THE EFFECTIVENESS OF “THE POWER OF TWO” STRATEGY IN STUDENTS’ READING COMPREHENSION IN NARRATIVE TEXT (An experimental research on the 2

  THE EFFECTIVENESS OF “THE POWER OF TWO” STRATEGY IN STUDENTS’ READING COMPREHENSION IN NARRATIVE TEXT (An experimental research on the 2 nd grade students of SMPN 2 Binangun, Cilacap in academic year 2014/2015) A THESIS Submitted to the English Department as a Partial Fulfillment of the Requirements for S. Pd Degree By: Suteng Sulistyani 1001050104 ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY MUHAMMADIYAH UNIVERSITY OF PURWOKERTO 2015

  

DEDICATION

This thesis is dedicated for:

   Allah SWT, the only God of the universe who always gives me strength, healthy, and happiness.

   My beloved mom and dad who always give me support, motivation, advice, pray and endless love. You are my big inspiration and I love you so much.

   My beloved family (Mba Tuti, Mas Toni, Mas Ambar, Mas Riris) who always accompany me and support me all the way. I love you so much.

   My supervisors (Mr. Arif Hertanto) Thanks for your advice and suggestion so I could prove to finish my thesis. Thank you for the support and knowledge you give to me.

   My beloved friend in Salsabile Kost. Thank you for your support.  My best friends (Rere, Tian, Mba Lisa, Ayu, Ika, Anita, Mba dani). Thank you for your support.

  

  

My beloved friends when I did “PPL” (Eka, Dwi, Febri, Inggar, Yadi, Agit, Septi, Mba

Yanti, Ninik, Indah, Tami, Riana, Faizah) thank you for your support.

   Big family from SMP N 2 Binangun, Cilacap.Thank you for the support.  All my friends in English Education Department. Thanks for all.

  And all of my friends in Muhammadiyah University of Purwokerto who I could not mention one by one.

  MOTTO “If you're not making mistakes, then you're not doing anything.” (John Wooden) “You never achieve success unless you like what you are doing.” (Dale Carnegie) “Success isn't something that just happens - success is learned, success is practiced and then it is shared.” (Sparky Anderson) “A dream is only a dream until you decide to make it real.” (Harry Styles)

  PREFACE

  AlhamdulillahiRabbil „alamin. Thanks to Allah SWT who has given blessing and mercy so that the thesis as a partial fulfillment for requirements of

  S.Pd. Degree of English Education Department, Teacher Training and Education Faculty, Muhammadiyah University of Purwokerto could be finished. Secondly, thanks to:

  1. Drs. H. Syamsuhad Irsyad, S.H, M.H, the rector of Muhammadiyah University of Purwokerto.

  2. Drs. Ahmad, M.Pd., the Dean of the Teacher Training and Education Faculty who has permitted me for doing the thesis.

  3. Drs. Pudiyono S.Pd, M.Hum, as the head of English Department.

  4. Drs. Arif Hertanto, M.Pd, as the supervisor who had guided, given suggestion, and corrected my thesis to be better.

  5. All the lecturers in English Education Department for the dedication in giving the knowledge to me.

  6. The headmaster of SMP N 2 Binangun, Cilacap who had allowed permission to conduct the research.

  7. Supandi, S.Pd MM, as the English teacher at second graders of SMP N 2 Binangun, Cilacap who helped me in doing the research.

  8. All the second grade students of 2 Binangun, Cilacap particularly VIII A and VIII E who had participated in the research.

  In writing this thesis, there are still many weak nesses in, as there is nothing perfect in the world, so any criticism and suggestions from the readers are needed to make it better. It is expected that this thesis will give valuable things particularly for educational field and also those who are interested.

  Purwokerto, August 2015 The Writer

  

ABSTRACT

THE EFFECTIVENESS OF “THE POWER OF TWO” STRATEGY IN

  

STUDENTS’ READING COMPREHENSION IN NARRATIVE TEXT

(An Experimental Research on the Second Grade students of SMP Negeri 2

Binangun, Cilacap in Academic Year of 2014/2015)

By:

  

Suteng Sulistyani

(1001050104)

  The aim of this research was to find out whether “the power of two” strategy was effective or not to assist students‟ reading comprehension in narrative text.

  th th

  The study was conducted from 18 of May up to 6 of June 2015 at SMPN 2 Binangun, Cilacap. The method used in this research was experimental research. This experimental research involved: experimental group and control group in which each group consisted of 32 students. In collecting the data, pre-test and post-test were used. Then, the tests were analyzed by using t-test to find out whether “the power of two” strategy was effective or not in teaching reading narrative text.

  The result of the data analysis of t-test showed that the t-value was higher than that on t-table (4.33>1.67). It revealed that t here was a positive effect of “the power of two” strategy in teaching reading narrative text. Thus, it concluded that teaching reading u sing “the power of two” strategy was effective.

  Keywords: “The power of two” Strategy, Teaching Technique, Teaching Reading

  

TABLE OF CONTENT

  Page

  TITLE.............................................................................................................. i APPROVAL.................................................................................................... ii LEGALIZATION .......................................................................................... iii DEDICATION ................................................................................................ v MOTTO .......................................................................................................... vi PREFACE ....................................................................................................... vii ABSTRACT .................................................................................................... ix TABLE OF CONTENT ................................................................................. x LIST OF TABLE............................................................................................ xiii LIST OF CHART ........................................................................................... xiv LIST OF APPENDIX .................................................................................... xv

  CHAPTER I INTRODUCTION Page A. Background of Research ................................................. 1 B. The Advantages of

  “the power of two” .......................... 3

  C. Reason for Choosing The Topic ..................................... 3

  D. Problem of Research ....................................................... 4

  E. Aim of Research.............................................................. 4

  F. The Scope of Research .................................................... 5

  G. Clarification of the Key Terms ....................................... 5

  H. Contribution of The Research ......................................... 5

  CHAPTER II LITERATURE REVIEW A. Reading Comprehension ................................................ 7

  1. Definition of Reading.................................................. 7

  2. Reading Comprehension ............................................. 8

  3. The aims of Reading ................................................... 9

  4. Strategy Reading process ........................................... 11

  B. Narrative.......................................................................... 12

  1. Definition of Narrative Text ....................................... 12

  2. Components of Narrative Text .................................... 13

  3. Language Features of Narrative Text .......................... 14

  4. Narrative Text Types .................................................. 15 C. “The power of two” ........................................................ 16

  1. The definition of

  “the power of two” .......................... 16

  2. The Procedural Steps of “the power of two” .............. 18

  3. The Advantages of “the power of two” ...................... 19

  4. The Disadvantages of “the power of two” .................. 19 D. Teaching Reading Narrative Using “the power of two”........

  20 E. Basic Assumption ........................................................... 21

  F. Hypothesis ....................................................................... 22

  CHAPTER III RESEARCH METHODOLOGY A. Research Methodology.............................................. 23 B. Place and Time of Research ...................................... 24 C. Subject of Research ................................................... 26

  1. Population .................................................................. 26

  2. Sample ....................................................................... 26

  3. Sampling Technique .................................................. 26

  D. Technique of Collecting Data ...................................... 27

  1. Pretest ......................................................................... 27

  2. Posttest ....................................................................... 27

  E. The Technique of Analyzing Data ................................ 28

  1. Validity ...................................................................... 28

  2. Reliability .................................................................. 28

  3. Facility Value ............................................................ 29

  4. Students‟ Competency ............................................... 30

  5. T-test Computation .................................................... 33

  CHAPTER IV RESULT AND DISCUSSION A. Result ............................................................................ 34

  1. The Result of Experimental Class ........................... 34

  2. The Result of Control Class ..................................... 36

  3. The Comparison of The Test Result ......................... 38

  4. Class Mean .............................................................. 40

  5. T-Test ....................................................................... 41

  B. Discussion .................................................................... 42

  CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion .................................................................... 44 B. Suggestion..................................................................... 44 REFERRENCES APPENDICES

  

List of Tables

  Page Table 1 : the Schedule of Research ................................................................... 25 Table 2 : the Criteria of Item Difficulty ............................................................ 30 Table 3 : the Percentage of Students‟ Score in Pretest (Experimental

  Class) .................................................................................................. 34 Table 4 : the Percentage of Students‟ Score in Posttest (Experimental

  Class) .................................................................................................. 35 Table 5 : the Percentage of Students‟ Score in Pretest (Control Class) ............ 36 Table 6 : the Percentage of Students‟ Score in Posttest (Control Class) ........... 37 Table 7 : T-test................................................................................................... 41

  

List of Chart

  Page Chart 1 : the Comparison of Pre-Test Result ............................................... 38 Chart 2 : the Comparison of Post-test Result ............................................... 39 Chart 3 : the Comparison of Class Mean ..................................................... 40

  

List of Appendix

Appendices A

  Appendix 1 : Item Analysis of Pre Test Appendix 2 : Item Analysis of Post Test Appendix 3 : Calculation of Validity Post Test Appendix 4 : Calculation of Reliability Post Test Appendix 5 : Pretest and Posttest Score of Experimental Class Appendix 6 : Pretest and Posttest Score of Control Class Appendix 7 : Pretest and Posttest Score Table of Both Classes Appendix 8 : Computation of T-test Appendix 9 : the Percentage of Stud ents‟ Score of Experimental Class Appendix 10

  : the Percentage of Students‟ Score of Control Class Appendix 11 : T-table Appendix 12 : r-table

  Appendices B

  Appendix 1 : Pretest Instrument Appendix 2 : Posttest Instrument Appendix 3 : Key Answer of Pretest and Posttest Appendix 4 : Lesson Plan (Experimental Class) Appendix 5 : Lesson Plan (Control Class)