THE EFFECT OF APPLYING TEAM PAIR SOLO ON STUDENTS’ READING COMPREHENSION ACHIEVEMENT IN REPORT TEXT.
THE EFFECT OF APPLYING TEAM PAIR SOLO ON
STUDENTS’ READING COMPREHENSION ACHIEVEMENT
IN REPORT TEXT
A THESIS
Submitted to the English Department, Faculty of Languages and Arts,
State University of Medan, in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
ANDRIANI RAHAYU
Registration Number 2101321001
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
DECLARATION
I have familiarized myself with the University’s Policy on Academic
integrity. Expect where appropriately acknowledged, this thesis is my own work,
has been expressed in own words, and has not been previously been submitted for
assessment. I understand that this paper may be screened electronically or
otherwise for plagiarism.
Medan,
April 2015
Andriani Rahayu
Reg. No. 2101321001
ABSTRACT
Rahayu, Andriani. 2101321001. The Effect of Applying Team Pair Solo on
Students’ Reading Comprehension Achievement in Report Text. A Thesis:
English Department. Faculty of Languages and Arts, State University of
Medan. 2015.
This study deals with the effect of Applying Team Pair Solo on students’ reading
comprehension achievement in report text. This study is inspired by the problem
that students’ faced at the school in terms of reading skill. This study was
conducted by using experimental design to examine the effect of Applying Team
Pair Solo on students’ reading comprehension achievement in report text. The
subject of the study was the eleventh grade in the first semester at SMA Swasta
Kesuma Bangsa Labuhan Batu Utara. They were chosen as the sample because
the school have two paralel classes. They were 56 students which is divided into
two groups. Experimental group was taught by applying Team Pair Solo Strategy
while the control group was taught by applying lecturing methode. The data of
this research were taken from the students’ score of reading test. Based on the
calculation showed that the coefficient of the test was 0.9, it shows that the test is
highly reliable. There were two data used in this research. They were pre-test and
post-test. The data were analyzed by using t-test formula to show the effect of
Applying Team Pair Solo on students’ reading comprehension achievement in
report text. After analyzing the data, the finding indicates that t-observed was
higher than t-table (4.31 > 2.009) at the level significant 0.05 with the degree of
freedom (df) 54. It means that the hypothesis, there is significant effect of
Applying Team Pair Solo on students’ reading comprehension achievement in
Report text is accepted.
Keywords : Team Pair Solo, Reading Comprehension, Report Text
i
ACKNOWLEDGEMENT
First of all the writer would like to express her praises to Allah SWT and
his prophet Muhammad SAW because of their and blessing and great love, the
writer could do and finally complete this thesis.
This thesis is aimed to fulfill one of the requirements for the degree of
Sarjana Pendidikan (S-1) at the English Department, Faculty of Languages and
Arts, State University of Medan.
During the process of writing, the writer realizes that she can not
accomplish without God blessings and supporting from many people, therefore
the writer would like to express her sincere gratitude to:
1. Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan.
2. Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts, State University of Medan.
3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department. The
Secretary of English Department, Dra. Meisuri, MA., Dra. Masitowarni
Siregar, M.Ed., the Head of English Education Program, Faculty of
Languages and Arts, State University of Medan.
4. Drs. Johan Sinulingga, M.Pd., as her Thesis Supervisor.
5. Prof. Amrin Saragih, M.A., Ph.D., Dra. Sri Juriati Ownie, M.A., Neni
Afrida Sari Harahap, M.Hum as her Thesis Examiners
6. Euis Sri Wahyuningsih, S.Pd., M.Hum., as an Administration Staff of
English Department.
7. The writer sincerely thanks to her father, Ngadino and her mother,
Wagiseh for never giving up on her and for their tireless pray and love.
The writer’s special gratitude also goes to her dearest brother for being so
honest and relieving and her sisters, who always keep the writer on the
right way and cover her with so much love and caring.
ii
8. The Headmaster of SMA Swasta Kesuma Bangsa Labuhan Batu Utara
Patar Lumbantoruan S.Pd for his permission and opportunities in
allowing the writer to do observation and to collect data.
9. Her best friends Singgih Syahputra, Evi Evrilita Sari S.Pd, Rinta
Dermawan S.Pd, Bura Khaira S.Pd, Putri Hasanah S.Pd, Ettuy
Rahmadani S.Pd, Uci Hartati S.Pd, Lesti Lestari S.E, Rosa Ditri S.Pd,
Detya Setio Rini S.Pd, Normayani S.Pd, D.I. Manurung S.Pd, kak
Ardin Zebua S.Pd, for guarding, motivating, inspiring
10. Her great class Regular A Education for togetherness throughout four
years
11. Her younger sisters Linda Lestari, Dian Rizki Fauziah, and Rizka for
motivating and togetherness.
12. Special thanks to her beloved friends, students of English Department,
especially ReAction, PPLT SMA NEGERI 3 KISARAN 2013, notably for
Yunita Dongoran S.Pd, Tiya Musana S.Pd, Sri Wahyuni Dewi S.Pd,
Bayu Wicaksono S.Pd, Muhammad Fauzi S.Pd, Hasanul Fadillah
S.Pd, Habibi S.Pd, Tegi Pratana S.Pd, Masrianto S.Pd,
13. And all people that can not be mentioned one by one for their care,
support, pray and love. May all the assistance, support and simplicity
given by all of the people can be their charity and got merit from Allah
SWT.
Medan,
April 2015
The Writer
Andriani Rahayu
Reg. No. 2101321001
iii
4
TABLE OF CONTENTS
Page
ABSTRACT ...............................................................................................i
ACKNOWLEDGMENT ......................................................................... ii
TABLE OF CONTENTS ........................................................................iv
LIST OF TABLES....................................................................................vi
LIST OF APPENDICES ..........................................................................vii
CHAPTER I INTRODUCTION
A. The Background of the Study ....................................................... 1
B. The Problem of the Study ................................................................... 4
C. The Objective of the Study ........................................................... 4
D. The Scope of the Study ................................................................ 5
E. The Significance of the Study ...................................................... 5
CHAPTER II REVIEW OF LITERATURE
A. Theoretical Framework ................................................................ 7
1.
Definition of Reading............................................................. 7
2.
The pupose of Reading........................................................... 8
3.
Reading Comprehension ........................................................ 10
4.
The Level of Comprehension ................................................. 11
5.
Teaching Reading Comprehension ........................................ 12
6.
Teaching Reading Based Genre ............................................. 14
7.
Report Text............................................................................. 16
8.
Team Pair Solo ....................................................................... 18
9.
Students’ Achievement .......................................................... 22
B. Conceptual Framework ................................................................. 23
C. Hypothesis ..................................................................................... 24
iv
CHAPTER III RESEARCH METHOD
A. Research Design ........................................................................... 25
B. Population and Sample ................................................................. 26
C. Instrument of Collecting Data ...................................................... 27
D. Procedure of the Research ............................................................. 27
E. Scoring of the Test ........................................................................ 30
F. The Validity and Reliability of the Test ....................................... 30
G. Technique for Analyzing Data ..................................................... 33
H. Stastical Hypotheses ...................................................................... 33
CHAPTER IV DATA ANALYSIS AND RESEARCH FINDINGS
A. Data Analysis..................................................................................35
1. Testing Reliability of the Test..............................................36
2. Analyzing the Data by Using T-Test................................... 37
3. Testing Hypothesis...............................................................37
B. Research Findings...........................................................................38
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion...................................................................................... 39
B. Suggestion.......................................................................................40
REFERENCES...........................................................................................41
APPENDICES..........................................................................................44
v
LIST OF TABLES
Page
Table 1.1 Students’ Reading Comprehension Score ............................. 3
Table 3.1 Research Design ...................................................................... 25
Table 3.2 Teaching procedure for experimental group ....................... 28
Table 3.3 Table of Specification ............................................................. 31
vi
LIST OF APPENDICES
Page
APPENDIX A..................................................................................................44
APPENDIX B...................................................................................................46
APPENDIX C...................................................................................................47
APPENDIX D...................................................................................................48
APPENDIX E..................................................................................................51
APPENDIX F...................................................................................................52
APPENDIX G.................................................................................................59
APPENDIX H.................................................................................................67
vii
CHAPTER I
INTRODUCTION
A.
The Background of the Study
Reading is one of skills that should be mastered by students because
reading will add their knowledge which is informed by the text. According to
Patel and Jain (2008:113), Reading is an active process which consists of
recognition and comprehension skill, an important skill activity in life can
update his/her knowledge, and important tool for academic success. This
statement explains that by reading, students will improve their knowledge to
help them success in academic level.
Teaching reading at school is aimed to improve the students’ capability
to comprehend reading text. Some students think that reading is difficult to do
because they cannot comprehend reading material correctly. Comprehension is
one of the important elements to understand reading text. To become a good
reader, students should have particular purpose before they interact with the
text. Donaugh and Shaw (1982:102) states that the effective reading always
purposeful that much of current thinking of reading tends to focus primarily on
the purpose of activities even if reading is done for pleasure. It means that
whatever the readers do reading activity, they have to get the information from
the reading text.
1
2
Unfortunately, Indonesian students still have low reading ability. This
phenomena is showed by Vincent Grenay Study (2009) that students’ reading
ability 51.7 % in Indonesia, the final sequence after Philippines 52.6 %,
Thailand 65.1 %, Singapure 74.0 % , and Hongkong 75.5 % . It means even
Indonesia is not the last sequence, it should be shame for us when knowing the
reality. The phenomena had to change with do some new experiments like
attempt new teaching strategies, or discover new teaching strategies.
When the writer was teaching at school for the teaching practice
program, she found that comprehending reading text was still a serious
problem for the students especially in reading report text. They still confuse
when differentiate between report text, descriptive text, or explanation text and
also most of them had difficulties in searching the meaning of a simple
sentence. As a result they could not grasp the main idea and answer their
teacher’s question relates to the text. The students were not able achieve the
standard score of Minimum Standard Competence (KKM) of reading
comprehension test. Based on writer’s preliminary observation of XI Grade of
SMA SWASTA KESUMA BANGSA, it found that there were 7 students who
did not pass the Minimum Standard Competence (KKM) and the amount were
increase in the second semester into 12 students from 28 students. The
following table shows the recapitulation of students score during the final
examination in recent year.
3
Table 1.1 students’ reading comprehension score
Semester
(Year)
1st semester
(2013/2014)
2nd semester
(2013/2014)
Score
< 75
≥ 75
< 75
≥ 75
Number of
students
7 students
21 students
12 students
16 students
Percentage
25%
75 %
43%
57 %
Furthemore, Harmer (2003:208) states that students sometimes have
low expectation of reading. This statement interpreted by students are difficult
in comprehending reading text and become feel bore. It is because they do not
know much vocabulary so that they open dictionary to find out difficult words.
Ofcourse, that will waste the time and ineffective teaching learning activity.
So, a strategy, a method, or a technique in teaching reading comprehension is
important to make the teaching learning processes effective. Those will help
the students remember the information for a long period of time. In reading
comprehension, teachers are suggested not only to have one strategy, method,
or technique but also learn other strategies that enable them to teach variety
text.
Therefore, the writer proposes a strategy named Team Pair Solo (TPS).
According to Kagan (1998) Team Pair Solo provides the students to work in a
small cooperative learning group as a team first, then with a partner to solve
the problems together with their classmate, and finally they worked on their
own. This strategy support the prior knowledge of students before finish
reading comprehension tasks by their self. Additionally, Team Pair Solo works
4
well for the problems and concepts that students would either be too imitated
or just incapable of doing in their own, and assignments are an essential part of
our students’ studies and they not only demand a great deal of effort from
students, but also require that instructors work hard throughout the entire
process (Johnson, 1998). It can said that each member of a team is responsible
not only for learning what is taught but also for helping teammates learn, thus
creating an atmosphere of achievement and students work through the
assignment until all group members successfully understand and complete it.
Based on the explanation above this study motivates the writer to
conduct a research to find out the effectt of applying Team Pair Solo to make
better outcomes of students’ achievement in comprehending report text.
B.
The Problem of the Study
In related to the background of the study, the problem of the study will
be formulated as follows: does Applying Team Pair Solo significantly affect on
students’ reading comprehension achievement in report text?
C. The Scope of the Study
There are so many strategies in cooperative learning method but in this
study writer chooses Team Pair Solo technique to limit the discussion and to
not abroad the discussion, writer chooses report text as her study. Finally, the
scope of the study is formed in Team Pair Solo strategy on the students’
reading comprehension achievement in report text.
5
D. The Objective of the Study
The objective of the study is to find out the effect of applying Team
Pair Solo toward the students’ reading comprehension achievement in report
text
E. The Significance of the Study
The objective of the study is to find out the effect of applying Team
Pair Solo toward the students’ reading comprehension achievement in report
text
F. The Significance of the Study
The finding of this study are expected to be useful for :
1. Theoretical benefits
a. The result of the research give information on how to solve the
existing problems in teaching and learning english and to find out
the
effect
of
TPS
strategy
on
the
students’
reading
comprehension.
b. The result of this research also increase the knowledge of basic
education, particularly the English subject.
2. Practical benefits
a. The teachers as the reference to improve their informations about
learning strategies which can be applied to increase the quality of
teaching process.
6
b. The students in improving their reading comprehension in report
text by using Team Pair Solo strategy.
c. Other researchers, who are interested in doing related research as
the reference of information.
39
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on research findings, the writer concludes that there is a significant
effect of Applying Team Pair Solo on students’ reading comprehension
achievement in report text. This strategy is proved statistically as an effective
strategy because it gives better result than conventional method. As can be
seen from the data, the mean score of Post - Test in experimental group is
higher than that the mean score of Post – Test of control group. In addition,
the calculation of T-test shows that the t-obs (4.31) is higher than the t-table
(2.009). It means applying Team Pair Solo strategy in classroom gives better
outcomes to students and significantly affects students’ achievement in
reading comprehension. Therefore, this study proved that the null hypothesis
is rejected. Teaching reading by applying Team Pair Solo strategy was more
effective than teaching reading without applying Team Pair Solo Strategy.
39
40
40
B. Suggestion
Based on the conclusion above, some suggestions are offered as follows :
1. English teacher had better applying Team Pair Solo in teaching reading
comprehension in order to increase their students’ achievement in reading
comprehension because it has been proved that the strategy gave the better outcome
to students’ achievement.
2. Students should use this strategy in reading text to help them extracting the
information of a text. This strategy is able to improve the readers’ reading
comprehension, work together to solve the difficulties in comprehend reading text.
3. Researcher who want to develop all information and knowledge and for those who
have interest in doing research relate to TPS in making research for other genres of
text.
For better result, the future researcher had better involve more classroom meetings.
41
REFERENCES
Arikunto, Suharsimi. 2006. Prosedur Penelitian: Suatu Pendekatan Praktik (Edisi
Revisi VI). Jakarta : Rineka Cipta
Ary, D. 1979. Introduction to research in Education, Second Edition. New York:
Holt, Rinehart and Winston
Atherton, J.S. 2005. Learning and Teaching :Cognitive Dissonance and Learning.
Available in : http: //learningandteaching.info.htm// Acessed on august 2,
2014
Bernhardt, et al. 2003. Teaching Reading. Available in http://www.ibe.unesco.org.
Acessed on august 2, 2014
Best, W.J. 1981. Research in Education. New Jersey: prentice Hall
Brown, H. Douglas & Pelinscar. 2001. Teaching by principles: an interactive
approach to language pedagogy. White plains: Pearson Education
Cook, Jane. 2007. Effective Teaching Strategies That Work with All Students,
Session 2. Willimantic: EASCONN
De Cecco, John P., and Crawford, William R. 1974.The Psychology of Learning
and Instruction. Educational Psychology. New Jersey: Prentice-Hall, Inc.,
EnglewoodCliffs.
Frank Lyman & Kagan Spencer, 1989. Cooperative Learning Resources For
Teacher.
42
Gerot, Linda And Wignell, Peter.1994. Making Sense Of Fungtional Grammar –
Sydney: Gred Stabler
Grabe, W And Stoller.LF, 2002. Teaching And Researching Reading. Malay.
Longman.
Harmer, Jeremy. 2003. The Practice of English Language Teaching (3rd edition).
Harlow: Pearson Education Limited
Hasibuan, Juli Yani. 2012. The Effect Of Vee Diagram Technique On Students’
Reading Comprehension. A Thesis. Medan. English Departement, Faculty
Of Lanfuage And Arts, State University Of Medan
Kagan. 1998. Smart Card of Cooperative Learning Structures. Virginia:
Language Education Consultan
Khaira, Bura. 2014. The Effect of Concept Mapping Strategy on Students’
Reading Comprehension Achievement in Descriptive Text. Medan: State
University of Medan. (unpublished)
Knapp, P., & Watkins, M. 2005. Genre, Text, Grammar: Technology For
Teaching And Assessing Writing. Sydney: UNSW Press
Mullis, I.V.S., Kennedy, A.M., Martin, M.O., & Sainsbury, M. (2006). PIRLS
2006 assessment framework and specifications, (2nd ed.). Chestnut Hill,
MA: Boston College .
Panjaitan, Erin N. 2010. Thesis: The Effect of Team Pair Solo (TPS) Towards
Students’ Reading Comprehension. Medan: State University of Medan.
(unpublished)
43
Patel, M & Jain, P. 2008. English Language Teaching. Jaipur. Sunrise Publisher
& Distributors
Smith, Louis M., and Hudgins, Bryce B. 1988. Educational Psychology. An
Application of Social and Behavioural Theory. New York. Alfred. A.
Knopt.
Tinambunan,
Wilmar.1988.Evaluation
of
Student
Achievement.Jakarta:Depdikbud.
Travers, John P. 1970. Fundamental of Educationa Psychology. Cranton,
Pensylvania: International Textbook Company
Turner. 1998. Technologies For Teaching And Assessing Reading. Australia.
University Of New South Wales
Vincent Grenary. 2009. Education In Indonesia From Crisis To Recovery.
Available
At:
Http://Www.Libraryforral.Blogspot.Com.Accessed
September 12, 2014
Yelon, Stephen L., Weinstein, Grace W., and Weener, Paul D. A Teacher’s
World. Psychology in the Classroom. Tokyo: Mc Graw-Hill, Inc. 1977.
On,
STUDENTS’ READING COMPREHENSION ACHIEVEMENT
IN REPORT TEXT
A THESIS
Submitted to the English Department, Faculty of Languages and Arts,
State University of Medan, in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
ANDRIANI RAHAYU
Registration Number 2101321001
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
DECLARATION
I have familiarized myself with the University’s Policy on Academic
integrity. Expect where appropriately acknowledged, this thesis is my own work,
has been expressed in own words, and has not been previously been submitted for
assessment. I understand that this paper may be screened electronically or
otherwise for plagiarism.
Medan,
April 2015
Andriani Rahayu
Reg. No. 2101321001
ABSTRACT
Rahayu, Andriani. 2101321001. The Effect of Applying Team Pair Solo on
Students’ Reading Comprehension Achievement in Report Text. A Thesis:
English Department. Faculty of Languages and Arts, State University of
Medan. 2015.
This study deals with the effect of Applying Team Pair Solo on students’ reading
comprehension achievement in report text. This study is inspired by the problem
that students’ faced at the school in terms of reading skill. This study was
conducted by using experimental design to examine the effect of Applying Team
Pair Solo on students’ reading comprehension achievement in report text. The
subject of the study was the eleventh grade in the first semester at SMA Swasta
Kesuma Bangsa Labuhan Batu Utara. They were chosen as the sample because
the school have two paralel classes. They were 56 students which is divided into
two groups. Experimental group was taught by applying Team Pair Solo Strategy
while the control group was taught by applying lecturing methode. The data of
this research were taken from the students’ score of reading test. Based on the
calculation showed that the coefficient of the test was 0.9, it shows that the test is
highly reliable. There were two data used in this research. They were pre-test and
post-test. The data were analyzed by using t-test formula to show the effect of
Applying Team Pair Solo on students’ reading comprehension achievement in
report text. After analyzing the data, the finding indicates that t-observed was
higher than t-table (4.31 > 2.009) at the level significant 0.05 with the degree of
freedom (df) 54. It means that the hypothesis, there is significant effect of
Applying Team Pair Solo on students’ reading comprehension achievement in
Report text is accepted.
Keywords : Team Pair Solo, Reading Comprehension, Report Text
i
ACKNOWLEDGEMENT
First of all the writer would like to express her praises to Allah SWT and
his prophet Muhammad SAW because of their and blessing and great love, the
writer could do and finally complete this thesis.
This thesis is aimed to fulfill one of the requirements for the degree of
Sarjana Pendidikan (S-1) at the English Department, Faculty of Languages and
Arts, State University of Medan.
During the process of writing, the writer realizes that she can not
accomplish without God blessings and supporting from many people, therefore
the writer would like to express her sincere gratitude to:
1. Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan.
2. Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts, State University of Medan.
3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department. The
Secretary of English Department, Dra. Meisuri, MA., Dra. Masitowarni
Siregar, M.Ed., the Head of English Education Program, Faculty of
Languages and Arts, State University of Medan.
4. Drs. Johan Sinulingga, M.Pd., as her Thesis Supervisor.
5. Prof. Amrin Saragih, M.A., Ph.D., Dra. Sri Juriati Ownie, M.A., Neni
Afrida Sari Harahap, M.Hum as her Thesis Examiners
6. Euis Sri Wahyuningsih, S.Pd., M.Hum., as an Administration Staff of
English Department.
7. The writer sincerely thanks to her father, Ngadino and her mother,
Wagiseh for never giving up on her and for their tireless pray and love.
The writer’s special gratitude also goes to her dearest brother for being so
honest and relieving and her sisters, who always keep the writer on the
right way and cover her with so much love and caring.
ii
8. The Headmaster of SMA Swasta Kesuma Bangsa Labuhan Batu Utara
Patar Lumbantoruan S.Pd for his permission and opportunities in
allowing the writer to do observation and to collect data.
9. Her best friends Singgih Syahputra, Evi Evrilita Sari S.Pd, Rinta
Dermawan S.Pd, Bura Khaira S.Pd, Putri Hasanah S.Pd, Ettuy
Rahmadani S.Pd, Uci Hartati S.Pd, Lesti Lestari S.E, Rosa Ditri S.Pd,
Detya Setio Rini S.Pd, Normayani S.Pd, D.I. Manurung S.Pd, kak
Ardin Zebua S.Pd, for guarding, motivating, inspiring
10. Her great class Regular A Education for togetherness throughout four
years
11. Her younger sisters Linda Lestari, Dian Rizki Fauziah, and Rizka for
motivating and togetherness.
12. Special thanks to her beloved friends, students of English Department,
especially ReAction, PPLT SMA NEGERI 3 KISARAN 2013, notably for
Yunita Dongoran S.Pd, Tiya Musana S.Pd, Sri Wahyuni Dewi S.Pd,
Bayu Wicaksono S.Pd, Muhammad Fauzi S.Pd, Hasanul Fadillah
S.Pd, Habibi S.Pd, Tegi Pratana S.Pd, Masrianto S.Pd,
13. And all people that can not be mentioned one by one for their care,
support, pray and love. May all the assistance, support and simplicity
given by all of the people can be their charity and got merit from Allah
SWT.
Medan,
April 2015
The Writer
Andriani Rahayu
Reg. No. 2101321001
iii
4
TABLE OF CONTENTS
Page
ABSTRACT ...............................................................................................i
ACKNOWLEDGMENT ......................................................................... ii
TABLE OF CONTENTS ........................................................................iv
LIST OF TABLES....................................................................................vi
LIST OF APPENDICES ..........................................................................vii
CHAPTER I INTRODUCTION
A. The Background of the Study ....................................................... 1
B. The Problem of the Study ................................................................... 4
C. The Objective of the Study ........................................................... 4
D. The Scope of the Study ................................................................ 5
E. The Significance of the Study ...................................................... 5
CHAPTER II REVIEW OF LITERATURE
A. Theoretical Framework ................................................................ 7
1.
Definition of Reading............................................................. 7
2.
The pupose of Reading........................................................... 8
3.
Reading Comprehension ........................................................ 10
4.
The Level of Comprehension ................................................. 11
5.
Teaching Reading Comprehension ........................................ 12
6.
Teaching Reading Based Genre ............................................. 14
7.
Report Text............................................................................. 16
8.
Team Pair Solo ....................................................................... 18
9.
Students’ Achievement .......................................................... 22
B. Conceptual Framework ................................................................. 23
C. Hypothesis ..................................................................................... 24
iv
CHAPTER III RESEARCH METHOD
A. Research Design ........................................................................... 25
B. Population and Sample ................................................................. 26
C. Instrument of Collecting Data ...................................................... 27
D. Procedure of the Research ............................................................. 27
E. Scoring of the Test ........................................................................ 30
F. The Validity and Reliability of the Test ....................................... 30
G. Technique for Analyzing Data ..................................................... 33
H. Stastical Hypotheses ...................................................................... 33
CHAPTER IV DATA ANALYSIS AND RESEARCH FINDINGS
A. Data Analysis..................................................................................35
1. Testing Reliability of the Test..............................................36
2. Analyzing the Data by Using T-Test................................... 37
3. Testing Hypothesis...............................................................37
B. Research Findings...........................................................................38
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion...................................................................................... 39
B. Suggestion.......................................................................................40
REFERENCES...........................................................................................41
APPENDICES..........................................................................................44
v
LIST OF TABLES
Page
Table 1.1 Students’ Reading Comprehension Score ............................. 3
Table 3.1 Research Design ...................................................................... 25
Table 3.2 Teaching procedure for experimental group ....................... 28
Table 3.3 Table of Specification ............................................................. 31
vi
LIST OF APPENDICES
Page
APPENDIX A..................................................................................................44
APPENDIX B...................................................................................................46
APPENDIX C...................................................................................................47
APPENDIX D...................................................................................................48
APPENDIX E..................................................................................................51
APPENDIX F...................................................................................................52
APPENDIX G.................................................................................................59
APPENDIX H.................................................................................................67
vii
CHAPTER I
INTRODUCTION
A.
The Background of the Study
Reading is one of skills that should be mastered by students because
reading will add their knowledge which is informed by the text. According to
Patel and Jain (2008:113), Reading is an active process which consists of
recognition and comprehension skill, an important skill activity in life can
update his/her knowledge, and important tool for academic success. This
statement explains that by reading, students will improve their knowledge to
help them success in academic level.
Teaching reading at school is aimed to improve the students’ capability
to comprehend reading text. Some students think that reading is difficult to do
because they cannot comprehend reading material correctly. Comprehension is
one of the important elements to understand reading text. To become a good
reader, students should have particular purpose before they interact with the
text. Donaugh and Shaw (1982:102) states that the effective reading always
purposeful that much of current thinking of reading tends to focus primarily on
the purpose of activities even if reading is done for pleasure. It means that
whatever the readers do reading activity, they have to get the information from
the reading text.
1
2
Unfortunately, Indonesian students still have low reading ability. This
phenomena is showed by Vincent Grenay Study (2009) that students’ reading
ability 51.7 % in Indonesia, the final sequence after Philippines 52.6 %,
Thailand 65.1 %, Singapure 74.0 % , and Hongkong 75.5 % . It means even
Indonesia is not the last sequence, it should be shame for us when knowing the
reality. The phenomena had to change with do some new experiments like
attempt new teaching strategies, or discover new teaching strategies.
When the writer was teaching at school for the teaching practice
program, she found that comprehending reading text was still a serious
problem for the students especially in reading report text. They still confuse
when differentiate between report text, descriptive text, or explanation text and
also most of them had difficulties in searching the meaning of a simple
sentence. As a result they could not grasp the main idea and answer their
teacher’s question relates to the text. The students were not able achieve the
standard score of Minimum Standard Competence (KKM) of reading
comprehension test. Based on writer’s preliminary observation of XI Grade of
SMA SWASTA KESUMA BANGSA, it found that there were 7 students who
did not pass the Minimum Standard Competence (KKM) and the amount were
increase in the second semester into 12 students from 28 students. The
following table shows the recapitulation of students score during the final
examination in recent year.
3
Table 1.1 students’ reading comprehension score
Semester
(Year)
1st semester
(2013/2014)
2nd semester
(2013/2014)
Score
< 75
≥ 75
< 75
≥ 75
Number of
students
7 students
21 students
12 students
16 students
Percentage
25%
75 %
43%
57 %
Furthemore, Harmer (2003:208) states that students sometimes have
low expectation of reading. This statement interpreted by students are difficult
in comprehending reading text and become feel bore. It is because they do not
know much vocabulary so that they open dictionary to find out difficult words.
Ofcourse, that will waste the time and ineffective teaching learning activity.
So, a strategy, a method, or a technique in teaching reading comprehension is
important to make the teaching learning processes effective. Those will help
the students remember the information for a long period of time. In reading
comprehension, teachers are suggested not only to have one strategy, method,
or technique but also learn other strategies that enable them to teach variety
text.
Therefore, the writer proposes a strategy named Team Pair Solo (TPS).
According to Kagan (1998) Team Pair Solo provides the students to work in a
small cooperative learning group as a team first, then with a partner to solve
the problems together with their classmate, and finally they worked on their
own. This strategy support the prior knowledge of students before finish
reading comprehension tasks by their self. Additionally, Team Pair Solo works
4
well for the problems and concepts that students would either be too imitated
or just incapable of doing in their own, and assignments are an essential part of
our students’ studies and they not only demand a great deal of effort from
students, but also require that instructors work hard throughout the entire
process (Johnson, 1998). It can said that each member of a team is responsible
not only for learning what is taught but also for helping teammates learn, thus
creating an atmosphere of achievement and students work through the
assignment until all group members successfully understand and complete it.
Based on the explanation above this study motivates the writer to
conduct a research to find out the effectt of applying Team Pair Solo to make
better outcomes of students’ achievement in comprehending report text.
B.
The Problem of the Study
In related to the background of the study, the problem of the study will
be formulated as follows: does Applying Team Pair Solo significantly affect on
students’ reading comprehension achievement in report text?
C. The Scope of the Study
There are so many strategies in cooperative learning method but in this
study writer chooses Team Pair Solo technique to limit the discussion and to
not abroad the discussion, writer chooses report text as her study. Finally, the
scope of the study is formed in Team Pair Solo strategy on the students’
reading comprehension achievement in report text.
5
D. The Objective of the Study
The objective of the study is to find out the effect of applying Team
Pair Solo toward the students’ reading comprehension achievement in report
text
E. The Significance of the Study
The objective of the study is to find out the effect of applying Team
Pair Solo toward the students’ reading comprehension achievement in report
text
F. The Significance of the Study
The finding of this study are expected to be useful for :
1. Theoretical benefits
a. The result of the research give information on how to solve the
existing problems in teaching and learning english and to find out
the
effect
of
TPS
strategy
on
the
students’
reading
comprehension.
b. The result of this research also increase the knowledge of basic
education, particularly the English subject.
2. Practical benefits
a. The teachers as the reference to improve their informations about
learning strategies which can be applied to increase the quality of
teaching process.
6
b. The students in improving their reading comprehension in report
text by using Team Pair Solo strategy.
c. Other researchers, who are interested in doing related research as
the reference of information.
39
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on research findings, the writer concludes that there is a significant
effect of Applying Team Pair Solo on students’ reading comprehension
achievement in report text. This strategy is proved statistically as an effective
strategy because it gives better result than conventional method. As can be
seen from the data, the mean score of Post - Test in experimental group is
higher than that the mean score of Post – Test of control group. In addition,
the calculation of T-test shows that the t-obs (4.31) is higher than the t-table
(2.009). It means applying Team Pair Solo strategy in classroom gives better
outcomes to students and significantly affects students’ achievement in
reading comprehension. Therefore, this study proved that the null hypothesis
is rejected. Teaching reading by applying Team Pair Solo strategy was more
effective than teaching reading without applying Team Pair Solo Strategy.
39
40
40
B. Suggestion
Based on the conclusion above, some suggestions are offered as follows :
1. English teacher had better applying Team Pair Solo in teaching reading
comprehension in order to increase their students’ achievement in reading
comprehension because it has been proved that the strategy gave the better outcome
to students’ achievement.
2. Students should use this strategy in reading text to help them extracting the
information of a text. This strategy is able to improve the readers’ reading
comprehension, work together to solve the difficulties in comprehend reading text.
3. Researcher who want to develop all information and knowledge and for those who
have interest in doing research relate to TPS in making research for other genres of
text.
For better result, the future researcher had better involve more classroom meetings.
41
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