Lau dendang's family, Hasti
Ariani's Family, Faridz fl!p, wale Ana, Tiur, Azizah Hsb, Dina Hrp, Happy,
Fatimah Sari Sir, Esron, Bonari, sister Ipeh, sister Indri
ho have supported her.
She also thanks headmaster of SMA Negeri 11 Medan, Drs. Ramly, M.Pd who
permits her to conduct the research in the school and also Ora. Hj. Zubaidah
Riton~
and Drs. Sopar Siregar, as professional teachers wlio help her in
conducting the treatment in her research. And students of SMA Negeri 11 Medan
who gave supports to this study should deserve her sincere gratituae for their
cooperative attitude and work during the research.
Finally, the writer must admit that the content of this thesis is still far from
being perfect, she warmly welcomes any constructive ideas and critics that will
improve the quality of the thesis. She also hopes this thesis would be useful for
those who read it, especially majoring in English.
Medan,
Septem r 2010
TABLE OF CONTENTS
page
ABSTRACT ................................................................................................... i
ACKN"OWLEDGEMENTS .......................................................................... ii
CHAP'I'ER I : INTRODUCTION .............................................................. l
1.1 Background of the Study ................................................. 1
1.2 Problems of the Study ...................................................... 5
-
1.3 Objectives of the Study ....................................................
1.4 Significance ofthe Study ..................................................
1.5 Scope of the Study ··············································'············ 7.
CHAPTER II : REVIEW OF LITERATURE .......................................... 8
2.1 Reading Comprehension .................................................. 8
2.1.l.Levels of Comprehension............................. ...... 13
2.1.1.1 Literal Comprehension .............................. 13
(J
2.1.1.2 Inferential Compehension ......................... 14
2.1.1.3 Evaluation ................................................ 16
2.1.1.4 Appreciation ............................................. 20
2.2 Schema Theory ............................................................... 20
2.4
Problem~asd
Learning (PBL) ...................................... 25
2.4.1 Definition ofPBL. ................................................. 25
2.4.2 The Principles of PBL ........................................... 28
iv
v
2.4.2.1. Some Key Principles of a ProblemBased Curriculum.................................... 29
2.4.3 Characteristics ofPBL .......................................... 30
2.4.4 Design of PBL ...................................................... 34
2.4.4.1 Instrutors Do ............................................. 34
2.4.4.3 Started with PBL ...................................... 34
2.4.5 The Roles ofPBL ................................._._._.............. 37
2.3.5.1 The Roles of the Instructor in PBL ......... 3 8
2.3.5.1 The Roles ofStudents in PBL .................. 3
2.4.6 The Strengths and Weaknesses ofPBL. ............... 40
2.3.6.1 The Strenghts ofPBL ................................ 40
2.3.6.2 The Weaknesses ofPBL .......................... Al
2.4. 7 The Process of PBL .............................................. 42
2.5 Project-based Learning (PjBL) ....................................... 43
2.5.1 Definition ofPjBL ................................................. 43
2.5.2 The Principles ofPjBL .......................................... 46
2.5.3 Characteristics ofPjBL .........................................49
2.5.4 Design ofPjBL..................................................... 0
2.4.4.1 Instructional Sequence in PjBL. ...............S5
2.5.5 The Roles ofPjBL ................................................. 56
2.5.5.1 The Roles of Instructors ............................ 56
2.5.5.2 The Roles ofStudents ................................. 57
2.5.6 The Strengths and Weaknesses ofEjBL ................ 57
2.5.6.1 The Strengths ofPjBL ............................... 57
2.5.6.2 TheW
esses ofPjBL .......................... 58
2.5.7 The Process ofPjBL. ............................................. 60
2. 7 Conceptual Framework ................................................... 63
2.8 Hypothesis ....................................................................... 65
vi
CHAPTER III: RESEARCH METHOD ................................................. 66
3.1 Research Design ............................................................. 66
3.2 Population and Sample ................................................... 67
3.3 The Instrument of Data Collection ................................. 68
3.4 Variables ......................................................................... 69
3.5 In:trument Validation ...................................................... 69
3.5.1 Validity ofTest...................................................... 69
3.5.2 Reliability .............................................................. 72
3.6 Procedures of Data Collection ........................................ 73
3.7 Preparation ..................................................................... 74
3.7.1 Pre-Test ................................................................. 74
3.7.2 Teaching Presentation ........................................... 74
3.7.3 Post-Test. ............................................................... 75
3.8 Technique of Data Analysis ........................................... 75
3.9 Statistical Hypothesis ..................................................... 75
CHAPTER IV: DATA ANALYSIS AND RESEARCH FINDINGS .•••. 7.7
4.1 Data Analysis ................................................................. 1.1
4.1.1 ValidityoftheTests ............................................. n
4.1.2 Reliability of the Tests .......................................... '?
4.1.3The Frequency Distributions ................................. 79
4.1.3.1 Teaching Reading Comprehension
using PBL ........... ..................................... 82
4.1.3.2 Teching Reading Comprehension
using PJBL .............................................. 83
using control group ............................... 83
Hypothesis................................................... 83
4.2.1 Hypothesis one....................................................90
4.2.2 Hypothesis two .................................................... 90
4.3 Research Findings .......................................................... 91
vii
CHAPTER V: CONCLUSIONS AND SUGGESTIONS •..•...•.••.•••..••..•• 92
5.1 Conclusions .................................................................... 92
5.2 Suggestions ..................................................................... 92
REFERENCES ........................................................................................... 94
APPENDICES ............................................................................................ 98
LIST OFTABLES
Table
Page
2.1 Structure of Narrative Text ................................................................ 30
2.2 Model of the PBL Process ••••••••••.•••••••••.•••••...•••••.•.•.•.•••••••••••...••••.••.•..• 35
2.3 Steps of PjBL ··························-···--··················································· 63
2.4 Differencess of PBL and PjBL ........................................................... 63
3.1 The Factorial Design ........................................................................... 67
3.2 The Outline of Reading Comprehension Test .•.....•••....•••..•..•.•...•.•••.70
4.1 Frequency Distribution of Students' Reading Comprehension of
Group One (PBL) ....••.•..•...•.•...••.••..•.•••.••..•.....•••.•••.••....•......•••..•.••.••..• '19
4.2 Frequency Distribution of Students'·Reading Comprehension of
Group two (PjBL)
.••••••....••••••.••.••.•...•..•......•••..••.•....••.....•..•.....•..•..... 80
4.3 Frequency Distribution of Students' Reading Comprehension of
Group three (Control Group) •........•••...•......••.•••....•.•.•....•..•..•....••...•.• 81
4.4 Analysis of Variance Table of the Post- Test of the three Groups.88
4.5 The Newman-Keuls Test for Deciding the Most Significant affee
Strategy ..•.•..•.•.••.••.••.••...•••••••••.•.••••.•••••...••••••.••.•..•••••.•••....•••.•...•...•.•.••• 89
Vlll
LIST OF FIGURES
Figures
Page
2.1 Students and Teachers' Roles in PBL ••••••••••••••••••••.••••..•.••••••••...•.•.••• 42
2.2 Design of PjBL ····························································-······················· 50
3.1 The Procedure of Data Collection ·-··-···-·······-··-···········-··········..... 73
4.1 The Histogram Test Scores (PBL Strategy) ••..•••..•••••••••••.•..•••.•••..••••• 80
4.2 Histogram Test Scores (PjBL Strategy) •.••..••••.•••••..•••.••••••.••- ........... 81
4.3 Histogram Test Score (Control Group) ........................................... 82
z
?
m
IX
LIST OF APPENDICES
Appendices
Page
A. Example of Activity by Using PjBl Strategy ....................................... 98
B. Example of:A:ctivity by Using PBI Strategy••••••.•••••..•••••••••••••••••.....•.. 101
C. Example of Activity by Using Control Group Strategy ................... 104
D. The Reading Comprehension Test..................................................... l06
E. The Key Answer.........................................................................._......... 122
F. The Computation of Reliability of the First Tryout the
G. Post-Test Scores of Group Experimental one (PBL
Strategy) ............•...•...•..•••....•••.•••.•.•.•....•••.....•..•.•.••.••....••••...•••......••....• 125
H. Post-Test Scores of Group Experimental two (PjBL
Strategy) •....•.•...•.•.•....•••••.•.•.•.••.•••..•••.••••.•••...•.•••..••••••..••••••...•.•.......•.... 127
I. Post-Test Scores of Group Experimental three (Control
Group Strategy) .•••.•...••••••.••••.••..•.•..•••..••••••....•••••••••.•••••.•••.•.•••..••...•....• 128
J.
P.r~
Test of Reading Comprehension ............................................... 129
K. Post-Test Score of Reading Comprehension .................................... 130
~
1\11
X
9
CHAPTER I
INTRODUCTION
1.1 Background of the Study
English is important for its position as a dominant international language.
It is used worldwide by varios nations in almost every aspect of life. It has
become the language of politics, trades, cultures, technology and etc. The
continuous advancement of commerce, science and technology has forced learners
in Indonesia to master English. Without mastering English, the development of
science and technology in Indonesia will be adopted slower by learners ~ince
most
of the science and technology books are written in English.
To adopt the growth of science and technology, learners should read the
· science and technology books because reading is the most important Ian
age
skill. Reading is one of four skills that is considered being important to the
as well as enriching their experience and intellectual ability.
required to be able to read. The most important step to preparing students to
comprehend
material is to help students unaerstand the reading
comprehensions.
"Reading is sometimes viewed as a passive skill. unlike speaking, reading
is not something that every individual learns to do. An enormous amount
of time, money, and effort is spent teaching reading in elementary and
1
2
secondary schools around the world, in fact, it is probably true to say that
more time is spent teaching reading than any other skills.
There are three reasons to recommend reading as one of the language
programs as a more central attention in English as Foreign Language (EFL) class.
First, students can usually perform at a higher level in reading than in other skills;
second, they can accurately understand written materials that they have not yet
prepared o discuss them accurately. Finally, reading is a productive skill.
Although one may read fictions for pleasure, one often reads nonfictions with
eyes to peiform the pleasure reading which serves to integrate
ariety of
language activities and purposes. Scientific and technological information written
in English are available in large number nowadays. To access such information,
the students need to be able to read and understand written sources.
In fact, reading is not as easy as people think, it is not easy to have the
ability of drawing meaning from the printed page and interpret the information
appropriately. Consequently, students will need to read the text two or three times
to get even approximate sense. All these take time and many less
students give up. Reading passage is bound to be too difficult for them and they
predict
at the whole experience will be frustrating and be motivating.
Sometimes, the students are bored with the materials which are presented
in reading
com~hensi
tasks. According to Soejoto (2002) one of the greatest
students in Indonesia are still poor. Although some teachers have used many
strategies in reading instructions to make students interested in doing reading
3
comprehension tasks, yet they just cheat or guess the answer of the questions or
the result is unsatisfy in doing reading tasks .
It is the fact that the majority of the students are not independent readers
and do not achieve good ability of it The fact shows that when the students face
the time-test, some of them cannot use the time wisely and answer the question
correctly.
Moreover, the Senior High Schools Curriculum has been concentrated on
the use of genre. According to 2007/2008 The Competency Stan
High School (Depdiknas, 2007 :2) the students should be able o comprehent:l
short functional text, dialogue and monologue text in form of narrative, recount,
news item, descriptive, report, exposition, explanation and discussion. The are
not hoped to write a text in a certain genre, but they are expected to be able to
comprehend some sorts of text and answer some questions related to the text.
However, it is important for the students to master genres, besides language
proficiency, because they will be able to understand a reading text by mastering
them.
In addition, government expects the students' achievement in each skill of
English as global language including reading by determining the graduation
standard of high school students that is called National Exam (UN) is held, and
reading is included in one skill to be tested.
strategies in order to overcome their lack desire of reading comprehension. In line
4
with this background, this study used two major types of strategies. The first type
is Problem-based Learning and the second type is Project-based Learning.
Generally, in PBL classrooms, the teacher acts as a coach for or facilitator
of activities that students carry out themselves. The teacher provides students with
appropriate problem fo work on, assist them in identifying and accessing the
materials and equipment necessary to solve the problems, gives necessary
feedback and support during the problem solving process, and evaluates student's
particiP.ation and products, with the goal of helping them develop their problem
solving as well as their language and literacy skills. Acoording to Sanjaya
(2006:220) PBL is good technique in understanding, increasing, critica
develoving and interesting.
Project-based Learning is a dynamic approach to teaching in which
students explore
real~wod
problems and challenges. With this type of active and
·engaged learning, students are inspired to obtain a deeper knowledge of the
subjects they're studying. Project is an attempt to create new instructional
practices that reflect the environment in which children now live and learn. And,
as the world continues to change, so does our definition of ProJect. The most
important recent shift in education has been the increased emphasis on standards,
students are expected to achieve good
comprehension focus to narrative text.
5
Narrative is not simply about entertaining a reading audience although it
generally always does so. Narrative is also a powerful medium for changing social
opinions and attitudes as some soap operas and televisions drama as narrative to
raise topical issues and present their complexities and different perspectives in
ways that are not
ssible ·n news reports ana current affairs program. Formally,
narrative sequences people/characters in time and snace. The structure of narrative
is generally more complex than the orientation and sequencing typical of
recounting. Stories, for example, bring a rather complex dimension · to play more
than simply sequencing a series of events, stories sequence to set up one or more
can emphasize with the characters. This problem part of the narrative must
eventually find some way of being resolved, otherwise people are left wtth :very
frustrated or angry readers. Good problem - solving skills are necessary
reading successful narratives and this is stage that most young readers find the
most difficult.
1.2 Problems of the Study
The research problems of this study are formulated as follows:
comp,rehension of narrative texts?
comprehension of narrative texts?
6
3. Which of these strategies is the more effective in developing the students'
reading comprehension of narative texts ?
1.3 Objectives of the Study
Related to the research problems specified above, this study attempts to
investigate whether the:
1. PrOblem-based
Learning
significantly
affects
on
reading
affects
on
reading
comprehension of narrative texts.
2. Project-based
Learning
significantly
comprehension of narrative text.
3. To explore which strategy more significantly affects on students' reading
comprehension of narrative text.
1.4 Significance of the Study
Findings of this study are expected to be useful for teachers of English in
overcoming the students' problems when reading the English text. Tliis study is
also expected to be useful as the grounds for further research in conducting a
research related to the improvement of the students' reading comprehension.
for lieadiilasters, in order to
improve his teacliers' quality to teach the students.
7
1.5 Scope of the Study
Beside the knowledge of Problem-based Learning and Project-based
Learning strategies as it has been mentioned in the previous background, there are
other factors that enable the readers to comprehend a reading text, such as the
readers will concern on reading comprehension on narrative text. This proposal
describes how Problem and Project learning aligns with research on the second
language acquisition. gives guide lines for teachers and adniinistrators on
implanting Problem-based Learning in classes or programs for adults in learning
English as a second language (ESL), and outlines of the benefits a.n'd challenges of
a Problem-based Learning approach with adult English language learne
Considering the fact that reading comprehension is effected by
factors, the researcher should limit the scope of the study. Hence, in line with the
background, this study is focused only narative text. Eventhough, base on levels
of comprehension, there are three kinds of level reading comprehension namely:
literal comprehension, inferential comprehension, and evaluation but for this
study, the reseacher limited merely on literal and inferential compre ension,
because the population used for this reasearch is still the first year tudents of
senior high school.
CHAPTERV
CONCLUSIONS AND SUGGESTIONS
5.1 CONCLUSIONS
Based on tfie data analysis in chapter IV, some conclusions are derived
through meaningful interpretation of the findings in this study and drawn as the
following drawn as follows:
Teaching reading comprehension with
Teaching reading comprehension with project-based learning does not
significantly affect to student's reading comprehension.
3. Teaching reading comprehension by applying Problem-based
Le~Uling
Strategy is more significantly effective than Project-based Learning
Strategy.
5.2 SUGGESTIONS
Based on the above conclusions, it is suggested that:
m
I. English teachers should teach Reading Comprehension by
Strategy in order to improve students in
comprehending the text will be imJ?I"Oved.
2.
comprehension by applying Problem-based Learning and Project-based
Learning Strategies.
92
93
3. Other researchers can develop further study in the area of Problem-based
Learning and Project-based Learning Strategies that will improve students'
achievement in reading comprehension.
-z
?
m
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