THE EFFECT OF FIX – UP OPTIONS STRATEGY ON STUDENTS’ READING COMPREHENSION.
THE EFFECT OF FIX – UP OPTIONS STRATEGY ON
STUDENTS’ READING COMPREHENSION
A THESIS
Submitted in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
DWI SUCI INDAHSWARI TARIGAN
Registration Number 2112121006
ENGLISH AND LITERATURE DEPARTEMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
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, February 2016
Dwi Suci Indahswari Tarigan
Reg No. 2112121006
ABSTRACT
Dwi Suci Indahswari Tarigan. 2112121006. The Effect of Fix – Up Options
Strategy on Students’ Reading Comprehension. A Thesis. Faculty of
Languages and Arts, State University of Medan. 2016.
This study dealt with the effect of Fix – Up Options Strategy on the students’
Reading Comprehension. The objective of the study was to find out whether Fix –
Up Options Strategy significantly affects the students’ Reading Comprehension.
This study was conducted by using experimental design. The population of the
study was the students of grade VII of SMP Negeri 1 Pancur Batu in the academic
year 2015/2016, where there were 7 classes of VII grade and there were two
classes were selected as the sample by applying random sampling. The sample
was divided into two groups. The Experimental group (VII - 1) was taught by
applying Fix – Up Options Strategy, while the control group (VII - 2) was taught
by applying conventional method. The data of the study were obtained by reading
test. To determine the reliability of the test, the writer used Internal Cinsistency or
Kr 20. The data calculation showed that the coefficient of reliability of the test
was 0.82. It showed that the test was reliable and the reliability was very high.
The data were analyzed by applying t-test formula. After analyzing the data, the
result of the study showed that t-observed (4.49) was higher than t-table (2.000)
(t-observed ˃ t-table) at the level of significance of α = 0.05 and at the degree of
freedom (df) = 58. It can be concluded that applying Fix – Up Options Strategy
significantly affects on the students’ Reading Comprehension or in other words
the hypothesis is accepted.
Keywords: Fix – Up Options Strategy, Reading Comprehension, Descriptive Text
ACKNOWLEDGMENT
First of all, the writer would like to express her deepest gratitude to
Almighty God, Allah SWT for His amazing grace, uncountable blessing, love,
strength given to the writer during her study and in completing this thesis which
entitled: The Effect of Fix – Up Options Strategy on Students’ 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 he 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 his gratitude and special thanks to:
Prof. Dr. Syawal Gultom., M.Pd., as the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., as the Dean of Faculty of Languages and
Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department, as
Academic advisor and as her Reviewer and Examiner who has given her
precious time, guidence, suggestion and comments.
Nora Ronita Dewi, S.Pd, S.S., M.Hum., as the Head of English Education
Study Program.
Prof. Dr. Berlin Sibarani, M.Pd., her Thesis Advisor, who has given his
support, advices, guidance and his precious time in the process of
completing this thesis.
Dr. Siti Aisah Ginting, M.Pd., as her Reviewer and Examiner, who has
given her precious time, guidance, suggestions, and comments.
Dr. Rahmad Husein, M.Ed., as her Reviewer and Examiner, who has
given her precious time, guidance, suggestions, and comments.
All the Lecturers of English Department who have taught, guided, and
advised her throughout the academic years.
Eis Sri Wahyuningsih, S.Pd., M.Pd, as the Administration Staff of English
Department, for her attention, assistance, and information in completing this
thesis.
Drs. Manumbal Siahaan, M.Pd., as the Headmaster of SMP Negeri 1
Pancur Batu, for his permission in allowing the writer to do observation and
to collect the data needed for the thesis.
Anna Ulina, BA., the English Teacher of SMP Negeri 1 Pancur Batu, for
the supports, guidance, suggestions and motivation in the process of
completing this thesis. And all the teachers and students at the school for the
good cooperation.
Her beloved parents, Indra Tarigan and Miati, her lovely Sister, Nicky
Jayanti Tarigan, Syafira Oktaviana Putri Tarigan, for their endless love,
prayer, inspiration, motivation, courage and everything that they have given
to the writer during the process of completing the thesis. This thesis is
dedicated to you.
Her beloved friends, Indah Pratama Prida, S.Pd, , Irdawati Siagian,
S.Pd, Fibie Liona Pangaribuan, S.Pd, Era Enjelyna L.Raja Yessi Van
Carmelia Simbolon, Intan Nilam Sari, S.Pd, Onni Novia, Spd, Siti
Khairin Nasroh, Sarah Marilyn Silaban, Norita, Jelita Sitorus, and her
Closest friend, Sahabat Ginting, for the courage, motivation, help and
spirit during the completion of her thesis. Thank you for alyaws be there for
her.
Her friends in Reguler Dik A 2011, for their love and togetherness
throughout the four years; Her friends in PPLT SMP Negeri 1 Kabanjahe
for the togetherness and the experiences shared. And also for those who
cannot be mentioned one by one.
The writer realizes that this thesis still has the paucity, she conveniently
welcomes any suggestions, comments critics, and advices that will improve the
quality of this thesis. She hopes that this thesis would be useful for those who
read and feel interested in the field of this study.
Medan,
February 2016
The writer,
Dwi Suci Indahswari Tarigan
Reg No. 2112121006
TABLE OF CONTENTS
ABSTRACT ...................................................................................................................... i
ACKNOWLEDGEMENT ............................................................................................... ii
TABLE OF CONTENTS................................................................................................. iii
LIST OF TABLES ........................................................................................................... v
LIST OF FIGURE ........................................................................................................... vi
LIST OF DIAGRAMS ..................................................................................................... vii
LIST OF APPENDICES ................................................................................................. viii
CHAPTER I: INTRODUCTION ................................................................................... 1
A. The Background of the study ................................................................... 1
B. The Problem of the study ......................................................................... 3
C. The Objective of the study ....................................................................... 3
D. The Scope of the study ............................................................................. 3
E. The significance of the study ................................................................... 4
CHAPTER II: REVIEW OF LITERATURE .............................................................. 5
A. Theoretical Framework ............................................................................ 5
1. Reading Comprehension ..................................................................... 5
a. Levels of Comprehension ............................................................... 7
b. Measuring Reading Comprehension............................................... 8
c. Teaching Reading Comprehension ................................................. 9
d. Factors Making Reading Comprehension Difficult ........................ 10
e. The Assessment of Reading Comprehension ................................. 11
2. Types of the Text ................................................................................. 11
3. Descriptive Text .................................................................................. 12
4. Teaching Strategy ................................................................................ 13
5. The Nature of Fix-Up Options Strategy .............................................. 14
a. Procedure of Using Fix – Up Options Strategy .............................. 16
b. The Advantages of Fix – Up Options ............................................. 17
c. The Disadvantages of Fix – Up Options......................................... 18
B. Conceptual Framework ............................................................................ 18
C. Hypotheses ............................................................................................... 19
CHAPTER III: RESEARCH METHOD ....................................................................... 20
A. Research Design ....................................................................................... 20
B. Population and Sample............................................................................. 21
C. Instrument of Collecting Data .................................................................. 22
1. Source of Data .................................................................................... 22
2. Data ..................................................................................................... 22
D. Scoring the Test........................................................................................ 22
E. The Procedure of Research ...................................................................... 23
F. Validation of the Test ............................................................................... 25
G. Technique for Data Analysis .................................................................... 27
H. Stastical Hypothesis ................................................................................. 28
CHAPTER IV: DATA AND DATA ANALYSIS .......................................................... 29
A. Data Description....................................................................................... 29
B. Data Analysis ........................................................................................... 33
1. Realibilty of the Test ........................................................................... 33
2. Data Analysis by Using t-test Formula ............................................... 34
C. Testing Hypothesis ................................................................................... 35
D. Research Findings .................................................................................... 36
E. Discussion ................................................................................................ 37
CHAPTER V: CONCLUSION AND SUGGESTION .................................................. 40
A. Conclusion ............................................................................................... 40
B. Suggestions .............................................................................................. 40
REFERENCES ............................................................................................................ 41
LIST OF TABLES
Table 3.1 Two Group Pre test and Post test ....................................................................... 20
Table 3.2 Steps in Teaching Reading in Experimental Group .......................................... 24
Table 3.3Steps in Teaching Reading in Control Group ..................................................... 25
Table 3.4 Table of Spesification ........................................................................................ 27
Table 4.1 Students’ score in Pre- test ................................................................................. 30
Table 4.2 Table Distribution .............................................................................................. 30
Table 4.3 Students score in Post- test................................................................................. 31
Table 4.4 Table Distribution .............................................................................................. 32
LIST OF FIGURE
Figure 2.1 Fix- Up Options Self Monitor .......................................................................... 16
LIST OF DIAGRAMS
Diagram 4.1 Diagram of Students’ Score in Pre-test ......................................................... 31
Diagram 4.2 Diagram of Students’ score in Post-test ........................................................ 32
LIST OF APPENDICES
Appendix A. Pre-test and Post for Experimental and Control Group ................................ 41
Appendix B. Answer key of the Test ................................................................................ 48
Appendix C. The Score for Experimental and Control Group......................................... 49
Appendix D. Tables’ Calculation of Reliability ................................................................ 51
Appendix E. The Calculation of Reliability....................................................................... 53
Appendix F. The Calculation of T-test for Experimental and Control Group ................... 55
Appendix G. The Calculation of T - test ............................................................................ 59
Appendix H. The T – table Distribution ............................................................................. 61
Appendix I. Lesson Plans.................................................................................................... 62
Appendix J. Answer Sheet .................................................................................................. 72
CHAPTER I
INTRODUCTION
A. The Background of the Study
Reading is a basic life skill. Facing the new globalization era, students
need reading activities because there are much information that must be shared as
much as possible. Students are required to be able to read. By knowing much
information, students will be able to discover the news all over the world. When
they don’t have the willingness to read, they will get nothing. On the other hand,
there will be much information they get, if the students often read. Without the
skills of reading comprehension and motivation to read, students’ academic will
be limited. As the result, students interest in reading comprehension will be low
Various parties claim that the Indonesia people’s interest in reading
comprehension is still low. Vincent Grenary study (2009) reported that students’
reading ability was 51,7 percent in Indonesia, the final sequence after Philippines
(52,6 percent), Thailand (65,1 percent), Singapore (74,0 percent) and Hongkong
(75,5 percent). That is the ability to read. Indonesian’s students worst than
students from other countries.
Nowadays, in teaching reading the teacher usually orients to the students’
English textbook. Teacher teaches the students by asking the students only to read
the text and answer the questions. Such activities does not give any opportunities
to improve the students’ knowledge in reading. It doesn’t give any contribution to
the students’ reading comprehension. Therefore, students cannot comprehend
their reading text and be passive in teaching learning process. In this case, most of
the students still found difficulties in comprehending a reading text. This situation
must be overcome by the teacher. The teacher should make variation and choose a
suitable strategy in teaching reading in order to make the students interested in
reading.
There is a significant problem to master reading skill in school especially
in junior high school. Almost the number of the students cannot read the text and
grasp the meaning from the text. The students felt that it is not easy to have ability
to draw meaning and interpret the information from the text. This problem make
them not interested in reading the text. Besides, the teacher’s strategy in teaching
reading comprehension cannot solve the problem. The teacher’s strategy is
monotonous so the students often get bored while reading. When reading the text,
the students inadequate knowledge of the ability to determine what is the most
important, they can be quickly burried in meaningless, and if they not knowing
what to pay attention to as she read, they may become frustrated and quickly tune
out (Moreillon,2007).
Reading is difficult to learn, especially in reading English material. The
students’ lack of interest in reading the text, lack of understanding words and
sentence, how sentence relates one another, how the information fits together in
meaningful ways and the teacher’s monotonous strategy in teaching reading
comprehension are the factors of failure in reading comprehension.
Based on the writer observation, the writer found that the students felt
difficult and not interested in reading a text. They are not interesting because the
teacher only ask them to read, translates the text, and answers the question given
by the teacher.
Considering to the condition above, it is needed to provide the strategy in
teaching reading. The writer would like to conducted a research by using the
strategy, that is Fix – Up Options strategy which help the students increase their
achievement in reading comprehension. The strategy has several options (reread,
read ahead, figuring out unknown word) to make the students easier to
comprehend and get the thread meaning of the text.
B. The Problem of the Study
Based on the background of the study a research problem is formulated as
follows :
“Is there any signifficant effect of teaching with Fix – Up Options strategy
on Reading Comprehension?”
C. The Objective of the Study
Parallel with the research problem formulated on the previous section, the
objective of the study is to investigate the effect of applying Fix – Up Options
strategy significantly affects on the students’ reading comprehension.
D. The Scope of the Study
In this study, the writer discuss only using of Fix – Up Options strategy on
the students’ reading comprehension. In this case, the writer introduces Fix – Up
Options strategy for the first year of Junior High School students. This strategy
can use in any text, but the writer only focus on the descriptive text.
E. The Significances of the Study
Finding of the study are expected to be useful and relevant theoritically
and practically.
- Theoritically for other researchers, who are interested in getting information
about this strategy and conducting a research in the same subject matter
with different participants.
- Practically, the findings are useful for :
a. English teacher, who want to get information to enlarge their knowledge
and improve their ability in teaching reading.
b. Other researcher, it will be basic information in conducting further
researcher.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research finding, the researcher concludes that there is
significants effect of applying Fix – Up Options strategy on students’ achievement
in reading descriptive test, since students’ achievement in reading descriptive text
taught by applying Fix –Up Options strategy is higher than without applying Fix –
Up Options strategy. Therefore, alternative hypothesis (Ha) is accepted and null
hypothesis (Ho) is rejected. This is supported by the data analysis results in which
the t-observed (4,49) is higher than the t-table (2,00) at the significant level of
0,05.
B. Suggestions
Based on the the conclusion above, suggestion are put forwarded as
follows:
1. The English teachers are suggested to use Fix – Up Options strategy in their
teaching learning process in order to improve students’ achievement in
reading descriptive text.
2. Since this study is only focused on students’ achievement in reading
descriptive text. It is suggested that other researcher to apply Fix – Up
Options Strategy to improve students’ reading comprehension in many types
of the text. .
REFERENCES
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during studying. Discourse processess, 1979, 2, 197 – 212.
Arikunto, Suharsimi. 2010. Prosedur Penelitian Suatu Pendekatan Praktik.10th
Edition . Jakarta: Rineka Cipta.
Armbruster, Bonnie B., Catherin H. Echols, and Ann L. Brown. 1983. The Role
of Metacognition in Reading to Learn: A Developmental Perspective,
Reading Education Report. Illinions: University of Illnois At Urbana –
Champaign.
Ary,Donald, Lucy Cheser Jacubs, &Chris Sorensen.2010. Introduction to
Research in
Education.8th edition.Canada:Wads Worth Chengage
Learning.
Ary,Donald, Lucy Cheser Jacubs, &Chris Sorensen.2002. Introduction to
Research in
Education.6th edition.Canada:Wads Worth Chengage
Learning.
Barone,D,Hardman,D,& Taylor,J.2005. Reading First in The Class Room.
Buston: Allyn & Bacon.
Best, W. J. 1981. Research Education. New Jersey: Prenctice Hall.
Best, J. W and Khan, J. V. 2002. Research in Education. New Delhi: Prentice
Hall.
Blachowicz, Camille, Donna Ogle.2008. Reading Comprehension Strategies for
Independent Learners.2nd edition.New York, London: The Guildford
Press.
Camburne, B.L. & Turbill, J. B. 2007. Looking Back to Look Forward
Understanding The Present by Revisiting the Past: an Australian
Perspective. International Journal of Progressive Education, 3 (2), 8 – 29.
Clay, M. 1991. Education and Communities NSW centre for Effective Reading.
Everline, Nyokabi Maina., kochung, Edwards Joash & Oketch,Omandi. 2014.
Learning Strategies Used by Deaf Students in English Reading
Comprehension in Secondary School for the Deaf in Kenya: Department
of Language and Communication Studies, The Technical University of
Kenya. International Research Journal,(ISSN: 2141 – 5161) vol. 5(4)pp.
122-130.
Garner, R., Hare, V. C., Alexander, P., Haynes, J., & Vinograd, P. (1984).
Introducing Use of a Text Look Back Strategy among Unsuccessful
Readers. American Educational Research Journal, 21, 789 – 798.
Harme . J . 2004. How to Teach Writing. Lomdon : Longman.
Karen, Tankersley. 2003. The Threads of Reading Strategies for Literacy
Development [Electronic Book]. United State of America: ASCD.p. 90.
Klinger, Janette K, Sharon Vaughn,& Alison Boardman. 2007. Teaching Reading
Comprehension to Students with Learning Difficulties. London: The
Guildford Press.
Knapp. P & Watkins. M. 2005. Genre,Text and Grammar. Sidney: University of
New South Wales Press.
McNamara,Danielle S.2007. Reading Comprehension Strategies. London:
Lawrence Erlbaun Associates.
Moreillon,Judi.2007. Collaborative Strategies for Teaching Reading
Comprehension. Chicago: American Library Association.
Mudzielwana, Ndileleni Paulinah.2013. Research – based Teaching
Comprehension Strategies: Bridging The Gap. Journal of Language
Teaching and Research 4.2.317 – 327.
Neufeld, P. (2005). Comprehension instruction in content area classess. The
Reading Teacher, 59, 302 – 311.
Nurhasanah. 2015. The Effect of Using Look Back as Fix – It Strategy toward
Reading Comprehension on the Twelfth Grade Students at Islamic
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Department of English Education. Faculty of Education and Teacher
Training State Islamic University of Sultan Syarif Kasimriau. Pekan Baru.
Paris, Scott G, Steven A. Stahl. 2005. Childrend’s Reading Comprehension and
Assesment. London: Mahwah, New Jersey.
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Reading Comprehension [Electronic Book]. United State of America:
RAND, 2002.p.11.
Ramadhani, Yuni. 2010. Teaching Reading Comprehension of Narrative Text By
Using Fix – Up Options Strategy for IX Grade at Junior High School.
Department of English Education. STIKP. Sumatera Barat.
Westwood.2008.What Teacher Need toKnow About Reading and Writing
Difficulties. Australia: Accer Press.
Tovani,Cris.2000. I Read It But I Dont Get it. Colorado: Stenhouse Publisher
Portland,Maine.
STUDENTS’ READING COMPREHENSION
A THESIS
Submitted in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
DWI SUCI INDAHSWARI TARIGAN
Registration Number 2112121006
ENGLISH AND LITERATURE DEPARTEMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
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, February 2016
Dwi Suci Indahswari Tarigan
Reg No. 2112121006
ABSTRACT
Dwi Suci Indahswari Tarigan. 2112121006. The Effect of Fix – Up Options
Strategy on Students’ Reading Comprehension. A Thesis. Faculty of
Languages and Arts, State University of Medan. 2016.
This study dealt with the effect of Fix – Up Options Strategy on the students’
Reading Comprehension. The objective of the study was to find out whether Fix –
Up Options Strategy significantly affects the students’ Reading Comprehension.
This study was conducted by using experimental design. The population of the
study was the students of grade VII of SMP Negeri 1 Pancur Batu in the academic
year 2015/2016, where there were 7 classes of VII grade and there were two
classes were selected as the sample by applying random sampling. The sample
was divided into two groups. The Experimental group (VII - 1) was taught by
applying Fix – Up Options Strategy, while the control group (VII - 2) was taught
by applying conventional method. The data of the study were obtained by reading
test. To determine the reliability of the test, the writer used Internal Cinsistency or
Kr 20. The data calculation showed that the coefficient of reliability of the test
was 0.82. It showed that the test was reliable and the reliability was very high.
The data were analyzed by applying t-test formula. After analyzing the data, the
result of the study showed that t-observed (4.49) was higher than t-table (2.000)
(t-observed ˃ t-table) at the level of significance of α = 0.05 and at the degree of
freedom (df) = 58. It can be concluded that applying Fix – Up Options Strategy
significantly affects on the students’ Reading Comprehension or in other words
the hypothesis is accepted.
Keywords: Fix – Up Options Strategy, Reading Comprehension, Descriptive Text
ACKNOWLEDGMENT
First of all, the writer would like to express her deepest gratitude to
Almighty God, Allah SWT for His amazing grace, uncountable blessing, love,
strength given to the writer during her study and in completing this thesis which
entitled: The Effect of Fix – Up Options Strategy on Students’ 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 he 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 his gratitude and special thanks to:
Prof. Dr. Syawal Gultom., M.Pd., as the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., as the Dean of Faculty of Languages and
Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department, as
Academic advisor and as her Reviewer and Examiner who has given her
precious time, guidence, suggestion and comments.
Nora Ronita Dewi, S.Pd, S.S., M.Hum., as the Head of English Education
Study Program.
Prof. Dr. Berlin Sibarani, M.Pd., her Thesis Advisor, who has given his
support, advices, guidance and his precious time in the process of
completing this thesis.
Dr. Siti Aisah Ginting, M.Pd., as her Reviewer and Examiner, who has
given her precious time, guidance, suggestions, and comments.
Dr. Rahmad Husein, M.Ed., as her Reviewer and Examiner, who has
given her precious time, guidance, suggestions, and comments.
All the Lecturers of English Department who have taught, guided, and
advised her throughout the academic years.
Eis Sri Wahyuningsih, S.Pd., M.Pd, as the Administration Staff of English
Department, for her attention, assistance, and information in completing this
thesis.
Drs. Manumbal Siahaan, M.Pd., as the Headmaster of SMP Negeri 1
Pancur Batu, for his permission in allowing the writer to do observation and
to collect the data needed for the thesis.
Anna Ulina, BA., the English Teacher of SMP Negeri 1 Pancur Batu, for
the supports, guidance, suggestions and motivation in the process of
completing this thesis. And all the teachers and students at the school for the
good cooperation.
Her beloved parents, Indra Tarigan and Miati, her lovely Sister, Nicky
Jayanti Tarigan, Syafira Oktaviana Putri Tarigan, for their endless love,
prayer, inspiration, motivation, courage and everything that they have given
to the writer during the process of completing the thesis. This thesis is
dedicated to you.
Her beloved friends, Indah Pratama Prida, S.Pd, , Irdawati Siagian,
S.Pd, Fibie Liona Pangaribuan, S.Pd, Era Enjelyna L.Raja Yessi Van
Carmelia Simbolon, Intan Nilam Sari, S.Pd, Onni Novia, Spd, Siti
Khairin Nasroh, Sarah Marilyn Silaban, Norita, Jelita Sitorus, and her
Closest friend, Sahabat Ginting, for the courage, motivation, help and
spirit during the completion of her thesis. Thank you for alyaws be there for
her.
Her friends in Reguler Dik A 2011, for their love and togetherness
throughout the four years; Her friends in PPLT SMP Negeri 1 Kabanjahe
for the togetherness and the experiences shared. And also for those who
cannot be mentioned one by one.
The writer realizes that this thesis still has the paucity, she conveniently
welcomes any suggestions, comments critics, and advices that will improve the
quality of this thesis. She hopes that this thesis would be useful for those who
read and feel interested in the field of this study.
Medan,
February 2016
The writer,
Dwi Suci Indahswari Tarigan
Reg No. 2112121006
TABLE OF CONTENTS
ABSTRACT ...................................................................................................................... i
ACKNOWLEDGEMENT ............................................................................................... ii
TABLE OF CONTENTS................................................................................................. iii
LIST OF TABLES ........................................................................................................... v
LIST OF FIGURE ........................................................................................................... vi
LIST OF DIAGRAMS ..................................................................................................... vii
LIST OF APPENDICES ................................................................................................. viii
CHAPTER I: INTRODUCTION ................................................................................... 1
A. The Background of the study ................................................................... 1
B. The Problem of the study ......................................................................... 3
C. The Objective of the study ....................................................................... 3
D. The Scope of the study ............................................................................. 3
E. The significance of the study ................................................................... 4
CHAPTER II: REVIEW OF LITERATURE .............................................................. 5
A. Theoretical Framework ............................................................................ 5
1. Reading Comprehension ..................................................................... 5
a. Levels of Comprehension ............................................................... 7
b. Measuring Reading Comprehension............................................... 8
c. Teaching Reading Comprehension ................................................. 9
d. Factors Making Reading Comprehension Difficult ........................ 10
e. The Assessment of Reading Comprehension ................................. 11
2. Types of the Text ................................................................................. 11
3. Descriptive Text .................................................................................. 12
4. Teaching Strategy ................................................................................ 13
5. The Nature of Fix-Up Options Strategy .............................................. 14
a. Procedure of Using Fix – Up Options Strategy .............................. 16
b. The Advantages of Fix – Up Options ............................................. 17
c. The Disadvantages of Fix – Up Options......................................... 18
B. Conceptual Framework ............................................................................ 18
C. Hypotheses ............................................................................................... 19
CHAPTER III: RESEARCH METHOD ....................................................................... 20
A. Research Design ....................................................................................... 20
B. Population and Sample............................................................................. 21
C. Instrument of Collecting Data .................................................................. 22
1. Source of Data .................................................................................... 22
2. Data ..................................................................................................... 22
D. Scoring the Test........................................................................................ 22
E. The Procedure of Research ...................................................................... 23
F. Validation of the Test ............................................................................... 25
G. Technique for Data Analysis .................................................................... 27
H. Stastical Hypothesis ................................................................................. 28
CHAPTER IV: DATA AND DATA ANALYSIS .......................................................... 29
A. Data Description....................................................................................... 29
B. Data Analysis ........................................................................................... 33
1. Realibilty of the Test ........................................................................... 33
2. Data Analysis by Using t-test Formula ............................................... 34
C. Testing Hypothesis ................................................................................... 35
D. Research Findings .................................................................................... 36
E. Discussion ................................................................................................ 37
CHAPTER V: CONCLUSION AND SUGGESTION .................................................. 40
A. Conclusion ............................................................................................... 40
B. Suggestions .............................................................................................. 40
REFERENCES ............................................................................................................ 41
LIST OF TABLES
Table 3.1 Two Group Pre test and Post test ....................................................................... 20
Table 3.2 Steps in Teaching Reading in Experimental Group .......................................... 24
Table 3.3Steps in Teaching Reading in Control Group ..................................................... 25
Table 3.4 Table of Spesification ........................................................................................ 27
Table 4.1 Students’ score in Pre- test ................................................................................. 30
Table 4.2 Table Distribution .............................................................................................. 30
Table 4.3 Students score in Post- test................................................................................. 31
Table 4.4 Table Distribution .............................................................................................. 32
LIST OF FIGURE
Figure 2.1 Fix- Up Options Self Monitor .......................................................................... 16
LIST OF DIAGRAMS
Diagram 4.1 Diagram of Students’ Score in Pre-test ......................................................... 31
Diagram 4.2 Diagram of Students’ score in Post-test ........................................................ 32
LIST OF APPENDICES
Appendix A. Pre-test and Post for Experimental and Control Group ................................ 41
Appendix B. Answer key of the Test ................................................................................ 48
Appendix C. The Score for Experimental and Control Group......................................... 49
Appendix D. Tables’ Calculation of Reliability ................................................................ 51
Appendix E. The Calculation of Reliability....................................................................... 53
Appendix F. The Calculation of T-test for Experimental and Control Group ................... 55
Appendix G. The Calculation of T - test ............................................................................ 59
Appendix H. The T – table Distribution ............................................................................. 61
Appendix I. Lesson Plans.................................................................................................... 62
Appendix J. Answer Sheet .................................................................................................. 72
CHAPTER I
INTRODUCTION
A. The Background of the Study
Reading is a basic life skill. Facing the new globalization era, students
need reading activities because there are much information that must be shared as
much as possible. Students are required to be able to read. By knowing much
information, students will be able to discover the news all over the world. When
they don’t have the willingness to read, they will get nothing. On the other hand,
there will be much information they get, if the students often read. Without the
skills of reading comprehension and motivation to read, students’ academic will
be limited. As the result, students interest in reading comprehension will be low
Various parties claim that the Indonesia people’s interest in reading
comprehension is still low. Vincent Grenary study (2009) reported that students’
reading ability was 51,7 percent in Indonesia, the final sequence after Philippines
(52,6 percent), Thailand (65,1 percent), Singapore (74,0 percent) and Hongkong
(75,5 percent). That is the ability to read. Indonesian’s students worst than
students from other countries.
Nowadays, in teaching reading the teacher usually orients to the students’
English textbook. Teacher teaches the students by asking the students only to read
the text and answer the questions. Such activities does not give any opportunities
to improve the students’ knowledge in reading. It doesn’t give any contribution to
the students’ reading comprehension. Therefore, students cannot comprehend
their reading text and be passive in teaching learning process. In this case, most of
the students still found difficulties in comprehending a reading text. This situation
must be overcome by the teacher. The teacher should make variation and choose a
suitable strategy in teaching reading in order to make the students interested in
reading.
There is a significant problem to master reading skill in school especially
in junior high school. Almost the number of the students cannot read the text and
grasp the meaning from the text. The students felt that it is not easy to have ability
to draw meaning and interpret the information from the text. This problem make
them not interested in reading the text. Besides, the teacher’s strategy in teaching
reading comprehension cannot solve the problem. The teacher’s strategy is
monotonous so the students often get bored while reading. When reading the text,
the students inadequate knowledge of the ability to determine what is the most
important, they can be quickly burried in meaningless, and if they not knowing
what to pay attention to as she read, they may become frustrated and quickly tune
out (Moreillon,2007).
Reading is difficult to learn, especially in reading English material. The
students’ lack of interest in reading the text, lack of understanding words and
sentence, how sentence relates one another, how the information fits together in
meaningful ways and the teacher’s monotonous strategy in teaching reading
comprehension are the factors of failure in reading comprehension.
Based on the writer observation, the writer found that the students felt
difficult and not interested in reading a text. They are not interesting because the
teacher only ask them to read, translates the text, and answers the question given
by the teacher.
Considering to the condition above, it is needed to provide the strategy in
teaching reading. The writer would like to conducted a research by using the
strategy, that is Fix – Up Options strategy which help the students increase their
achievement in reading comprehension. The strategy has several options (reread,
read ahead, figuring out unknown word) to make the students easier to
comprehend and get the thread meaning of the text.
B. The Problem of the Study
Based on the background of the study a research problem is formulated as
follows :
“Is there any signifficant effect of teaching with Fix – Up Options strategy
on Reading Comprehension?”
C. The Objective of the Study
Parallel with the research problem formulated on the previous section, the
objective of the study is to investigate the effect of applying Fix – Up Options
strategy significantly affects on the students’ reading comprehension.
D. The Scope of the Study
In this study, the writer discuss only using of Fix – Up Options strategy on
the students’ reading comprehension. In this case, the writer introduces Fix – Up
Options strategy for the first year of Junior High School students. This strategy
can use in any text, but the writer only focus on the descriptive text.
E. The Significances of the Study
Finding of the study are expected to be useful and relevant theoritically
and practically.
- Theoritically for other researchers, who are interested in getting information
about this strategy and conducting a research in the same subject matter
with different participants.
- Practically, the findings are useful for :
a. English teacher, who want to get information to enlarge their knowledge
and improve their ability in teaching reading.
b. Other researcher, it will be basic information in conducting further
researcher.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research finding, the researcher concludes that there is
significants effect of applying Fix – Up Options strategy on students’ achievement
in reading descriptive test, since students’ achievement in reading descriptive text
taught by applying Fix –Up Options strategy is higher than without applying Fix –
Up Options strategy. Therefore, alternative hypothesis (Ha) is accepted and null
hypothesis (Ho) is rejected. This is supported by the data analysis results in which
the t-observed (4,49) is higher than the t-table (2,00) at the significant level of
0,05.
B. Suggestions
Based on the the conclusion above, suggestion are put forwarded as
follows:
1. The English teachers are suggested to use Fix – Up Options strategy in their
teaching learning process in order to improve students’ achievement in
reading descriptive text.
2. Since this study is only focused on students’ achievement in reading
descriptive text. It is suggested that other researcher to apply Fix – Up
Options Strategy to improve students’ reading comprehension in many types
of the text. .
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