THE EFFECTS OF TASK-BASED LANGUANGE LEARNING AND RECIPROCAL TEACHING STRATEGIES ON STUDENTS READING COMPREHENSION.
-~
EFF.ICTS OF TASK-BASED LANGUAGE LEARNING
AND UCIPROCAL TEACHING STRATEGIES
ON STUDENTS' READING COMPREHENSION
•
Anesis
By:
ZJJBBIXAD
~
N•ber: 071188330024
Sab.utted to tM haHU Applied IJaaaiiUa Stady Proanua
Ia Partial N•ent oftlae Reqlilrellleat for Decree of
MaPterBamulon
ENGLISH APPLIED LINGUIS11CS STUDY PROGRAM
POSTGRADUATE SCHOOL
STAT& tJNJVERS1TY OJ' MEDAN
2011
Jt
-~
EFF.ICTS OF TASK-BASED LANGUAGE LEARNING
AND UCIPROCAL TEACHING STRATEGIES
ON STUDENTS' READING COMPREHENSION
•
Anesis
By:
ZJJBBIXAD
~
N•ber: 071188330024
Sab.utted to tM haHU Applied IJaaaiiUa Stady Proanua
Ia Partial N•ent oftlae Reqlilrellleat for Decree of
MaPterBamulon
ENGLISH APPLIED LINGUIS11CS STUDY PROGRAM
POSTGRADUATE SCHOOL
STAT& tJNJVERS1TY OJ' MEDAN
2011
Jt
A THESIS
THE EFFECTS OF TASK-BASED LANGUAGE LEARNING
AND RECIPROCAL TEACHING STRATEGIES
ON STUDENTS' READING COMPREHENSION
ZURRIYATI
Registration Number: 07188330024
This thesis was examined on July 07th, 2011 by the Board of Examiners
Approved by
Adviser Commission
Second Adviser
I
'
Prof. Amrin Saragih, M.
NIP. 19550113 19820
APPROVAL
This Thesis was examined on July 07tll, 2011 by the Board of Examiner
.;,,
\
Board of examiners
,.~)
1. Prof. TiDa Mariany Arifin, M.A., Ph. D
NIP.19440302196902 2 001
'"t
t
2. Prof. Amrin Saragih, M.A., Ph. D
NIP. 19550113 198203 1 002
"i
3. Prof. Dr. LiDce SihombiDg, M. Pd
NIP. 19610425 198601 2 001
4. Dr. Didik Santoso, M. Pd
NIP. 19660616 199403 1 006
5. Dr. Eddy Setia, M. Ed., TESP
NIP. 19570412 198403 1 001
ACKNOWLEDGEMENTS
The writer hardly knows where to start expressing her gratitude but for sure it
goes to all those who have assisted her in the process of completing this thesis. It would
be impossible to list all names but some deserve her special thankfulness.
The completion of this thesis is nothing without the support of many. people
around the writer. First and foremost, she would like to express her endless gratitude
primarily to Allah SWT for His forever Blessings and Mercy that has enabled her to
complete this piece of academic work as one of the requirements to obtain the degree of
Master Humaniora.
To Prof. Hj. Tina Mariany Arifm, M.A., Ph.D., her First Adviser and the former
.
Head, English Applied Linguistics Study Program who has spent her valuable time for
consultation, great supervision, and full support in the process of completing this thesis.
The writer canaot thank enough for all her care, attention, and suggestion that have
nurtured her intellectual thinking.
To Prof. Amrin Saragih, M.A., Ph.D., her Second Adviser; for the guidance,
comments, criticisms, encouragement, suggestions, and special note for the improvement
of the quality of the content of this thesis.
Her great gratitude is extended to Prof. Dr. Busmin Gurning, M.Pd. and Prof. Dr.
Lince Sihombing, M.Pd., Head and Secretary, English Applied Linguistics Study
Program for their administrative assistance.
She would like to thank her whole-hearted gratitude to
Dr. Didik Santoso,
M.Pd., Dr. Eddy Setia, M.Ed., TESP, Prof. Dr. Lince Sihombing, M.Pd., as her reviewers
-
and examiners, for their valuable inputs to be inserted in this thesis. She also wishes to
ii
express her thankfulness to all the lecturers who have given her the valuable knowledge
during the time spent studying at the English Applied Linguistics Study Program,
Postgraduate School, State University ofMedan.
Then, she would also like to express her sincere appreciation and love to her
parents and her brother, especially her beloved father and mother, A. Jalil and Rukmini
who always show thek power, endless motivation, and pray to finish the study. Next,
she
also thanks especially her beloved brother, Joni, Hany, Ramli, and Fadli and beloved
sister Chairy, Ana, Ida, Lia, Wirdya who have given love, support, and advice. Special
thanks to Suadi, her husband , who has given her the chance, spirit, motivation, and
encouragement in the process of completion her study and special thank to her children,
Raja and Ratu who have been understandable for her absence as a mother.
Her gratitude is directed to her beloved friends, Hilda, Ida, Sari, Yuyun, Dedek
Fitriah, and Sofyan Arianto who have been together in sharing ideas and support each
·...
other. She also thanks Dra. M. Najar, M. Hum., Head of Tarbiyah Department, State of
Islamic School Malikussaleh Lhokseumawe, who permitted her to conduct the research in
this fteld, and thank to all students for their participations.
May Allah Bless us!
Medan,
June 2011
The writer,
Zurriyati
Registration Number 072188330024
iii
ABSTRACT
Zurriyati. Registration Number: 072188330024. The Effeds of Task-Based
Language Learning and Reciprocal Teaching Strategies on Students' Reading
Comprehension. A Thesis. English Applied Linguistics Study Program
Postgraduate School, State University ofMedan. 2011.
'
The objectives of this experimental reSearch were to investigate: 1) the students'
achievement in reading comprehension taught by using Task- Based Learning and
Reciprocal Teaching, 2) the difference between students' achievement in reading
comprehension with high and low competence in Grade Point Average (GPA), and, 3)
the interaction between teaching strategies and competence on students' achievement in
reading comprehension. The study was conducted at State Islamic Higher Education (
Sekolah Tinggi Agama Islam Negeri: STAIN)) Malikussaleh Lhokseumawe. The
population was 120 Semester IV students, English Study Program. From the total number
of students, 60 were chosen as the samples. It was an experimental study with factorial
design . The independent variables were Task-Based Learning, Reciprocal Teaching,
Students' Competence, and the dependent variable was reading comprehension
achievement. The Unit 2 (two) was taught by using Task- Based Learning and unit 3
(three) was taught by using Reciprocal Teaching. The instrument used was a multiple
choice test of 50 items with 4 options. The data collected were analysed with two ways
analysis of Variance (2 x 2 ANOVA). The results showed that (1) the students'
ach\evement in reading comprehension taught by using Task Based Language Learning is
better than Reciprocal Teaching, (2) there is a significant difference between students'
achievement in reading comprehension of students who have high, and low competence.
and, (3) there is an interaction between teaching strategies and competence toward
reading comprehension achievement Based on the fmdings, it can be concluded that
teaching reading comprehension with Task-Based Language Learning make the sudents
achievement higher than Reciprocal Teaching, because Task Based Language Learning
significantly affects the students' achievement in reading comprehension. Therefore, the
implication for the teacher to be trained and given more information about this method
and the teacher should apply it in English instruction to develop the students' reading
comprehension achievement.
ABSTRAK
....
Zurriyati. Registration Number: 072188330024. The Effects C>f Task-Based
Language Learning and Reciprocal Teaching Strategy on Students' Reading
Comprehension. A Thesis. English Applied Linguistics Study Program,
Postgraduate School, State University ofMedan. 2011.
Penelitian ini bertujuan untuk mengetahui: I) perbedaan basil belajar Reading
Comprehension siswa yang diajarkan dengan menggunakan Task-Based Language
Learning dan basil belajar siswa yang diajarkan dengan menggunakan strategy
Reciprocal Teaching, 2 ) perbedaan basil belajar Reading Comprehension siswa yang
memiliki kompetensi (IPK) tinggi dengan siswa yang memiliki kompetensi (IPK)
rendah, dan 3) Interaksi antara strategi pembelajaran dan kompetensi siswa terhadap
hasil belajar Reading Comprehension siswa. Penelitian ini dilaksanakan pada Sekolah
Tinggi Agama Islam Negeri (STAIN) Malikussaleh Lhokseumawe pada siswa
semester IV denganjumlah populasi 120 siswa. Dari total populasi yang ada diambil
60 siswa sebagai sampel dengan menggunakan teknik cluster random sampling.
Penelitian ini menggunakan metode eksperimental semu dengan desain faktorial 2x2.
Variabel bebas adalah Task-Based Language Learning, Reciprocal Teaching,
kompetensi siswa dan variabel terikat adalah hasil belajar Reading Comprehension
siswa. Unit 2 (dua) diajarkan dengan strategi TBLL dan Unit 3(tiga) diajakan dengan
menggunakan RT. Instrumen penelitian menggunakan tes hasil belajar Reading
Comprehension siswa yang berbentuk choice yang berjumlah ·50 butir soal. Teknik
analisis data menggunakan ANOVA dua jalur. Hasil pengujian hipotesis
menunjukkan bahwa (I) hasil belajar siswa yang diajarkan dengan menggunakan
TBLL lebih bagus dari pada diajarkan dengan RT, (2) ada perbedaan yang siknifikan
antara hasil belajar Reading Comprehension siswa yang memiliki kompetensi tinggi
dengan Kompetensi rendah. (3) Adanya interaksi antara strategi mengajar dengan
kompetensi terhadap hasil belajar Reading Comprehension siswa. Berdasarkan hasil
penelitian bisa disimpulkan bahwa mengajar Reading Comprehension dengan
menggunakan Task-Based Language Learning siswa memperoleh hasil belajar yang
lebih tinggi dari pada menggunakan Reciprocal Teaching. Hasil penelitia ini
berimplikasi terhadap guru untuk memperoleh training dan informasi yang cukup
agar bisa menerapkan strategi ini demi meningkatkan hasil belajar siswa.
.
LIST OF TABLES
Table
'z,
2.1
Page
Task Type..................................................................................................... 16
2.2 Different Process Between TBLL & RT ................................................... 34
3.1
2x2 Factorial Design of the Study .............................................................. -39
4.1.
Frequency Distribution of Students' Achievement in Reading
Comprehension Taught by Using TBLL .................................................... 46
4.2
Frequency Distribution of Students' Achievement in Reading
Comprehension Taught by Using RT ......................................................... 48
4.3
Frequency Distribution of Students' Achievement in
Reading Comprehension Taught by Using TBLL
with High Competence.............................................................................. 49
4.4
Frequency Distribution of Students' Achievement in
Reading Comprehension Taught by Using TBLL
..
with Low Competence ..............................................................................
4.5
51
Frequency Distribution of Students' Achievement in Reading
Comprehension Taught by Using RT with High Competence..................... 52
4.6
Frequency Distribution of Students' Achievement in Reading
Comprehension Taught by Using RT with low competence ........................ 54
4.6
Frequency Distribution for Students' Achievement in Reading
Comprehension with High Competence................................................... 54
4. 7
Frequency Distribution for Students' Achievement in Reading
viii
Comprehension with low competence ....................................................
56
4.9 Testing Result of Data Normality (Liliefors Test)....................................
59
4.10 Testing Result ofHomogenity Variance by using F Test.........................
60
4.11 Calculation ofHomogenity (Barlett Test) ................................................. 60
4.12 Data of the Research.................................................................................
62
4.13 ANOVA Result of Students' Achievement..
in Reading Comprehension ...._................................................................... 62
4.14 Results ofTuckey Test Calculation........................................................... 66
..
_
-
ix
LIST OF APPENDICES
APPENDIX
A.
1
Page
Reading Comprehension Test..............................................................
76
1.
Validity of the Test......................................................................
89
2. -Computation of Reliability of Reading Comprehension Test.....
89
·;
B.
,;.
Data of Students' Achievement in Reading Comprehension
and Competence ...................................................... ............................
92
c. Main Data oftbe Research....................................................................
94
D.
Calculation of the Basic Statistic............................................
95
E.
Testing the Normality of tbe Data by Using Liliefors................. ...
109
F.
Testing the Homogenity of tbe Variance of the Sample..................
119
G.
Factorial Design with ANOVA 2 x 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
122
H.
Tuckey Test....................................................................
125
~
.
xi
CHAPTER I
INTRODUCfiON
Globalization is the term most commonly used to describe the present era.
It points to the emergence of a set of processes that relate to the rapid movement
of ideas. goods, and people around the globe. To face this condition, the people
need reading. It is a social demand that all individuals should keep up with all the
rapid changes around the world. Through reading, people get a chance to face
competitions and challenges to lead a good life. With the ability to read, one is
able to gain valuable information, and improving knowledge, that help the people
to choose and decide what is best to do for life. There is a general agreement that
reading is essential to succeed in our society and reading is the window of the
world.
Reading is lin activity to obtain the information from the written form. While
reading, the readers actively make use of any bit of clue in order to process the
amount of information from the written material. The reader has to make use of
his I her past experiences and future expectations to understand the meanings of a
text. This process shows that reading activity is not only a passive process but also
it is an active activity in getting and processing the information.
Reading is a foundation of any science mastery. There is no adequate level
~
...
of science without reading. To develop the knowledge, one must read. Bright
(1975) states that further education depends on quantity and quality of reading. In
,....
1
2
fact, not all learners like reading. Sometimes they feel punished when it comes to
reading. It is not an interesting subject for them. Being able to read does not mean
that they can understand the content. They just can read without having the ability
•
in_ c~mprehndig
~e
intention due_ to the fact that llfiderstanding what the writer
of the book communicates is the end product of a reading process. In other words,
a student's success in reading is evaluated by his I her ability and extent of
understanding the content being read ( Stoodt, 1981 ).
In language learning, reading is one of the four skills ( listening, speaking,
reading, and writing) which should be mastered in order to execute
communication effectively. The four skills are well intercorelated in language
learning; writing without reading will not occurre. To write, certainly needs ideas
that get through reading, and more reading should be written to inform others.
Reading and writing are the keys of knowledge, to know or to criticize for
reconfmning or rejecting previous valid concepts and theories.
..
However, -not all of-the reading activities is reading comprehension.
Reading and reading comprehension are different. Commonly reading is uttering
printed and written matter, and a process of communication from the writer to the
reader. Particularly reading is an activity to understand nature and behavior, to
interpret and to get the meaning of something written, printed, and embossed by
using eyes and mind. While reading comprehension is the understanding that
results from perceiving a written text. Reading comprehension involves taking
meanings of a text in order to obtain meanings from the text. An individual may
3
be able to comprehend a text fully when slhe can recognize the words and
\
sentences of the texts and know what their meanings are.
A student reads a text to understand its meaning, as well as to put that
•
_un~rstadif!g
to_usc:.Jlte sfl:ldent reads a text to
team. to find out information, to
be entertained, to get general picture about the content of the text, to get implicit
and explicit idea, and to interpret the meaning of words, phrase, and sentence. The
purpose of reading is closely connected to a person's motivation for reading. It
will also affect the way a book is read. A dictionary is read in different ways from
the way a novel is read. In the classroom, a teacher needs to be aware of his/her
students' learning needs, including their motivation for reading comprehension
and the purpose that reading has in their lives.
Reading comprehension at the English Department is a subject that must
be studied by every student Most students of the English Department can read
English words and letters well but few of them can read it comprehensively. This
phenomena also happened at the English Study Program, State Islamic Higher
Education· ( Selroloh · Tinggi Agama Islam Negeri: STAIN) Malikussaleh
Lhok5eumawe, because they are able to read texts well but lack in understanding
the meanings as
wen as pronunciation. It is indicated from the low score they
obtain in the examination in the middle and the last semester.
In fact, lecturers and students attempt to achieve maximum value with their
own ways and strategies, such as giving text to be translated, find out difficult
words, and try to answer the questions. These methods are implemented in every
meeting but the students' achievement in reading comprehension are still in the
4
low level. So, to improve the students' reading ability some new strategies are
needed.
Based on the previous stated phenomena, the researcher is interested in
•
conducting a research on the effects of Task-Based Language Learning and
Reciprocal Teaching strategy on students' reading comprehension achievement
Task-Based Language Learning means a goal-oriented communicative activity
with a specific outcome, where the emphasis is on exchanging meanings, not
producing specific language fonns. Reciprocal Teaching is an instructional
activity that takes place as a dialogue between teachers and students regarding
segments of the text In this activity, the teacher and the students take turns
assuming the role. of teacher in leading the dialogue.
1.2 Problems of the Study
Based on the bac}(ground of the study previously stated, the problems are
•
formulated as follows.
l. Is the students' achievement in reading comprehension taught by using
TBLL higher than that taught by using RT ?
2. Is the students' achievement in reading comprehension with high
competence in Grade Point Average (GPA) taught by using TBLL higher
than that with low competence?
3. Is the students' achievement in reading comprehension with high
.
......
competence taught by using RT higher than that with low competence?
5
4. Is there any significant interaction between teaching strategies and
competence in teaching reading comprehension?
1.3 Objectives ofthe Study
The objective of the study are
l) to
investigate
whether
the
students'
achievement
in
reading
comprehension taught by using TBLL are higher than those taught by
usingRT.
2) to examine Whether the students' achievement in reading comprehension
taught by using TBLL are higher than those taught by using RT with high
competence and low competence and
3) to ascertain whether there is a significant interaction between teaching
•
.
strategies and competence in teaching reading comprehension.
1.4 Stope ef the Study
There· are so · many factors that influence the students in the learning
process. They may come from internal factors such as, the students own
personality, attitude, interest, motivation, habitS, and curiosity and external factor
such as, out of school environment, school environtment, and teaching stategies.
In the teaching-learning process, there are so many strategies that can be
used to improve the students' ability and achievement specially in learning
reading comprehension. But in this study, the writer just focuses on the TBLL and
6
RT applied to improve the students' ability in understanding reading
comprehension.
1.5 Signfca~es
of !!te Study
Findings of this research are expected to be useful theoretically and
practically.
Theoretically, the results of the study will hopefully ( l ). enrich and add up
knowledge to increase quality.in teaching-learning process, especially, it related to
strategy in teaching English and reading comprehension, (2). a contribution for
lecturers of English in assisting thestudents identify the way how to use these
methods when learning reading and to facilitate their reading comprehension. It is
also expected to be useful as a trigger for further research in conducting a research
related to the improvement of the students' reading comprehension.. Meanwhile,
the result of this study will. practically. provide valuable infonnation .to English
•
language teachers in·theit attempts to decide of the best stategy, method and
approach to be applied in improving the students' reading comprehension
achievement and for teachers and students in solving many problems in reading.
...
74
REFERENCES
..
Anderson, R.C. (1991). The Notion of Schemata and the Educatioal Enterprise. In
R.C. Anderson, RJ. Spiro, RWE. Montague (Eds). &hooling and the
Acquisition ofKnowledge. Hildale, NJ: Erlbaum .
Ary, D. (1979). Introduction to Research in Education. New York: Holt, Rinehart
and Winston, Inc.
Bright, J.A. (1975). Teaching English as a Second Language. London: Longman
Group Ltd.
Brown, A.L. & Campione, J.C. (1996). Psychological Theory and the Design of
Innovative Learning Environments: On Procedures, Principles, and
Systems. In L.Schauble, & R. Glaser (Eds.), Innovations in Learning.
Mahwah, Nj: Erlbaum.
Candlin, C.N. (1987). Toward Task-Based Language Learning. In C.N. Candlin &
Murphy (eds). Lancaster Practical Papers in English Language
Education. Vol.7. Language Learning Tasks,S-22. Englewood Cliffs, NJ:
Prentice Hall.
Chastain, K. (1988). Developing Second-Language Skills Theory and Practice.
Orlando:Harcourt Brace Jovanovich, Inc.
Goodman, K.S. (1988). The Reading Process. In P.L. Carrel, Devine, J. & Eskey,
D. E. (Eds). Interactive Approach to Second Language Reading. New
York: Cambridge University PreSs.
Hanner, J. (2001). The Practice of English Language Teaching. Essex: Pearson
Education Limited
Hassentab, L. (1982). Reading, Writing, and Exceptional Child. London: An
Aspen Publication
MacLeish, A. (1968). "Adapting and Composing Reading Texts." TESOL
Quarterly.
McNeil, J. D. (1992). Reading Comprehension, New Direction for Classroom
Practice. Los Angeles: University California
Moore, B. J. (1984). The Teaching of Reading, Singapore: Longman Singapore
Publisher.
75
Nunan, D. (1999). Second Language Teaching and Learning. An International
Thomson publishing Company, Boston, USA
...
Palincsar, A. S. & Brown, A. (1984). Reciprocal TeachingofComprehensionFostering and Comprehension Monitoring Activities. Cognition and
Instruction, 1(2), lll-175.
Palincsar, A.S. (1991). Scaffolded instruction of listening comprehension with
frrst grader at risk for academic difficulty. In J. Bruer, J. (ed.), Toward the
Practice of Using Sound Instruction. Hillsdale, New. Jersey: Erlbaum.
Prabhu, N.S. (1987a). 'Language Education. Equipping or Enabling', in B.K.(ed).
Language Education in Human Resource Development. Anthology Series
20. Singapore: RELC.
Richards, J. C. & Renandya, W.A. (2002). Methodology in Language Teaching:
An anthology of current practice. Cambridge: Cambridge University Press.
Smith, F. (1971). Understanding Reading: A Psycholinguistic Analysis ofReading
and Learning to Read. New Yok: Holt, Rinehart & Winston.
Skehan, P. (1994). A Cognitive Approach to Language Learning. Oxford: Oxford
University Press.
Stoodt, B.D. (1981). Reading Instruction. Boston: Houghton Miffin Company.
Sudjiono, A. 1987. Pengantar Statistik Pendidilcan. Jakarta: Rajawali Pers
Willis, J. (1996). A Framework for Task-Based Learning. London: Longman.
EFF.ICTS OF TASK-BASED LANGUAGE LEARNING
AND UCIPROCAL TEACHING STRATEGIES
ON STUDENTS' READING COMPREHENSION
•
Anesis
By:
ZJJBBIXAD
~
N•ber: 071188330024
Sab.utted to tM haHU Applied IJaaaiiUa Stady Proanua
Ia Partial N•ent oftlae Reqlilrellleat for Decree of
MaPterBamulon
ENGLISH APPLIED LINGUIS11CS STUDY PROGRAM
POSTGRADUATE SCHOOL
STAT& tJNJVERS1TY OJ' MEDAN
2011
Jt
-~
EFF.ICTS OF TASK-BASED LANGUAGE LEARNING
AND UCIPROCAL TEACHING STRATEGIES
ON STUDENTS' READING COMPREHENSION
•
Anesis
By:
ZJJBBIXAD
~
N•ber: 071188330024
Sab.utted to tM haHU Applied IJaaaiiUa Stady Proanua
Ia Partial N•ent oftlae Reqlilrellleat for Decree of
MaPterBamulon
ENGLISH APPLIED LINGUIS11CS STUDY PROGRAM
POSTGRADUATE SCHOOL
STAT& tJNJVERS1TY OJ' MEDAN
2011
Jt
A THESIS
THE EFFECTS OF TASK-BASED LANGUAGE LEARNING
AND RECIPROCAL TEACHING STRATEGIES
ON STUDENTS' READING COMPREHENSION
ZURRIYATI
Registration Number: 07188330024
This thesis was examined on July 07th, 2011 by the Board of Examiners
Approved by
Adviser Commission
Second Adviser
I
'
Prof. Amrin Saragih, M.
NIP. 19550113 19820
APPROVAL
This Thesis was examined on July 07tll, 2011 by the Board of Examiner
.;,,
\
Board of examiners
,.~)
1. Prof. TiDa Mariany Arifin, M.A., Ph. D
NIP.19440302196902 2 001
'"t
t
2. Prof. Amrin Saragih, M.A., Ph. D
NIP. 19550113 198203 1 002
"i
3. Prof. Dr. LiDce SihombiDg, M. Pd
NIP. 19610425 198601 2 001
4. Dr. Didik Santoso, M. Pd
NIP. 19660616 199403 1 006
5. Dr. Eddy Setia, M. Ed., TESP
NIP. 19570412 198403 1 001
ACKNOWLEDGEMENTS
The writer hardly knows where to start expressing her gratitude but for sure it
goes to all those who have assisted her in the process of completing this thesis. It would
be impossible to list all names but some deserve her special thankfulness.
The completion of this thesis is nothing without the support of many. people
around the writer. First and foremost, she would like to express her endless gratitude
primarily to Allah SWT for His forever Blessings and Mercy that has enabled her to
complete this piece of academic work as one of the requirements to obtain the degree of
Master Humaniora.
To Prof. Hj. Tina Mariany Arifm, M.A., Ph.D., her First Adviser and the former
.
Head, English Applied Linguistics Study Program who has spent her valuable time for
consultation, great supervision, and full support in the process of completing this thesis.
The writer canaot thank enough for all her care, attention, and suggestion that have
nurtured her intellectual thinking.
To Prof. Amrin Saragih, M.A., Ph.D., her Second Adviser; for the guidance,
comments, criticisms, encouragement, suggestions, and special note for the improvement
of the quality of the content of this thesis.
Her great gratitude is extended to Prof. Dr. Busmin Gurning, M.Pd. and Prof. Dr.
Lince Sihombing, M.Pd., Head and Secretary, English Applied Linguistics Study
Program for their administrative assistance.
She would like to thank her whole-hearted gratitude to
Dr. Didik Santoso,
M.Pd., Dr. Eddy Setia, M.Ed., TESP, Prof. Dr. Lince Sihombing, M.Pd., as her reviewers
-
and examiners, for their valuable inputs to be inserted in this thesis. She also wishes to
ii
express her thankfulness to all the lecturers who have given her the valuable knowledge
during the time spent studying at the English Applied Linguistics Study Program,
Postgraduate School, State University ofMedan.
Then, she would also like to express her sincere appreciation and love to her
parents and her brother, especially her beloved father and mother, A. Jalil and Rukmini
who always show thek power, endless motivation, and pray to finish the study. Next,
she
also thanks especially her beloved brother, Joni, Hany, Ramli, and Fadli and beloved
sister Chairy, Ana, Ida, Lia, Wirdya who have given love, support, and advice. Special
thanks to Suadi, her husband , who has given her the chance, spirit, motivation, and
encouragement in the process of completion her study and special thank to her children,
Raja and Ratu who have been understandable for her absence as a mother.
Her gratitude is directed to her beloved friends, Hilda, Ida, Sari, Yuyun, Dedek
Fitriah, and Sofyan Arianto who have been together in sharing ideas and support each
·...
other. She also thanks Dra. M. Najar, M. Hum., Head of Tarbiyah Department, State of
Islamic School Malikussaleh Lhokseumawe, who permitted her to conduct the research in
this fteld, and thank to all students for their participations.
May Allah Bless us!
Medan,
June 2011
The writer,
Zurriyati
Registration Number 072188330024
iii
ABSTRACT
Zurriyati. Registration Number: 072188330024. The Effeds of Task-Based
Language Learning and Reciprocal Teaching Strategies on Students' Reading
Comprehension. A Thesis. English Applied Linguistics Study Program
Postgraduate School, State University ofMedan. 2011.
'
The objectives of this experimental reSearch were to investigate: 1) the students'
achievement in reading comprehension taught by using Task- Based Learning and
Reciprocal Teaching, 2) the difference between students' achievement in reading
comprehension with high and low competence in Grade Point Average (GPA), and, 3)
the interaction between teaching strategies and competence on students' achievement in
reading comprehension. The study was conducted at State Islamic Higher Education (
Sekolah Tinggi Agama Islam Negeri: STAIN)) Malikussaleh Lhokseumawe. The
population was 120 Semester IV students, English Study Program. From the total number
of students, 60 were chosen as the samples. It was an experimental study with factorial
design . The independent variables were Task-Based Learning, Reciprocal Teaching,
Students' Competence, and the dependent variable was reading comprehension
achievement. The Unit 2 (two) was taught by using Task- Based Learning and unit 3
(three) was taught by using Reciprocal Teaching. The instrument used was a multiple
choice test of 50 items with 4 options. The data collected were analysed with two ways
analysis of Variance (2 x 2 ANOVA). The results showed that (1) the students'
ach\evement in reading comprehension taught by using Task Based Language Learning is
better than Reciprocal Teaching, (2) there is a significant difference between students'
achievement in reading comprehension of students who have high, and low competence.
and, (3) there is an interaction between teaching strategies and competence toward
reading comprehension achievement Based on the fmdings, it can be concluded that
teaching reading comprehension with Task-Based Language Learning make the sudents
achievement higher than Reciprocal Teaching, because Task Based Language Learning
significantly affects the students' achievement in reading comprehension. Therefore, the
implication for the teacher to be trained and given more information about this method
and the teacher should apply it in English instruction to develop the students' reading
comprehension achievement.
ABSTRAK
....
Zurriyati. Registration Number: 072188330024. The Effects C>f Task-Based
Language Learning and Reciprocal Teaching Strategy on Students' Reading
Comprehension. A Thesis. English Applied Linguistics Study Program,
Postgraduate School, State University ofMedan. 2011.
Penelitian ini bertujuan untuk mengetahui: I) perbedaan basil belajar Reading
Comprehension siswa yang diajarkan dengan menggunakan Task-Based Language
Learning dan basil belajar siswa yang diajarkan dengan menggunakan strategy
Reciprocal Teaching, 2 ) perbedaan basil belajar Reading Comprehension siswa yang
memiliki kompetensi (IPK) tinggi dengan siswa yang memiliki kompetensi (IPK)
rendah, dan 3) Interaksi antara strategi pembelajaran dan kompetensi siswa terhadap
hasil belajar Reading Comprehension siswa. Penelitian ini dilaksanakan pada Sekolah
Tinggi Agama Islam Negeri (STAIN) Malikussaleh Lhokseumawe pada siswa
semester IV denganjumlah populasi 120 siswa. Dari total populasi yang ada diambil
60 siswa sebagai sampel dengan menggunakan teknik cluster random sampling.
Penelitian ini menggunakan metode eksperimental semu dengan desain faktorial 2x2.
Variabel bebas adalah Task-Based Language Learning, Reciprocal Teaching,
kompetensi siswa dan variabel terikat adalah hasil belajar Reading Comprehension
siswa. Unit 2 (dua) diajarkan dengan strategi TBLL dan Unit 3(tiga) diajakan dengan
menggunakan RT. Instrumen penelitian menggunakan tes hasil belajar Reading
Comprehension siswa yang berbentuk choice yang berjumlah ·50 butir soal. Teknik
analisis data menggunakan ANOVA dua jalur. Hasil pengujian hipotesis
menunjukkan bahwa (I) hasil belajar siswa yang diajarkan dengan menggunakan
TBLL lebih bagus dari pada diajarkan dengan RT, (2) ada perbedaan yang siknifikan
antara hasil belajar Reading Comprehension siswa yang memiliki kompetensi tinggi
dengan Kompetensi rendah. (3) Adanya interaksi antara strategi mengajar dengan
kompetensi terhadap hasil belajar Reading Comprehension siswa. Berdasarkan hasil
penelitian bisa disimpulkan bahwa mengajar Reading Comprehension dengan
menggunakan Task-Based Language Learning siswa memperoleh hasil belajar yang
lebih tinggi dari pada menggunakan Reciprocal Teaching. Hasil penelitia ini
berimplikasi terhadap guru untuk memperoleh training dan informasi yang cukup
agar bisa menerapkan strategi ini demi meningkatkan hasil belajar siswa.
.
LIST OF TABLES
Table
'z,
2.1
Page
Task Type..................................................................................................... 16
2.2 Different Process Between TBLL & RT ................................................... 34
3.1
2x2 Factorial Design of the Study .............................................................. -39
4.1.
Frequency Distribution of Students' Achievement in Reading
Comprehension Taught by Using TBLL .................................................... 46
4.2
Frequency Distribution of Students' Achievement in Reading
Comprehension Taught by Using RT ......................................................... 48
4.3
Frequency Distribution of Students' Achievement in
Reading Comprehension Taught by Using TBLL
with High Competence.............................................................................. 49
4.4
Frequency Distribution of Students' Achievement in
Reading Comprehension Taught by Using TBLL
..
with Low Competence ..............................................................................
4.5
51
Frequency Distribution of Students' Achievement in Reading
Comprehension Taught by Using RT with High Competence..................... 52
4.6
Frequency Distribution of Students' Achievement in Reading
Comprehension Taught by Using RT with low competence ........................ 54
4.6
Frequency Distribution for Students' Achievement in Reading
Comprehension with High Competence................................................... 54
4. 7
Frequency Distribution for Students' Achievement in Reading
viii
Comprehension with low competence ....................................................
56
4.9 Testing Result of Data Normality (Liliefors Test)....................................
59
4.10 Testing Result ofHomogenity Variance by using F Test.........................
60
4.11 Calculation ofHomogenity (Barlett Test) ................................................. 60
4.12 Data of the Research.................................................................................
62
4.13 ANOVA Result of Students' Achievement..
in Reading Comprehension ...._................................................................... 62
4.14 Results ofTuckey Test Calculation........................................................... 66
..
_
-
ix
LIST OF APPENDICES
APPENDIX
A.
1
Page
Reading Comprehension Test..............................................................
76
1.
Validity of the Test......................................................................
89
2. -Computation of Reliability of Reading Comprehension Test.....
89
·;
B.
,;.
Data of Students' Achievement in Reading Comprehension
and Competence ...................................................... ............................
92
c. Main Data oftbe Research....................................................................
94
D.
Calculation of the Basic Statistic............................................
95
E.
Testing the Normality of tbe Data by Using Liliefors................. ...
109
F.
Testing the Homogenity of tbe Variance of the Sample..................
119
G.
Factorial Design with ANOVA 2 x 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
122
H.
Tuckey Test....................................................................
125
~
.
xi
CHAPTER I
INTRODUCfiON
Globalization is the term most commonly used to describe the present era.
It points to the emergence of a set of processes that relate to the rapid movement
of ideas. goods, and people around the globe. To face this condition, the people
need reading. It is a social demand that all individuals should keep up with all the
rapid changes around the world. Through reading, people get a chance to face
competitions and challenges to lead a good life. With the ability to read, one is
able to gain valuable information, and improving knowledge, that help the people
to choose and decide what is best to do for life. There is a general agreement that
reading is essential to succeed in our society and reading is the window of the
world.
Reading is lin activity to obtain the information from the written form. While
reading, the readers actively make use of any bit of clue in order to process the
amount of information from the written material. The reader has to make use of
his I her past experiences and future expectations to understand the meanings of a
text. This process shows that reading activity is not only a passive process but also
it is an active activity in getting and processing the information.
Reading is a foundation of any science mastery. There is no adequate level
~
...
of science without reading. To develop the knowledge, one must read. Bright
(1975) states that further education depends on quantity and quality of reading. In
,....
1
2
fact, not all learners like reading. Sometimes they feel punished when it comes to
reading. It is not an interesting subject for them. Being able to read does not mean
that they can understand the content. They just can read without having the ability
•
in_ c~mprehndig
~e
intention due_ to the fact that llfiderstanding what the writer
of the book communicates is the end product of a reading process. In other words,
a student's success in reading is evaluated by his I her ability and extent of
understanding the content being read ( Stoodt, 1981 ).
In language learning, reading is one of the four skills ( listening, speaking,
reading, and writing) which should be mastered in order to execute
communication effectively. The four skills are well intercorelated in language
learning; writing without reading will not occurre. To write, certainly needs ideas
that get through reading, and more reading should be written to inform others.
Reading and writing are the keys of knowledge, to know or to criticize for
reconfmning or rejecting previous valid concepts and theories.
..
However, -not all of-the reading activities is reading comprehension.
Reading and reading comprehension are different. Commonly reading is uttering
printed and written matter, and a process of communication from the writer to the
reader. Particularly reading is an activity to understand nature and behavior, to
interpret and to get the meaning of something written, printed, and embossed by
using eyes and mind. While reading comprehension is the understanding that
results from perceiving a written text. Reading comprehension involves taking
meanings of a text in order to obtain meanings from the text. An individual may
3
be able to comprehend a text fully when slhe can recognize the words and
\
sentences of the texts and know what their meanings are.
A student reads a text to understand its meaning, as well as to put that
•
_un~rstadif!g
to_usc:.Jlte sfl:ldent reads a text to
team. to find out information, to
be entertained, to get general picture about the content of the text, to get implicit
and explicit idea, and to interpret the meaning of words, phrase, and sentence. The
purpose of reading is closely connected to a person's motivation for reading. It
will also affect the way a book is read. A dictionary is read in different ways from
the way a novel is read. In the classroom, a teacher needs to be aware of his/her
students' learning needs, including their motivation for reading comprehension
and the purpose that reading has in their lives.
Reading comprehension at the English Department is a subject that must
be studied by every student Most students of the English Department can read
English words and letters well but few of them can read it comprehensively. This
phenomena also happened at the English Study Program, State Islamic Higher
Education· ( Selroloh · Tinggi Agama Islam Negeri: STAIN) Malikussaleh
Lhok5eumawe, because they are able to read texts well but lack in understanding
the meanings as
wen as pronunciation. It is indicated from the low score they
obtain in the examination in the middle and the last semester.
In fact, lecturers and students attempt to achieve maximum value with their
own ways and strategies, such as giving text to be translated, find out difficult
words, and try to answer the questions. These methods are implemented in every
meeting but the students' achievement in reading comprehension are still in the
4
low level. So, to improve the students' reading ability some new strategies are
needed.
Based on the previous stated phenomena, the researcher is interested in
•
conducting a research on the effects of Task-Based Language Learning and
Reciprocal Teaching strategy on students' reading comprehension achievement
Task-Based Language Learning means a goal-oriented communicative activity
with a specific outcome, where the emphasis is on exchanging meanings, not
producing specific language fonns. Reciprocal Teaching is an instructional
activity that takes place as a dialogue between teachers and students regarding
segments of the text In this activity, the teacher and the students take turns
assuming the role. of teacher in leading the dialogue.
1.2 Problems of the Study
Based on the bac}(ground of the study previously stated, the problems are
•
formulated as follows.
l. Is the students' achievement in reading comprehension taught by using
TBLL higher than that taught by using RT ?
2. Is the students' achievement in reading comprehension with high
competence in Grade Point Average (GPA) taught by using TBLL higher
than that with low competence?
3. Is the students' achievement in reading comprehension with high
.
......
competence taught by using RT higher than that with low competence?
5
4. Is there any significant interaction between teaching strategies and
competence in teaching reading comprehension?
1.3 Objectives ofthe Study
The objective of the study are
l) to
investigate
whether
the
students'
achievement
in
reading
comprehension taught by using TBLL are higher than those taught by
usingRT.
2) to examine Whether the students' achievement in reading comprehension
taught by using TBLL are higher than those taught by using RT with high
competence and low competence and
3) to ascertain whether there is a significant interaction between teaching
•
.
strategies and competence in teaching reading comprehension.
1.4 Stope ef the Study
There· are so · many factors that influence the students in the learning
process. They may come from internal factors such as, the students own
personality, attitude, interest, motivation, habitS, and curiosity and external factor
such as, out of school environment, school environtment, and teaching stategies.
In the teaching-learning process, there are so many strategies that can be
used to improve the students' ability and achievement specially in learning
reading comprehension. But in this study, the writer just focuses on the TBLL and
6
RT applied to improve the students' ability in understanding reading
comprehension.
1.5 Signfca~es
of !!te Study
Findings of this research are expected to be useful theoretically and
practically.
Theoretically, the results of the study will hopefully ( l ). enrich and add up
knowledge to increase quality.in teaching-learning process, especially, it related to
strategy in teaching English and reading comprehension, (2). a contribution for
lecturers of English in assisting thestudents identify the way how to use these
methods when learning reading and to facilitate their reading comprehension. It is
also expected to be useful as a trigger for further research in conducting a research
related to the improvement of the students' reading comprehension.. Meanwhile,
the result of this study will. practically. provide valuable infonnation .to English
•
language teachers in·theit attempts to decide of the best stategy, method and
approach to be applied in improving the students' reading comprehension
achievement and for teachers and students in solving many problems in reading.
...
74
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..
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